By Madeline Rousseau

 In this unit, students will know how many servings of each food group is needed to promote a healthy lifestyle. By the end of the unit, each group of students will have a balanced meal plan for one day. They will also prepare a postcard of one food group and make an ABC book of food.

 Essential Question  What is Healthy?  Unit Questions  What do we need to do to stay healthy?  What happens to our bodies when we don’t eat healthy?  Content Questions  What are the food groups?  How many servings do we need daily of each food group? 

 This project will help my students develop 21 st century skills by:  Collaborating with peers. Analyzing data about the Food Pyramid and drawing conclusions to answer Unit Questions Solving problems and making decisions about their meal plan. Communicating with others.

 Purpose of the Assessment  To gather information about what students already know and what they need to know about a healthy diet.  What I want to learn from my students ?  I want to find out what they already know about the food groups.  How I have tried to promote higher - order thinking ?  I ask students to sort food into food groups.  How the assessment information helps me and my students plan for upcoming activities in the unit ?  If students have misconceptions about healthy foods I can provide scaffolds.  What feedback or additional ideas I ’ d like ?  I would like help on my assessment.

 I would like my students to be able choose foods for a healthy lifestyle.

 Other ways to assess student knowledge