Asheboro City Schools
CTE Unit Plan Template
ESTABLISHED GOALS
5.00 Understand food choices.
· 5.02 Understand guidelines for healthful food choices.
CCSS.LITERACY.WHST.9-10.2 Write informative/explanatory texts
· WHST.9-10.2A Introduce a topic and organize ideas, concepts, information to make important connections and distinctions; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aid in comprehension. / Transfer
Students will be able to independently use their learning to…
use nutrition guidelines and practices for life-long health and balance.
Meaning
UNDERSTANDINGS
Students will understand that…
· The USDA Food Pyramid presents relative guidelines for nutrition.
· Just because food tastes good, doesn’t mean it is good for you
· Dietary requirements vary for individuals based on age, activity level, weight, and overall health.
· Healthful living requires an individual to act on available information about diet even if it means breaking comfortable habits / ESSENTIAL QUESTIONS
· What is healthful eating?
· To what extent are you a healthy eater?
· Could a healthy diet for one person be unhealthy for another?
· Why are there so many health problems in the modern world caused by poor nutrition despite all of the available information?
CONCEPTUAL VOCABULARY
Protein, fat, calorie, carbohydrate, cholesterol
Acquisition
Students will know…
· Types of food in each food group
· USDA Pyramid/Plate guidelines
· Variables influencing nutritional needs / Students will be skilled at…
· Reading/interpreting nutrition information
· Analyzing diets for nutritional value
· Planning balanced diets for themselves and others
Stage 2 - Evidence
Evaluative Criteria / Assessment Evidence
Accurate application of nutritional concepts / PERFORMANCE TASK(S):
You Are What You Eat—Students create an illustrated brochure to teach younger children about the importance of good nutrition for healthful living.
Camp Menu—Students develop a 3-day menu for meals and snacks for an upcoming Outdoor Education camp experience. They write a letter to the camp director to explain why their menu should be selected (by showing that it meets the USDA Food Pyramid recommendations, ye tasty enough for the students).
Clear and thorough explanation / OTHER EVIDENCE:
Quizzes on vocabulary, food groups, USDA Food Pyramid
Prompt: Describe two health problems that could arise as a result of poor nutrition and explain how these could be avoided.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
1. Begin with entry question (Can the food you eat cause zits?) to hook students into considering the effects of nutrition on their lives.
2. Introduce the essential questions and discuss culminating unit performance tasks
3. Key vocabulary terms are introduced as needed.
4. Introduce the Food Pyramid and identify food in each group. Students work in groups to develop a poster of the Food Pyramid containing cut-out pictures of food in each group. Display posters in the classroom or hallway.
5. Show and discuss the video, Nutrition and You. Discuss the health problems.
6. Working in collaborative groups, students analyze a hypothetical family’s diet (deliberately unbalanced) and make recommendations for improved nutrition.
7. Have groups share their diet analyses and discuss as a class.
8. Students listen to, and question, a guest speaker (nutritionist from the local hospital).
9. Student respond to written prompt: Describe two health problems that could arise as a result of poor nutrition and explain what changes in eating could help to avoid.
10. Teacher models how to read and interpret food label information on nutritional values. Students practice using donated boxes, cans, and bottles.
11. Students work independently to develop the 3-day camp menu.
12. At the conclusion of the unit, students review their completed daily eating chart and self-assess the “healthfulness” of their eating. Have they changed? Improvements? Do they notice changes in how they feel and/or their appearance?
13. Student develop a personal “eating action plan” for healthful eating.
14. Conclude unit with student self-evaluation regarding their personal eating habits. Have each student develop a personal action plan for their “healthful eating” goal. / Pre-assessments/Progress Monitoring
1. Question responses are composed in written form for assessment.
2. Teacher makes anecdotal notes
3. Marzano’s 6 steps with observation and evaluation of written activities
4. Rubric indicates level of understanding for poster work
5. Teacher completes a discussion map
6. Teacher observes and coaches students as they work.
7. Teacher collects and reviews the diet analyses to look for misunderstandings needing instructional attention.
8. Teacher observes
9. These are collected and graded by teacher.
10. Teacher observes
11. Teacher coaches students while they work in groups
12. Assess the chart and conversation with a rubric
13. Plans are shared during student-led conferences with parents.
14. Review self-evaluations.