O'Connor

- How to read a nutrition label and find nutrition information - How to determine the intake of % daily intakes of essential nutrients (protein, fiber, carbohydrates, potassium, etc) - How to create a diet to achieve fitness/health goals and health concerns (diabetes, anemic, etc) - Become aware of the nutrition information in fast foods, soda, other various junk food
 * Stage 1 – Desired Results**
 * //Established Goals//**

//**Understandings**// - How the body uses the food you take in - Why there is a recommended daily intake of essential nutrients - Why changing your diet is necessary for those with specific health concerns or to achieve fitness goals - Reading nutrition labels and finding nutrition information when a label is not available

- How and why is knowing % daily values and reading nutrition labels helpful for a person attempting to lose weight? - How can a person use nutrition to achieve fitness goals, such as weight lifting competition? - How can what you eat effect YOU? - When should you worry about what you eat today? What is cholesterol?
 * //Essential Questions//**

//Students will know:// - Recommended daily value of fat, protein, fiber, carbohydrates, sodium, and sugar - How nutrients are absorbed in the body and how the body uses them - How to find nutrition information when a label is not available

//Students will be able to// - Develop a diet based on personal health goals and concerns - How to read a nutrition label - Determine healthy choices for lifetime wellness


 * Stage 2 – Assessment Evidence**

//**Performance Tasks**// - Students will bring in nutrition labels to interpret -<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Write down all the food eaten for one day (trying to keep it as typical as possible), and evaluate their intake o<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Keep a log with a health goal in mind and evaluate o<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Compare the two logs – differences? Any obvious changes with how you feel? -<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Develop a diet for a person who has high cholesterol, a person who has diabetes, and a person training for a marathon.

//**Other Evidence**//: -<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Food Journal Reflection -<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Test on the material

-<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Use the essential questions to figure out what the students know. Ask them why nutrition is important? How could they use it in their life right now? How can they use it in their life later on? Why do some people have High cholesterol and some don’t? What about other health concerns? -<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Teacher discusses how the body absorbs nutrients, and the ways the body uses them -<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Have students write down everything they ate from the day before through that particular day. Find the nutrition information for each item. What does that reveal? o<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> What would you like to improve? o<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Keep a log for the next day ·<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Let them self-evaluate -<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> What have the students discovered about their own diet? Discuss if anything particular shocks them? How did they improve? What did they change the next day to improve? -<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Ask students what their favorite fast food restaurant is. Let them pick what they would typically order. Find the nutrition information for what they ate and discuss what they have discovered. -<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Develop a diet for a person who has high cholesterol, a person who has diabetes, and a person training for a marathon -<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Teacher will ask questions about what had to be considered for each person. How did they accomplish the task? -<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Develop a health/fitness goal for yourself. Develop a diet to help you accomplish this goal. -<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Teacher explains fitness goals are individual, and can be anything from eating the recommended fruits and vegetables, eat more vegetables, running a 5K, sports specific
 * Stage 3- Learning Plan**

I felt this process helped me have a more complete plan. The essential questions helped me to come up with activities that allowed my students to discover what nutrition is about and a lot of different aspects that nutrition touches. The most difficulty I had with the process was in the 3rd stage, the learning plan. Coming up with the activities for the learning plan to match what I had wanted the students to know after the unit and what I wanted them to be able to do at the conclusion of the unit was difficult. I kept thinking about my own situation as a teacher, where I don't have the time to complete this plan, so I decided to do this block plan to the time I wish I had with my health classes.
 * Process**

<span style="font-family: Times New Roman; color: rgb(255, 0, 206);">//Your lesson plan looks well thought out and looks as though the students would thoroughly enjoy the material. I think that having the students work together and collaborate on their favorite restaurants would be fun for them. Also this would have them communicate with each other what is healthy and unhealthy in certain places that they may go out to eat. By doing this they will see what is healthy and unhealthy. Overall your unit plan looks good but a thing that I would change would be the essential questions, these questions have no right or wrong answer, may a question that the students would be more thoughtful of would be, what would you feel if your parent or someone close to you died from obesity? What would be your response to that? Another question may be, what is the ideal weight? Here this would stem more questions and answer talk with the students, they could give the ideal weight that they think and then the class could discuss. From here maybe another lesson would arise dealing with anorexia and bulimia and this would be a good transition to that lesson topic. All in all I think that you did a great job incorporating the backward design. ~Lindsay E. Lorson~// ~ Kati Gratz
 * I think this unit is very important for students to learn early on and be reminded of the importance of healthy choices throughout their education. You did a nice job creating an interesting, educational unit. Students will really be able to relate to what they're learning, since part of the assessment is to keep a food reflection log. It is apparent that you had certain goals in mind when designing the learning plan, good job of utilizing the backwards design strategy. One suggestion about your essential question "<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> How and why is knowing % daily values and reading nutrition labels helpful for a person attempting to lose weight?", maybe something like "How and why is knowing % daily values and reading nutrition labels important?" or "How would reading nutrition labels and knowing % daily values affect your lifestyle/food choices?"

Leslie- Nice job! I think you had good EQ, and your learning activities allow for reflection and application of knowledge, as well as choice! Designing diets for different variables will allow you to assess how students have transferred their knowledge! BB**

Leslie - I really liked that you picked this topic. So many students do not know anything about the food they put into their body. When I ask them a typical meal, they give me back some disturbing answers. I had one girl who says she eats a number 3 and number 6 every day from Burger King. You have great EQ and I like it that you have the students make a food journal. This way they will know and remember everything they are putting into their body. Something I do with my health kids when going over nutrition, is I show them the documentary, Supersize Me. It really hits home to them because so many of them eat fast food. All in all, great job with your lesson