There are many factors that lead to health. Food choices have a major impact on an individual's health status. The chemistry of food will be examined in this sub unit to determine that impact.
Technology Standards: Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. Informed choices among technology systems, resources, and services. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models and other creative works.
Literacy Standards: Accesses information efficiently and effectively, Evaluates information critically and competently, Uses information effectively and creatively, Pursues information related to personal interests, Strives for excellence in information seeking and knowledge generation, Recognizes the importance of information to a democratic society, Participates effectively in groups to pursue and generate information.
Reside at the heart of the discipline: Selection of foods and eating patterns determine nutritional balance and individual health status.
Represents a big idea having enduring value beyond the classroom: Students can build an understanding of the various levels of nutrition, from the organic structures to the energy building compounds, in order to relate foods of choice to their own health.
Require uncoverage, meaning that misconceptions need to be identified and clarified:
We really ARE what we EAT!
Offer potential for engaging students:
Everyone must have food to survive. Food choices and food chemistry affect every aspect of our lives.
a. Formative Assessment: Students will record patterns of eating into a food diary in their learning logs and will base their comments on their food choices. A nutritional analysis of their individual patterns of eating will be completed.
b. Summative Assessment: Students will assess their own eating habits while comparing and contrasting family eating habits. Students, peers and teachers will evaluate food diaries as "good eating habits", "average eating habits", and "poor eating habits". Students will then create a dietary "plan" to follow in the future, and base it on their dietary analysis.
Food Diary: In this lesson students observe and record their own eating patterns on a daily and weekly basis. Students keep a journal of all ingested items for one week in a journal format. Students are given brief time daily to update their food diary.
Nutritional Analysis: Students use a nutrition program for health to assess their eating patterns as shown in thier food diaries. Using the software, MacDiet or similar software, students enter food eaten receive a dietary analysis. Students analyze their results and determine whether they have "good eating habits", "average eating habits" or "poor eating habits". They reflect on this information in their learning logs as related to the holistic ideas of health. They use this information to determine future eating goals for better overall health. Students also access the following food pyramid site, a resource on proper eating habits; http://viking3.ops.org/tc/integ34/Fitness_health_unit/Nutrition/pyramid.htm
Dietition Role-Modeling: Students set up a dietary plan for future eating trends by using information recommended in the MacDiet software program or food pyramid site on World Wide Web. Students submit their plan using a set format. They team with other students to role play dietition/student interactions and present their play to the class. Each group writes their own play to describe a person's changed eating habits to the habits. Students should be given free rein to be creative and funny!
Information Managers, Effective Comunicators, Creative and Critical Thinkers, Ethical and Responsible Workers, Cooperative Workers, Effective Leaders, Culturally Sensitive Leaders, Involvement of families,