Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be
reproduced in any form without the expressed written consent of the District
Superintendent or his designee.
| LU Title: Making Healthy
Nutritional Choices
|
Author(s): Karen Elsenbeck,
Judith Kupiec, Janice Rich, Franics Roy
|
| Grade Level: 3-5
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School Address: J.F Hughes
School, 24 Prospect St., Utica, NY 13501
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| Subject Area: Science
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School Phone/Fax:
315-792-2165
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CONTENT
KNOWLEDGE
| Declarative
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Procedural
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- Identify components of Food Pyramid
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- Students will use the Internet as a research tool to obtain current
nutritional information
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- Identify nutrients needed by the body and how they are used
|
|
- Identify food sources for those nutrients
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|
ESSENTIAL
QUESTIONS
- Why is a study of nutrition essential to a healthy life?
- How do nutrients help the body?
- How will the Internet be helpful in this search?
-
INITIATING ACTIVITY
Teams of students will design sandwich boards depicting a healthy
lunch. Students will be placed in cooperative groups and be asked to list on a
sheet of paper the names of food they would like to eat for lunch. The teacher
will distribute large sheets of oak tag. The children will draw and color each
item listed. Holding the food, they will display and orally identify themselves
as a "LUNCH" to the class.
Connection to State
Learning Standards
Content Area: Science
Level: 3-5
| Benchmarks: Learn and use the writing process.
|
|
Benchmarks:
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| Standard: NYState Health
Education Standard 1: Students will have the necessary knowledge and skills to
establish and maintain physical fitness, participate in physical activity and
maintain personal health.
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|
Standard:
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Unit Theme:
| Standard: ELA 1 Students
will read, write, listen, and speak for information and
understanding.
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Standard:
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| Benchmarks: Speak to
share data, facts, and ideas in small groups and class
presentations.
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|
Benchmarks:
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Learning
Experiences
Declarative Knowledge
| What declarative knowledge should e in the
process of acquiring & integrating? As a result of the unit, the student
will know or understand…
|
What experiences or activities will be used
to help students acquire & integrate this knowledge?
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What strategies will be used to help
students construct meaning, organize and/or store the knowledge?
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Describe what will be done.
|
| Components of Food Pyramid
Nutrients necessary for healthy body
Food sources for necessary nutrients
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Collaborative Pairs, Internet
Research
Video
Collaborative Pairs research activity using Library and classroom materials
and the Internet
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Organize the information to
complete a Food Pyramid
Structured note taking
Children will create lists of food sources of nutrients
|
Students will work together to
access Internet sites. A graphic organizer will be completed with this
information.
Children are provided with a worksheet to be completed as they watch the
video. In collaborative pairs, compare and refine lists. Then share information
with the class.
Upon completion of research, children will compile lists of food sources and
complete relative worksheets.
|
Learning
Experiences
Procedural Knowledge
| What procedural knowledge will students be
in the process of acquiring & integrating? As a result of this unit,
students will be able to:
|
What will be done to help students
construct models, shape & internalize the knowledge?
|
Describe what will be done.
|
| Use Library and classroom
books properly to locate information on nutrition
Use Internet to look up information on nutrition
Sites: www.expeditionk.com, www.worldguide.com, www.kidshealth.org,
exhibits.pascl.org/nutrition, www.nutritioncamp.com, www.eatright.org,
www.schoolmenu.com, www.vita-men.com
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Practice activities using
"Thinking Aloud" on proper ways to look up information on nutrition
Teach students to create flow charts on the use of the Internet
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Teacher will "Think
Aloud" how to locate information in Library reference books, demonstrating
how to refine the search. Give a list of written steps for locating information
in the Library and classroom reference books.
In pairs the children will list the steps involved to access the Internet,
and inputting addresses, and locating information, and recognize and utilize
the links within the site.
|
Learning
Experiences
Extending and Refining
| What knowledge will students be extending
and refining? Specifically, they will be extending and refining their
understanding of…
|
What reasoning process will they be
using?
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Describe what will be done.
|
| Fool Pyramid components
Necessary nutrients
Food sources of the nutrients
|
 Classifying
Inductive
Reasoning
- Deductive Reasoning
- Error Analysis
- Analyzing Perspectives
Constructing Support
|
Students will classify a
list of foods and place them in the proper location on the Food Pyramid.
Using 2 different nutrition fact food labels from 2 cereal boxes, the
children will complete a compare/contrast graphic organizer.
Students are to choose the more nutritious of the 2 cereals. They will
complete a constructing support graphic organizer and write a paragraph
supporting their choice.
|
Learning
Experiences
Meaningful Use Tasks
| What knowledge will students be using
meaningfully? Specifically, they will be demonstrating their understanding of
and ability to…
|
What reasoning process will they be
using?
|
Describe what will be done.
|
| Identify nutritional eating
choices
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Decision Making (selecting from
seemingly equal alternatives or examining the decisions of others)
Problem Solving (seeking to achieve a goal by over coming constraints of
limiting conditions)
Invention (creating something to meet a need or improve on a situation) X
Experimental Inquiry (generating an explanation for a phenomenon and testing
the explanation)
Investigation (resolving confusions or contradictions related to a
historical event, a hypothetical past or future event, or to the defining
characteristics of something)
Systems Analysis (analyzing the parts of a system and how they interact)
Other:
|
The child will be told that
he/she has been chosen honorary school food service director. He/she must
create a nutritionally correct school lunch menu for one week. Each day must
satisfy 1/3 of a child's daily-recommended allowances.
|
| Step 1
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Step 2
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Step 3
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| What knowledge will students be
using meaningfully? Specifically, they will be demonstrating their
understanding of and ability to...........
|
What reasoning process will they be
using?
|
Describe student's products and
performances and the criteria for evaluation.
|
| |
[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of
others)
[ ] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions)
[ ] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a
hypothetical past or future event, or to the defining characteristics of
something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:
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Products/Performances
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| Criteria for evaluation
|
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed
differently?
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Element #1
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Element #2
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Element #3
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Element #4
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| Elements
Scale
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Components of Food Pyramid
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Food sources of nutrient within
Food Pyramid
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Layout
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| Weights
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|
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| 4
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Each day has 5-6 components of
Food Pyramid
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5 different entrees for the week
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Attractive, correctly spelled,
visually appealing
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3
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Each day has at most 4 components
of the Food Pyramid
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4 different entrees for the week
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Few errors mostly attractive
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2
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Each day has 2-3 components of
Food Pyramid
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3 different entrees for the week
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Several errors, somewhat
attractive
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|
1
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Each day has L component of Food
Pyramid
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1-2 different entrees for the
week
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Many errors, sloppy, confusing
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|
NOTE: Rubric or other
performance assessment instruments may be used.
Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)
Key Questions:
* How many score points are needed to discriminate among the full range of
different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of
understanding of
concept/principle/generalization or
proficiency in
skill/process/strategy.
| Score Point
4
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Score Point
3
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| Score Point
2
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Score Point
1
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Have You Considered These Yet?
Learn to Learn Skills:
Assessment Modifications:
Unit Schedule/Time Plan:
Written Overview: