TITLE OF THE LEARNING EXPERIENCE: Eating Healthy/Staying Fit by Mary Ann Buck and Sondra J. Mansur

1. LEARNING CONTEXT
Describe the pupose, objective, or focus of the learning experience, including:

• the learning standard(s) and the specific performance indicators being assessed;
• a description of where this experience fits into the school or course curriculum; and
• what students need to know and/or be able to do to succeed with this learning experience.

The purpose of this learning experience is to have the students become more aware of their personal eating habits and to see f it conforms to the nutritional guidelines of good nutrition.

This learning experience is based upon the following learning standards

Math, Science, Technology

Standard 1: Analysis, scientific inquiry, and engineering design. Standard 2: Information Systems Standard 3: Mathematics

English, Language Arts

Standard 1: Language for Information and understanding

Health, Physical Education and Home Economics

Standard 1: Personal Health and Fitness

This learning experience can be integrated into the academic subjects of Health, Science, Math , Language Arts, Life Skills, and Technology. It fits into the curriculum area of Health and Nutrition.

2. PROCEDURE
Describe, in narrative form, the actions of students and teachers and the interactions among and between students and teachers, including how the learning experience:

• supports student progress toward attainment of the learning standards;
• reflects current scholarship in your field and "best" classroom practic; and
• incorporates technology (when used) into instruction to enhance learning and to assess student performance.

Students will be working on a unit centering on Good Nutrition. This lesson will begin the unit. The discussion will be held using the Nutritional Pyramid guide. Each student will be given a copy of the pyramid. For one week, the students will record what they eat each day. The following week, they will take their results in each food area. These results will be places on a spreadsheet and then made into a bar graph. Students will be allowed to use coloring/shading etc., to make their project unique. Then the unit on Nutrition will begin. As each food group is discussed, students will study their chart/graph and make decisions about their eating habits.

Students will need to know and/or be able to do the following in order to succeed with this learning experience.

1. Keep a daily log of their eating habits for one week.
2. Be able to tally the results of their weekly log by using the four major food groups.
3. Record the tally of number two onto an individual spreadsheet.
4. Use the spreadsheets to make an individual bar graph comparing their eating habits to those of the Nutrition Pyramid. Students will already have had many experiences with graphing and computers.
5. Be familiar with the Nutritional Pyramid.
6. Compare their eating habits to the National Pyramid, evaluate their eating habits, and make changes for more nutritional balanced diet.

3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Describe the procedures used to accommodate the range of abilities in the classroom, including students with disabilities, limited english proficiency, or bilingual students, such as:

• instructional modifications made; and
• physical modifications of the classroom setting.

Students who have little knowledge of spreadsheet/graphing, or those who need individual academic help, will be provided one-on-one assistance by the teacher, librarian, or computer teacher.

4. TIME REQUIRED
For each aspect of the learning experience, state the amount of time for:

• planning;
• implementation (note the length of your class period, where appropriate, and the number of days to implement the experience); and
• assessment

One week to collect data of eating habits, One class period to tally information, Two to three class periods to do independent spreadsheet/graphing, Approximately three to four weeks to complete total unit on Nutrition using results of spreadsheet/graph data, One class period to write assessment essay.

5. RESOURCES
Please note any extraordinary or unique resources (human or material) needed to successfully complete this experience:

• for the student; and
• for the teacher

1. menu and tally worksheets
2. completed spreadsheet/graph worksheet
3. Nutrition Pyramid

6. ASSESSMENT PLAN
Describe the:

• manner in which students are involved in developing assessment criteria, maintaining an awareness of their progress, and reflection on their work;
• techniques used to collect evidence of student progress toward meeting the learning standards' performance indicators (eg. , observation, group discussions, journal writing, use of alternative testing techniques); and
• tools used to document student progress (eg., scoring guides, rating scales, check-lists). Please submit these tools.

After the unit has been completed, students will be asked to write an essay answering the question on their spreadsheet/graph, Is _____ a Healthy Eater? They will comment on both their good and bad eating habits and explain how they can improve. This paragraph can be written on any word processing program.

7. STUDENT WORK
Send three or four samples of student work:

• that reflect different levels of student performance; and
• include comments reflecting the basis for teacher's assessment.

A sample of student work can be requested.

8. REFLECTION
Please offer personal comments on the learning experience:

• why this lesson was developed for the specific learning standard(s) and performance indicator(s);
• what you learned from implementing this lesson; and
• how the lesson was reviewed by peers prior to submission and what you learned from the review.

Students are very excited and interested in this part of their nutrition unit. It is a very personal way to teach them about nutrition. It definitely enhances any nutritional unit at any graph level.

Special Note: If you would like any additional information regarding this unit or the worksheets associated with this unit, please contact: holytrin@borg.com, mansur@borg.com