LU Title: Mmm, Mmm, Good

Author(s): Tina Klar

Grade Level: 5

School Address: Myles Elementary 100 Clinton Road, New Hartford, NY 13413

Subject Area: Health/Science

School Phone/Fax: 315-738-9600 724-2653(fax)

Declarative

Procedural

• Knows key nutrients and why they are essential

• Interprets on a food package label

• Knows factors that influence food choices

• Accesses websites with information on nutrition

• Knows why a variety of foods is needed daily

• Creates a spreadsheet and graph to display information

Benchmarks: Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

Benchmarks: Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

Standard: (Health, Physical Education, and Home Economics): Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Standard: (Health, Physical Education, and Home Economics): Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

What declarative knowledge should students be 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?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

 The key nutrients and why they are essential

Why a variety of foods is needed daily

Knows factors that influence food choices

 Reading for main ideas Teacher-led discussion Underlining for key ideas

Access to internet

Reading for information Teacher lecture

Internet

Lecture Class discussion

Comparing ads

 Note-taking Imagery through illustration Mnemonics Creation of a chart to graphically organize information Applying information to personal experience Numbered Heads Pairs check 3-2-1 Summarizing

Food Pyramid worksheet Nutrition chart Pairs check

Color-coding Note-taking

Bookends (partners discuss ideas/questions BEFORE reading, then discuss new information AFTER reading.)

ABC Summarizer

Class discussion

Think-Pair-Share

Mind-Map (Word Map)

 Students read "A Brief Review of Nutrients" and underline or highlight important facts about each nutrient. Students make mnemonic for key nutrients and a chart with illustrations for each key nutrient. Students list what they ate today. Using the "Key Nutrients" sheet, students list key nutrients next to the foods they ate. Using numbered heads, students discuss the key nutrients in what they ate today. Did their foods contain all the key nutrients? What ones are missing? What ones did they have more than once? What foods could they replace or add to include all the key nutrients in their meals? Summarize this activity with a 3-2-1 activity: Choose 3 kay nutrients. List 2 important facts about each nutrient. Name 1 food that is a good source of the key nutrient.

Students access internet site "KidsHealth", http://www.kidshealth.org/kid, and interactive site, to view food pyramid and nutrition information. Students fill in food pyramid and chart on nutrients, then share results with partner (pairs ck).

Do Activity 13 from The Nutrient Connection, "How Much is Enough?", on using food composition tables, RDAs, and nutrition labeling.

Use Bookends Strategy for this activity. Using activity on food labels (downloaded from http://www.kidshealth.org/kid), students read and highlight 1 or 2 facts from each section. Students should color-code facts from each section with part of food label that corresponds. Assign 2 or 3 consecutive letters of the alphabet to partners. Using the assigned letters, students list facts about food labels. Class brainstorms on why they choose certain foods (taste, parents make them eat them, nutritious value, etc.)

Students look at a variety of food advertisements, from both magazines and television. Students note "nutritious claims" in ads. Next, they discuss ads and how they influence food choices with the class.

Brainstorm techniques use for advertising, including alliteration, jingles, figurative language, appeal to senses use of famous people, etc. Organize these techniques into a mind-map.

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.

 Interpret information on a food package label

Access websites with information on nutrition

Create a spreadsheet to display information

 Students will use a study guide to gather information from the Internet.

Students will create a flow chart.

Students create a menu for a full day and label the nutrients and RDAs on it.

Students think aloud to check the menu.

Students list the steps for accessing a website.

Students open internet provider on computer and type in website address. They then navigate within the website to find needed information.

Students create a written set of steps for creating a spreadsheet. Students open new spreadsheet and manipulate cells to create a spreadsheet showing food groups, the key nutrients in each group, and the function of each nutrient.

Students open new spreadsheet and manipulate cells to create a spreadsheet showing percentage of nutrients in different foods. Students create a graph of this information from the spreadsheet. **Spreadsheet steps are internalized as students work throughout the year to create spreadsheets and graphs in different content areas. This is true of internet access and use, also.

 Students access internet site "KidsHealth", http://www.kidshealth.org/kid/food/labels.html, to view labels and label information. Students use information in this site to answer questions about food labels, then create a flow chart listing the steps to using food labels.

Students create a menu for a full day. They then evaluate that menu, making sure they have the RDAs of the key nutrients. Students explain part of the menu by thinking aloud about the RDA and food labels (shaping).

On an index card, students list the steps for accessing a website. Students type in givin website address and navigate in the website. Students use information from the website to fill in food pyramid and key nutrient/food group chart.

Students evaluate nutrition in fast food by using website. They complete and compare/contrast graphic organizer showing the nutritious value of two different fast foods.

Working in groups, students make a poster showing the steps to beginning a spreadsheet and listing some basic functions. Students work in the lab to create a spreadsheet showing food groups, the key nutrients in each food group, and the function of the nutrients. (shaping)

Students evaluate three food labels for specific nutrients. They then create a spreadsheet charting these nutrients and create graphs from the spreadsheet. (shaping)

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?

Describe what will be done.

The Key nutrients and why they are essential

Creating a spreadsheet to display information

Interpreting information on a food package label

Accessing websites with information on nutrition

 Comparing

• Classifying
• Inductive Reasoning
• Deductive Reasoning

 Error Analysis

• Analyzing Perspectives

 Constructing Support

• Abstracting
• Other:

 Students create individual charts showing each nutrient, important facts about the nutrient, and an illustration for each nutrient.

Students create and share their own mnemonics for remembering the six nutrient groups.

Students create a menu for a day that provides all key nutrients. (Induction)

Students select three food labels from favorite foods. Students analyze labels for RDAs, and then complete "What's in a Label?" worksheet. Using the information on this worksheet, students create a spreadsheet and then create a graph from the spreadsheet.

Students fill out a compare/contrast graphic organizer comparing two fast foods and their nutritious value. Students may then write an essay comparing these two foods. (Comparing)

Using the internet site http://tqjunior.advance.org/4485/ , students read about healthy claims in fast food ads. Students take fast food quiz and may link to fast food sites from here to analyze nutritious value of foods. Using this information, students create their own truthful advertisement about favorite fast food. (Constructing Support)

Students analyze food advertisements for "nutritious claims" and the truth about these foods. (Error analysis)

Planning Guide

Unit:

Step 1

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What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... Know key nutrients and why they are essential

Know why a variety of foods is needed daily

Know factors that influence food choices

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 overcomming constraints or lmiting 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:

Products/Performances

Criteria for evaluation

Problem Solving: You are on the staff of Camp Myles, a popular summer camp for students. You are in charge of meals at camp, so you must create a three-day menu for your campers. You have learned that it is important to have nutritious meals everyday. You know that many kids do not like "camp food." How can you provide a three-day menu with breakfast, lunch, snacks, and dinner that will appeal to kids and be nutritious? Using the problem-solving graphic organizer for planning, design a three-day menu of breakfasts, lunches, snacks, and dinners that students will like and that are nutritious. You will then need to advertise your menu to try to convince campers to buy your "new, improved" camp meals. ** In the future, advertisements will be presented in PowerPoint.

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