A Healthy You - Learning, Design and Technology (LDT ...ldt.stanford.edu/~cjimenez/healthy_you.pdfA...

A Healthy YouNutrition and Fitness Curriculum

Developed for Envision Schools

Doug Gilbert, Claudia Jimenez, Dana Nelson, Junko TanakaStanford University

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Rationale ......................................................................................................................................................................................iiSection 1: A Healthy Diet ............................................................................................................................................................1

Part I: Introduction ................................................................................................................................................................................................................3Part II: Food Groups ..............................................................................................................................................................................................................4Part III: Reading Food Labels .............................................................................................................................................................................................5Worksheets

Instructions for Downloading Customized MyPyramid and Meal Tracking Worksheets ...................................................................1.1Tips for Reading Nutrition Labels ...........................................................................................................................................................................1.2Nutritional Facts: McDonald’s ..................................................................................................................................................................................1.3Nutritional Facts: Taco Bell ........................................................................................................................................................................................1.4Nutritional Facts: Subway ..........................................................................................................................................................................................1.5Nutritional Facts: Selected Fruits ............................................................................................................................................................................1.6

Resources ...............................................................................................................................................................................................................................13Section 2: Nutrients ...................................................................................................................................................................15

Part I: Introduction ..............................................................................................................................................................................................................17Part II: Nutrients ...................................................................................................................................................................................................................18Worksheets

Nutrients ..........................................................................................................................................................................................................................2.1Resources ...............................................................................................................................................................................................................................21

Section 3: Body Image ...............................................................................................................................................................23Part I: Introduction ..............................................................................................................................................................................................................25Resources ...............................................................................................................................................................................................................................27

Section 4: Physical Fitness ........................................................................................................................................................29Part I: Introduction ..............................................................................................................................................................................................................31Part II: Stretching .................................................................................................................................................................................................................32Part III: Push-Ups, Curl-Ups, and Running ...................................................................................................................................................................33Resources ...............................................................................................................................................................................................................................35

Section 5: Design Project ..........................................................................................................................................................37Day 1: Working on Project Design .................................................................................................................................................................................39Day 2: Project Presentation and Healthy Food Party ..............................................................................................................................................40

Final Poster Example ....................................................................................................................................................................................................41Worksheets

Final Project Checklist .................................................................................................................................................................................................5.1Healthy Diet & Nutrients: Recipe Card ..................................................................................................................................................................5.2Healthy Diet & Nutrients: Nutrition Facts.............................................................................................................................................................5.3Healthy Body Image: T-Shirt Slogan ......................................................................................................................................................................5.4Final Project Design Rubric .......................................................................................................................................................................................5.5

Table of Contents

ii | Rationale

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Envision Schools Envision Schools is a network of Charter Schools that provides rigorous and relevant college preparatory classes. They prepare

their graduates to meet or exceed all California state standards for high school graduation, as well as requirements for entrance into the UC/CSU colleges. Envision schools believe their students will be able to demonstrate mastery and growth through standardized testing and performance assessments.

Another key feature of Envision schools is its small classroom size. Each school has fewer than 420 students, and individual classes have no more than 25 students. Teachers are encouraged to get to know students well and respect diverse interests and characteristics of their students. This close relationship between students and teachers needs to be incorporated in our curriculum design.

The school is a !rm believer in the integration of technology and arts into their curriculum. We will aim to design lessons that utilize these resources to encourage dynamic teaching and learning. Furthermore, the school uses project-based learning to dramatically increase the relevance of the curriculum for its students. As a result, we will aim to incorporate project-based learning and assessment.

Our product will be supported by a few curriculum theories. The primary theorist that will guide our design is John Dewey in regards to personalized and individualized education. It is important for us to emphasize Dewey’s idea that a “sympathetic understanding of individuals as individuals... [will give educators] an idea of what is going on in the minds of the learner” (39). This is especially important in nutrition education. If a learner does not feel personally invested in their own health, they won’t be motivated to learn and make better life choices (39). We hope to instill this sense of individualization through the use of assignments that allow for creativity and personal re"ection. In conjunction with the !nal group poster and presentation, project-based instruction will re"ect Dewey’s ideology that education should be made up of applicable and enriching experiences. This will help the newly acquired knowledge be transferred to life outside of the classroom and get students learning and interacting with one another.

In addition, Noddings’ philosophy that “central to caring for the physical self is understanding and accepting its potential and limitations” is also important in students’ personal nutritional understanding (48). Students should be able to acknowledge their body’s needs and unique requirements that may di#er from their classmates (for example, vegetarianism, lactose-intolerance, etc.).

We also think that Freire will inform our curriculum design. We agree that education should not be a “banking process” whereby the teacher stores static information in the students. Nutrition and health is a praxis; it is achieved through thought and action. We agree with Freire that to teach this subject well, we need to achieve “authentic thinking, thinking that is concerned with reality, does not take place in ivory tower isolation, but only in communication” (58). The curriculum we ultimately design needs to be relevant and empowering to the students.

Rationale

Our Ideological Foundations

Rationale |

iv | Rationale

Our Learners We are working with 9th and 10th graders from low-income areas who face a number of economic and educational barriers. All of

the Envision schools serve very diverse populations, including a large population of English Language Learners and a high percentage of students in special education. Currently, they do not have any established curriculum for health classes and no P.E. classes are available at the site.

We have made many assumptions about out learning population based on our discussions and research into adolescent health and wellness. We know that high school age students are at a critical age to prevent obesity and promote healthy choices. We also believe that students will be more motivated to learn if their lessons are interactive, engaging, and fun. We feel that a broad-based enriched health curriculum is important for them to make positive decisions in their lives.

WhyAs a group, we believe that students need to feel empowered to take responsibility for their physical and nutritional health so that they

can lead healthy lives and contribute to society as a productive citizen.

WhatOur curriculum will be based on !ve individual units that aim to achieve the above goal. The !rst four units include and are the bulk of

the educational content: Section I: Healthy Diet Section II: NutrientsSection III: Body ImageSection IV: Physical EducationSection V: Design Project

The !fth section is two parts. The !rst is devoted to helping unify the above for topics into a !nal project (our anchor task) which is described later. The second part is a culminating poster presentation and healthy food party.

How We will design our lessons using the following strategies:

Optimized for personalization, based on individual histories and di#erencesStandards basedUtilizing both direct and inquiry-based instructionFocused on creative project-based student centered learningIntegrating technology when applicable

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Major ProjectThe !rst four units feed into a larger group project that will incorporate each of the main concepts from each unit. The !fth unit will

serve to synthesize the four topics and guide students in their creation of the !nal anchoring task for this curriculum. Overall, it is our hope that our anchor task will both be an engaging and fun activity in addition to solidifying the learning done in the previous four units.

ReferencesDewey, J. (1938). Experience and Education. New York: Collier Books.

Freire, P. (1995). “Chapter 2,” Pedagogy of the Oppressed. New York: Continuum. pp. 52-67.

Noddings, N. (1992). “An Alternative Vision,” The Challenge to Care in Schools. New York: Teachers College Press. pp. 44-62.

Rationale |

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All photos on opposite page from Flickr.

Photo Credits: PPDIGITAL, S Baker, and FrenchDuck

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Standard 1:The student understands and demonstrates ways in which his or her health and well-being can be enhanced and maintained.

Standard 4The student will understand and demonstrate how to play a positive, active role in promoting the health of his or her family.

Standard 8The student will identify products, services, and information that may be helpful or harmful to his or her health.

Standards AddressedBased on the California Challenge Standards in Health Education

OverviewIn this lesson, students will be introduced to the overall curriculum and healthy

living in general before diving into the !rst unit where they will learn about the di#erent food groups and how to read nutrition labels.

ObjectivesStudents will learn to identify and recognize food groups.Students will learn how to read and understand the nutritional labels.Students will be able to evaluate their food intake.

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Suggested Time1 class session - 45 minutes

Section 1: A Healthy Diet

| Section I: A Healthy Diet

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Procedure

MaterialsMyPyramid.com worksheets (Instructions on 1.1)(Optional) Food labels from kids of their favorite foodsWorksheets:

“Tips for Reading Labels” (1.2), “Nutrition Facts” (1.3 -1.6)

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Teacher TipPresenting expected outcomes for the !nal project can help students grasp what they need to learn to complete the project.

Before this lesson, ask students to visit mypyramid.gov and bring in their own MyPyramid and the worksheet (see Worksheet 1.1 for instructions).*You can also ask a teacher in Computer class to spend 10 minutes for this task. (Optional): Ask students to bring 2 food labels of their favorite food.

Part I: Introduction

“What do you already know?” and “What do you want to learn?” Brainstorm with the students about healthy life style. (Suggested time: 5 minutes)

What does “healthy” mean to you? Do you think you are “healthy”?Do you have control over your health?What kind of things you do in order to stay healthy? What do you need to learn to lead a healthy life?

Think-Pair-Share. Have students complete the following statements in writing. Have them share their answers with another student. (Suggested time: 2 minutes)

I think being healthy means __________________________. I want to learn ________________________ to lead a healthy life.

Curriculum Overview. Give students a quick introduction to overall curriculum plans and the !nal design project (Section V). (Suggested time: 5 minutes)

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Section I: A Healthy Diet |

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Procedure (con’t)

Teacher TipDon’t forget to mention that MyPyramid is one of the many ways to approach healthy eating. Some students might be allergic to certain foods and some of their parents may not allow their children to eat certain food for various reasons. (Vegetarians, Muslims, etc.) You should note that the pyramid is not an ‘absolute’ solution.

Part II: Food Groups

Introduction. Ask students to take out their own MyPyramid and worksheet. Give a brief explanation on each Food Group. (Suggested time: 5 minutes)

Student Activity. Ask students to !ll out the MyPyramid worksheet* by listing the food they ate the day before and analyzing how balanced their meals are. (Suggested time: 10 minutes)

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* Although the worksheet asks students to write their choices for the day, instruct them to write the food they have already consumed.

From http:// www.mypyramid.govSee Worksheet 1.1 for instructions on how to print customized worksheets.

| Section I: A Healthy Diet

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Procedure (con’t)

Teacher TipNutrition labels of all sorts of food are attached in this packet (1.3-1.6). It will be interesting to see the nutritional di#erence between so-called healthy and unhealthy food.

Part III: Reading Food Labels

Introduction. Distribute “Tips for Nutrition Labels” (Worksheet 1.2). Go over the instructions and give a brief explanation on how to read Nutrition Facts. (Suggested time: 5 minutes)

Student Activity. (Suggested time: 10 minutes)Option 1: Which should I eat to be healthy? (See Worksheets 1.3-1.6)

Ask students to form pairs and distribute 2 di#erent worksheets.One food label is listed in each worksheet.Ask students to compare two labels and decide which food/meal they think is healthy.After the activity ask each group to share why they think one particular food is healthier than the other.

Option 2: Is your favorite food healthy?Ask students to bring two food labels of their favorite food. In pair, ask students to analyze nutritional facts (especially calories and fat) of these food. After the activity, ask each students to share their insights and re"ection.

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Step 1:Connect to Internet and type “http://www.mypyramid.gov” into the address bar.Click on “MyPyramid Plan.”

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Step 2: Fill out the form with your information-Age, Sex, Weight, Height and Physical Activity.Click “Submit.”

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Step 3:Click on “Click here to view and print a PDF version of your result.” Print out the document.Click on “Click here to view and print a PDF of a helpful Meal Tracking Worksheet” and print out the document.

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Worksheet 1.1

Instructions for Downloading Customized MyPyramid and Meal Tracking Worksheets

Worksheet 1.2

When making nutrition choices, remember 3 basics:

Find the serving size

Remember that one package isn’t necessarily one serving!Check out the total number of calories and nutrients per serving.Think about the total number of servings you eat.

Consider the calories

When looking at a food’s calories, remember 40 is low, 100 is moderate, 400 is high.Pay attention to the calories you eat throughout the day.The food label is based on a 2,000 calorie diet - but your calorie needs might be di#erent.

Choose nutrients wisely

Pick foods that are lower in certain fats, cholesterol and sodium when making daily food choices. 5% Daily Value (DV) is low, 20% Daily Value (DV) is high.Nutrients to get less of: trans fat, saturated fat, cholesterol, sodium and sugars.Nutrients to get more of: potassium, !ber, vitamins

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Tips for Reading Nutrition Labels

McDonald’s Medium French Fries McDonald’s Snack Wrap with Ranch McDonald’s Big Mac McDonald’s McFlurry with OREO cookies

Worksheet 1.3

Nutritional Facts: McDonald’s

Taco Bell Chicken Quesadilla Taco Bell Grilled Stuft Burrito (Chicken)

Taco Bell Grilled Steak Soft Taco

Taco Bell Caramel Apple Empanada

Worksheet 1.4

Nutritional Facts: Taco Bell

Subway Double Meat Meatball Marinara Sub

Subway Tuna Salad with Cheese Subway Seafood Sensation Sub Subway Steak & Cheese

Worksheet 1.5

Nutritional Facts: Subway(The following information is for 6 inch sandwhiches)

Worksheet 1.6

Nutritional Facts: Selected Fruits

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ResourcesThe following resources were used to build this lesson:

California Health Frameworkhttp://academic.ulv.edu/~ear/Cscs/FwHealth.pdf

Food GroupsMyPyramidhttp://www.mypyramid.gov/

Reading Food LabelsDatabase for Nutrition Facts http://www.my!tnesspal.com/food/calorie-chart-nutrition-facts

Spot the Blockhttp://www.cartoonnetwork.com/promos/200702_fda/index.html

U.S. Food and Drug Administrationhttp://www.cfsan.fda.gov/~dms/foodlab.html


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Photo Credits:woowoowo, cwbuecheler, avlxyz, Laurel Fan, daisy_prin-cess, daxiang stef, nate steiner, Elenapaint

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Standard 2

Standard 4

The student understands and demonstrates behaviors that prevent disease and speed recovery from illness.

The student will understand and demonstrate how to play a positive, active role in promoting the health of his or her family.


Overview

Objectives

In this lesson, students will be introduced to the concept of nutrients and their importance to our health. They will research one nutrient

Students will be able to identify nutrients, their functions, and food sources.•


Section 2: Nutrients

| Section II: Nutrients

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Materials

Procedure

Computers with Internet connectionsWorksheets:

“Nutrient Worksheet” (2.1),

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Teacher TipPresenting expected outcomes for the !nal project can help students grasp what they need to learn to complete the project.


To introduce the unit on nutrients, have a student look up the word “limey” in the dictionary and share the de!nition with the class. Then have another student look up on Wikipedia the story for why English sailors became known as “limeys.” (See terms such as scurvy, Vitamin C, or English sailors.) Follow up with a class discussion of the history of Vitamin C and the scientist who discovered it. (Suggested time: 7 minutes)

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Section II: Nutrients |

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Procedure (con’t)Teacher Tip

For their research, have students use Web sites such as Wikipedia ( http://www.wikipedia.org), the American Dietetic Association (http://www.eatright.org/) and the O$ce of Dietary Supplements (http://ods.od.nih.gov/factsheets/), to gather information on their nutrient regarding its functions in the body and food sources.

Part II: Nutrients

Divide the students into pairs or small groups. Have each group choose a 3x5 card that has the name of a nutrient on it.

Vitamin AVitamin CVitamin B12Vitamin DVitamin EVitamin KThiaminRibo"avinNiacinFolateCalciumIronIodineMagnesiumPotassium

Have students use computer programs to create an advertisement for their nutrients. (See the Teacher Tip on this page for more information.) (Suggested time: 15 minutes)

Have students “sell” their nutrients to the class using their advertisement or a television format. Instruct students to record information on Worksheet 2.1, Nutrients, as they observe the presentations by their classmates. (Suggested time: 10 - 15 minutes, depending on number of groups)

Following the presentations, review the information on all the nutrients with the class. (Suggested time: 5 min)

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| Section II: Nutrients

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Nutrients Functions Food SourcesVitamin A

Vitamin C

Vitamin B12

Vitamin D

Vitamin E

Vitamin K

Thiamin

Ribo!avin

Niacin

Folate

Calcium

Iron

Iodine

Magnesium

Potassium

Worksheet 2.1:

Nutrients

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Resources

The following resources were used to build this lesson:

Web SitesWikipediahttp://www.wikipedia.org

The American Dietetic Associationhttp://www.eatright.org/

The O$ce of Dietary Supplementshttp://ods.od.nih.gov/factsheets/

Other Curriculums“Nutrition and Food Science: Teacher’s Instructional Guide,” Texas Tech University: Home Economics Curriculum Center, 1999.

Section II: Nutrients |

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Photo Credits:mr!ip, antkris, MegElizabeth_, Megapixel Eyes, boldsey, DownTown Pictures, si_si_ay, notsogoodphotography, kansir

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Overview

Objectives

In this unit, students will be introduced to the idea of body image and how the media in"uences people’s ideas of body image and what being “attractive” means. The lesson will discuss 3 main topics 1) a general look at body image and student’s current knowledge about it, 2) a look into the media’s portrayal of body image and 3) a summarizing section to re"ect on what the student’s have learned.

Students will learn to realize that body image is a societal construction Students will understand how to have their own healthy body image and what it means to have one Students will learn how to analyze and critique media messages as informed consumersStudents will be able to discuss the in"uence the media can have on people’s sense of body image and beauty, etc.

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Standard 7

Standard 8

The student will understand individual di#erences in growth and development.

The student will know how to identify products, services, and information that may be helpful or harmful to his or her health.



Section 3: Body Image

| Section III: Body Image

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Materials

Procedure

Various magazines (teen and health magazines) ScissorsGlue sticks Construction Paper

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Teacher TipRemind students of the sensitivity surrounding this issue. Establish guidelines for discussion and emphasize the importance of respect when talking about this topic.


Have students pair o# and discuss their general thoughts about what is considered “attractive” nowadays. Tell them to make a list of characteristics. (Suggested time: 3 - 5 minutes)

Come together for a larger class discussion and have every pair name o# some of their characteristics that they came up with. Discuss why they named these things and where they’ve seen this criteria come up. (Suggested time: 5 minutes)

Look at the examples written on the board and now divide them into both healthy and unhealthy (or realistic and unrealistic) characteristics. (Suggested time: 5- 10 minutes )

Example: Thinness - is that realistic for everyone? What about a nice smile? Yes realistic, but then is there some problem with access to braces for lower income students? Discussion is key when categorizing the examples into two columns.

Now that looked at media’s messages, discuss the reality of people and how they really look.

Have students now break o# into groups of 3-4. Give each group a set of magazines (a mix of both popular health and teen magazines) and tell them to look for advertisements featuring the characteristics listed on the board. Suggest that they try to !nd around 2 or 3 good examples for healthy and unhealthy body image messages. (Suggested time: 10 minutes)

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SAMPLE MAGAZINESTeen & Fashion

Teen VogueSeventeenCosmoGirl!VogueTeenTeen People

HealthMen’s HealthWomen’s HealthFitnessAllureShape

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Section III: Body Image |

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Let students have both a teen and health magazine so that they get very di#erent images as opposed to just getting images from one type of magazine.

Some tasks may take longer than anticipated, so the entire procedure may not be completed. That’s perfectly !ne, just as long as the discussion is engaging and informational.

Discuss their !ndings as a group. Have each group (if time allows) present their healthy and unhealthy messages. Discuss how it makes them feel and how they can dispute this message. Encourage support amongst the group. (Suggested time: 10 minutes)

Now that they’re analyzed both healthy and non-healthy body images, tell them to take on the role of an advertising !rm. Each student now has to design a t-shirt with some sort of slogan to promote a healthy body image. (ex: Fabulously Fit) Let them know that this assignment will be revisited in the last class as a part of their !nal presentation. (Suggested time: 5 - 10 min)

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ResourcesThe following resources were used to build this Lesson:

Sample Lessons concerning Body Image:Beauty is Skin Deep Lessonhttp://www.tolerance.org/teach/activities/activity.jsp?ar=826

Culture and Obesity Lessonhttp://school.discoveryeducation.com/lessonplans/programs/cultureandobesity/

Reshaping Body Image Preconceptionshttp://www.tolerance.org/teach/activities/activity.jsp?ar=828

Section III: Body Image |

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Photo Credits: Frédéric de Villamil, josh.ev9, Rodrigo Moraes, Photocapy, hoyasmeg, Señor Codo, acaben, seamusiv, judepics

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Overview

Objectives

In this unit, students will be introduced to physical !tness and participate in activities to help them prepare for the California Physical Fitness Test. Activities will include: stretching, strength building, and running.

Students will learn and participate in locomotor (walking and running) and nonlocomotor activities (bending and stretching).Students will participate in activities that will help them prepare for the California Physical Fitness Test that is mandatory for 9th graders.Students will be able to demonstrate and explain the importance of stretching for physical !tness. Students will be able to discuss the value of physical exercise.

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Standard 1

Standard 1.12

Demonstrate advanced knowledge and skills in two or more individual and dual activities.

Evaluate independent learning of movement skills.



Standard 2.3Meet health-related physical !tness standards established by a scienti!cally based health-related !tness assessment.

Section 4: Physical Fitness

| Section IV: Physical Fitness

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Materials

Procedure

Room to do stretchesWriting materials

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Part I: IntroductionBrainstorm with the students about the bene!ts of stretching. Have each student come to the board to write one thing that they know about stretching.Present material in the box on the bottom of this page on the Bene!ts of Stretching on the board to the students. (Suggested time: 5 minutes)

Think-Pair-Share. Have students Think completing the following statement in writing:

Two important rules of stretching are_________ and _________.

Then have them share with another student. Tell them to choose one person as Nike and the other as Adidas. Have Nike speak !rst and Adidas listen, then switch. Record some of their responses and allow them to share out to the class. (Suggested time: 5 minutes)

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Bene"ts of StretchingStretching makes muscles more "exible. Flexible muscles are less likely to become strained or injured.Being "exible increases agility which improves the performance. Stretching helps to relieve stress. Stretching can reduce anxious and nervous feelings. Stretching and breathing helps with concentration and relaxation.Stretching uses energy from your body without causing sweat. Therefore, stretching is possible in any setting or environment, and can be done in any and all attire. Stretching can make tight muscles feel better. If muscles are tight, light stretching can loosen them.

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Section IV: Physical Fitness |

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Procedure (con’t)Teacher TipRemind students of the three rules of stretching before beginning the routine. Make sure students are arms length apart from each other.

Stretch comfortably and stop if it hurts.No bouncing during stretching, ease into the stretching stance.No competing against others to see who can bend or stretch more.

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Part II: Stretching

Explain to the students that there are numerous bene!ts to stretching. The main two are to reduce injuries through increased !exibility and to reduce stress on the body. (Suggested time: 3 minutes)

Demonstrate the stretches while having the students follow along with you. Be sure to keep the students on task and stress the three reminders in the Teacher Tip on this page before you begin. Explain to the students that they will do similar activities for the State Required Fitness Test. (Suggested time: 6 minutes)

Stand and reach for toes. (20 seconds)Stand and reach for the ceiling. (20 seconds)Arm circles. (20 seconds)Holding arms straight out, alternate between making a tight !st and spreading !ngers with a "at palm. (20 seconds)Hold right ankle behind back. (20 seconds)Hold left ankle behind back. (20 seconds)Sit down with legs straight out and reach for toes. (20 seconds)Sit down with legs spread apart and reach forward. (20 seconds)Sitting down with legs spread apart and reach toward right ankle. (20 seconds)Sitting down with legs spread apart and reach toward left ankle. (20 seconds)Push against a wall with one leg bent. Switch legs. Isolate the calf muscle. (30 seconds)Touch the !ngertips together behind the back on both sides. (10 seconds)Trunk Lift- laying down slowly lift the upper body o# the "oor a maximum of 12 inches, using the muscles of the back and hold the position. (20 seconds)

When the Warm-up is !nished, have each student turn to a partner and explain the two main reasons why it is important to stretch. Also have them discuss a time when they can get extra stretching in during their daily lives. (Suggested time: 1 minute)

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Procedure (con’t)

Teacher TipForm is key in order to avoid injury and isolate the proper muscles.Push-up: Straight back, knees o# the ground, chin to the "oorCurl-Up: Hands "at on the ground. Follow a steady even pace that you call out or use the pre-recorded tape.Running: Instruct students to use their arms to generate speed and not to over-stride.

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Part III: Push-Ups, Curl-Ups, and RunningThe !nal phase will include exercises that will be done on the California Physical test. Explain to the students that it is important they utilize proper technique and put forth a strong e#ort.

Push-ups. Have the students assume the push-up position and execute 10 push-ups. See the tips to the right to help with form.Curl-Up. They will need a partner for this. The partner will help them keep their back straight and hold the mat (if available) in place.Running. Have the students run/walk a timed mile. This can happen on the court if facilities are restricted. Time them and let them record their time.

(Suggested time: 20 minutes)

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Procedure (con’t)

Teacher TipLet the students be creative in naming the stretches. They can include traditional names such as butter"y stretch, or arm circles or they can use modern terminology.

Be sure they include a short paragraph explaining the design of their plan.If there is time they can share their plans with the class.

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Part IV: AssessmentStudents are to create a small workout plan for a 10-15 minutes exercise option. The plan should include a few stretches, and strength and conditioning. (Suggested time: 5 minutes)

Example Workout Plan

Sky Reach- 30 secondsGround reach- 30 secondsArm Circles- 30 secondsBackwards Finger Grab- 30 secondsTrunk Lift- 30 secondsPush-ups- 4 sets of ten each-2 minutesCurl-ups-4 sets of ten each-2 minutes1/2 Mile Run- 4-6 minsCool down various Stretches- 30 seconds

Total: 11-12 minutes

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Resources

The following Resources were used to build this lesson:

California Department of Educationhttp://www.cde.ca.gov/ta/tg/pf/prepmanualcov.asp

California Dataquest for Envision Schoolshttp://data1.cde.ca.gov/dataquest/PhysFitness/PFTestDst2007.asp?cYear=2006-07&RptNumber=0&RptType=PFTest4&cSelect=0110017^--^ENVISION^SCHOOL-0811

Creative Commonshttp://www.creativecommons.org

The Department of Education 2007-2008 Physical Fitness Test Manual is a attached.http://www.cde.ca.gov/ta/tg/pf/


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Overview

Objectives

Students will synthesize their knowledge of food groups, nutrients, healthy bodies, and exercise in a !nal poster presentation and in-class healthy food party.

Students will be able to identify nutrients, their functions, and food sourcesStudents will be able to calculate nutritional informationStudents will understand the connection between healthy lifestyles and healthy bodiesStudents will be able to design their own exercise and stretching routines

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Standard 1

Standard 1.12

Demonstrate advanced knowledge and skills in two or more individual and dual activities.

Evaluate independent learning of movement skills.


Suggested TimeTwo 45-minute class sessions (one to work on the design project and one to present the projects)

Standard 2.3Meet health-related physical !tness standards established by a scienti!cally based health-related !tness assessment.

Section 5: Design Project

Standard 7The student will understand individual di#erences in growth and development.

| Section V: Design Project

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Materials

Procedure

Room to do stretchesCopies of the worksheetsPoster boardGlueMagazinesScissorsMarkersComputers with Internet access

••••••••

Day I: Working on the Project Design

Divide the students into pairs or small groups and assign each group a nutrient from the following list. Students can draw nutrients from a hat, be assigned a nutrient, or choose a nutrient they want to research. This nutrient will be the theme of their project.

Vitamin A NiacinVitamin C FolateVitamin B12 CalciumVitamin D IronVitamin E IodineVitamin K MagnesiumThiamin PotassiumRibo"avin

Ask students to research their nutrient on the Internet and !nd out: Why is this nutrient important to a person’s health? What happens when someone doesn’t get enough? How much should someone your age get per day? What foods contain it? They can record their answers on the Nutrient Worksheet (2.1). If there are not enough computers, the nutrition fact sheets can be printed beforehand. The U.S. O$ce of Dietary Supplements is a good resource for this (http://ods.od.nih.gov/factsheets/).

1.

2.

PrintersWorksheets:

Final Projects Checklist (5.1)Recipe Card (5.2)Nutritional Label (5.3)T-Shirt Slogan (5.4)

••

Standards Addressed (con’t)

Standard 2The student understands and demonstrates behaviors that prevent disease and speed recovery from illness.

Standard 4The student will understand and demonstrate how to play a positive, active role in promoting the health of his or her family.

Standard 1:The student understands and demonstrates ways in which his or her health and well-being can be enhanced and maintained.

Standard 8The student will identify products, services, and information that may be helpful or harmful to his or her health.

Section V: Design Project |

40


Teacher Tip: If students can’t prepare food, have them bring a sack lunch or draw a picture of foods that promote their nutrient.

Have students design a character that re"ects the bene!ts of their nutrient. For example, Vitamin E is associated with healthy skin and protection from the sun. Students might create a character who has healthy looking skin and who is outside in the sun. From the Body Image unit, have students dress their character in a t-shirt or other clothing article that has the slogan they came up with in section 3 that promotes a healthy body image.

Students can use cookbooks or the Internet to !nd recipes that contain foods rich in their nutrient. When looking for recipes, students should also look for nutritional information (How much is a serving size? How many calories does it have? How much fat? How does this relate to a person’s daily calorie and fat intake?) Each pair should select a recipe to prepare for class. Instruct students to !ll out the Recipe Card and the Nutritional Label Worksheet (Worksheets 5.2 & 5.3).

Students should also choreograph a stretching routine for their character.

Procedure (Day 2): Project Presentations and Healthy Food Party

Have students present their posters, exercise routines, and dishes to the rest of the class. After the presentations, students can look at their classmates’ posters and taste the various dishes.

3.

4.

5.

1.

| Section V: Design Project

41

Final Poster Example

Section V: Design Project |

Wor

kshe

et 5

.1

Fina

l Pro

ject

Che

cklis

tAf

ter !

lling

in a

ll th

e in

form

atio

n be

low

abo

ut y

our n

utrie

nt, p

ut e

very

thin

g to

geth

er in

to a

pos

ter

whi

ch y

ou w

ill p

rese

nt to

the

clas

s. M

ake

sure

eac

h gr

oup

mem

ber c

ontr

ibut

es to

bot

h th

e in

form

atio

n ga

ther

ing

and

pres

enta

tion.

Gro

up M

embe

rs:

Assig

ned

Nut

rient

:

Info

rmat

ion

abou

t Nut

rien

t

Wha

t is i

t Im

port

ant t

o a

pers

on’s

heal

th?

Wha

t are

som

e co

nseq

uenc

es o

f not

get

ting

enou

gh o

f thi

s nut

rient

?

Wha

t is t

he re

com

men

ded

daily

am

ount

of t

his n

utrie

nt fo

r ind

ivid

uals

you

r age

?

Wha

t foo

ds is

this

nutr

ient

foun

d in

?

Oth

er in

form

atio

n ab

out n

utrie

nt:

Des

ign

a ch

arac

ter t

hat r

e"ec

ts th

e be

ne!t

s of t

he n

utrie

nt. U

se th

e he

alth

y bo

dy im

age

slog

an to

dr

ess y

our c

hara

cter

in a

t-sh

irt o

r out

!t.

Hea

lthy

Body

Imag

e Sl

ogan

(cho

ose

favo

rite

one

from

gro

up m

ates

’ slo

gans

):

Find

a re

cipe

for a

dish

that

is ri

ch in

you

r nut

rient

and

is so

met

hing

that

you

cou

ld p

repa

re a

nd b

ring

to c

lass

.

1. 2. 3. 4.

Worksheet 5.2: Recipe A

ssignment

Healthy D

iet & N

utrients: Recipe CardFill in the follow

ing recipe card.

Makes ___________________ servings.

Name of D

ish

Featured Nutrient

Ingrediants:

Directions:

Nut

riti

on F

acts

Se

rvin

gs p

er

_________________:

Se

rvin

g S

ize:

Am

ount

Per

Ser

ving

Cal

orie

s:

Ca

lorie

s fro

m F

at:

Perc

ent D

aily

Valu

e (

DV

)

Tota

l Fat

g

%

Sa

tura

ted

Fat

g%

Tran

s Fa

t

g%

Po

lyu

nsa

tura

ted

Fa

t

g%

Mo

no

un

sa

tura

ted

Fa

t

g%

Cho

lest

erol

g

%

Sodi

um

g%

Pota

ssiu

m

g%

Tota

l Car

bohy

drat

es

g%

Fib

er

g%

Su

ga

rs

g%

Oth

er

Ca

rbo

hyd

rate

s

g%

Prot

ein

g%

Vita

min

A %

Vitam

in C

%

Ca

lciu

m %

Iron %

Oth

er

Nutr

ient:

Wor

kshe

et 5

.3: R

ecip

e A

ssig

nmen

t

Hea

lthy

Die

t & N

utri

ents

: N

utri

tion

Labe

lFi

ll in

the

follo

win

g bl

ank

nutr

ition

labe

l for

you

r rec

ipe.

Worksheet 5.4: Body Im

age Assignm

ent

Healthy Body Im

age: T-Shirt SloganThe m

edia portrays many di#erent body im

ages in their advertisements, but not all of them

are always

healthy for consumers. N

ow is your chance to create an advertising cam

paign to promote having a healthy

body image. Start by com

ing up with a slogan for your cam

paign and then use this slogan and your creativity to design a t-shirt. H

ave fun with it, and rem

ember, having a healthy body im

age doesn’t mean

having “the ideal body”. It’s about nurturing and respecting your body to become the healthiest you can be.

Slogan:

Final Design Project RubricTeacher Name: Student Name:

CATEGORY 4 3 2 1 Required Elements The poster includes all

required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Content - Accuracy At least 7 accurate facts are displayed on the poster.

5-6 accurate facts are displayed on the poster.

3-4 accurate facts are displayed on the poster.

Less than 3 accurate facts are displayed on the poster.

Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

A Healthy You - Learning, Design and Technology (LDT ...ldt.stanford.edu/~cjimenez/healthy_you.pdfA...

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