Unit Plan Healthy Diet

7/28/2019 Unit Plan Healthy Diet

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Thinking with Technology Course

Unit PlanUnit PlanClick on any descriptive text, then type your own.

Unit AuthorFirst and Last Name

School District

School Name

School City, State

Unit Overview

Unit Title

Healthy Diet

Unit Summary

In this unit, students learn the importance of eating a healthy diet. They also learn the food pyramid and how t

rank food from the most healthy to the least healthy.

Students will play the role as dieticians in a hospital. They will need to educate doctors of a hospital as well

as their patients in conjuction with the hospitals Annual Health Day.

Students will search for information on healthy food as much as they can within the time given. Based on

the information collected, students will create diet menus in the form of a power point presentation to be

presented to a hospital panel . The students will also prepare a pamphlet to show the effects of diet on

a persons health. Specifically, students will carry out research in the library and also interviewing some

residents in the community. With all the information and data collected, students will sort, organize, and

evaluatetheir findings, and present the information gathered in the form of newsletter, power point

presentation and Web page for dissemination to a wider audience during hospitals Annual Health Day. At

the end of the presentation, students confer with the audience to get their response and feedback to the

data (diet menus), and collect ideas on how to overcome this situation (taking unhealthy food). These

findings and data are compiled and posted in a blog which they have registered. In the blog discussions are

carried out on diets, tried out as well as suggested recipies for healthy diets. All the products will evaluated

using rubrics.The project will be done within one month.

Subject Area

Health Science

Grade Level

Form 4

Approximate Time Needed

Copyright 2009 Intel Corporation. All Rights Reserved. Page 1 of 12


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One month (3 hours per week)

Unit Foundation

Habits of Learning Taxonomy

Problem Solving, Evaluation, Cause and Effect, Decision-Making, Analysing

Targeted Content Standards and Benchmarks

Food pyramid, Nutrition, balanced diet, effects of diets

Student Objectives/Learning Outcomes

1. Determine the components of a food pyramid

2. Interpret the implications of the food pyramid

3. Identify healthy and unhealthy food

4. Prioritize a list of food given

5. Analyse literature to find evidence in support of a healthy diet food

6. Weigh the positive and negative effects of diet.

7. Make recommendations on healthy diet

Curriculum-Framing Questions

Essential

QuestionWhy do we make choices?

UnitQuestions

How does diet affect us?

How to eat healthily?

Content

Questions

What are the different types of diet?

What is a healthy diet?

What is a bad diet?

What is the food pyramid?

What foods belong in a healthy diet?

What are the effects of bad diet on us?

What are the benefits of a healthy diet?

Assessment Plan

Assessment Timeline



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Before project work begins Students work on projects

and complete tasks

After project work is

completed

Purpose/Method Tool/Instrument Purpose/Method Tool/Instrument Purpose/Method Tool/Instrument

To

gaugestudentsneeds

Self

assessment

andreflection

Infor

malquestioning

Graphic

Organiser

Brainstormi

ng

Questions

Project

Plan

Progre

ss checklist

Learnin

g logs

Inform

al observationby peers andteachers

Progre

ss report

Checklist

on planning

Checklist

with milestone

Forms

Checklist

on expectedbehavior

Forms

Portfol

io

Produ

ct

Writte

n journals

Scoring

guide

Rubrics

journals

Assessment Summary

The teacher uses questioning to access students prior knowledge and to monitor their understandingof concepts. When brainstorming, students recall what they know about the food they eat by

generating terms and ideas related to food and then stretching what they know by forming creative

connection between prior knowledge and new possibilities.

Students use graphic organizers as visual representations of their thoughts.

Project plans are used to assist students in planning, identifying specific goals, designing strategies towork toward them. Progress checklist is necessary where projects require students to meet specific

requirements in sequence and on a schedule.

Students use Learning Logs to regularly record milestones, review progress, reflect, and adjust theirwork. The teacher uses observations as visual or written snapshots of students progress.

Observations help the teacher check each students current understanding and level in speaking,listening, writing, reading, identifying visual clues and applying critical analysis. Observations also

allow the teacher to see which students are progressing and which students are in need of teachingand reteaching.

Students use checklist on expected behavior of their peers. Students use the team assessment form

to assess their collaboration skills during group work. Students use the checklist to help ensure theyhave met all of the requirements of the project. The teacher uses the scoring guide to assess the final

presentations. Students self-assess to reflect on their learning. The teacher uses these self-assessments to help teach and reinforce metacognitive strategies.

Visual Ranking Elements(Complete this section if this tool will be used in the unit)



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Visual Ranking Project Name (For the Visual Ranking workspace)

Healthy Diet

Project Description (For the Visual Ranking workspace)

From the processed food section of a local supermarket you visited recently, identify 15 items of food.

Use Visual Ranking to arrange the food from the most to the least healthy. Use the comment featurefor each item to explain your reasoning on why you ranked the item where you did. Later in this

project, your team will be assigned a role as a dietician to promote healthy diets by suggesting theirown menus and present in power point presentations to be presented during Annual Health Day. The

students will also prepare a pamphlet to show the relationships of healthy foods and healthy diets. Toencourage discussions among students, they will participate actively in their class blogs. Wider

dissemination of the information collected will be done in the web pages.

Prompt (For the Visual Ranking workspace)

Which food are the most healthy? Rank the food from the healthiest to the least healthy.

Sorting List (For the Visual Ranking workspace)

Burgers

Sushi

Mixed fruit salad

Roasted chicken

Fruit juice

Fried Spinach

French fries

Roti canai

Ice cream

Egg and mayonise Sandwich

Nasi lemak

Tosai

Lemonade

Pizza

Tempura



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Practice Ranking (For your future quick reference)

Teacher ID: [email protected] Password:

Practice Team ID 1: Password:

Practice Team ID 2: Password:

Seeing Reason Elements (Complete this section if this tool will be used in the unit)

Seeing Reason Project Name (For the Seeing Reason workspace)

Healthy Diet: Effect of food on us

Project Description (For the Seeing Reason workspace)

In preparation for your study of Healthy Diet, research the relationships between food and health in general andidentify what happens if we take unhealthy food.

Research Question (For the Seeing Reason workspace)

What happens if we take unhealthy food?



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Practice Map (For your future quick reference)

Practice Team ID: Password:



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Showing Evidence Elements(Complete this section if this toolwill be used in the unit)

Showing Evidence Project Name (For the Showing Evidence workspace)

Healthy Diet: What is in your food?

Project Description (For the Showing Evidence workspace)

Explain to students that they will take on the role of a dietician to evaluate the ingredients of nasi lemak.Students will then investigate the claim that nasi lemak is not an unhealthy food. Students will have to researchon the various possible ingredients in nasi lemak. They will need to interview some nutritionists to furtherinvestigate the nutrition values of the ingredients. The students will discuss and argue on whether Nasi lemak isunhealthy to their health.

Prompt (For the Showing Evidence workspace)

Is Nasi Lemak an unhealthy food?

Practice Case (For your future quick reference)

Practice Team ID: Password:

Reviewing Team ID: Password:

Claims

Nasi lemak is not an unhealthy foodEvidence



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Unit Details

Prerequisite Skills

A unit on different classes of food should be studied prior to this unit

Prior experience with word processing and file management



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Prior experience with web development software

Prior experience with Power Point presentation software

Previous cooperative learning and Internet use

Instructional Procedures

Description

Week 1 (3 hours)

Begin the lesson by asking the Essential Question: Why do we make choices? The teacheruses questioning to access students prior knowledge and to monitor their understandingof concepts. Students are encouraged to ask each other questions for clarification and to

challenge each others ideas. When brainstorming, students recall what they know aboutthe food they eat by generating terms and ideas related to food and then stretching what

they know by forming creative connection between prior knowledge and new possibilities.

The teacher uses graphic organizers to assess if students understand the concept and are

able to articulate and justify their answers. Students use graphic organizers as visual

representations of their thoughts. They use them to organize and interpret data

Show a short video clip (http://www.answers.com/topic/body-shape) on people of

different sizes and shapes. Pose the Unit Question:

(1) How does diet affect us?

(2) How to eat healthily?

Students are reminded to prepare a project plan based on the checklist given. They arealso required to update their learning logs throughout the project.

Students will search for more information on the unit questions to be discussed in the nextlesson. Findings and data are to be kept in their portfolios.

Students will also register for a class Blog to discuss on diets, food etc. which will be donethroughout the project.

Week 2 (3 hours)

Students are assigned groups to start on their projects (see Project Sheet for detailedinstructions)

Use the Visual Ranking Tool

Students are asked to visit a local supermarket. From the processed food section of the

supermarket, identify 15 items of food. Use Visual Ranking to arrange the food from the

http://www.answers.com/topic/body-shapehttp://var/www/apps/conversion/tmp/Local%20Settings/eltc/Desktop/Tan_TWT/Instructions%20for%20Project.docxhttp://www.answers.com/topic/body-shapehttp://var/www/apps/conversion/tmp/Local%20Settings/eltc/Desktop/Tan_TWT/Instructions%20for%20Project.docx


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most to the least healthy. Students will use the comment feature for each item to explain

your reasoning on why you ranked the item where you did. In a whole class activity,

student teams analyze the correlation numbers between their groups list to those

generated by classmates and view their reasoning through the comments.

To further strengthening their understanding on healthy diets, discussions are made based onthe questions below:

What is the food pyramid?

What are the different types of diet?

What is a healthy diet?

What is a bad diet?

What foods belong in a healthy diet?

What are the effects of bad diet on us?

What are the benefits of a healthy diet?

Students are reminded to check on their own progress based on checklist with milestone

given to review their progress, reflect, and adjust their work.

Week 3 (3 hours)

Use the Seeing Reason Elements Tool

Based on information collected from the previous week, working in groups of two,students will discuss the effects of unhealthy diet on humans. They will create relationshipsbetween food and health in general and identify what happens if we take unhealthy food.

Students use the checklist to help ensure they have met all of the requirements of theproject.

Use the Showing Evidence Tool

With the knowledge obtained from their research, explain to them that they are to

investigate the factors that have a positive or negative effect on health. Have students use

the Internet to find evidence to support their views.

Students are asked to use the Showing Evidence Tool to analyse a food given to them.

Introduce students to the Showing Evidence Toolby exploring the Try the Tool demonstration space

together. To use the tool, students will take on the role of a dietician to evaluate the ingredients of

food given to them. Students will then make their own claims and investigate. Students will have toresearch on the various possible ingredients in the food given. They will need to interview some

nutritionists to further investigate the nutrition values of the ingredients. The students will discuss

and argue on whether a food is healthy or unhealthy to their health.

After the students finish putting their information into Showing Evidence, have them review the

evidences given by another group. Instruct the students to make constructive comments and

corrections where needed to the claims and evidence, using the argumentation rubric as a guide.

http://educate.intel.com/en/ThinkingTools/ShowingEvidence/TryTheTool/default.htmhttp://educate.intel.com/en/ThinkingTools/ShowingEvidence/ProjectExamples/UnitPlans/WhatsInYourGenes/biotech_argumentation_rubric.htmhttp://educate.intel.com/en/ThinkingTools/ShowingEvidence/TryTheTool/default.htmhttp://educate.intel.com/en/ThinkingTools/ShowingEvidence/ProjectExamples/UnitPlans/WhatsInYourGenes/biotech_argumentation_rubric.htm


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Students self-assess to reflect on their learning. The teacher uses these self-assessments

to help teach and reinforce metacognitive strategies.

Week 4(3 hours)

Students will start to make preparations for the exhibition to be held on the hospitals Annual Health

Day. They will prepare the following:

Pamphlet (Healthy Food Healthy Diets)

Power point presentation (information on healthy diets and healthy menus)

Web page (students willsort, organize, and evaluatetheir findings, andpresent the information on healthy diets, the food pyramid,effects of foodon humans)

Blogs (discussions on diets, tried out as well as suggested recepies forhealthy diets)

On the Annual Health Day, students play the role of a dietician to promote menus

suggested by the students themselves.

Evaluation on the students products will be done by visitors to the exhibition using evaluation

given.

Revisit the Visual Ranking Tool

During this week, have groups re-evaluate their Visual Ranking lists on the order of

processed food by logging in with a second team ID. Using the comment boxes, directstudents to explain how their thinking has changed by analyzing the errors,

misconceptions, or limited understanding found in the original ranking. Tell students tocompare their new lists with their original lists through the comparison button of the

Visual Ranking Tool; have them also compare with the other groups new lists in order to

analyze other perspectives. As an assessment exercise, have groups pair with anothergroup in which they had a low correlation. Explain that the two groups that are paired are

to try and achieve a higher correlation through discussion and presentation of their

research, rationale, and persuasive arguments.

Wrapping Up the Unit

Revisit the Essential Question, Why do we make choices?Have students respond to the questionseither verbally or in writing.

The teacher uses the scoring guide, rubrics to assess their portfolios, products andlearning logs.

Accommodations for Differentiated Instruction



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Resource

Student

Afford the student extra time for study

Reduce the amount of evidence required

Preselect research materials for the student

Provide support from a resource specialists

Nonnative

EnglishSpeaker

Arrange for additional support from common language speakers with greater Englishproficiency

Allow the student to present in language of their choice

Allow more time for the students to complete their work

Gifted

Student

Increase the amount of evidence required

All claims must be accompanied by by explanations

Encourage broad and deep research

Materials and Resources Required For Unit

Printed Materials The Best Life Diet

Supplies Paper, pens

Technology

-Hardware

Printer, computer, DVD player

Technology

-Software

Desktop publishing, web page development software, Microsoft Word and

Microsoft Power Point, email and Internet browser

Internet Resources

http://kidshealth.org/kid/stay_healthy/food/pyramid.html

http://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/pyramid/

http://www.helpguide.org/life/healthy_eating_diet.htm

http://www.intel.com/education/tools/index.htmn

Other Resources Supermarket, nutritionist, parents, peers and teacher.

http://kidshealth.org/kid/stay_healthy/food/pyramid.htmlhttp://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/pyramid/http://www.helpguide.org/life/healthy_eating_diet.htmhttp://www.intel.com/education/tools/index.htmnhttp://kidshealth.org/kid/stay_healthy/food/pyramid.htmlhttp://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/pyramid/http://www.helpguide.org/life/healthy_eating_diet.htmhttp://www.intel.com/education/tools/index.htmn

Unit Plan Healthy Diet

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Transcript of Unit Plan Healthy Diet