Assignment+5

Health Grade 7 || Introduction to Nutrition || **Designer:** Lori J. Cox/Health Teacher || NY Health Standard 1: Health & Fitness || =Students will understand that…=
 * **Title of Unit:** Nutrition: You are What You Eat || **Subject/Course:**
 * **Topic:**
 * ** Stage 1- Desired Results ** ||
 * ** Established Goal(s): **
 * ** Enduring Understandings: **

Dietary guidelines are used when making food choices Food choices and moderating portion sizes are important to help maintain health. || ** Essential Questions: ** Why care about a healthy diet? || How the government affects our food choices How dietary intake affects longevity Various diets that promote weight loss || =Students will be able to…= To read a food label Analyze fad diets for safety & efficacy Explain the food pyramid Describe dietary guidelines when making food choices || Students will assume the roles of various personas and become an expert on their topic through research. See Raft attached.
 * =Students will know…=
 * ** Stage 2 – Assessment Evidence ** ||
 * ** Performance Task(s): **

Presentation of project to class to share with classmates knowledge gained Final reflection & goal setting || RAFT assignments
 * Other evidence:**
 * ** Stage 3 – Learning Plan ** ||
 * ** Learning Activities: **

In class, the library and independently, students explore their topics through newspaper/periodical articles, websites, and images.

Students learn desktop publishing tools to produce their product. || RAFT
 * Role |||| Audience |||| Format |||||||| Topic ||  ||   ||
 * Public Health |||| General Public |||| Scribd Book |||||||||| Inform the public about the USDA Food Pyramid, ||  ||
 * writer ||||||||||  |||||| it's importance and compare it to the ||||   ||   ||
 * |||||||||| Meditteranean model. ||  ||
 * Nutritionist || Public ||  || Graphs ||   |||||||| Compare the various popular diets, ie ||   ||   ||
 * |||| Atkins,South Beach, Liquid diets, Cabbage Diet for ||||||  ||   ||
 * |||||||| their safety and effectiveness. ||  ||   ||
 * Writer |||| world, NY Times |||| NY Times Op-Ed |||||| Discuss the question: Should Governemnt ||||  ||   ||
 * |||| readers || article ||  |||||||||| be involved with food choices? Comment on ||   ||
 * |||||||||| soda tax, salt intakes & restaurant menu labeling ||  ||
 * Nutritionist |||| General public |||| Brochure or |||||||||| Explain how to read a food label ||  ||
 * |||| Scribd book ||||||||||  ||   ||
 * Writer |||| General public |||| Comic Book |||||||||| Make a comic book about fast food and ||  ||
 * |||||| ordering healthier choices ||  ||   ||   ||
 * Doctor ||  |||| General Public |||| lecture or brochure |||||||||| Discuss how nutrition affects one of the following diseases: ||   ||
 * ||  ||   ||   ||   ||   |||||||||| Cancer, High blood pressure, adult onset diabetes ||   ||
 * Writer |||| General public |||| Comic Book |||||||||| Make a comic book about fast food and ||  ||
 * |||||| ordering healthier choices ||  ||   ||   ||
 * Doctor ||  |||| General Public |||| lecture or brochure |||||||||| Discuss how nutrition affects one of the following diseases: ||   ||
 * ||  ||   ||   ||   ||   |||||||||| Cancer, High blood pressure, adult onset diabetes ||   ||
 * Doctor ||  |||| General Public |||| lecture or brochure |||||||||| Discuss how nutrition affects one of the following diseases: ||   ||
 * ||  ||   ||   ||   ||   |||||||||| Cancer, High blood pressure, adult onset diabetes ||   ||

** Grade: ** 7th Combination Lesson in a unit Moderate ** Content Topic: ** Nutrition
 * Action Examples Template **
 * Library Context: **
 * Collaboration Continuum: **
 * Standards for the 21st Century Learner Goals **

** Standard: ** NY Health Standard 1 Health & Fitness

4.1.7 Use social networks and informationtools to gather and share information
 * Skills indicator(s): **

Uses information and communication technology tools and resources to collect organzie and evaluate information relevant to a real-word issue or problem Ese online catalog strategies to locate information about toics in own and other libraries Apply technology productivity tools to meet personal needs
 * Benchmarks: **

** 3.3.4 Create products that apply to authentic, real-workd contexts. 2.4.2 Reflect on systematic process, and assess for completeness of assignment 1.4.4 Seek appropriate help when it is needed.
 * Dispositions indicators
 * Responsibilities: **
 * Self-assessment: **

See R.A.F.T. English Standard 1: Students will read, write, listen, and speak for information and understanding English Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation English Standard 4: Students will read, write, listen, and speak for social interaction
 * Scenario: **
 * Connection to local or state standards **

Health Standard 1: Personal Health and Fitness Health Standard 2: A Safe and Healthy Environment.

Tech. Standard 2: Students will access, generate, process, and transfer information using appropriate technologies Tech. Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Tech. Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

AASL: Standard 1, Inquire, think critically and gain knowledge AASL: Standard 2, Draw conclusions, create new knowledge AASL: Standard 3, Share Knowledge Learning Standards for MathematicsScience, and Technologyhree Levels
 * Overview: **


 * Final project: ** Students share their final project with the class as a Scribed book, comic book, brochure, letter or lecture.
 * Library Lesson: ** Students learn to locate accurate nutrition information with online databases, websites and books.
 * Assessment: **
 * Product: ** Instructor created rubric, including content, audience appeal and appropriateness
 * Process: ** Teacher observations, website evaluations
 * Student self-questioning: ** Ticket to leave: Will your eating habits change as a result of this lesson?