Unit Plan: You are what you eat
Unit plan: You are what you eat
Unit Overview
Unit Plan Title: You are what you eat
Year Levels Years 5 – 6
Curriculum – Framing Questions
Essential Question
• How do I know what’s right for me?
Unit Questions
• How do my dietary needs change as I change?
• How are my dietary needs affected by other influences?
• What does ‘eating properly’ mean?
Content Questions
• What is the recommended daily intake of nutrients for me?
• How can high kilojoule intake be offset?
• What changes could I make to my diet that would promote good health?
• What effect do my dietary decisions have on my health?
• How does my age influence my dietary needs?
• How does my gender effect what I need to eat?
• What makes a balanced diet?
• What affects my decision making regarding what I eat?
Unit Summary
Students investigate the effect of diet on health. They use models such as the healthy eating pyramid to classify foods they commonly eat and foods available at school, home and local shops, and consider how a balanced lifestyle promotes better health. Students research factors such as advertising, peer pressure, costs seasonal availability that influence the decisions that affect their diet. They consider their lifestyle and develop a diet to suit their needs.
Teaching and Learning Strategies
This unit combines teacher-centred delivery of material, enquiry learning where students research independently and use of the thinking curriculum approach. Students use higher thinking skills to explore issues related to diet. Learning is evaluated using self and teacher assessment.
Professional Learning
Suggestions include:
• familiarise yourself with Kahootz
• familiarise yourself with Publisher
• collaborate with professional learning team to integrate the unit’s theme
• research healthy lifestyles considering cultural diversity
• VHETTA magazine (Teacher Learning Network Journal. Vol 11 No 2 Winter 2004 – “Who ate all the pies?”)
• read Journey through Health & Human Development, Gunstone, Maddock, Matthew and Roy, Pearson Longman Publishers, Melbourne
• review the website index_burn.html.
Key Learning/Subject Areas
Health and Physical Education
Health of Individuals and populations
Learning Outcomes
Health and Physical Education
Health of individuals and populations
Compare images of health and how these influence personal and community health goals and strategies.
Plan and implement strategies to promote personal and environmental health and safety.
Procedures
• Factors that influence diet. In small groups students create a concept map, idea map or other visual representation showing what they believe are the factors that influence their choice of foods. As a class share the group’s ideas. Use this as a starting point to find out more.
• What do I want to find out? List major questions that arise from their initial brainstorm. Provide opportunity for students to follow up these questions with research so that the questions can be answered.
• Designing a survey. Students design and carry out their own survey to answer questions such as ‘Does age influence diet?’ or ‘Does gender influence diet?’ They interpret data and make statements showing what they found out.
• What is a healthy diet? Students create a ‘Y chart’ of what healthy diets look, sound and feels like and use it to generate questions about how diet affects our life.
• What are minerals and how are they used by the body? Students locate and analyse information about particular minerals used by the body ie calcium, iron, sodium. They produce a brochure to showcase what they found out and demonstrate their understanding of a particular nutrient and its effect on the body. Use the Brochure parameters to guide students in developing the brochure.
[pic]
• Using the Gobbliser. Students collect data on what they ate for a period of time and feed the data into the Digital Learning Object CAW0027: The Gobbliser. The Gobbliser provides feedback on the diet and shows the consequences of modifying the diet.
[pic]
Figure 1 Sample screen of Digital Learning Object CAW0027 The Gobbliser
• Students produce a Kahootz animation (Xpression) to demonstrate their comprehension of the essential question – How do I know what’s right for me? Students use information from the Calories-Per-Hour website: index_burn.html . The site enables students to calculate the amount of kilojoules burned through various forms of exercise and activity. Students are to create a Kahootz animation of the kilojoule value of exercises following the guide Exercise animation parameters:
|[pic] |[pic] |
Figure 2 and 3 Sample Kahootz Xpressions
• Students create a Kahootz animation (Xpression) to summarize ideas about why we should eat well. For example the Xpression may demonstrate students’ understanding how to balance kilojoule intake with exercise. Students using Kahootz for this task could be expected to incorporate skills such as Linking Scenes (either timed or click-based), Inserting appropriate Objects, Inserting 3D or Notepad Text, Adding Sounds to Objects (either timed or click-based) and Keypoint Object Animation (e.g. an animated path for the Object to move around). Use the Animation task document as a guide for students to develop their animation/Xpression.
• Students complete a PMI (Pluses, Minuses and Interesting points) about a healthy diet. They also compare their original intake record from Session 2 and make any changes to achieve a healthy diet.
• Revisit the questions developed at the introduction of the unit to answer questions and to assess what students have learned.
Approximate time needed
10 x 60 minute sessions
Prerequisite skills
• Concepts of units of measurement for energy input and output
• Basic knowledge of different food groups
• Basic biological knowledge of body systems
Materials and resources
Technology – Hardware
( denotes requirement
Camera Printer Video Camera
Computers( Datashow Projector Video Conferencing
Digital Camera Scanner Data logging equipment
DVD player Television Internet connection(
VCR
Technology – Software
( denotes requirement
CD-ROMs( Editing Software WebPage Development
Database/Spreadsheet Internet Web Browser Word processing(
Desktop publishing Multimedia email software
Kahootz( Animation Software other
Digital Learning Resources
Learning Object code:
CAW0027 The Gobbliser
Note that this Digital Learning Resource is located on the Curriculum@work Digital learning resources Release one CD ROM (November 2004).
Printed materials
• Series of fiction books dealing with body image by Margaret Clark “Fat chance”
• Poster/visual representation of the Healthy Eating Pyramid
Supplies
• Classroom visual stimuli of healthy eating items
Internet resources
Food_Facts/Fact_Sheets/about%20_the_healthy_eating_pyramid.asp
.au
.au/lunchboxworld/forTeachers/index.shtm
.uk/
Others
• Guest speaker such as a dietician from local Community Health Centre
Accommodations for Differential Learning
Students with Special Needs
• Provision of material for brochure
• One to one instruction where required
• Support of teacher’s aide
• Modified assessment
English as a Second Language (ESL) students
• Assistance from ESL support teacher integrating theme and providing explicit assistance
• Final product assisted where appropriate with oral presentation
• Organise buddies with appropriate students
• Template of Kahootz scenes where required
Gifted Students
• Animation creations allow for varied depth of product
• Publisher product open ended task
• Negotiation of product
Student Assessment
• Assessment can be via rubrics for brochure, exercise animation and final animation as stated
• Anecdotal assessment of use of class time
• Self assessment of Kahootz products
• Teacher assessment of final PMI
Key Word Search
Nutrient, healthy, diet, exercise, deficiency, gender, kilojoule, energy, mineral, disease, community, RDI, influences on diet, advertising, cultural
© State of Victoria 2004. This work has been created by the Department of Education and Training, Victoria and copyright is owned by the Crown in right of the State of Victoria. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Liability Management Manager, Department of Education and Training, 2 Treasury Place, Melbourne, VIC, 3002
The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears no responsibility for any modifications made.
Intel® Teach to the Future Unit Plan template used with permission. © 2004 Intel Corporation. All rights reserved.
-----------------------
[pic]
[pic]
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.