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EPHE 311: NutritionJulia Falzon & Olivia WintherSection A02University of VictoriaTable of Contents TOC \h \u \z \n TOC \h \u \z Rationale PAGEREF _h4v8ioh2kh0k \h 2Unit Objectives PAGEREF _phccfuj1d673 \h 2Lesson #1: Basics of Nutrition PAGEREF _vif3tvx08f8k \h 4Lesson #2: Sources of health information/ marketing/ advertising tactics aimed at youth PAGEREF _hn2difysamvv \h 6Lesson #3: Detox/Cleanse Day PAGEREF _if2296tvf12r \h 8Lesson #4: Healthy Relationships with Food – Guest Speaker: Tara Brunet PAGEREF _aer42yfguh5t \h 10Lesson #5: Easy Healthy Habits / Food Preparation PAGEREF _kj7g7oiyhv2f \h 12Lesson #6: Recipe research day PAGEREF _7c9mhucwm822 \h 14Lesson #7: Grocery store field trip PAGEREF _87dcyybuht3h \h 16Lesson #8: Taste Testing/Food Prep Afternoon + Community Meal PAGEREF _xkfjt4twqfn4 \h 17 TOC \h \u \z TOC \h \u \z RationaleThis unit was designed to meet the curricular requirements for grade 8 PHE. Core Competencies:ThinkingCommunicationPersonal & SocialBig IdeasHealthy choices influence our physical, emotional, and mental well-beingCurricular Competencies:Develop strategies for promoting healthy eating choices in different settingsIdentify factors that influence health messages from a variety of sources, and analyze their influence on behaviourCurricular Content:Potential short-term and long-term consequences of health decisions, including those involved in nutritionMarketing and advertising tactics aimed at children and youth, including those involving food and supplementsSources of health information Unit Objectives This unit strives to give students a foundational understanding of nutrition. Upon completion of the unit, students will be able to: Psychomotor: N/A Cognitive: Define and give examples of foods that contain certain macronutrients and micronutrients; describe the importance of macronutrients and micronutrients; identify the aspects of a credible source vs an unreliable source; Identify at least three credible sources that they can use to get health information; recognize the signs and symptoms of an eating disorder; understand what resources are available to those who have an eating disorder; list different type of eating disorders; disrupt common misconceptions around disordered eating and eating disorders; name/list the ingredients and cooking instructions for one healthy recipe & explain what makes it healthy; identify several sources health information (both reliable and unreliable); critically examine advertisements that are directed at them; synthesize information found through research and create an infographic based on the research (missing lesson 5, 7, & 8) Affective: communicate respectfully with classmates when doing group work, empathize with others’ experience with disordered eating, develop confidence in their ability to make smart choices as a consumerNote: Inclusive Episodes are included in individual lesson plans, under the heading “Adaptations”. Lesson #: 1 of 8Grade: 8Time: 60 minsSubject: HealthUnit: NutritionTopic: Basics of nutrition:MacronutrientsMicronutrientsWhat are they and why are they important?Materials/Resources: HYPERLINK "" cards with whole foods on them (carbs = red, fats = yellow, protein = blue) Curricular Competencies:Develop strategies for promoting healthy eating choices in different settingsCurricular Content:Potential short-term and long-term consequences of health decisions, including those involved in nutrition TSWBAT:Define and give examples of foods that contain certain macronutrients and micronutrientsDescribe the importance of macronutrients and micronutrients Intro Activity: (25 mins)Macro Scramble:- class is divided into groups of 4, cards are set up in the middle of the room- each team’s goal is to create as many balanced meals as possible (each balanced meal consists of 3 cards) before all of the cards in the middle are used up- only one person can run into the middle at a time and this person can only take one card at a time- each team has to tape each balanced meal onto the wall so that it is visible to everyone in the class- in order to be a balanced meal, each meal should have 3 cards, one of each colour- after all of the cards are used up, ask if there is a group who would like to share their meals- Ask group members why they think their meals are balanced/why did they made the choices that they did- If it’s balanced, say great job! Mention some of the benefits of the food that they chose (“that is a great source of protein!”, “there is lots of fibre in that, awesome!”)- If it is not balanced, say some positive things about the foods that they’ve chosen (“those blueberries have lots of vitamins in them, amazing!”, etc.) but say what the meal is lacking, and why what is lacking is important (“if you added some protein like some chicken or tofu to that meal you would stay fuller for longer!”)- Ask the class if they notice any patterns about the balanced meal and each card is a different colour- Tell the class that these colours represent the food’s primary macronutrient Development: (30 mins) Write each macronutrient on the board and list its definitions/what it does for usCarbs: short term energy source, examples: bread, rice, pasta, potatoes, chickpeas, cornFats: source of long-term energy (it takes longer for our body to break down fats), storage of vitamins, examples: oil (olive, avocado, peanut), butter, whole milk, butterProteins: building/repairing muscle, examples: meat, seafood, eggs, legumes, nuts, tofu Explain that each food contains a variety of macros, but the foods are divided into certain categories by their main macro There is a difference between macronutrients and what are called micronutrients. We know that macronutrients provide energy for our bodies to move & function, so what do micronutrients do? Play this YouTube video: (6 mins) HYPERLINK "" as a class- What are supplements? When should we use them? Do you think that he meant that we should not take a multivitamin? How does he suggest that we get vitamins and minerals? Discuss with a partner- What are your favourite micronutrient rich foods? Can you get any of these foods at McDonalds? Closure: (5 mins)Exit Slip: for each macro category (carb, fat, protein), write down a food that fits into each AND write down their favourite micro-nutrient rich food (fruit or veggie) (COM/INC) Example: carbohydrate: pasta, fat: avocado, protein: chicken, favourite: blackberries Adaptations:If a student has a high level of anxiety, and a slightly competitive game like “Macro Scramble” would make them feel stressed, the teacher could make it a non competitive game. The teacher can do this by focusing on whether or not the meals are balanced, rather than the speed with which they are created. Macro scramble could also be adapted to be an activity done with the whole class instead of in teams. The teacher could ask for volunteers to come up and show the class what they think a balanced meal looks like. This way, the pressure is taken off of any students who may be anxious about time sensitive and competitive activities. Lesson #2: Sources of health information/marketing & advertising tactics aimed at youth Grade: 8Time: 60 minsSubject: HealthUnit: NutritionTopic:Sources of reliable health informationAdvertising & marketing tactics aimed at youthHow to be a smart consumerNot so healthy “health foods” Materials/Resources: HYPERLINK "" HYPERLINK "" Curricular Competencies:Identify factors that influence health messages from a variety of sources, and analyze their influence on behaviourCurricular Content:Marketing and advertising tactics aimed at children and youth, including those involving food and supplementsSources of health information TSWBAT:Identify the aspects of a credible source vs an unreliable sourceIdentify at least three credible sources that they can use to get health informationIntroduction: (10 minutes)Show examples of “healthy foods” (Breakfast cereals and granola, fruit juice/ bars, veggie chips, anything “low-fat”, anything gluten-free/ organic/ natural, etc.) Ask students what they know about these foods Ask students what they know about reading a food label How do you decide if a food is good for you or not?What influences you to choose certain foods? Your friends and family? Social media? Celebrities? Marketing? Where do you get your food information from? Development: (45 minutes)Discuss how much sugar or chemicals are actually in some of these “healthy” foods and what would be some better alternativesShow students how to read a nutrition label and what to look for Discuss why they might not be healthy but how they are marketed to us as healthyShow Vector commercial and nutrition facts Let students decide if this is a healthy foodActivity: In groups, find three sources of nutritional information that are trustworthy (& why?) and three sources that do not seem credible (& why?)Have the groups present their findings to the rest of the class Closure: (5 mins) Come together as a class again and discuss credible sources and how to be a smart consumer and sources of health information Assessment: Exit slip: What are two things we pay attention to on nutrition labels? What is one credible source for health information? Lesson #3: Detox/Cleanse DayGrade: 8Time: 60 minsSubject: HealthUnit: NutritionTopic:Cleanses and detoxesLesson #: 3 of 8Materials/Resources: with an internet connection (chromebooks, iPads, etc.)Curricular Competencies:Identify factors that influence health messages from a variety of sources, and analyze their influence on behaviourCurricular Content:Marketing and advertising tactics aimed at children and youth, including those involving food and supplementsSources of health information TSWBAT:Identify several sources health information (both reliable and unreliable)Critically examine advertisements that are directed at them Synthesize information found through research and create an infographic based on the researchNote: This lesson is written to be completed in one class. However, if the students are interested and would like to do more in depth research or would like more time to do their infographic, this topic could easily be extended to two classes. Introduction: 10 minsAsk class to brainstorm different “health” trends that they have seen on social media (write these on the board/projector) Who promotes these types of trends? Example: Kim Kardashian West promotes Flat Tummy Co What is actually in these products? Why is this irresponsible of Kim? Do we really need to “detox”? Isn’t that why we have a liver? Show this video: : (45 mins)Student Assignment Instructions: (Individual or With a Partner)- Go on Instagram and find a celebrity or influencer who is promoting a health regime or product (slim tea, juice cleanse, waist trainers, Gwyneth Paltrow’s “goop”, steroids, extreme supplementation, “fat burning” pills)- Research the dangers of the “health” trend. If the trend isn’t dangerous, is it necessary? Is it cost-effective?- Create an infographic or concept map (either drawn on paper or done electronically using Canva, Adobe Spark, or PicMonkey) that displays your findings. - Make sure to cite all of your sources and state why you think they are either reliable or unreliable. Closure: 5 minsClass participates in a “gallery walk” - students display their finished product (on paper or on their screen) and walk around the classroom to view their peers’ projectsAssessment: Observation: Is the student on task? /4Is the student using technology appropriately? /4Is the student working effectively with others? /4Assessment for Infographic: Adaptations: If a student has some type of cognitive impairment, they can pair up with somebody who can help them succeed in this activity. Alternatively, if they have a severe cognitive impairment, can work with an EA. If they need more time to complete the assignment, it will be given to them. Lesson #4: Healthy Relationships with Food – Guest Speaker: Tara Brunet Grade: 8Time: 60 minsSubject: HealthUnit: NutritionTopic: Healthy Relationship with Food Lesson #: 4 of 8 Materials/Resources: (for eating disorders) Counsellor Kids Help PhoneCurricular Competencies:Develop strategies for promoting healthy eating choices in different settingsCurricular Content:Potential short-term and long-term consequences of health decisions, including those involving nutritionTSWBAT: Recognize the signs and symptoms of an eating disorder Understand what resources are available to those afflicted with oneList different eating disorders Disrupt common misconceptions surrounding disordered eating and eating disorders Introduction: (5 mins)Introduce Tara:Tara is a certified personal trainer and a registered natural nutrition practitioner. She promotes well-being over weight loss and advocates strongly for intuitive eating. She has overcome eating disorders in the past and is passionate about helping others in their road to recovery. Ask students to write down any questions that they have during Tara’s presentationBefore Tara presents, tell students that if they feel uncomfortable at any time (due to past or current disordered eating) they are free to leave and go for a walk or sit in the library. If they want to talk more, they can speak to a trusted adult including teachers, the school counsellor, or a family member. Give students a list of resources to get help if/when it is needed. Development:Tara Brunet’s Presentation: (30 mins)Intuitive eatingHer history with eating disordersCommon myths about eating disorder/ weight loss/ disordered eating Societal influences Q&A Discuss different types of eating disorders (anorexia, bulimia, EDNOS, orthorexia, binge eating, etc.)- Signs and symptoms of disordered eating (they affect everyone, not just teenaged girls)-Misconceptions about what kind of habits is healthy/ normal (counting calories, skipping meals, obsession with weight, counteracting food with over-exercising, labelling foods good or bad, overuse of stimulants or supplements, goal weights, etc.)-What to do if you suspect someone has an eating disorder-Long term consequences of eating disorders- Discuss Resources that students can use- Write a reflection after listening -What constitutes disordered eating? What is normal/ healthy eating/ mindset? Q & A session with Tara (15 mins)Closure: (10 mins)Take 10 minutes for a guided free write on today’s presentation, include anything new you’ve learned, any questions that you need to be answered, and how you feel after this.Assessment: Reflection: COM/INCLesson #5: Easy Healthy Habits / Food Preparation Grade: 8Time: 60 minsSubject: HealthUnit: NutritionTopic: Healthy Lifestyle HacksLesson #: 5 of 8 Materials/Resources: paperChart markers Device for research if necessary Curricular Competencies: Develop strategies for promoting healthy eating choices in different settingsCurricular Content: Potential short-term and long-term consequences of health decisions, including those involving nutritionTSWBAT: List 10 (or more) healthy lifestyle tips, as a groupIntroduction: (7 minutes)Discuss barriers students may have to eating healthy or exercising (include sleep and hydration)Discuss some ways to break down those barriers Think, pair, share about any healthy hacks students might have Development: (43 minutes)Explain/ show 5 different healthy habits that you personally use in your daily life (ie. meal prep, pre-making quinoa/ oatmeal, pre-chopping fruits/ vegetables, keeping healthy snacks around at all times, exercise with friends, etc.) and why they work for you (cost effective, better for the environment, etc.)Revisit some of the ideas that students came up with in the think, pair, share Break students into groups of 2-4 depending on numbersEach group will work with one healthy hack that they are assigned or have chosen (be sure all areas have been covered; food prep, eating out, hydration, sleep, exercise) Using chart paper and markers, groups will depict their healthy hack If necessary, students can research why this is a good idea or ways to put these habits into playClosure: (10 minutes) Groups present their posters to the class Hang posters around the class Assessment for posters: COM/ INCStudents are engaged in group workPosters contain a title and ways to use this habit/ hackPosters contain information about why this is necessary Adaptation: For a student with any anxiety disorder, students can choose their group with peers that they feel comfortable with and who support them. Students can also choose to participate or not in the presentation of their poster. Lesson #6: Recipe research dayGrade: 8Time: 60 minsSubject: HealthUnit: NutritionTopic: Healthy Recipes Lesson #: 6 of 8 Materials/Resources: iPads, Chromebooks, cellphones (anything on which students can do research)Note: for this lesson, it is important to be aware of students with food allergies in the class and adapt accordingly. Curricular Competencies:Develop strategies for promoting healthy eating choices in different settingsIdentify and apply strategies to pursue personal healthy-living goalsCurricular Content:Potential short-term and long-term consequences of health decisions, including those involving nutrition TSWBAT: Name/list the ingredients and cooking instructions for one healthy recipe & explain what makes it healthyIntroduction: (5 mins)Ask students to find two people who they would like to work withBrainstorm with the class about what makes a recipe healthy (made of whole foods, micronutrient rich, low sugar, high protein, etc.) Development: (50 mins)- In groups of 3, research some healthy recipes for the following: smoothies, dip for veggies, dip for fruit, homemade trail mix/snacks (open to student suggestions)- Create shopping ingredient list by posting necessary ingredients on a GoogleDoc (Note: keep recipes simple and cost effective)- Students post the necessary ingredients (with amounts) on a class GoogleDoc - Students organize how long it will take them to prepare their food (will they need to come into the home ec. room at lunch and prepare early? What type of cooking equipment will they need?) - Each group must write at least 5 sentences about their recipe, why they chose it, and what about it is healthy and hand it in by the end of classClosure: (5 mins)Look at the GoogleDoc as a class and give each group a certain number of items to put on their list for the grocery store (e.g. 4 groups might need chickpeas, but only one group would be responsible for buying them at the grocery store)Remind students to bring one reusable bag to The Rootcellar Assessment:Each group’s paragraph will be assessed based on their recipe descriptionIs it complete? COM/INCDoes it describe the health benefits? Does it describe why they chose it? /4Is the content accurate? /4 Lesson #7: Grocery store field tripGrade: 8Time: 60 minsSubject: HealthUnit: NutritionTopic: How to shop for healthy foodLesson #: 7 of 8 Materials/Resources: Money from the school to use to buy ingredientsField trip forms, bus or some form of transportationIngredient lists Reusable grocery bags (each group brings one)Curricular Competencies:Develop strategies for promoting healthy eating choices in different settingsIdentify and apply strategies to pursue personal healthy-living goalsCurricular Content:Potential short-term and long-term consequences of health decisions, including those involving nutritionMarketing and advertising tactics aimed at children and youth, including those involving food and supplementsTSWBAT: Navigate The Rootcellar and find healthy ingredients for their recipesIntroduction: (20 mins)Arrive at The Rootcellar and review how students should conduct themselves (they are representing the school and themselves and should act appropriately) Meet with the Produce Manager, who will discuss strategies that students can use to buy the best fruits and vegetables (buying local, in season, buying in a cost effective way) (15 mins)Produce manager will take students’ questions for 5 minsMake sure to bring the produce manager a thank you card/small present! Development: (30 mins)Students break off into their research groups to look for ingredients for their recipeStudents meet teacher at the cash register to buy items (teacher has the money and must be responsible for all transactions)Closure: On the bus, students discuss with a partner why they think it is important to shop locallyAssessment:Exit ticket: as they leave the bus, each pair must tell teacher one reason to shop locally that they discussed on the bus (COM/INC)Adaptations:For a student with mobility issues, ensure that the shop is accessible for the student (ramps, elevator, shopping trolleys). Allow extra time for shopping. Students can also have the help of their peers while shopping in the store if needed. Ensure that store staff are aware of any special considerations that need to be made. Lesson #8: Taste Testing/Food Prep Afternoon + Community MealGrade: 8Time: 90-110 minsSubject: HealthUnit: NutritionTopic: Cooking healthy food and eating as a communityLesson #: 8 of 8 Materials/Resources: Recipes and ingredients for various food dishes (different for each group, groceries bought last class)Home Economics room (or staff room, in a pinch)Tableware Note: Groups who need more time (more than the allotted 45 minutes) will be able to start during their lunch breakCurricular Competencies:Develop strategies for promoting healthy eating choices in different settingsCreate strategies for promoting the health and well-being of the school and communityCurricular Content: Potential short-term and long-term consequences of health decisions, including those involving nutritionIntroduction: (5 minutes) Students will already know what food they are preparing Ensure students are set up to successfully cook their recipe Ask if any groups need any help with anything or if anyone has any questions Development: (45 minutes)Students break into their groups and prepare their recipes Students are expected to clean up their work stations when finished Go around and ensure groups are on taskAny groups who are finished early can help set up a long-table with place settings Closure: (30-45 minutes)As a group at a long table, students will tell everyone what they made and the class will enjoy a meal together Discuss this unit as a whole, what you liked, what you learned, what you didn’t like, etc.Everyone will assist in cleaning up the tables, food, etc.Free write (see assessment) Assessment: Students will have 10 minutes to free write about their experience with this unit Answer the questions what did you like, what did you learn, what did you not like, how will you implement this, what surprised youGrammar, spelling, structure will not be marked. Only ideas and comprehension ................
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