Physical Education - Neshaminy School District



Health Education

Curriculum Map

Nutrition Grade: 10th Grade

Enduring Understandings:

• Health concepts are essential for wellness and a health-enhancing lifestyle.

• Community well-being is dependent upon a balance of personal and social responsibility.

• Safety impacts individual and community well-being.

• Participation in physical activity impacts wellness throughout a lifetime.

Essential Questions:

• How would you generate a plan to be healthy throughout the entire adult lifespan?

• How could you verify that a link exists between personal and community health?

• What criteria will you use to determine if your health behaviors are responsible now and in the future?

• What health information resources are available to improve the health and well-being of your family, community and world?

|Common Core Standards |Pennsylvania Standards |Content |Skills |Assessment |

|CC.3.6.11-12.A. | | | | |

|1. Write arguments focused on |10.1.12.B - Evaluate factors that impact the |Section 1: Consumer Skills |SWBAT understand Nutritional |Lesson 1: Quiz - Essential Nutrients |

|discipline-specific content. |body systems and apply protective/ preventive| |Terms/Language |(Content-Based) |

|a. Introduce precise, |strategies. |Essential Nutrients (The language of | | |

|knowledgeable claims, establish|Fitness level |nutrition) | |Lesson 2: Quiz - Nutrition Labels |

|the significance of the claims,|Environment (e.g., pollutants, available | | |(Content-Based) |

|distinguish the claims from |health care) | | | |

|alternate or opposing claims, |Health status (e.g., physical, mental, | | |District Assessment: |

|and, create an organization |social) | |- SWBAT understanding food labels & |Lesson 3: PowerPoint - Fad Diets (Peer|

|that logically sequences the |Nutrition |Food Labels |marketing techniques. |Informational Presentations) |

|claims, counterclaims, reasons,| | | | |

|and evidence. |10.1.12.C - Analyze factors that impact | |- SWBAT comprehend what does it all |Lesson 6: Nutrition Portfolio |

|e. Provide a concluding |nutritional choices of adults. |Impact of Media on Food Selections. |mean? |(Compilation of Skills and Component |

|statement or section that |Cost | | |Comprehension) |

|follows from or supports the |Food preparation (e.g., time, skills) | | | |

|argument presented. |Consumer skills (e.g., understanding food | |- SWBAT analyze how foods are made (for| |

|2 Write informative/explanatory|labels, evaluating fads) | |marketing) | |

|texts, including the narration |Nutritional knowledge |Fad Diets | | |

|of historical events, |Changes in nutritional requirements (e.g., | | | |

|scientific |age, physical activity level) | | | |

|procedures/experiments, or | | | | |

|technical processes. |10.1.12.E - Identify and analyze factors that| | | |

|b. develop the topic thoroughly|influence the prevention and control of |Section 2: Physiology of Nutrition | | |

|by selecting the most |health problems. | | | |

|significant and relevant facts,|Research |Physiology | | |

|extended definitions, concrete |Medical advances | | | |

|details,quotations,or other |Technology | | | |

|information and examples |Government policies/regulations | | | |

|appropriate to the audience’s | | |SWBAT evaluate the following | |

|knowledge of the topic. |10.2.12.B - Assess factors that impact adult |Cooking Methods… |components: | |

|4. Produce clear and coherent |health consumer choices. | |- BMR | |

|writing in which the |Access to health information | |- Hormones | |

|development, organization, and |Access to health care |The effect of socioeconomic status and|- Insulin | |

|style are appropriate to task, |Cost |convenience on diet |- Diabetes | |

|purpose, and audience. |Safety | |- Determining Fitness Level (Good vs. | |

|6. Use technology, including | | |Bad) | |

|the internet, to produce, |10.2.12.C - Compare and contrast the positive|Emotional Eating | | |

|publish, and update individual |and negative effects of the media on adult | |- SWBAT comprehend effects that | |

|or shared writing products in |personal health and safety. | |different cooking techniques have on | |

|response to ongoing feedback, | |Understanding Your Personal Health |foods. | |

|including new arguments or |10.2.12.E - Analyze the interrelationship | | | |

|information. |between environmental factors and community | | | |

|7. Conduct short as well as |health. | | | |

|more sustained research |Public health policies and laws/health | | | |

|projects to answer a question |promotion and disease prevention |PROJECT on counting calories/BMR | | |

|(including a self-generated |Individual choices/maintenance of | | | |

|question) or solve a problem; |environment  | | | |

|narrow or broaden the inquiry |Recreational opportunities/ health status | | | |

|when appropriate; synthesize | | |- SWBAT evaluate your own body | |

|multiple sources on the | | | | |

|subject, demonstrating | | |- SWBAT evaluate your own nutritional | |

|understanding of the subject | | |needs (diet) | |

|under investigation. | | | | |

|9. Draw evidence from | | | | |

|informational texts to support | | | | |

|analysis, reflection, and | | | | |

|research. | | | | |

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| | | | |Transfer Task |

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| | | | |Writing Rubric |

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