Nutrition

Unit 1

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 Course Description
Students will Learn in this course how to fuel their body, maintain their emotional and physical health, and find their way around the grocery store and kitchen in Nutrition and
Wellness. This course prepares Students for a healthy life and provides them with the essential skills they need to plan and make healthy and delicious meals for themselves , their
family, and friends. They ’ll Recognize the appropriate caloric intake for size and activity level. Throughout this course, you will become more conscious of what you eat, why
you eat it, how it is prepared, and what consequences your food choices have on your health as well as the health of the planet. You will also learn how to change your eating habits
for more healthful outcomes, including swapping processed sugar for other sweeteners, adding probiotics to the diet, and harnessing the healing effect of herbs.The goal of this
course is to provide a holistic overview of current food and nutrition issues and their impact on physical, social, emotional, and spiritual health. Throughout this course, you will
become more conscious of what you eat, why you eat it, how it is prepared, and what consequences your food choices have on your health as well as the health of the planet. You
will also learn how to change your eating habits for more healthful outcomes, including swapping processed sugar for other sweeteners, adding probiotics to the diet, and harnessing
the healing effect of herbs.Nutrition education is a vital part of a comprehensive health education program and empowers children with knowledge and skills to make healthy food
and beverage choices.

Pacing Chart Unit 1

Topic 1 Micro & Macro Nutrients Types and functions of Micro and Macro 15Days
nutrients, calorie calculations

Topic 2 Vitamins & Minerals Importance of Vit & Minerals , types of Vit 10 Days
( water & Fat soluble) and minerals

Topic 3 Hydration Importance of Hydration 10 days

Topic 4 Fats Low fat & High fat diets. Diseases associated 5 days
with Obesiety.
Review of Topics 1-4 and Final Exam 5 days ( buffer ) in case school is closed
Review & Final Exam
because of Snow or other natural calamities.

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 Educational Technology
Standards
Note: Insert additional educational technology standards that align with the specific CTE standards for this course

8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1

➢ Technology Operations and Concepts

• Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word
processing program.

➢ Creativity and Innovation

• Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

➢ Communication and Collaboration

• Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or
issue, and propose possible solutions.

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 ➢ Digital Citizenship

• Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

➢ Research and Information Literacy

• Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world
problem.

➢ Critical Thinking, Problem Solving, Decision Making

• Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of
other cultures about a current event or contemporary figure.

21st Century Life & Career Skills

Standards:

9.1.8.A.1, 9.1.8.A.2, 9.1.8.B.1, 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.D.2, 9.1.8.D.3, 9.3.8.B.3

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Learning and Innovation Skills:

➢ Creativity and Innovation

• Use multiple points of view to create alternative solutions.

➢ Critical Thinking and Problem Solving

• Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.

• Implement problem-solving strategies to solve a problem in school or the community.

➢ Communication and Collaboration Skills

• Determine an individual’s responsibility for personal actions and contributions to group activities.

• Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and
projects.

• Model leadership skills during classroom and extra-curricular activities.

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 ➢ Cross-Cultural Understanding and Interpersonal Communication

• Demonstrate the ability to understand inferences.

• Use effective communication skills in face-to-face and online interactions with peers and adults from home and from diverse cultures.

➢ Career Exploration

• Evaluate personal abilities, interests, and motivations and discuss how they might influence job and career selection.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are
practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career
exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of
study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this
understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the
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environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to
the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and
in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They
make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the
use of an academic skill in a workplace situation.

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that
understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to
contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute
more fully to their own career success.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They
communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they
master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting
with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their
communication and prepare accordingly to ensure the desired outcome.
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate
negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures,
materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability
of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and
productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or
problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of
sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an
organization.

CRP7. Employ valid and reliable research strategies.

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Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use
reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external
information or practices in their workplace situation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the
problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause
of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow
through to ensure the problem is solved, whether through their own actions or the actions of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to
positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use
a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change
others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on
productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals.
They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them
and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step
in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek
counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve
workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications.
They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid
barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and
facilitate effective team meetings.

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 Differentiated Instruction

Links to District Resources for Differentiation (please click the links below)

➔ Options for Accommodations and Modifications

➔ Matrix of Accommodations and Modifications by Student Group

Key Elements for Differentiation

Time/General Processing Comprehension Recall

● Extra time for assigned tasks ● Extra Response time ● Precise step-by-step directions ● Teacher-made checklist

● Adjust length of assignment ● Have students verbalize steps ● Short manageable tasks ● Use visual graphic organizers

● Timeline with due dates for ● Repeat, clarify or reword ● Brief and concrete directions ● Reference resources to promote
reports and projects directions independence
● Provide immediate feedback
● Communication system between ● Mini-breaks between tasks ● Visual and verbal reminders
home and school ● Small group instruction
● Provide a warning for transitions ● Graphic organizers
● Provide lecture notes/outline ● Emphasize multi-sensory learning
● Reading partners
Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization

● Computer/whiteboard ● Extended time ● Consistent daily structured ● Individual daily planner

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 routine
● Tape recorder ● Study guides ● Display a written agenda
● Simple and clear classroom rules
● Spell-checker ● Shortened tests ● Note-taking assistance
● Frequent feedback
● Audio-taped books
● Read directions aloud ● Color code materials

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 Gifted and Talented
Accommodate Based on Students individual Needs: Strategies

Adaption of Material and Requirements

●

Evaluate Vocabulary
●

Elevated Text Complexity

●

Additional Projects
●

Independent Student Options

●

Projects completed individual or with Partners

●

Self Selection of Research

●

Tiered/Multilevel Activities
●

Learning Centers
●

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 Individual Response Board
●

Independent Book Studies

●

Open-ended activities
●

Community/Subject expert mentorships

●

Assessments
Formative/Summative/Benchmark/Classroom Assessments
Benchmark: Midterm
●

Unit Assessments, Chapter Assessments, Quizzes

●

DBQ, Essays, Short Answer

●

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
●

Projects, Portfolio, Presentations, Prezi, Gallery Walks

●

Homework
●

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 Concept Mapping
●

Primary and Secondary Source analysis

●

Photo, Video, Political Cartoon, Radio, Song Analysis

●

Create an Original Song, Film, or Poem

●

Glogster to make Electronic Posters

●

Tumblr to create a Blog

●

Timelines, Maps, Charts, Graphic Organizers

Interdisciplinary Connections

Technology:
●T

9.4.2.TL.7: Describe the benefits of collaborating with others to complete digital tasks or develop digital artifacts

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 Critical Thinking and Problem-solving
●

9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

9.4.5.CT.2: Identify a problem and list the types of individuals and resources (e.g., school, community agencies, governmental,
online) that can aid in solving the problem

9.4.5.CT.4: Apply critical thinking and problem-solving strategies to different types of problems such as personal, academic,
community and global

English & Language Arts Literacy

●
NJSLA RI.3.7. Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

NJSLA RI.4.1. Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly
and when drawing inferences from the text.

NJSLA RI.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says
explicitly as well as inferences drawn from the text.

W 4.3 D: Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidenc.

B. Develop claim(s) and counterclaims avoiding common logical fallacies and using sound reasoning and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases.

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 ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problem’s solutions to other people.

Mathematics
●

FB F A 1 a - Build a function that models a relationship between two quantities 1. Write a function that describes a relationship
between two quantities.★ a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

SID Interpreting Categorical and Quantitative Data

S-ID A. Summarize, represent, and interpret data on a single count or measurement variable 1. Represent data with plots on the
real number line (dot plots, histograms, and box plots). 2. Use statistics appropriate to the shape of the data distribution to compare
center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets

Graph and compare the consumption of foods (containing nutrients like protein) of males and females over time.

5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and
interpret coordinate values of points in the context of the situation.

Science:
●
ETS1.A: Defining and Delimiting an Engineering Problem Asking questions, making observations, and gathering information are
helpful in thinking about problems.

ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These
representations are useful in communicating ideas for a problem’s solutions to other people.

ETS1.B: Developing Possible Solutions A solution needs to be tested, and then modified on the basis of the test results in order to

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 improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a
problem

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 ●

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Grade: 9-12 Unit/Module: Topic: Micro and Macro Nurrients

Introduction to Micro and Macro Nutrients Description: Students will acquire the knowledge about
the different types of micro & macro nutrients
Types and Functions of Micro and Macro required by the bodyand its effect on the growth and
Nutrients development on the body. They will know the
Recommended daily allowance ( RDA) of each
Calculate the calories needed for each type of nutrient.
Micro & Macro Nutrients Topic: Calculation of Calories

Identify and classify different types of Description: Students will be able to calculate the total
Vitamins & Minerals calories supplied by each type of nutrients.

Topic: Identify and classify the different types of Vitamins

Discuss the Benefit of Hydration & Minerals

Analyze the low fat and high fat diet Description: Students will learn and classify the different
types of Vitamins and minerals and their roles in our
body.They will acquire the knowledge of the disease caused
by the deficiency of the vitamins. They will learn the source
of all the vitamins and minerals in the food.

Topic: Benefit of Hydration

Description: Students will learn the benefit of hydration and

various sources to get hydrated.

Topic: Low and High Fat diet

Description: Students will learn the difference between low

carb , high fat diet and high carb ,low Fat diet. They will be
able to choose the food with the right amount of carb and
fat.

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New Jersey Student Learning Standards (NJSLS):

2.1.12.A.1: Analyze the role of personal responsibility in maintaining and enhancing personal, family, community, and global wellness

2.1.12.A.2: Debate the social and ethical implications of the availability and use of technology and medical advances to support wellness.

2.1.12.B.1: Determine the relationship of nutrition and physical activity to weight loss, weight gain, and weight maintenance

2.1.12.B.2:Compare and contrast the dietary trends and eating habits of adolescents and young adults in the United States and other countries

2.1.2.C.1: Summarize symptoms of common diseases and health conditions.

2.1.6.B.3 : Create a daily balanced nutritional meal plan based on nutritional content, value, calories, and cost.

2.1.8.B.1 :Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance.

2.1.12.B.3.: Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein, water, vitamins, and minerals) to one’s health.

2.1.12.C.1 : Determine diseases and health conditions that may occur during one’s lifespan and identify prevention and treatment strategies.

2.1.4.B.4 Interpret food product labels based on nutritional content.

2.1.6.B.3 Create a daily balanced nutritional meal plan based on nutritional content, value, calories, and cost.

New Jersey Core Curriculum Content Standards- Technology

8.1.12.E.1Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

8.1.8.C.1Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

NJDOE Student Essential Questions Skills Resources Sample Activities

Learning Objective

2.1 Wellness: All students will 1. Differentiate between macro 1. Students should collect Go online to 1. Students will research other
food intake data for two http://fnic.nal.usda.gov/interactiveD micronutrients, symptoms of
acquire health promotion concepts
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and skills to support a healthy, & micro nutrients? days. Encourage students RI/, type your information into the micronutrient deficiency, and
active lifestyle to sample two weekdays online calculator, check the where micronutrient
2. Give examples of food that appropriate micronutrients (Vitamin deficiencies are most prevalent
rather than weekends, as in the world.
Strand- Nutrition contain the macro and micro the weekdays most likely A, Vitamin B-12, Vitamin D, Folate
nutrients. Iodine, Iron, Zinc) and then press 2. If you want students to work
provide a more accurate on their graphing skills, have
2.1.12.A.1; 2.1.12.A.2;2.1.12.B.1; representation of what they Submit. Your results will appear. them create a graph that
3. What are the health benefits of eat. compares their various
2.1.12.B.2;2.1.2.C.1;2.1.6.B.3; macro & micro nutrients? 2. Since most food labels do Analyze your food consumption and micronutrient
not provide information for micronutrient intake If you need to recommendations and
2.1.12.C.1; 2.1.4.B.4;2.1.6.B.3 4.Students will describe the each micronutrient they are review what micronutrients are and consumption. They will need
consequences of over- or studying students will need why they are important, you can visit to pay close attention to unit.
Micro & Macro Nutrients: underconsumption of to use an online database to http://www.cdc.gov/nutrition/everyo 3. Group Activity:
macronutrients. collect this data. We ne/basics/vitamins/index.html to
suggest they read more What did you find most
usehttp://www.nal.usda.go surprising after you analyzed
5. What is the structure of dietary
1. Students will be able to v/fnic/cgi-bin/nut_search.p https://www.ted.com/talks/ your micronutrient intakes?
fibre and what role does it play in
lor http://nat.crgq.com. mark_bittman_what_s_wrong_with_
define the macro and micro the body?
what_we_eat. Did you discover that you
nutrients and give
6.Name the three factors that think you need to change about
examples.
influence your food choices. your diets? What & why?
3. Students will use the US
2. Students will be able to DRI and UL tables to https://www.youtube.com/watch? Are there particular foods you
7. v=N9CUsDFLdnk
explain the health benefits determine their consume that are
of micro & macro Recommended Intake and micronutrient-rich or
Tolerable Upper Levels Watch the Video on Macro and micronutrient-poor?
nutrients.
and Record their data in Micro Nutrients.
the chart. What are the symptoms of
3. analyze the different foods
for the % of Micro and
4. Students will explain what deficiency for the
micronutrients, micronutrients we looked at?
macro nutrients present. recommended daily Watch the TED talk and answer the
allowances, and tolerable Following Questions: Extension:Students could
4. Students will be able to upper limits are and why research other micronutrients,
think critically the health they are important. 1.What is the overall message that symptoms of micronutrient
Mark Bittman is trying to get across in
risk of deficiency of these his Ted Talk? deficiency, and where
5. Students will collect
nutrients in their diets. micronutrient deficiencies are
data and analyze that
2.What type of diet is Bittman most prevalent in the world.
data in reference to US
5. Students will know that dietary standards. advocating? Why does he think that
choosing a balanced Jamie Oliver: Teach every child
the USDA “is not our ally”?
about food | TED Talk
variety of nutritious foods 6. Students will evaluate
contributes to Wellness. the validity of their data 3.How can you apply what Bittman
says to achieve a healthy diet for 1.What you think Jamie Oliver means
collection methods.
yourself?
by saying that we need a food
“revolution”?

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 2.How does Oliver relate school food
to child abuse?

3.According to Oliver, how can the

Go online to Background information about fast food industry help with the food
http://fnic.nal.usda.gov/interactiveD vitamins and mineral
RI/, type your information into the revolution?
online calculator, check the
appropriate micronutrients (Vitamin http://www.cdc.gov/nutrition/everyo 4.What are some suggestions that
A, Vitamin B-12, Vitamin D Folate, ne/basics/vitamins/index.html
Iodine, Iron, Zinc) and then press Oliver makes for creating healthier
Submit. Your results will appear. University of Maryland Medical
people, healthier schools, and a
2.1 Wellness: All students will Center: Vitamins
acquire health promotion concepts Khan academy Video on Vitamins & healthier overall outlook? Do you think
1. What are vitamins & Minerals – Introduction:
and skills to support a healthy, minerals? they are realistic suggestions? Why or
http://www.umm.edu/patiented/articl
active lifestyle 2. Why is it important to https://www.youtube.com/watch? es/what_vitamins_000039_1.htm why not?
humans? v=TBNCqRCsSvY
Strand- Nutrition 3. What are good sources of Vitamins:
Vitamins & Minerals? Choose MyPlate 5.How can you use the information
2.1.12.A.1; 2.1.12.A.2;2.1.12.B.1; 4. What interventions or www.choosemyplate.gov/ http://www.nlm.nih.gov/
treatments can be done if a from both of these videos to help you
medlineplus/vitamins.html •
2.1.12.B.2;2.1.2.C.1;2.1.6.B.3; person is deficient? How much of MyPlate is fruits and Minerals: plan a varied and healthy diet?
5. What is the difference vegetables?
2.1.12.C.1; 2.1.4.B.4;2.1.6.B.3 between a vitamin and a http://www.nlm.nih.gov/medlineplus
mineral? WRAP-UP (1 min.) What is /minerals.html
Vitamins & Minerals 6. Why has the United States something you learned today that
(US) set Dietary Reference you will take home and share with NIH Vitamin and Mineral
Intakes (DRI & AI) for others? Supplement Fact Sheets:
1. Students will be able to
micronutrients ( Vitamins
understand the two types Study your school’s weekly lunch
& Minerals). http://ods.od.nih.gov/factsheets/listVi
of Vitamins water soluble menu. Find out the most healthful
7. What specific health taminsMinerals
& Fat Soluble. food choices. Then make a plan to
benefits do I receive from
2. They will be able to include these healthful choices in
fruits and vegetables? For an in-depth explanation of RDA,
analyze the role of your daily eating plan.
8. Which Nutrient group is AI, and UL, visit Vitamins &
Vitamins in our body.
preferred by he bodyas a Minerals: How Much Do You
3. Students will be able to
source of energy? Need?:
identify the food where the
9. How do vitamins help your
vitamins are found
body? http://www.webmd.com/vitamins-
4. Students will be able to
10. Can fast food be a part of and-supplements/lifestyle-guide-11/v
define the role of minerals
healthy diet? Why/ Why itamins-minerals-howmuch-should-
in our body
not. Justify. you-take
5. Students will be able to
11. What are some of the
identify if a particular Vitamin Functions in the Body,
functions of the major
symptom such lack of
minerals in our bodies like
energy, Depression is due
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 to Vitamin / Mineral calcium, iron and salt?
deficiency. What causes deficiencies? WebMD
12. What are some of the
www.webmd.com/vitamins-
functions of vitamins in
andsupplements/vitamins-and-their-
our bodies? What does
functionsand-sources
vitamin B12 do in our
bodies? What about
vitamin C?

2.1 Wellness: All students will

acquire health promotion concepts
1.Water is often a commodity we Project 1: Watch the TED Talk and
and skills to support a healthy,
take for granted. We use water for answer the questions that follow:
active lifestyle everyday activities such as cooking,
watering the grass, washing our cars, https://www.ted.com/talks/
Strand- Nutrition brushing our teeth, and showering, robert_waldinger_what_makes_a_go
yet we sometimes forget to do the od_life_lessons_from_the_longest_st
2.1.12.A.1; 2.1.12.A.2;2.1.12.B.1; simplest thing, drink it! So, instead udy_on_happiness
of reaching for that soda next time,
2.1.12.B.2;2.1.2.C.1;2.1.6.B.3; think about putting that soda down, 1.Waldinger asks the question, “What
pour yourself a glass of water, and
keeps us healthy and happy as we go
2.1.12.C.1; 2.1.4.B.4;2.1.6.B.3 stay hydrated!
through life?” How would you answer
Benefits of Hydration: 2.Students will identify healthy
this question? How does your answer
beverage choices
1. Students will be able to know the relate to the eight dimensions of
3.Students will calculate and
benefits of hydration 1. https:// wellness?
measure the amount of sugar in
www.youtube.com/watch?
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2. Students will be able to identify various beverage containers. v=9iMGFqMmUFs 2.What was the objective of the 75-
when they get dehydrated.
1. Why is drinking water so 4.Dehydration Is One of the Most Watch the Video and Tell what year study that Waldinger is a director
important? Common Risk Factors for Kidney Stones would happen if you did not drink
3. Students will be able to identify of? What made this study so rare?
water?
the fruits and vegetables that contain Collect relevant data online..
2.How much water should you drink
more water everyday? 2. https://
www.youtube.com/watch? 3.What was the biggest takeaway
4. Students will be able to identify 3.What is the best time to drink v=QICtbhmsXHw
the foods that contain more water. water? from the health and well-study, as
Watch the video and answer the
4.How can you stay hydrated? question: far as what the researchers learned
about what keeps us healthier and
5. How can everyone have access to Why is there a concern that kids are
clean water? not drinking enough water? happier?

6. What are the benefits of good

hydration?
4.How do good relationships help
7.Why do we need to drink 8 glasses ourhealth and well being?
of water per day?

8.What role does water play in our

body?

9. What are the effects of

dehydration or low water levels on
Activity 1: Hydration Poem - Write a
the body and brain?
poem that stresses the importance of
10.What can you do to make
healthier choices when selecting hydration.
what you want to drink?

11.What would you like younger Activity 2: Hydration Song - Create a

teens to know about hydration and
beverage recommendations? What song that emphasizes the importance
do you want them to know about
of hydration.
added sugars in drinks?

Activity 3: Hydration Commercial -

Create a commercial that highlights
the importance of hydration. Activity
4: Hydration Blog - Write a blog that
underscores the importance of

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 hydration.

2.1 Wellness: All students will

acquire health promotion concepts
and skills to support a healthy,
1. Why is it important to know what Choose MyPlate SuperTracker self- Make a shopping list of healthy snacks
active lifestyle and share with family. Agree on a list
opportunities are available in the Why do we need fat in our Body Watch assessment tool - family will actually buy/try to promote
food handling and service industry? the video: https://supertracker.usda.gov/
Strand- Nutrition better snacking habits at home.
2. What are Fat? https://www.youtube.com/watch?
https://www.ted.com/talks/ Engage cafeteria staff to participate in a
2.1.12.A.1; 2.1.12.A.2;2.1.12.B.1; v=7ftm7zRkbPQ
stephen_ritz_a_teacher_growing_green_i recipe makeover contest – e.g., promote
3. What are the different types of n_the_south_bronx contest, provide space/materials for
Choose MyPlate section on saturated,
2.1.12.B.2;2.1.2.C.1;2.1.6.B.3; Fat? unsaturated, and trans fats – preparations and tasting, serve as judges
Having watched the TED Talk answer the and/or provide prizes.
4. Name the diet that contains Low following questions
2.1.12.C.1; 2.1.4.B.4;2.1.6.B.3
fat and High Fat. http://www.choosemyplate.gov/saturated- Analyze calories, added fats and sugars
1.Why is the edible wall a viable for items sold and share information with
Low fat and high fat diet unsaturated-and-trans-fats
5.What is the role of Fat in our body? solution for helping kids (and school administrators, cafeteria manager,
1. Students will be able define Choose MyPlate people of all ages) eat a more etc
what is Fat and their types. 6.How do you determine if a food www.choosemyplate.gov plant-based diet?
Teen Cooking Show:
2. Students will be able to product is healthy for you or not?
understand the role of fat in Khan academy Video on saturated, 2.Aside from the obvious benefits
unsaturated & trans Fat Develop a short video in which students
our body of improving the culture
27 | Page
 3. Students will be able to
identify the various food that 7.What are bad fats? https://www.youtube.com/watch? surrounding food, especially in host their own cooking show. Requires
contains fat. v=O9lL2KStW9s poor neighborhoods, what has students to research and present calorie
4. Students will be able to 8.Why we must avoid Trans Fat? Ritz managed to accomplish or and other nutrient information about their
differentiate between bad Fat food choices and to provide an overview
Is the Obesity Crisis Hiding a improve with his garden walls? of the food preparation.
and good Fat. 9.What are polyunstuareted fat?
5. Students will understand the
Bigger Problem? After watching the
What are the main sources? Video link below answer the questions: 3.Ritz is promoting his idea of
risk involved with fatty food
6. Students will explore possible “green graffiti” and edible walls.
10.Differentiate between Saturated https://www.ted.com/talks/ What does he say that we can do Students will create a PowerPoint
careers in the area of foods peter_attia_is_the_obesity_crisis_hiding_
and nutrition. and unsaturated fat. to help our kids be more healthy? illustrating and describing how food
a_bigger_problem?language=en influences them in the following
11.What are two foods that contain categories: physically, culturally, socially,
healthful fats. Peter Attia says, “I never once and psychologically. Students will then
present their PowerPoints to the class.
questioned the conventional
12. How do growth spurt affect a
teens BMI? wisdom… assumed the
13. Why it is better to avoid fad pathological sequence of events
diets?
was settled science.” What do
14. What were the primary sources
you think he means by this? How
of fat in the American diet 100 years
ago and how do they compare to does it relate to science and
today?
nutrition?

2.How does Attia flip the

traditional thinking behind insulin
resistance and obesity?

3.How do Attia’s thoughts and

ideas about obesity and insulin
resistance speak to the
enormous role that science plays
in nutrition and health?

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29 | Page
 Unit 1 Vocabulary

Nutrient, Calorie, empty Calories, Vitamins, Minerals, Carbohydrates, Heart stroke,

Total Fat, Trans Fat, Saturated fat, Good Fat, Bad fat, basal metabolic rate
(BMR),body mass index (BMI),dietary fat, epidemiology, food allergy, mindful eating,
monounsaturated fats, nutrigenomics , obesity, overweight, pasteurized, Polyunsaturated
fat, probiotic, Metabolism, Protein, Whole grain, Antioxidants, electrolytes,fad diets,
Gluten, insulin, legumes,

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 Unit Project (Choose 1)

Unit Project (Suggested) Unit Project (Suggested)

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