Nutrition Introduction

Transcription

1 Nutrition Introduction Grade Level: X 7-9 Time Required: 1 class period (at the instructor s discretion) HECAT Health Topic: Tobacco-Free X Healthy Eating Mental/Emotional Health Physical Activity Safety Other: Violence Prevention Alcohol and Other Drugs-Free HEAP Acronym* PA Academic Standards for Health, Safety, and Physical Education Instructional Methodology Used: Essential Question: Lesson Plan Description: Learning Objectives: X CC X AI SM INF IC DM GS AV B, C, E Lecture Guided Practice Cooperative Learning X Discussion Student Debate Student Presentation Lab X Technology Other: Why is learning about nutrition important to good health? Learn It -This lesson provides an overview of the nutrition content that will be detailed by the subsequent series of lessons. This lesson focuses on introducing terms and resources such as the Dietary Guidelines For Americans. Live It A brief slideshow illustrates how food portion sizes have changed in the last twenty years. This leads into a discussion of portion size verses serving size. Share It The cornerstone of Student Health Force is improving health literacy through advocacy projects that positively impact the community. (See Extending the Lesson) To support this aspect of the Nutrition for Life unit, Evaluating Internet Health Information, a tutorial from the Library of Medicine, is provided for student review. Students will be able to: Defend the importance of dietary guidelines. Outline healthy, balanced, eating habits. Identify risk factors for developing certain diseases. Explain physical and psychological issues related to nutrition. Materials/Resources Computer with Internet access and projector for *InnerLink uses the HEAP developed health education assessment framework to correlate to the National Health Education Standards. CC- core concepts, AI- assessing information, SM-self management, INF-analyzing influences, IC-interpersonal communication, DMdecision making, GS-goal setting, AV-advocacy

2 Required: instructor lead lesson 1 - Nutrition Introduction student worksheet for each student (See Documents/Student Worksheets) 1 Health etracker Nutrition Planner for each student (See Documents/Health etracker) 1 Serving Size worksheet for each student (See Documents/Student Worksheets) 2 - Nutrition Introduction knowledge assessments for each student (Optional-These may be used when the lesson is projected, or when students do not have access to the online pre and post knowledge assessments. See Documents/Knowledge Assessments.) OR Computer lab with Internet access to for student access. o Provide (username and password) for students to work at computers individually or in pairs. o Headsets to use the high bandwidth lessons or podcasts. 1 - Nutrition Introduction student worksheet for each student (See Documents/Student Worksheets) 1 Health etracker Nutrition Planner for each student (See Documents/Health etracker) 1 Serving Size worksheet for each student (See Documents/Student Worksheets) Lesson Plan Content: Allow 20 minutes. 1. Distribute Health etracker Nutrition Planner to each student. Have them write their names on the front and complete page 3. (At the instructor s discretion the students can keep these for subsequent lessons, or they may be collected and redistributed when used in subsequent lessons.) 2. Distribute a student worksheet to each student. Instruct students to complete the worksheet as they work through the Nutrition Introduction lesson. (#2 & 4 are not applicable if the lesson is being projected to the class.) 3. Instruct students on how to access the Nutrition

3 Introduction lesson. 4. Tell students to complete the Nutrition Introduction preassessment before starting the lesson, and to complete the Nutrition Introduction postassessment after they have completed the lesson. 5. For students who complete the assignment earlier than others, refer them to Documents/Podcasts. Ask them to do a QUIET physical activity while listening to Podcasts. For example: Stand and balance on one foot, but be prepared to use the chair or desk to maintain balance. Allow 10 minutes for discussion. Say, The food and physical activity choices you make every day affect your health how you feel today and in the future. Eating right and being physically active isn t a diet or a program; they are keys to a healthy lifestyle. With healthful habits, you may reduce your risk of many chronic diseases such as heart disease, diabetes, osteoporosis, and certain cancers, and increase your chances for a longer, quality life. You may be eating plenty of food, but not eating the right foods that give your body the nutrients you need to be healthy. You may not be getting enough physical activity to stay fit and keep calories in balance. Ask, What does it mean to keep calories in balance? [It means eating the number of calories the body needs for energy.] Ask, What are calories, and what happens if they are not in balance? [Calories are a unit of measure. Calories are a scientific way to measure the energy food provides or the body uses. It takes approximately 3,500 calories below your calorie needs to lose a pound of body fat. If you eat 100 more food calories a day than you need in energy to support your body, you'll gain about 1 pound in a month. That's about 10 pounds in a year. It s important to keep calories and physical activity in balance to remain at the same weight. ] Ask, Why do you think dietary guidelines are important? [They are science-based. They are based on what experts have determined to be the best

4 scientific knowledge about diet. They are designed to help Americans choose diets that will meet nutrient requirements, promote health, support active lives and reduce risks of chronic disease. They provide the foundation for food and nutrition policy and the government's position on standards. They influence the direction of government nutrition programs such as the United States Department of Agriculture s School Meal program, research, labeling, and nutrition promotion.] Ask, Do you think dietary guidelines change and why? [The Dietary Guidelines are evolving targets or guidelines. They are not rules. Scientific techniques improve, and there is always new research. Every five years, nutrition experts from outside the federal government are selected to serve on the Dietary Guidelines Advisory Committee, which reviews the scientific literature to set new dietary guidelines. Americans habits and food sources change.] Ask, Can you think of any dietary changes that have impacted Americans eating habits in the last hundred years? [junk food, larger portions] Lesson Closure: Assessment Methodology: Assessment: Allow 10 minutes for activity/discussion. Instruct students to access the Portion Distortion lesson. Complete the preassessment, the lesson, and the postassessment. Distribute Serving Size handout. Ask for questions or observations. State, In the next class we will be reviewing the digestive system before going on to the six essential nutrients. Ask, Can anyone name the six essential nutrients? [water, carbohydrates, fats, proteins, vitamins, and minerals] Guided Learning Teacher Observation Cooperative Learning Student Debate Student Lab Presentation X Other: Assessment, worksheets, and participation Discussion Technology Completion of the worksheets and participation will validate the learning. Student assessments, worksheets, and online activities are completed. Student engaged in the discussion activity. Student assumed responsibility for performing

5 the assigned tasks. Accommodation/Modifications: VISION: 1. Use Windows magnifying function or similar software or change monitor font size and/or background. 2. Use adaptive keyboard with large keys, or pair with a non-disabled student to assist in typing article. HEARING: Maintain eye contact with hearing impaired students particularly when giving oral instruction, making sure maintain a normal pace when speaking during opening discussion. PHYSICAL IMPAIRMENTS: 1. Provide a computer with word processing application with adapted access, adaptations including key repeat rate adjustments, adaptive pointing devise for standard keyboard use, keyguard, enlarged keyboard, touch screen, onscreen keyboard, switch access, trackball, and/or joystick when writing or researching. 2. Provide a computer with word processing software with adaptive software including talking word processing application, word prediction software, and/or voice dictation software. These will be useful to assist students while writing. 3. Adjust Key repeat rate in Windows for students with tremors or shakes. 4. Pair with a non-disabled student who can assist in any physical aspects. Extending the Lesson: See Documents/Nutrition Introduction for additional information. Introduce and discuss the following with resources cited: Current Nutrition and the Health of Young People See Documents/Nutrition Introduction/Nutrition and the Health of Young People facts to discuss why nutrition literacy is relevant now.

6 Dietary Guidelines - See Documents/Nutrition Introduction/Dietary Guidelines for Americans, 2005 Eating Disorders - See Documents/Nutrition Introduction/Binge Eating Disorder by WIN Advocacy Project - At the instructors discretion, have students present an advocacy project at the conclusion of the Nutrition for Life program. The project could be designed to share nutrition message(s) with others through brochures, recipes, posters, public service announcements, songs, plays, or supporting a local food bank. As a start, have students complete The National Library of Medicine s Medline Plus Guide to Healthy Web Surfing which is about 16 minutes long. (This offers suggestions for evaluating the quality of health information on web sites and is located at the end of the lesson. ) Interdisciplinary Connections: Additional Resources: Source: Date last updated: 02 February 2009 Math X Reading X Writing X Technology Art Other: See Documents/Nutrition Introduction Binge Eating Disorder by WIN Tips for Healthy Eating and Physical Activity Take Charge of Your Health a guide for teenagers Dietary Guidelines for Americans, 2005 Vocabulary: Anorexia nervosa Athrosclerosis Bulimia nervosa Calories/Kilocalories Dietary guidelines EDNOS (eating disorder not otherwise specified) Folic Acid/Folate Food labels or Nutrition Facts panel Hypertension Macronutrients Micronutrients Metabolic/Metabolism Neural Tube Defects Nutrients

7 Nutrition Osteoporosis Portion Size Risk factor Serving size