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Highlighted is culturally revised Highlighted is technology revised Nutrition U

Highlighted is culturally revised Highlighted is technology revised Nutrition Unit Plan Title of Unit Canada’s Food Guide and Beyond Grade Level 11/12 Subject Foods 30 Time Frame 10-14 hours Developed By Rebecca Schuler Stage 1 - Identify Desired Results Broad Areas of Learning How are the BAL incorporated into this unit? The Broad Areas of Learning are: Lifelong Learners, Sense of Self, Community and Place, and Engaged Citizens. These are incorporated throughout the unit in multiple ways. First, students will gain the sense that nutritional eating is a lifelong endeavor . We will view the progression of the science of nutrition and how it is reflected in public policies. Students will soon realize that the science of nutrition is always evolving with the progression of research in the area. Students will gain a sense of self, community and place through critically thinking and evaluating their daily diet and the food sources available to them i.e., school, home, etc. The aspect of engaged citizens will be incorporated through discussing the issue of organic and healthy food being more expensive than the non-healthy alternative. In examining this, students will discuss and research how to eat healthy on a budget and what measures can be taken to lower the cost of nutritious foods, i.e., buying local, community gardens, personal gardens, expansion of green spaces. Students will learn the issues of nutrition among different cultures and how the diets around the world influence their nutrition. How people in different geographical regions have different nutritional needs. Students will be familiar with the food industry of today and how it has changed the way we eat and receive our food. Students will continue to develop skills using technology to transform their learning, this will promote life long learning as technology is always changing and being able to adapt and learn with the new technology will help students succeed in their futures. Cross curricular Competencies How will this unit promote the CCC? The Cross curricular competencies are developing: critical thinking, identity and interdependence, literacies, and social responsibilities. These competencies are promoted throughout this unit in multiple ways. Students will develop their thinking through both large and small group discussions, in which they will be encouraged to voice their opinion about a range of topics under the nutrition umbrella. Students will develop their identity and interdependence by critically viewing their eating habits and learning nutritious recipes that they can prepare for themselves. Students will also learn the importance of budgeting and how to adapt meals to different values of budgets. In doing so students will gain an understanding of life on their own and how to and where to cut costs and still eat healthy. With regards to literacies, students will continue to develop their literacies in the kitchen and cooking realm but with an added nutritional vocabulary. Through watching a TED Talk, researching recipes, understanding the science of nutrition and going to the grocery store to buy groceries, students will become literate in a range of areas related to food and nutrition. Social studies will be incorporated into this unit by the way of studying nutrition throughout the world and the food issues. Studying these different issues and cultures around the world will take the students learning to a new level of relating what they are learning in the classroom to real world situations. Students will be able to look in depth into a country of their choosing and research what is a current food issues in the specific region and what would their plan of action be to conquer this issue? Students will develop interdependence by learning new ways of taking ownership of their own health and lives by using certain apps to help to do that. They will develop technologic literacies by learning new ways to use technology in all areas of life. By using technology in the classroom this takes students learning to new level by making the material relevant to them in this day and age. Learning Outcomes What relevant goals will this unit address? (must come from curriculum; include the designations e.g. IN2.1) 10.1 To focus on how foods affect one’s performance now and one’s health in the future. 10.2 To Examine the long term effects of diet practices on health and wellness. 10.3 To relate energy value of foods to the body’s requirements. 10.4 TO create an awareness of current weight management programs and to evaluate them. 10.5 To determine sources of reliable nutrition information. 10.6 To develop an understanding of the process of digestion. 10.7 To define meal management and to identify factors involved in planning meals. 10.8 To demonstrate the importance of consumer skills in the planning and selection of foods for meal management. Current Food Issues- Foundational Objectives •To develop the desire and ability to access knowledge about issues and obtain factual information before forming opinions about food-related issues. Food Tracking Lesson To understand and use the vocabulary related to diet, food, and food preparation. (COM) To interpret data and tables for nutritional values of foods. (NUM) To apply knowledge when making independent decisions regarding food choices and preparation. Enduring Understandings What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now) What misunderstandings are predictable? Essential Questions What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding) Students will understand that... - Canada’s Food Guide is based on research in the area of nutrition - Canada’s Food Guide’s daily recommendations are based on the micro and macro nutrients received from each food group. - Eating healthy can be expensive but measures can be taken to lower the cost, i.e., cooking your own healthy meals, meal planning, growing vegetables and herbs, participating in a community garden, etc. - Eating unhealthy can result in preventable diseases such as CVD, obesity, diabetes, and cancer. - Comparing Nutrition Facts Labels can aid you in choosing healthy alternatives. - Shopping the outer aisles of a grocery store is the healthiest option. - Students will learn life skills for themselves outside of the school classroom relating to their own schema and intellectual traditions. - Nutrition is a life long challenge for many people especially in todays society, students will understand that the technology that surrounds us everyday can be used to help us get proper nutrition and activity . Related misconceptions… - That low in fat equals healthy - That eating at a ‘Fancy’ restaurant is healthy. - Students may not understand the full effects of fiber in a healthy diet. - That dieting i.e., yo-yo diets, are healthy - Social media forces me to be unhealthy - Social media is the cause of minimal activity Content specific…. - What is healthy eating? - How does poverty relate to healthy eating? - What is meant by the phrase, “You are what you eat”? - How do diets vary from culture to culture? - How can you adapt a recipe to make it healthier? - Why are food guides from different cultures different? - What steps can be taken to improve food security in marginalized communities? - How can we use technology to aid us with eating healthy and getting enough activity rather than inhibit this? FNMI, multicultural, cross-curricular… - Students will analyze and compare Canada’s Food Guide to Canada’s Food Guide for First Nations, Metis and Inuit peoples. This will help students understand the reason for FNIM Food Guide. - Students will compare food guides from around the world. This aspect will allow students to see diets from around the world. - Students will make a First Nations soup (Three Sisters Soup) and Bannock. - Students will understand the science of nutrition. - Students will examine the diets of different cultures and the effects they have on the human body . - Students will examine the effects of nutrition choices (food desserts and food swamps) on marginalized communities in Saskatoon (First Nations Peoples). - Students will relate First Nations ways of knowing to the importance of nutrition and healthy food, i.e., connection to the land. - Students will learn why men and women have different nutritional needs. - Students will learn why elderly people have different nutritional needs. Knowledge: What knowledge will student acquire as a result of this unit? This content knowledge may come from the indicators, or might also address pre-requisite knowledge that students will need for this unit. Skills What skills will students acquire as a result of this unit? List the skills and/or behaviors that students will be able to exhibit as a result of their work in this unit. These will come from the indicators. Students will know... - The four food groups from Canada’s Food Guide - What nutrients each food group provides. - Difference between and macro and micro nutrient. - How different nutrients work in our bodies. - That different cultures receive nutrients in different ways (food sources). - uploads/Sante/ nutrition-unit-plan-ubd.pdf