Nutrition Principles for a Lifetime of Wellness

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Lifetime Nutrition and Wellness

  • TEKS Student Expectations

    • (1) The student understands the role of nutrients in the body. The student is expected to:
      • (A) classify nutrients, their functions, and food sources and compare the nutritive value of various foods
      • (B) assess the effects of nutritional intake on health, appearance, effective job performance, and personal life
      • (D) compare personal food intake to recommended dietary guidelines
    • (2) The student understands the principles of digestion and metabolism. The student is expected to:
      • (E) explain the relationship of activity levels and caloric intake to health and wellness, including weight management
    • (3) The student demonstrates knowledge of nutritionally balanced diets. The student is expected to:
      • (D) plan diets based on life cycle, activity level, nutritional needs, portion control, and food budget
      • (G) analyze current lifestyle habits that may increase health risks
      • (I) examine the nutritional value of fast foods and convenience foods
    • (6) The student demonstrates effective work habits. The student is expected to:
      • (A) participate as an effective team member demonstrating cooperation and responsibility
      • (B) apply effective practices for managing time and energy to complete tasks on time
      • (C) practice problem solving using leadership and teamwork skills
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • plan, analyze, and track their diet and physical activity
    • compare the nutritional value of foods they eat
    • find recommendations for what and how much food they should eat
    • compare food choices to the recommendations and to nutrient needs
    • assess personal physical activities and identify ways to improve.
    • research key topics for a specific nutrient
    • record information in video format in sixty seconds
    • present video to students
  • Rationale

    Your food and physical activity choices each day affect your health – how you feel today, tomorrow, and in the future.
    We will be studying the health benefits of nutrients, reviewing the Dietary Guidelines for Americans, and analyzing the foods we eat with ChooseMyPlate’s SuperTracker to help us make healthier food choices.

  • Duration of Lesson

    Five 45 minute class periods

  • Word Wall

    Carbohydrates: The body’s main source of energy and are found mostly in plant foods such as fruits, vegetables, grain products, dry beans, nuts, and seeds

    Minerals: Are part of the body in bones in teeth

    Nutrients: Chemicals from food that your body uses to carry out its functions

    Oils: Are greasy substances that are either solid or liquid and will not dissolve in water

    Protein: Help your body grow and repair itself and is found in animal products including meat, poultry, fish, eggs, and dairy products as well as plant foods such as dry beans and peas, nuts, vegetables, and grain products

    Vitamins: Important to health; work with enzymes to keep cells healthy and active

    Water: Needed to sustain life; the body is made up of 55 to 75 percent water

    Wellness: A philosophy that encourages people to take responsibility for their own physical, emotional, and mental health

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with Internet access for multimedia presentations
    • computer lab with Internet access (be sure to follow district guidelines)
    • flip video cameras
    • personal smart phones (be sure to follow district guidelines)

    Materials:

    • Dietary Guidelines Consumer Brochure (see All Lesson Attachments tab)
    • MyPlate Mini Poster English (see All Lesson Attachments tab)
    • MyPlate Mini Poster Spanish (see All Lesson Attachments tab)

    Supplies:

    • replica of MyPlate (if available)

    • copies for handouts (see All Lesson Attachments tab)

  • Anticipatory Set

    Note to Teacher:
    This lesson will introduce your students to the nutrients, USDA’s ChooseMyPlate, and SuperTracker.

    There are six lessons that follow the ChooseMyPlate food groups and nutrients:

    • ChooseMyPlate – Fruits and Water Soluble Vitamins
    • ChooseMyPlate – Vegetables and Fat Soluble Vitamins
    • ChooseMyPlate – Grains and Carbohydrates
    • ChooseMyPlate – Protein Foods and Trace Minerals
    • ChooseMyPlate – Dairy, Major Minerals, and Electrolytes
    • ChooseMyPlate – Oils and Fats

    These lessons may be taught individually in any sequence you prefer or may be taught as a whole.

    Before class begins:

    Read handout Getting Started with MyPlate (see All Lesson Attachments tab) to become familiar with USDA’s ChooseMyPlate website.
    Also SuperTracker User Guide (see All Lesson Attachments tab) to learn how to to use the free online interactive tools.

    View the following video to review the SuperTracker’s categories.

    • ChooseMyPlate SuperTracker – Getting Started: How to get My Plan
      USDA Food and Nutrition
      Learn how to get a plan using SuperTracker, an online tool where you can get a personalized nutrition and activity plan, track your foods and activities to see how they stack up, and get tips and support to help you make healthier choices.
      http://youtu.be/MukLDO5kGh8

    Display copies of the Dietary Guidelines brochures and MyPlate posters (see Materials or Specialized Equipment Needed tab) and the replica or poster of MyPlate on a table in front of the classroom.

    Once students are seated at their seats, ask them to take out a sheet a paper and number from one to 14. You will ask them several questions and they should answer privately on their paper YES or NO.

    1. Do you eat breakfast?
    2. Do you eat three regular meals a day?
    3. Do you eat a variety of vegetables every day?
    4. Do you eat a variety of fruit every day?
    5. Do you drink six to eight glasses of water every day?
    6. Do you sleep between seven to eight hours each night?
    7. Do you exercise 20 to 30 minutes three to four time a week?
    8. Do you take safety precautions while driving such as no texting and wearing a seat belt?
    9. Do you avoid smoking, drinking alcohol, and other drugs?
    10. Do you ask for help when you need it?
    11. Do you know where to go to find current and reliable health and nutrition information?
    12. Do you manage stress well?
    13. Do you get along well with others?
    14. Do you try to work out your own problems?

    If you answered YES to 10 or more questions then you are practicing good health and wellness. Nine or fewer YES answers means you may need to re-evaluate your wellness plan.

    At the end of the lesson, they will be able to review the questions to see if they have improved their wellness plan.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms and definitions.

    Introduce PowerPoint™ Nutrition Principles for a Lifetime of Wellness (see All Lesson Attachments tab). Follow the script at the bottom of the presentation notes.

    Distribute graphic organizers The Nutrients in Food and Effects of Good Nutrition (see All Lesson Attachments tab) so students may take notes as you review slide presentation.

    Distribute handouts Choose My Plate – 10 Tips to a Great Plate, Dietary Guidelines for Americans and Make Better Beverage Choices – 10 Tips to Get Started (see All Lesson Attachments tab). Review with your students. They may keep these handouts in their personal Lifetime Nutrition and Wellness Cookbook.

    View YouTube™ videos:

    • Introducing the New Food Icon: MyPlate
      The Department of Agriculture introduces the new food icon, MyPlate, to replace the MyPyramid image as the government’s primary food group symbol. An easy-to-understand visual cue to help consumers adopt healthy eating habits, MyPlate is consistent with the 2010 Dietary Guidelines for Americans.
      http://youtu.be/SEFmSk08LIE
    • SuperTracker – Getting Started: How to get My Plan
      USDA Food and Nutrition
      Learn how to get a plan using SuperTracker, an online tool where you can get a personalized nutrition and activity plan, track your foods and activities to see how they stack up, and get tips and support to help you make healthier choices.
      http://youtu.be/MukLDO5kGh8

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • peer tutor

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute handout Use SuperTracker Your Way (see All Lesson Attachments tab).
    Explain to the students that SuperTracker is an online tool where you can get a personalized nutrition and activity plan.

    Introduce students to the SuperTracker on ChooseMyPlate.gov
    http://www.choosemyplate.gov/supertracker-tools/supertracker.html

    Allow students to navigate the website and explore the tools available.

    • Food-A-Pedia
      Look up nutrition info for over 8,000 foods and compare foods side-by-side.
    • Food Tracker
      Track the foods you eat and compare to your nutrition targets.
    • Physical Activity Tracker
      Enter your activities and track progress as you move.
    • My Weight Manager
      Get weight management guidance; enter your weight and track progress over time.
    • My Top 5 Goals
      Choose up to 5 personal goals; sign up for tips and support from your virtual coach.
    • My Reports
      Use reports to see how you are meeting goals and view your trends over time.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • repeated instructions
    • shortened, simplified instructions

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Minute to Learn it
    Pair students with a partner. Students may choose a nutrient to research and will have one minute to present information learned to the class. They may use flip video cameras or their smart phones if district allows to record key points. This is fun and informative way to allow students to teach their peers.

    Distribute Rubric for Minute to Learn It Presentation (see All Lesson Attachments tab) so students may fully understand what is expected.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • extended time for assignments
    • check for understanding

  • Lesson Closure

    Review lesson objectives, terms, and definitions.

    Students may share the SuperTracker Reports for:

    • Food Groups and Calorie
    • Nutrients
    • Food Details
    • Meal Summary
    • Physical Activity

    They may also share their Top 5 Goals of personal goals they would like to achieve.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Students will present their nutrients research Minute to Learn It videos.

    Students will be assessed with appropriate rubric.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • encourage participation
    • assist in presentation

  • References/Resources

    Best Practices:

    • Minute to Learn It
      L. Carranza and M. Martin
      Weslaco High School
      Weslaco, Texas

    Textbook:

    • Duyff, R. L. (2010). Food, nutrition & wellness. Columbus, OH: Glencoe/McGraw-Hill.
    • Kowtaluk, H. (2010) Food for today. Columbus, OH: Glencoe/McGraw-Hill.
    • Weixel, S., & Wempen, F. (2010). Food & nutrition and you. Upper Saddle River, NJ: Pearson/Prentice Hall.

    Websites:

    • U.S. Department of Agriculture.
      ChooseMyPlate.gov Website. Washington, DC. ChooseMyPlate.
      http://www.choosemyplate.gov/
      Accessed December, 2012.
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • word wall
    • draw visual representations of terms on word wall
    • add terms and definitions to personal dictionary
    • utilized Four Corners Vocabulary/ Word Wall Activity http://cte.sfasu.edu/wp-content/uploads/2012/02/Four-Corner-Vocabulary2.pdf
    • copies of Choose My Plate Coloring Sheet Spanish (see All Lesson Attachments tab)
    • copies of MyPlate Mini Poster Spanish (see All Lesson Attachment tab)
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    Encourage your students to read more information about the benefits of health eating at About.com – Nutrition:

    Encourage students to “visualize” as they read. Many students are visual learners and will benefit from making sketches or diagrams on scrap paper as they read. Providing students with graphic organizers to help them organize their thoughts is also helpful.

  • Quotes

    Water is the most neglected nutrient in your diet, but one of the most vital.
    -Julia Child

    The doctor of the future will no longer treat the human frame with drugs, but rather will cure and prevent disease with nutrition.
    -Thomas Edison

    You don’t have to cook fancy or complicated masterpieces – just good food from fresh ingredients.
    -Julia Child

    Tell me what you eat, and I will tell you what you are.
    -G. K. Chesterton

    If the doctors of today do not become the nutritionists of tomorrow, then the nutritionists of today will become the doctors of tomorrow.
    -Rockefeller Institute of Medicine research

  • Multimedia/Visual Strategies

    PowerPoint™:

    • Nutrition Principles for a Lifetime of Wellness
    • Presentation Notes – Nutrition Principles for a Lifetime of Wellness

    Technology:

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • Effects of Good Nutrition
    • Effects of Good Nutrition (Key)
    • The Nutrients in Food
    • The Nutrients in Food (Key)

    Handouts:

    • ChooseMyPlate
    • ChooseMyPlate Coloring Sheet
    • ChooseMyPlate Coloring Sheet Blank
    • ChooseMyPlate Coloring Sheet Spanish
    • Dietary Guidelines Consumer Brochure
    • Getting Started with MyPlate
    • Make Better Beverage Choices
    • MyPlate Mini Poster English
    • MyPlate Mini Poster Spanish
    • Rubric for Minute to Learn It Presentation
    • SuperTracker

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • I don’t like to drink water because ……
    • I keep track of the food I eat because …..
    • I visit fast food restaurants ____ times a week because …..
    • I would like to gain/lose weight because …..
    • My physical activity includes …..

    Writing Strategy:

    RAFT writing strategy

    • Role – student
    • Audience – school peers
    • Format – PSA
    • Topic – important information about the Nutrition Facts Label

  • Communication 90 Second Speech Topics

    Three things I learned from the SuperTracker website are ….
    Three things I learned from the ChooseMyPlate website are ….

  • Other Essential Lesson Components

    Enrichment activity

    Infographic:

    Infographics are graphic visual representations of information, data or knowledge intended to present complex information quickly and clearly.

    The infographics below are related to a lesson. Allow students to view the image on a projector and lead a discussion concerning the information provided.

    • Smart Snacks in School
      The Smart Snacks in School nutrition standards support better health for our kids and echo the good work already taking place in schools across the country. The new standards preserve flexibility for time-honored traditions like fundraisers and bake sales, and provide ample transition time for schools.
      http://www.fns.usda.gov/sites/default/files/allfoods_infographic.pdf

    Students can prepare public service announcements to read over the intercom promoting healthy meals and nutrition tips. The Academy of Nutrition and Dietetics has tips ready to share.

  • Family/Community Connection

    Students are encouraged to introduce their family members to the SuperTracker website to keep track of the foods they eat and the physical activity. This can be a family event that will help everyone make better choices.

  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)

    http://www.texasfccla.org

    STAR events:

    • Nutrition and Wellness An individual event, recognizes participants who track food intake and physical activity for themselves, their family, or a community group and determine goals and strategies for improving their overall health.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson. For additional information on service learning see http://www.servicelearning.org

    Example:

    Students may visit elementary schools and introduce the ChooseMyPlate website. They may use handouts ChooseMyPlate Coloring Sheet Blank and ChooseMyPlate Coloring Sheet (see All Lesson Attachments tab) to teach the lesson.