You are on page 1of 10

Understanding By Design Unit Template

Nutrition 11
Title of Unit Grade Level
Health Science 20 10 lessons
Subject Time Frame

Developed By Madeline Humbert

Stage 1 - Identify Desired Results

Broad Areas of Learning


How are the BAL incorporated into this unit?

Building Life-long Learners-Students will develop their curiosity towards the natural and constructed world, and gain a deeper
understanding of these concepts through this unit. Students will be encouraged to discover and explore their personal interests in the natural
world more deeply. Knowledge of living a nutritious lifestyle and the benefits of establishing a healthy diet will be apparent within this unit.
Students will be given the tools to assess their personal health in relation to nutrition and reflect on their current understanding of nutrition.

Building a Sense of Self and Community- students will gain a knowledge of how other countries food guide requirements compare to the
Canadian Food Guide. Thereby they will see the value that different cultures place on various aspects of diet. Students will understand ways
in which science can inform individuals and communities regarding decision making related to the natural and constructed world. Students
will see how their nutritional practices follow that of the recommended of the Candian Food Guide and Indigenous food guide.

Building Engaged Citizens- Students will be given the opportunity to reflect on Canada’s recommended Food Guide and gain an
understanding of the benefits of following these guidelines. Students will explore connections between science, technology and society and
be given the opportunity contribute positively to these aspects.

Cross curricular Competencies


How will this unit promote the CCC?

Developing Thinking- taking conceptual learning in a structured guided environment, to a more independent view will encourage students’
confidence in critical thinking. Students will reflect on their current nutritional value and asses their current diet. Students will be reflective
thinker when they asses their food journal and be able to take this information to make changes to their current diet.

Developing Identity and interdependence – students will gain an understanding of the importance of critically analyzing their personal
nutrition. Students will work with other students in various group discussion and work in order to reach a common goal. Students will have
the chance to reflect on their own nutritional wellness and identify areas that need improvement.

Developing Literacies- Students will be able to construct knowledge on their personal eating practices and how that relates to their own
wellness. They will be able to explore and interpret the world through various literacies. They will learn how to communicate orally and by
writing in their daily lessons. They will increase their digital literacy by the use of computers in their final project when researching other
cultures food guides. Students will use their cultural knowledge in order to create connections to learning.

Developing Social Responsibilities- students will be given the opportunity to investigate the world around them and the various ways
cultures differ in regard to their food guide requirements. Students will be given opportunities to work in groups and foster a community
within the classroom.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

Learning Outcome
HS20-NU1: Assess the importance of macronutrients (i.e., carbohydrates, proteins and fats) and micronutrients (e.g., vitamins, minerals and
phytochemicals) in maintaining human health.

HS20-NU2: Analyze dietary choices based on personal and cultural beliefs and scientific understanding of nutrition.

Enduring Understandings Essential Questions


What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content?
students to understand & be able to use several years from now) (open-ended questions that stimulate thought and inquiry linked to
What misunderstandings are predictable? the content of the enduring understanding)
Students will understand that... Content specific….
 how does healthy eating support a healthy lifestyle?
 Different countries have different food guides that are  what factors affect personal energy requirements?
illustrative of their cultural beliefs  what tools can be used to determine information body
 Nutrition is a life-long process and an important part of living a composition?
healthy life  why do people partake in fad diets?
 the importance of macronutrients in maintaining human health.

Related misconceptions… FNMI, multicultural, cross-curricular…


 that all countries have the same recommended food guides Students will analyze food guides from various cultures around the 
 diet fads are a healthy way to lose weight world. This will be an opportunity for the students to appreciate 
 Everybody requires the same number of macronutrients a day how different cultures value macro and micronutrients. Students 
will also investigate the First Nations Food Guide and compare and 
contrast it to the Canadian Food Guide. Students will hear for an 
Indigenous knowledge keeper in regard to food and the First 
Nations world view in relation to nutrition. The lessons learned here
will complement well to that the students will learn from Wellness 
10. This unit includes cross­curricular competencies by developing 
thinking, identity, interdependence, literacies and social 
responsibilities.
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This What skills will students acquire as a result of this unit? List the
content knowledge may come from the indicators, or might also skills and/or behaviours that students will be able to exhibit as a
address pre-requisite knowledge that students will need for this unit. result of their work in this unit. These will come from the
indicators.
Students will know... Students will be able to…

 the various factors (e.g., activity level, muscle mass, gender, age,  Evaluate physiological and psychological effects of nutritional
weight and height) and how they affect personal energy requirements disorders such as anorexia nervosa, bulimia and obesity and their
connection to body image and nutrition deficiencies
 Strategies to understand various food guides from around the world.
 Evaluate physiological and psychological effects of nutritional
 Understand personal macronutrient levels and its relation to disorders
recommended daily intake.
 Design a healthful diet based on personal lifestyle choices
 Understand the value of information from food labels to guide
personal lifestyle choices.
 Assess whether various eating practices provide sufficient
nutrition to support healthy functioning.
 Identify which macronutrients and micronutrients are commonly
found in each food group.
 Use information from their own culture and other students
culture to asses nutrition.
 How various tools are used to provide information about body
composition.

 Identify the food guide and recommended servings from various


countries.

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning
activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to
demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal G-students will be given the tools to make a three-day meal plan by following the Canadian Food Guide
What should students accomplish by requirements as well as following a different cultures food requirements. From the food guide students
completing this task?
will monitor the calories of each food they choose in order to create a three-day meal plan that meets the
R – Role
What role (perspective) will your students be
needs of the individual.
taking?
A – Audience R-students will be investigating various countries in order to create a 3-day meal plan for an individual
Who is the relevant audience? in that country to meet the daily requirement. Students be a reflective learner as the information they
gain from this assignment will help them live a nutritious lifestyle.
S – Situation
The context or challenge provided to the
student. A-Students will create the assignment for the teacher yet the information they create will benefit
themselves. They will also assess their own work so they are part of the audience as well.

S-students must create a 3-day meal plan for themselves using the Canadian Food Guide. The students
will also create 3-day meal plan using a food guide from a different country. Students must find the
P – Product, Performance calorie amount for each food item they choose as well as tally the total calories per day.
What product/performance will the student
create? P-Students will create two 3-day meal plans that include the calories of each food selected as well as a
summary of calories after each day. Students must follow the recommended servings from the food
guides.
S – Standards & Criteria for Attach rubric to Unit Plan
Success S-students and I will co-create a rubric for the assignment. Students will self-assess their final project
Create the rubric for the Performance Task and I will also assess them to create a mark.

Other Evidence Student Self-Assessment


Through what other evidence (work samples, observations, quizzes, How will students reflect upon or self-assess their learning?
tests, journals or other means) will students demonstrate achievement
of the desired results? Formative and summative assessments used
throughout the unit to arrive at the outcomes.

Formative Students will help co-create the rubric for criteria for the final
-prior to the unit ask students what they know about nutrition and assessment piece. Students will fill out this assessment rubric
have them write it down following handing in their assignment. Students will also hand in exit
-around the world jigsaw activity slips throughout the unit in order to reflect on their learning.
-exit slips regarding lesson plans
-mini presentation on diseases related to food
-food journals
-food journal debrief
-class and group discussions

Summative assessment
-final assessment piece

Stage 3 – Learning Plan


What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

Students are headed in a direction of learning about nutrition, and various implications surrounding nutrition. Students may have a background
knowledge of the Canadian Food Guide from Wellness 10. From this knowledge students will gain a deeper understanding of the macro and
micronutrients associated with the various food groups. Students will have opportunity to make a food journal which will personally involve
the students to promote interest and engagement of learners. Students will be given the choice of a country to research for their final assessment
piece in order for them to make a choice that interests them. Students may struggle with applying the knowledge they learn about the food
guide into making a meal plan for themselves. In order to help with this, I will demonstrate an example of a meal plan so students understand to
to do their final assessment piece. Most of the learning for this unit will take place within the classroom or in the computer room. A knowledge
keeper wil be brought into the class in order to bring an added dimension to the learning environment. During group work student’s desks can
be rearranged into pods in order to foster the best environment for collaboration.

How will you engage students at the beginning of the unit? (motivational set)

The students will be engaged at the beginning of the unit because they will learn how important nutrition is in their life and how that
contributes to their wellness. The first lesson will start off with a McDonalds hamburger experiment. The teacher will purchase a McDonalds
hamburger and bring it to class. Teacher will ask them what they think will happen if they leave the burger in the wrapping for a week. Students
will write down their predication on a piece of paper. The teacher and students can decide how long they want to leave it out. Every week they
can take a look at it and see record any changes. The students will be able to contemplate the phrase: “You are what you eat.” Next,
the teacher will show a quick Jamie Oliver Ted Talk (https://www.youtube.com/watch?v=go_QOzc79Uc). This will get the
students thinking about how what they eat affects people in a larger scale in terms of wellness and diseases. Afterwards, the students will be
able to have small group discussions about if they agree or disagree with Jamie Oliver. They can discuss whether nutrition plays a vital role in
their life or not.

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 -Start the lesson with the McDonald experiment and YouTube video. DT (https://ww
-Use the Food guide PowerPoint to teach about the Canadian food guide. They will w.youtube.c
The Canadian Food learn the difference between macro and micro nutrients. om/watch?
Guide -students will also be given information about their food journal assignment. Students v=go_QOzc
will have to record everything they eat for the next 7 days in a food journal. Show the 79Uc).
students the website to find the number of calories for each food item. Food Guide
PPT
https://www
.myfitnessp
al.com
2 -Students will be broken down into 5 groups. They each will get a countries food guide DSL Around the
Food Guides from where they will fill out the worksheet. They will become masters of this countries food DII world
Around the World guide. They will then break off into new groups where one master from each food Worksheet
guide is now in a group. They will teach the other students about their food guide and -6 different
the students will fill out the worksheet for each country. The class will end with a food guides
review of the worksheets and a focus on the First Nations Food Guide.
3 Recipes from Around -students will bring in a recipe from their culture. Working in pairs students will -recipe
the World analyze the macro and micronutrients that are present with in the recipe. Students will from home
then play macronutrient bingo -
macronutrie
nt bingo.
4 Traditional Knowledge Keeper (TKK) will be invited to come into the class. The TKK DSR Traditional
Knowledge Keeper will be asked to speak about Indigenous ways of knowing, the importance of food and Knowledge
Talk the role it plays in their culture. Students will have time to listen, ask questions and Keeper
have a group discussion within the group of a whole.
5 -lesson will begin with learning about various components of reading a food label. DL Food label
Food Labels Students will be expected to bring a food label of choice from home, I as a teacher will worksheet
bring additional food labels from home. Students will fill out the food label worksheet
according to the information they find on their food label. Students will then use a
partner’s food label to fill in the worksheet.
6 Factors affecting -start class with PPT on various factors affecting energy requirements and tools that DII -ipads
personal energy provide information on body composition. Use peer instruction to discuss various DT https://www
requirements. factors surrounding energy requirements. Groups will be of groups of 4 for peer .freedieting.
instruction. The peer instruction questions will come directly from the PPT com/calorie
information. -calculator
-students will calculate their own personal calories per day and macronutrient -survey
requirements. monkey for
per
assessment
7 Students will be put into partners. On the board will be a list of various food related DL -computer
Food Related illnesses or eating practices. Students will have the class period to research their DSR lab
Illnesses selected illness and create a presentation. Students have the flexibility to present their
work in any way they see fit.
8 Food related Illness -Students will present their findings about the disease. Following the presentations, the DT
presentations class as a group will create a concept map illustrating the similarities and differences DL
between the different illnesses.
9 Food Journal -students will be given time to reflect on their food journal. Students will be given time DII Food Guide
Debrief to determine areas of their diet that follow the recommended diet and areas that do not. Question
-students will answer various questions in regard to their food journals. Finish the sheet
lesson with a class discussion regarding food journals.
10 Work Period for final -students will be given the information again surrounding the requirements of the final DSR -computer
assessment assessment piece. Students will be given a work period in computers labs to research DII lab
and work on the assessment piece.

10
11

Assess and Reflect (Stage 4)


Considerations Comments
Required Areas of Study:
Is there alignment between outcomes, performance There is a alignment between outcomes, performance assessment
assessment and learning experiences? and learning experiences. This unit mainly follows HS20-NU2:
Analyze dietary choices based on personal and cultural beliefs and
scientific understanding of nutrition. The activities the students
partake in directly relate to the indicators from this outcome. The
performance assessment is taken from the indicator h.) design a
healthful diet based on personal lifestyle choices and f.) Examine
how the dietary recommendations in Eating Well with Canada's
Food Guide and Eating Well with Canada's Food Guide – First
Nations, Inuit and Métis compare with recommendations in food
guides from other countries. Students will be actively involved in
the learning experience because they will constantly have to
reflect on their dietary choices. Students will gain the knowledge
to make informed choices when it comes to nutrition and to live a
healthy lifestyle. I will have a peer teacher watch a lesson of mine
to give feedback on my teaching and ensure I am meeting the
outcomes and indicators. I will use modelling, peer teaching,
responsive feedback and student-centered learning in order to
benefit all learners.

Adaptive Dimension: For struggling students:


Have I made purposeful adjustments to the curriculum -EAL students will be given guided notes
content (not outcomes), instructional practices, and/or -encourage EAL students to work on Nutrition vocabulary with their sheltered
the learning environment to meet the learning needs and English class
diversities of all my students? -use more visuals in PowerPoint presentations
-lower level questions
-Educational assistants when available or appropriate
-use of technology to aide in understanding of topics
-adaptation to final project to make it a 2-day food journal.
-change the location of learning
-use the health science 20 to aide students who needs greater support with content
For students who need a challenge:
-ask higher level/deeper level questions
-use technology to challenge students research
-change the location of learning
-differentiate the instructional method
-use inquiry to engage and extend students knowledge
-create opportunity for inquiry based research in food related illnesses
Instructional Approaches: Independent instruction- Students will be given the time to research about various
Do I use a variety of teacher directed and student food related illnesses. Students will also keep a food journal and reflect on the
centered instructional approaches? information associated to food journal.

Interactive instruction-during around the world jigsaw activity students will be able
to work in groups to understand knowledge. Group discussion will also be present
throughout the unit and particularly during food journal debrief.

Direct Instruction- lecture, structured overview and didactic questions.

Resource Based Learning: -iPad


Do the students have access to various resources on an -Computers
ongoing basis? -Canadian Food Guide
-Food Guides from 6 different countries
-Indigenous Knowledge keeper
-https://www.myfitnesspal.com

FNM/I Content and Perspectives/Gender The food guides from around the world will promote multicultural perspectives to
Equity/Multicultural Education: nutrition. Within this lesson the First Nations food guide will also be analyzes as a
Have I nurtured and promoted diversity while honoring way to incorporate FNMI perspectives. A traditional Indigenous knowledge keeper
each child’s identity? will also talk to the class to discuss FNMI content and perspectives regarding food
and nutrition to indigenous peoples. Discuss with students how the First Nations
food guide places value on different food groups.

When asking questions teacher will ask similar ratio of questions to the girls and
boys. Teacher will mix students up when grouping them or partnering them. Groups
will be made based on who will work best together for learning. Teacher will ask
multiple questions to various races.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)