Nutrition Unit

INTERDISCIPLINARY UNIT:
The Importance of Nutrition

10th Grade STEAM
A 7-week Unit
Written By: Christina Bowman
Unit Title: The Importance of Nutrition
Grade: 10th grade
Subject/Topic Areas: Science, technology, engineering, mathematics, art, english/language arts,
and global studies.
Unit Length: 7 weeks
Unit Summary and Statement of Importance:

Nutrition is an essential part of life. We need nutrients to survive. Without the proper
macronutrients and micronutrients, we would not exist. Students need to be introduced to these
essential topics that impact their lives everyday. Why do we get hungry? How do we digest? How
do people survive without food? All of these are questions that students may have. This unit gives
students the opportunity to dive into an interdisciplinary unit that includes science, technology,
engineering, art, mathematics, and ELA. This unit gives students a hands on and community
action approach to nutrition. Here we discuss the importance of nutrients and food rather than
fad diets. We want students to be educated to make nutritious choices and be proud of the food
they put in as it nourishes their bodies, not the fad diets to lose weight. In high school, students
are hyper focused on losing weight and remaining picture perfect. This unit is designed to give
students the tools they need to make healthy and nutritious choices.
Ultimate Idea/question:
● How can we use nutrition in our everyday lives?
● The key to nutrition is a moderate, varied, and balanced diet.
Underlying questions:
● What is nutrition?
● How do we digest food?
● What are macro and micronutrients?
● What does my body need?
● What are some tools to help me?
● How does fitness relate?
● What are some resources for eating disorders?
● What is food insecurity?
● Where does our food come from?
● How do cultures other than American culture use nutrition?
● What is a GMO?
● How can we help?
Breakdown of Activities (STEAM analysis):
Activity: Science Technology Engineering Art Mathematics ELA
Guest speaker ✔️ ✔️ ✔️ ✔️
Nutrition journal ✔️ ✔️ ✔️ ✔️ ✔️ ✔️
Supersize me ✔️ ✔️ ✔️ ✔️
Evolution of
nutrition
✔️ ✔️
Make 2 meals ✔️ ✔️ ✔️
Digestion model ✔️ ✔️ ✔️ ✔️ ✔️
Macro pamphlet ✔️ ✔️ ✔️ ✔️ ✔️
Paint a
superfood
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
How many
calories
✔️ ✔️ ✔️
Calorimetry lab ✔️ ✔️ ✔️ ✔️
Nutrition tools ✔️ ✔️ ✔️ ✔️
Create a meal
plan
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
Fitness ✔️ ✔️ ✔️ ✔️
Eating disorder
help
✔️ ✔️ ✔️ ✔️ ✔️
Food insecurity ✔️ ✔️ ✔️
Native food? ✔️ ✔️ ✔️
Culture nutrition ✔️ ✔️ ✔️ ✔️ ✔️
GMO speaker ✔️ ✔️ ✔️ ✔️ ✔️ ✔️
Create a GMO ✔️ ✔️ ✔️ ✔️ ✔️ ✔️
Food drive ✔️ ✔️ ✔️ ✔️ ✔️ ✔️
Standards included in the unit:
Science/Health:
● HS-PS1 Matter and Its Interactions
○ PS1.A: Structure and Properties of Matter
● HS-PS3 Energy
○ PS3.A: Definitions of Energy
○ PS3.B: Conservation of Energy and Energy Transfer
○ PS3.C: Relationship between Energy and Forces
● HS-LS1-6.
○ Construct and revise an explanation based on evidence for how carbon,
hydrogen, and oxygen from sugar molecules may combine with other elements to
form amino acids and/or other large carbon-based molecules.
● MS-LS1-3.
○ Use argument supported by evidence for how the body is a system of interacting
subsystems composed of groups of cells.
● A. Health Concepts: Students comprehend concepts related to health promotion and
disease prevention to enhance health.
○ A1 Healthy Behaviors and Personal Health
■ Students predict how behaviors can impact health status.
● a. Analyze individual responsibility for enhancing health.
● b. Predict how healthy behaviors can positively impact health
status.
● c. Describe barriers to practicing healthy behaviors.
● d. Examine personal susceptibility to, and the potential severity of,
injury or illness if engaging in unhealthy behaviors.
○ A3 Diseases/Other Health Problems
■ Students explain causes of common diseases, disorders, and other health
problems and propose ways to reduce, prevent, or treat them.
○ A6 Basic Health Concepts
■ Students analyze complex health concepts related to family life; nutrition;
personal health; safety and injury prevention; and tobacco, alcohol, and
other drug use prevention.
● B. Health Information, Products and Services: Students demonstrate the ability to access
valid health information, services, and products to enhance health.
○ B2 Locating Health Resources Students access valid and reliable health
information, products, and services.
■ a. Determine when professional health services may be required.
■ b. Access valid and reliable health information.
■ c. Access valid and reliable health products, and services.
● C. Health Promotion and Risk Reduction: Students demonstrate the ability to practice
health-enhancing behaviors and avoid or reduce health risks.
○ C1 Healthy Practices and Behaviors
■ Students demonstrate healthy practices and/or behaviors to maintain or
improve the health of self and others in each of the following areas:
healthy eating; physical activity; tobacco, alcohol, and other drug use
prevention; and prevention of STDs, HIV and unintended pregnancy.
○ C2 Avoiding/Reducing Health Risks Students demonstrate behaviors to avoid or
reduce health risks to self and others.
■ a. Demonstrate ways to recognize, avoid, or change situations that
threaten the safety of self and others.
■ b. Develop injury prevention and response strategies including first aid for
personal, family, and community health.
● D. Influences on Health: Students analyze the ability of family, peers, culture, media,
technology, and other factors to enhance health.
○ D1 Influences on Health Practices/Behaviors
■ Students analyze and evaluate influences on health and health behaviors.
● a. Analyze how family, school and community influence the health
of individuals.
● b. Analyze how peers influence healthy and unhealthy behaviors.
● c. Evaluate the effect of the media on personal and family health.
● d. Analyze how the perceptions of norms influence healthy and
unhealthy behaviors.
● e. Analyze how culture and personal values and beliefs influence
individual health behaviors.
● f. Investigate how public health policies and government
regulations can influence health promotion and disease prevention
○ D2 Technology and Health
■ Students evaluate the impact of technology, including medical technology,
on personal, family, and community health.
● E. Communication and Advocacy Skills: Students demonstrate the ability to use
interpersonal communication and advocacy skills to enhance personal, family, and
community health.
○ E1 Interpersonal Communication Skills
■ Students utilize skills for communicating effectively with family, peers, and
others to enhance health.
● a. Demonstrate effective communication skills including asking for
and offering assistance to enhance the health of self and others.
● b. Demonstrate refusal, negotiation, and collaboration skills to
enhance health and avoid and reduce health risks.
● c. Demonstrate strategies to prevent, manage, or resolve
interpersonal conflicts without harming self or others.
○ E2 Advocacy Skills
■ Students demonstrate ways to influence and support others in making
positive health choices.
● a. Utilize accurate peer and societal norms to formulate a
health-enhancing message.
● b. Adapt health messages and communication techniques for
different audiences.
● c. Demonstrate an ability to work cooperatively as an advocate for
improving personal, family, and community health.
● F. Decision-Making and Goal-Setting Skills: Students demonstrate the ability to make
decisions and set goals to enhance health.
○ F1 Decision Making
■ Students apply a decision-making process to enhance health.
● a. Compare the value of thoughtful decision-making to quick
decision-making in a health-related situation.
● b. Justify when individual or collaborative decision-making is
appropriate.
● c. Generate alternative approaches to situations involving
health-related decisions and predict the potential short-term and
long-term impact for themselves and others for each alternative.
● d. Defend the healthy choice when making a decision.
● e. Evaluate the effectiveness of a health-related decision.
Engineering, Technology, and Applications of Science:

● HS-ETS1-1.
○ Analyze a major global challenge to specify qualitative and quantitative criteria
and constraints for solutions that account for societal needs and wants.
● HS-ETS1-2.
○ Design a solution to a complex real-world problem by breaking it down into
smaller, more manageable problems that can be solved through engineering.
● HS-ETS1-3.
○ Evaluate a solution to a complex real-world problem based on prioritized criteria
and trade-offs that account for a range of constraints, including cost, safety,
reliability, and aesthetics as well as possible social, cultural, and environmental
impacts.
● HS-ETS1-4.
○ Use a computer simulation to model the impact of proposed solutions to a
complex real-world problem with numerous criteria and constraints on interactions
within and between systems relevant to the problem
ELA:
● CCSS.ELA-LITERACY.RST.9-10.1
○ Cite specific textual evidence to support analysis of science and technical texts,
attending to the precise details of explanations or descriptions.
○ Determine the central ideas or conclusions of a text; trace the text's explanation or
depiction of a complex process, phenomenon, or concept; provide an accurate
summary of the text.
○ Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks, attending to special cases or
exceptions defined in the text.
○ Analyze the author's purpose in providing an explanation, describing a procedure,
or discussing an experiment in a text, defining the question the author seeks to
address.
○ Translate quantitative or technical information expressed in words in a text into
visual form (e.g., a table or chart) and translate information expressed visually or
mathematically (e.g., in an equation) into words.
Mathematics:
● QR.A.3 Reason quantitatively and use units to solve problems.
● AR.A.11 Represent and solve equations and inequalities graphically.
● SR.A.1 Summarize, represent, and interpret data on a single count or measurement
variable.
● SR.A.3 Interpret linear models.
Social Studies:
● Students draw from concepts and processes in personal finance to understand issues of
money management, saving, investing, credit, and debt; students draw from concepts and
processes in economics to understand issues of production, distribution, consumption in
the community, Maine, the United States, and the world.
○ D1: Analyzing multiple views on how resource distribution has affected wealth,
poverty, and other economic factors and present an argument as to the role of
regional, international, and global organizations that are engaged in economic
development.
● Students draw on concepts and processes from geography to understand issues
involving people, places, and environments in the community, Maine, the United States,
and the world.
● Students draw on concepts and processes using primary and secondary sources from
history to develop historical perspective and understand issues of continuity and change
in the community, Maine, the United States, and world.
Art:
● B1-Media Skills: Students choose multiple suitable media, tools, techniques, and
processes to create a variety of original art works.
● B2-Composition Skills: Students use Elements of Art and Principles of Design to create
original art works that demonstrate development of personal style in a variety of media
and visual art forms.
● B3-Making Meaning: Students create a body of original artwork.
○ A. Demonstrate sophisticated use of media, tools, techniques, and processes.
○ B. Demonstrate knowledge of visual art concepts.
○ C. Communicate a variety of ideas, feelings, and meanings.
● B4-Exhibition: Students select, prepare, and help with exhibiting their works in the
classroom, school, or other community location, and articulate an artistic justification for
their selection.
● C1-Application of Creative Process: Students apply and analyze creative problem-solving
and creative-thinking skills to improve or vary their own work and/or the work of others.
● E2-The Arts and Other Disciplines: Students analyze skills and concepts that are similar
across disciplines.
● E3-Goal Setting: Students make short-term and long-term goals based on rigorous
criteria and related to time management, interpersonal interactions, or skill development
that will lead to success in the arts.
Themes of the Unit and Timing
➔ Introduction: What is nutrition?

◆ Days 1-4
➔ Digestion
◆ Days 5-8
➔ Macronutrients
◆ Days 9-12
➔ Micronutrients
◆ Days 13-17
➔ What does your body need?
◆ Days 18-20
➔ Nutrition tools
◆ Days 21-25
➔ Importance of fitness
◆ Day 26
➔ Eating disorders
◆ Day 27
➔ Food insecurity
◆ Day 28-29
➔ Where does our food come from?
◆ Day 30
➔ Cultures and nutrition
◆ Day 31
➔ Genetically Modified Organisms (GMOs)
◆ Days 32-34
➔ Food drive
◆ Runs throughout day 29-35
◆ Operates day 35
Proposed Unit Schedule:
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
Introduction: What Introduction: What Introduction: What Introduction: What Digestion:

is nutrition? is nutrition? is nutrition? is nutrition?
Video:
Nutritionist: guest Watch Supersize Evolution of Inquiry Activity: https://www.youtu
speaker Me human nutrition be.com/watch?v=
(https://youtu.be/z video: Work with a s06XzaKqELk
Assign nutrition KQGAv8gtBA) https://www.youtu partner and create
journal Worksheet be.com/watch?v= two days of meals Reading:
HC20OoIgG_Y with what you https://newsela.co
Journaling think is “good m/read/lib-digesti
Turn and talk: nutrition” ve-system-overvie
what have you w/id/54022/?sear
noticed about Share with class & ch_id=08c1b9c1-6
diets and how discussion 064-4a70-9360-9
nutrition has 8cf89b89e82 and
changed? Journaling https://newsela.co
m/read/humans-c
Journaling ant-digest-corn/id
/2001014102/
Diagram/fill in
blank activity
Journaling
Digestion: Digestion: Digestion: Macronutrients: Macronutrients:
Work as a group Work on model Presentation and Short video Each student
to create a model gallery walk lecture: create a pamphlet
of the digestive Journaling https://www.youtub for
system, use any Journaling e.com/watch?v=sm macronutrients
type of media PR215SRzM and healthy
choices to display
Journaling Look over
handouts in Journaling
groups
Journaling

Macronutrients: Macronutrients: Micronutrients: Micronutrients: Micronutrients:
Work on pamphlet Finish up the Video series as Paint a superfood Paint a superfood
pamphlet and find lectures, note activity activity
Journaling store/food pantries taking:
to donate them to What are vitamins: Video: Use watercolors
(https://youtu.be/I https://youtu.be/y to make an ad
Journaling SZLTJH5lYg) mfrsjzGKMA
Journaling
What are minerals: Chart handout
(https://youtu.be/q
4BRJMFYokI) Choose food of
choice
What would
happen if you Mathematically
didn’t drink water determine DV of
(https://youtu.be/9i micronutrients
MGFqMmUFs) from food
Journaling Journaling
Micronutrients: Micronutrients: What does your What does your What does your
body need? body need? body need?
Paint a superfood Paint a superfood
activity activity Calories: how Calorimetry lab Write up on
many do you calorimetry lab
Use your Presentations and need? Journaling
information and gallery walk Journaling
your painting to Video:
create an Display in school https://youtu.be/V
informative cafeteria EQaH4LruUo
advertisement for
your food Journaling Mathematically
determine how
Journaling many you need
Journaling
Nutrition tools: Nutrition tools: Nutrition tools: Nutrition tools: Nutrition tools:
Use technology to Why should we Work with a Continue work Continue work
investigate not use the food partner to create a from day 23 from day 23
different tools pyramid anymore? meal plan for the
week using the Journaling Due next class
Search the web to Rebuilding the idea of MyPlate
find different food pyramid and eat the Journaling
nutrition tools and scientific american rainbow
play around with article:
them (https://www.scient Journaling
ificamerican.com/a
Journaling rticle/rebuilding-th
e-food-pyramid/#:~
:text=After%20199
2%20more%20an
d%20more,comple
x%20carbohydrate
s%20good%20for
%20you.)
Eat the rainbow:

https://www.heart.
org/idc/groups/he
art-public/@wcm/@
fc/documents/dow
nloadable/ucm_46
6712.pdf
My plate:
https://newsela.co
m/read/dietary-gui
delines/id/14041/?
search_id=458934
d9-e422-4816-a9f
7-400b32570b46
Discuss and share
Journaling
Importance of Eating disorders: Food Insecurity: Food insecurity: Where does our
fitness: food come from?
Look into a 3 groups: Work on setting up
Article: specific eating research a food drive as an Brainstorm
https://www.scien disorder, overnutrition, end of unit project. common foods in
cenewsforstudent summarize, find undernutrition, the U.S.
s.org/article/active community malnutrition Social action: look
-bodies-build-stro resources to help (share) into nutrition, Research whether
nger-brains-adole others engineer a plan, they are native or
scent-health How does this advertise, how not
Display in school relate to poverty? does it help?
Discuss/share Quick write Share out
importance of Journaling
fitness and Assign write up on Work on food
meditation nutrition journal, drive
due next class
Video:
https://www.youtu
be.com/watch?v=
dwMMn2FdBFQ
Mindfulness
activity:
https://www.youtu
be.com/watch?v=
X462QPGZQt4
Journaling
How different GMOs: GMOs: GMOs Open up food

cultures use drive to public
nutrition All together create Create your own Share your GMO and work it
(transformation chart of pros/cons GMO activity idea
approach) (social action
Two guest approach) Finish up food
Independent speakers: drive
research: Look Engineer a model,
into what drives a Advocate for create a
specific culture’s GMOs technological
food choices model to show
Organic farmer how you’d
Create an artistic against GMOS engineer and
representation of grow it
a meal that is “not Assign write up on
American” student opinion What
macro/micronutrie
Share out Work on food nts would you get
drive from it? How
Work on food much?
drive
Lesson Plans
Lesson Plan Day 1: What is Nutrition?
Teacher Candidate: Christina Bowman Grade Level/Subject: 10th Grade STEAM

(Nutrition)
Lesson Length: 80 minutes Date of Lesson: Day 1 of Unit
Central Focus & Context:
● In this lesson, students will be introduced to the multidisciplinary unit of nutrition.

Here a speaker will visit students and students will come prepared with questions to ask
the nutritionist. (Nutritionists will vary based on availability and location). As students
listen to the nutritionist, they will take notes and prepare for the upcoming unit.
● This guest speaker will serve as a hook as an entrance to the study of nutrition. Near
the end of the lesson, the teacher will assign a “long-term” assignment of the nutrition
journal. This journal is intended for students to reflect on their own habits and begin
thinking about their nutrition in their daily lives. Students will not turn in the journal,
rather, they will turn in a write-up of their experience and observations.
● This introductory lesson is designed to pique to student interest and begin the
discussion of nutrition. At the end of the lesson, students will fill out an exit slip to
summarize their thoughts and ideas on the nutritionist.
Standard(s):
● **Note: standards may vary since we will have a guest speaker and students can ask
questions, but here are the standards that could be touched upon.
○ A1 Healthy behaviors and personal health
status.
● d. Examine personal susceptibility to, and the potential severity
of, injury or illness if engaging in unhealthy behaviors.
■ Students analyze complex health concepts related to family life;
nutrition; personal health; safety and injury prevention; and tobacco,
alcohol, and other drug use prevention.
● B. Health Information, Products and Services: Students demonstrate the ability to
access valid health information, services, and products to enhance health.
○ C2 Avoiding/Reducing Health Risks Students demonstrate behaviors to avoid
or reduce health risks to self and others.
■ b. Develop injury prevention and response strategies including first aid
for personal, family, and community health.
Objective(s):
● Students will be able to ask meaningful questions to a nutritionist.

● Students will be able to summarize the meeting with the nutrition on an exit slip.
Adaptations:
● With regards to students with IEPs, I will provide all of the listed accommodations on
their IEP as I am required to do by law. For example, if I have a student with dyslexia I
will provide the exit slip or any other handout with large text and read the directions
aloud if they prefer. If I have a student with autism, I will make sure to give verbal time
warnings to keep the student on track and avoid frustration.
● For a student with a 504 plan, I will provide all necessary accommodations. I will
allow the student preferential seating, more time with the exit slip, and I will read the
directions aloud if needed.
● As always, if a student needs to take a break and walk to the water fountain or the
bathroom, they can give me a hand signal and can exit.
● If students are struggling with reading and writing they can verbally explain their
thinking or use a device to use speech to text.
● Advanced learners or accelerated learners may work on the nutrition journal as others
are finishing.
Assessment Measures:
● Formative: The formative assessment will be the discussion the students have, and the
exit slip at the end of the lesson.
● Summative: The nutrition journal will be a summative assessment, but it will be
worked on for a few weeks.
Materials:
● Nutritionist (guest speaker)

● Pens/pencils
● Paper
● Exit slips
Procedures and Timeline
Opening:
● 0-10 min
○ The teacher will explain that we are going to have a speaker, and that we are
beginning a unit on nutrition.
○ The teacher will give students a few moments to think of three questions each
to ask the nutritionist.
○ The teacher will ask students to get settled and tell them that they need to take
notes because they will summarize their thoughts on the exit slip.
Work Session:
● 11-60 min
○ Students will discuss and listen with the nutritionist and take notes.
● 61-70 min
○ Students will listen to the teacher as she/he explains that they will be doing a
nutrition journal. In this journal they are to take notes on emotions, feelings,
what they have eaten, how they feel about food choices, and their activity level.
They will summarize their thoughts from each class in this journal as well and
try to apply it to their own nutrition. They will do this journal each day, and
then at the end of the journaling period, they will do a short write up of the
experience and their learning from it.
Closing:
● 71-80 min
○ Students will write a summarizing exit slip on the discussion with the
nutritionist and what they are looking forward to learning about during the unit.
Lesson Reference(s):
● Original lesson, no references
Attachments to follow:
Exit slip:
Lesson Plan Day 2: What is nutrition?

(Nutrition)
● In this lesson, students will continue to gain background information and interest on the
topic of nutrition by watching Supersize Me as well as a critical thinking worksheet. At
the end of the lesson, students will journal in their nutrition journal.
● This is a movie about the truth about fast food and what it can do to your body. This
will provide background knowledge to students that may not have experience with this.
The critical thinking worksheet is to get students thinking about what they saw. At the
end of the lesson, students will work on their journals and discuss how today’s content
might apply to their lives.
Standard(s):

status.
● a. Analyze how family, school and community influence the
health of individuals.
regulations can influence health promotion and disease
prevention
■ Students evaluate the impact of technology, including medical
technology, on personal, family, and community health.
○ Determine the central ideas or conclusions of a text; trace the text's explanation
or depiction of a complex process, phenomenon, or concept; provide an
accurate summary of the text.
Objective(s):
● Students will be able to discuss how fast food impacts the main character’s nutrition on
the critical thinking worksheet.
● Students will be able to apply the content to an aspect of their own lives.
Adaptations:
will provide the handout with large text and read the directions aloud if they prefer. I
will also allow the student to sit close to the screen if they prefer. If I have a student
with autism, I will make sure to give verbal time warnings to keep the student on track
and avoid frustration.
allow the student preferential seating, more time on the questions if needed, and I will
read the directions aloud if needed.
● Advanced learners or accelerated learners may look up the main character in the film
and see how he is today.
● Formative: The critical thinking sheet will serve as the formative assessment here.
● Summative: There will be no specific summative assessment during this lesson, but the
reflection of the nutrition journal will be in a few weeks.
Materials:
● Youtube video: https://youtu.be/zKQGAv8gtBA

● Teacher computer/projector
● Worksheet
● Pens/pencils
Opening:
● 0-2 min
○ The teacher will introduce the movie and pass out the critical thinking questions
to go along with the movie.
Work Session:
● 3-77 min
○ The students and teacher will watch the film Supersize Me.
○ Students will work on the questions.
Closing:
● 78-80 min
○ Students will turn in the question sheet if they are finished, or complete it as
homework and turn it in next class.
○ Students should write in their nutrition journals for homework.
● Youtube video: https://youtu.be/zKQGAv8gtBA

(Nutrition)
● Once we have begun the unit of nutrition, it is important for students to know where
nutrition has come from and how it has progressed throughout the years. How did we
know that an apple is good for us and potato chips are not? Students will watch a TED
Talk video by Stephan Guyenet about the American Diet and how it has changed. After
this, students will turn and talk to their partners and table mates about what they
noticed in the video, what they agree with, what they disagree with, and what they have
noticed for changes in nutrition. After this, students will add to their nutrition journal
and apply this learning to their lives.
Standard(s):
prevention
● Social studies standard: Students draw on concepts and processes using primary and
secondary sources from history to develop historical perspective and understand issues
of continuity and change in the community, Maine, the United States, and world.
Objective(s):
● Students will be able to discuss how the American diet has changed.
● Students will be able to relate aspects of the changing diet to their experience/life.
● Students will be able to compare/contrast what they have noticed with what was stated
in the video.
Adaptations:
will allow the student to sit close to the screen if they prefer. If I have a student with
autism, I will make sure to give verbal time warnings to keep the student on track and
avoid frustration. The student may also work alone if they prefer.
allow the student preferential seating, and more time with discussion if needed.
● Advanced learners or accelerated learners may research more on this topic.
● Formative: The discussion after the video will serve as a formative assessment. The
teacher will circulate and listen to student discussion to make sure everyone is on track
and everyone is connecting to the lesson.
● Summative: There is no summative assessment for this lesson, but students will write
in their nutrition journals which will be a summative assessment later on.
Materials:
● Teacher computer
● Projector
● Youtube video: https://www.youtube.com/watch?v=HC20OoIgG_Y
● Students working in table groups
Opening:
● 0-5 min
○ Students will settle into class with their materials. The teacher will tell students
that we are going to watch a short TED talk about the evolution of the
American diet. He/she will ask students to take notes on the video and think
critically since they will be discussing the video with their table mates after the
video is over.
Work Session:
● 6-26 min
○ Students will watch the video and take notes.
● 27-35 min
○ Students will ask the teacher questions if there are any.
● 36-50 min
○ Students will turn and talk to their table mates about what they noticed in the
talk, what is consistent with what they have seen and heard, what is different,
what else has changed, and anything else related to this topic.
● 51-65 min
○ Students will share out to the whole class what they discussed in their groups.
Closing:
● 66-80 min
○ Students will write in their nutrition journals.
● Youtube video: https://www.youtube.com/watch?v=HC20OoIgG_Y


(Nutrition)
● As we continue to discuss nutrition, the teacher will need to get a feel for what
students already know about nutrition, as well as their preconceived notions that may
need some reworking. This will help the teacher determine whether students have an
incorrect schema, and what the teacher needs to tune into for specific topics.
● In order to get this “feel” for what students know, students will work in pairs of two to
create two days worth of meals (breakfast, lunch, dinner, and snack) with what they
think is good nutrition.
● At the end of class, students will share their meals and explain their thinking as to why
they think it is a good and nutritious meal. Additionally, students will connect this to
their nutrition journal entry.
Standard(s):
appropriate.
Objective(s):
● Students will be able to create two days worth of meals that they believe is nutritious
with their peers. In this, they will make decisions that promote health and reduce risk in
their minds.
● Students will be able to support their ideas verbally to the class.
Adaptations:
will provide the handout with large text and read the directions aloud if they prefer. If I
have a student with autism, I will make sure to give verbal time warnings to keep the
student on track and avoid frustration. The student may also work alone if they prefer.
allow the student preferential seating, more time on the activity if needed, and I will
read the directions aloud if needed.
● Advanced learners or accelerated learners may work on their nutrition journal entry.
● Formative: The formative assessment will be the meal plan that the partners come up
with and their discussion/explanation of their thinking. This will allow the teacher to
gauge understanding and preconceived notions about nutrition.
● Summative: The summative assessment will be the nutrition journal assignment due on
day 29 of the unit.
Materials:
● Handout (see student materials)

● Partners
● Pen/pencil

Opening:
● 0-5 min
○ Students will settle into class and the teacher will explain that we are going to
start class and the larger part of the unit by figuring out what each of us thinks
is a healthy and nutritious meal. She/he will explain that students will work in
pairs to make two days worth of meals (breakfast, lunch, dinner, and a snack).
The teacher will ask students to discuss their meal thoroughly and include what
the sides will be, how they will be cooked, etc.
Work Session:
● 6-50 min
○ Students will work on their two day menu. Students can use technology if they
would like to help, but they also should prepare some notes to explain to the
class their thinking. They can write these on the back of their worksheet.
Closing:
● 51-80 min
○ Each pair of students will share their meal plan and their thinking behind it. At
the end of class, students will turn in their sheets.
○ For homework, students will apply this learning to their nutrition journals.
● None, original lesson.
Name: _______________________________
Date:____________________
Create a Two Day Menu of Nutritious Food!
DAY 1 DAY 2
Breakfast Breakfast
Lunch Lunch
Dinner Dinner
Snack Snack
Lesson Plan Day 5: Digestion

(Nutrition)
● This lesson will be the beginning of the digestive system and will go into detail about
the major systems involved in digesting food. Students will watch a crash course
YouTube video on digestion and take notes on it. After this, students will read two
articles about digestion on Newsela. The first is more about digestion in general, and
the second is an interesting question which is, why can’t humans digest corn? After the
video and the two readings, students will discuss the corn article with their table mates
and share their thoughts. As students are discussing, the teacher will come around and
pass out the diagram of the digestive system as well as the fill in the blank version.
● The teacher will give a rundown of what happens at each part of the diagram and
students will follow along and take notes, then the students will label their own
diagram. At the end of the lesson, students will connect their learning to their nutrition
journal.
● Digestion is an extremely important part of the discussion of nutrition because we
could not receive nutrients if we couldn’t digest them. This should be somewhat of a
review for students as they have studied human digestion before. This will prepare
students for their model of digestion next class.
Standard(s):
● MS-LS1-3.
○ Use argument supported by evidence for how the body is a system of
interacting subsystems composed of groups of cells.
Objective(s):
● Students will be able to discuss human digestion.

● Students will be able to label the human digestive system.
● Students will be able to discuss and share their thoughts on the text about corn and
digestion.
Adaptations:
will provide the handout with large text and read the directions aloud if they prefer. I
will also allow the student to sit near the screen if that’s helpful. If I have a student with
autism, I will make sure to give verbal time warnings to keep the student on track and
avoid frustration. The student may also work alone if they prefer.
allow the student preferential seating, more time if needed, and I will read the
● Advanced learners or accelerated learners may work on writing notes for each part of
the digestive system in preparation for a project.
● Formative: The formative assessment will be the labeled digestive system, the teacher
will circulate and check to make sure they are correctly labeled and then return it to
students. Also, the teacher will be listening to group discussions about the article.
● Summative: The summative assessment for this will be the nutrition journal as well as
the model that students will be beginning in the next class.
Materials:
● Youtube video: https://www.youtube.com/watch?v=s06XzaKqELk

● Article 1:
https://newsela.com/read/lib-digestive-system-overview/id/54022/?search_id=08c1b9c
1-6064-4a70-9360-98cf89b89e82
● Article 2: https://newsela.com/read/humans-cant-digest-corn/id/2001014102/
● Projector
● Handouts

Opening:
● 0-5 min
○ Students will settle into class with their materials. The teacher will explain that
today we are going to go over digestion. She/he will ask students how the
digestive system connects to nutrition, and ask them to explain. She will then
tell them that we will watch a short video, read a few articles, discuss with our
groups, and then go into a deeper dive with some notes and labeling.
Work Session:
● 6-20 min
○ The teacher will play the Youtube video and students will jot down some notes.
● 21-45 min
○ Students will read the articles and discuss with their table mates
● 46-65 min
○ The teacher will pass out the labeling sheets and will go over each system of
digestion with students. Students should take notes and prepare for the
upcoming project.
Closing:
● 66-75 min
○ Students should label their own diagram and have the teacher check it.
● 76-80 min
○ Quick nutrition journaling, connect the digestive system to their own lives.
● Youtube video: https://www.youtube.com/watch?v=s06XzaKqELk

● Article 1:
https://newsela.com/read/lib-digestive-system-overview/id/54022/?search_id=08c1b9c
1-6064-4a70-9360-98cf89b89e82
● Article 2: https://newsela.com/read/humans-cant-digest-corn/id/2001014102/
● Handout: https://www.pinterest.com/pin/352899320781990872/
● Labeling handout: dreamstime.com
Lesson Plan Day 6, 7, and 8:

(Nutrition)
Lesson Length: 240 minutes Date of Lesson: Day 6, 7, and 8 of Unit
● After learning the general parts of the digestive system in the last lesson, students will
reinforce this learning by making a hands on model of the digestive system. For this,
students will have freedom to choose whatever type of media they would like. They
just need to be able to explain what all the parts are and have what they do written.
This model will be worked on for two class periods and in the last period, there will be
a gallery walk and presentation. This lesson will span 3 days. Below is an example of
something a student could do.
●
Standard(s):
Science:
● MS-LS1-3.
○ Use argument supported by evidence for how the body is a system of
interacting subsystems composed of groups of cells.
● HS-ETS1-2.
ELA:
visual form (e.g., a table or chart) and translate information expressed visually
or mathematically (e.g., in an equation) into words.
Art:
● B2-Composition Skills: Students use Elements of Art and Principles of Design to
create original art works that demonstrate development of personal style in a variety of
media and visual art forms.
● B4-Exhibition: Students select, prepare, and help with exhibiting their works in the
classroom, school, or other community location, and articulate an artistic justification
for their selection.
● C1-Application of Creative Process: Students apply and analyze creative
problem-solving and creative-thinking skills to improve or vary their own work and/or
the work of others.
● E2-The Arts and Other Disciplines: Students analyze skills and concepts that are
similar across disciplines.
criteria and related to time management, interpersonal interactions, or skill
development that will lead to success in the arts.
Objective(s):
● Students will be able to develop a model of the digestive system.

● Students will be able to choose appropriate media for their model.
● Students will be able to make and engineer a tangible product from their notes on the
digestive system.
● Students will use time management skills to complete their model in two periods.
● Students will be able to describe their thinking and present their work.
● Students will be able to cite their readings in their work.
Adaptations:
their IEP as I am required to do by law. If I have a student with autism, I will make sure
to give verbal time warnings to keep the student on track and avoid frustration. The
student may also work alone if they prefer.
allow the student preferential seating, more time with the project if needed.
● Advanced learners or accelerated learners may write an entry in their nutrition journals
about connections between their nutrition journey and the digestive system.
● Formative: The formative assessment will be the exit slip that students will fill out to
explain what they worked on during the work period.
● Summative: The summative assessment will be their final product/model and their
presentation. They also will be working on their nutrition journals which will be a
summative assessment later on.
Materials:
● Clay
● Play dough
● Markers
● Crayons
● Pencils
● Pens
● Plastic bottles
● Poster paper
● Anything possible that students ask for for their project (talk to students about what is
available)
● Technology
● Notes from digestive system
● Printer
Opening:
● 0-10 min
○ The teacher will have a discussion with the students about the project and what
materials they may use, how much time they have, and what the expectations
are for this project.
Work Session:
● 11-80 min
○ Students will get into pairs and work on their models. Exit slip at the end of
class.
● 81-160 min
○ Students will work on their models. Exit slip at the end of class.
Closing:
● 161-240 min
○ Students will present their models and do a gallery walk
Rubric for Model
0- No effort 1- Does not 2- Partially 3- Meets 4- Exceeds
meet meets
Student does not Student creates a Student creates a Student creates a Student creates
a create model model but does model and model and an accurate and
not accurately shows all the shows all the creative model
display all of the organs but has organs and has and shows all of
organs and has no description. brief the organs with
no description. descriptions. detailed
descriptions.
Lesson Plan Day 9: Macronutrients

(Nutrition)
● Macronutrients are fats, proteins, and carbohydrates that are required in large amounts
in the diet. Macronutrients, especially carbohydrates are essential for life. In order to
teach this aspect of nutrition, students will need a background in digestion, which they
will just have had. In order to learn this, students will watch a short video lecture on
macronutrients and take notes. The teacher will also provide some handouts to help
students understand the concept and prepare for the assignment the next day on the
pamphlet for healthy macronutrient choices as opposed to unhealthy ones.
Standard(s):
Science:
● HS-LS1-6.
hydrogen, and oxygen from sugar molecules may combine with other elements
to form amino acids and/or other large carbon-based molecules.
ELA:
Objective(s):
● Students will be able to discuss what a macronutrient is.

● Students will be able to summarize what a macronutrient is, and what their favorite
macronutrient is.
● Students will be able to read over and find the main idea from the handouts.
Adaptations:
will provide the handouts with large text and read the text aloud if they prefer. If I have
a student with autism, I will make sure to give verbal time warnings to keep the student
on track and avoid frustration. The student may also work alone if they prefer.
allow the student preferential seating, and I will read the text aloud if needed.
● Advanced learners or accelerated learners may begin thinking about healthy and
nutritious choices of these macronutrients.
● Formative: The exit slip with their summary of macronutrients and their favorite
macronutrient will be the formative assessment.
● Summative: The summative assessment will be the pamphlet the students will work on
and their nutrition journal.
Materials:
● Youtube video: https://www.youtube.com/watch?v=smPR215SRzM

● Projector
● Exit slips
● Handouts
● Pens
● Pencils
Opening:
● 0-10 min
○ Students will get settled into class. The teacher will ask students what a
macronutrient is and have a short discussion on what they do for us. The
teacher will ask students to get their notebooks and pencils ready to watch a
short video on macronutrients.
Work Session:
● 11-20 min
○ Students will watch the video and take notes.
● 21-30 min
○ Students will discuss macronutrients with their peers. The teacher will pass out
the handouts.
● 31-50 min
○ Students will read over the handouts and discuss them in their groups.
Closing:
● 51-60 min
○ Exit slip, students will summarize micronutrients and share their favorite
macronutrient.
● 61-80 min
○ The teacher will explain that the students are going to be creating a pamphlet
for macronutrients. They will make a page for each macronutrient and explain
some healthy and nutritious choices for that macronutrient. Once these are
complete, they will call grocery stores and ask if their pamphlets can be
displayed at their stores.
● Youtube video:https://www.youtube.com/watch?v=smPR215SRzM
● Handout:
https://www.issaonline.com/blog/index.cfm/2018/protein-carbs-and-fats-a-quick-overvi
ew
● Pro tips handouts: https://healthy-kids.com.au/kids/high-school-2/macronutrients/
Lesson Plan Day 10, 11, and 12:

(Nutrition)
● Students will take their learning from the last lesson on macronutrients and apply it to
a big challenge Americans face: lack of education on nutritious foods. Students will
create a pamphlet with healthy choices to get these important macronutrients. Students
will then call grocery stores and food banks and ask if they can display their pamphlets
in the store to help educate the public. By doing this, students will be immersing
themselves in the learning, helping the community, and partake in a transformative
assignment.
Standard(s):
Science:
● HS-LS1-6.
hydrogen, and oxygen from sugar molecules may combine with other elements
to form amino acids and/or other large carbon-based molecules.
Health:
community health.
■ Students utilize skills for communicating effectively with family, peers,
and others to enhance health.
● a. Demonstrate effective communication skills including asking
for and offering assistance to enhance the health of self and
others.
● c. Demonstrate an ability to work cooperatively as an advocate
for improving personal, family, and community health.
appropriate.
● HS-ETS1-1.
Objective(s):
● Students will be able to create a pamphlet for macronutrients and healthy choices for
display.
● Students will be able to make choices based on their learning to choose healthy
options.
● Students will be able to address a global challenge and lack of knowledge by providing
pamphlets to grocery stores and food banks in the area.
Adaptations:
their IEP as I am required to do by law. For example, if I have a student with dyslexia,
they can use speech to text if they prefer. If I have a student with autism, I will make
sure to give verbal time warnings to keep the student on track and avoid frustration.
The student may also work alone if they prefer.
allow the student preferential seating, more time on their pamphlet if needed.
● Advanced learners or accelerated learners may work on their nutrition journals.
● Formative: Formative assessment will be observations of student work throughout the

work periods.
● Summative: The pamphlet will serve as a summative assessment.
Materials:
● Technology
● Handouts from last lesson
● Partners
● Phone to call stores
● Printer
Opening:
● 0-5 min
○ Students will get settled in and find someone to work with for this pamphlet.
Work Session:
● 6-80 min
○ Work period on pamphlet. The teacher will circulate as students work.
● 81-160 min
○ Work on the pamphlet. The teacher will circulate as students work.
● 161-210 min
○ Students will finish and print their pamphlets
Closing:
● 211-240 min
○ Students will tell the teacher where they would like to donate their pamphlets
and the teacher will deliver them.
○ Students should work on their nutrition journal while waiting for the teacher to
talk to each group.
Rubric for Pamphlet

0- No effort 1- Does not 2- Partially 3- Meets 4- Exceeds
meet meets
Student does not Student creates a Student creates a Student creates a Student creates a
create a pamphlet but pamphlet and pamphlet and pamphlet and
pamphlet does not include includes what includes what includes what
what each each each each
macronutrient is macronutrient is macronutrient is macronutrient is
and only and includes at and includes at and includes at
includes one least two food least four food least six food
food per type types for each types for each types for each
Lesson Plan Day 13: Micronutrients

(Nutrition)
● In this lesson, students will build on their knowledge of macronutrients with

micronutrients. Micronutrients are vitamins and minerals that are required for survival
but are often overlooked. Along with these, we discuss the importance of water to
nutrition. For this lesson students will watch a video series of what each component is
and take notes on each video. After each video students will stop and discuss and write
a short summary of what each video told us was important and discuss with their table
mates.
● This learning on micronutrients also contributes to the overall theme of this nutrition
unit which is, what is nutrition and why is eating a balanced, varied, and moderate diet
important to our health and nutrition?
● After this video series and note taking, students will be doing an artistic representation
of a superfood that includes vitamins and minerals.
Standard(s):
Health:
● A6 Basic Health Concepts
○ Students analyze complex health concepts related to family life; nutrition;
personal health; safety and injury prevention; and tobacco, alcohol, and other
drug use prevention.
ELA:
○ Analyze the author's purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text, defining the question the
author seeks to address.
Objective(s):
● Students will be able to summarize what a mineral is and its importance.

● Students will be able to summarize what a vitamin is and its importance.
● Students will be able to explain the importance of water in nutrition.
Adaptations:
will allow them to sit near the screen if they prefer. If I have a student with autism, I
will make sure to give verbal time warnings to keep the student on track and avoid
frustration. The student may also work alone if they prefer.
allow the student preferential seating, and more time with summarizing if needed.
● Advanced learners or accelerated learners may work on researching types of
micronutrients.
● Formative: Student summaries will be the formative assessment for this lesson.
● Summative: Students will be making an advertisement for their superfood and tie in
concepts of micronutrients as the summative assessment following this lesson, also
students will add to their nutrition journals.
Materials:
● Projector
● Youtube videos:
○ What are vitamins: https://youtu.be/ISZLTJH5lYg
○ What are minerals: https://youtu.be/q4BRJMFYokI
○ What would happen if you didn’t drink water: https://youtu.be/9iMGFqMmUFs
● Partners
● Paper
● Handout for summaries
● Pencils
● Pens
Opening:
● 0-10 min
○ The teacher will ask students what a micronutrient is and ask them how it
connects to nutrition and our lives. After a short discussion on this, the teacher
will explain to students that we will be watching a few videos on vitamins,
minerals, and water and they will be expected to take notes on the videos as
well as discuss and summarize these videos on their exit slip sheet.
Work Session:
● 11-17 min
○ Vitamin video, students will take notes
● 17-30 min
○ Students will discuss the vitamin video and then summarize it on their sheet.
● 31-36 min
○ Mineral video, students will take notes
● 37-45 min
○ Students will discuss the mineral video and then summarize it on their sheet.
● 46-51 min
○ Water video, students will take notes
● 52-60 min
○ Students will discuss the water video, then summarize it on their sheet.
Closing:
● 61-70 min
○ Students will finish up their summary sheet and turn it in.
● 71-80 min
○ Students will connect micronutrients to their lives in their nutrition journal.
● Videos:
○ What are vitamins: https://youtu.be/ISZLTJH5lYg
○ What are minerals: https://youtu.be/q4BRJMFYokI
○ What would happen if you didn’t drink water: https://youtu.be/9iMGFqMmUFs
Name: _______________________
Date: ___________________
Summary on Vitamins, Minerals, and Water Videos
Vitamins:
Minerals:
Water:
Lesson Plan Day 14, 15, 16, and 17 : Micronutrients

(Nutrition)
Lesson Length: 80 minutes Date of Lesson: Day 14, 15, 16, and 17 of Unit
● In this lesson, students will be putting their knowledge of micronutrients and

macronutrients to the test by making an artistic representation of a superfood. A
superfood is a nutrient rich food considered to be beneficial for health and well being.
These foods include micronutrients as well as macronutrients. Students will choose a
superfood, use watercolors to paint their food (this can be realistic or cartoonish), they
will then create an advertisement promoting the food to go with their artwork. In this,
they will mathematically include how much of the daily value of each component of
the food you get from a serving. They should include graphs if possible, or any other
convincing information to “sell” their food.
● This lesson will allow students to be independent, think critically, and express
themselves and be creative by providing an artistic outlet while still reinforcing their
learning.
Standard(s):

community health.
others.
appropriate.
visual form (e.g., a table or chart) and translate information expressed visually
or mathematically (e.g., in an equation) into words.
Mathematics:
● AR.A.11 Represent and solve equations and inequalities graphically.
variable.
Art:
● B2-Composition Skills: Students use Elements of Art and Principles of Design to
create original art works that demonstrate development of personal style in a variety of
media and visual art forms.
● C1-Application of Creative Process: Students apply and analyze creative
problem-solving and creative-thinking skills to improve or vary their own work and/or
the work of others.
● E2-The Arts and Other Disciplines: Students analyze skills and concepts that are
similar across disciplines.
criteria and related to time management, interpersonal interactions, or skill
development that will lead to success in the arts.
Objective(s):
● Students will be able to create an artistic representation of a superfood

● Students will be able to persuade people that their superfood is worth buying
● Students will be able to mathematically analyze the micronutrients and macronutrients
in each serving of their superfood.
● Students will be able to determine the daily value amounts in their superfood.
● Students will be able to manage their time to create their art in the time allocated.
● Students will recognize that art can be valuable across many disciplines by creating ana
advertisement.
Adaptations:
will provide the lab handout with large text and read the directions aloud if they prefer.
If I have a student with autism, I will make sure to give verbal time warnings to keep
the student on track and avoid frustration. The student may also work alone if they
prefer.
allow the student preferential seating, more time in the lab if needed, and I will read the
● Advanced learners or accelerated learners may work on the post lab questions and
assist other students still working on the lab.
● Formative: The formative assessment will be their work throughout the work periods.
The teacher will circulate and make note whether or not students are on task.
● Summative: The summative assessment will be their final advertisement. Students will
get full credit as long as they have a representation of their food, and some compelling
arguments as to why their food is worth buying. They must have some information on
the daily values and the components of their foods.
Materials:
● Projector
● Youtube video: https://youtu.be/ymfrsjzGKMA
● Watercolor paints
● Paintbrushes
● Paper
● Technology
● Handout
● Pencils
Opening:
● 0-10 min
○ Students will settle in for class. The teacher will explain that we will be doing
an activity on superfoods. He/she will ask students what a superfood is and if
they have any examples of them. After that they will explain that we will be
watching a short video and getting a short handout on superfoods. Once we
have done that, students will need to choose a food to paint artistically using
watercolors to make an advertisement. Once they paint, they will need to do
some research on their food to explain why it is a good food. For example, what
it includes for macronutrients, micronutrients, water content, how much you
can get from one serving, etc.
○ Students will watch a 1 minute Youtube video.
Work Session:
● 11-15 min
○ Students will choose their superfood.
○ Students will write their food of choice next to their name on the board so there
are no repeats.
● 16-80 min
○ Work on painting/researching
● 81-160 min
○ Work on painting/researching/working on ad
● 161-240 min
○ Work on painting/researching/working on ads. Finish them this day.
Closing:
● 241-320 min
○ Students will display and present their advertisements and paintings
○ Students will do a gallery walk
○ Students will bring their advertisements to the cafeteria and find a spot to
display them for students to see
● Handout: https://diamondpet.parado.cz/nutritional-integrity/super-foods/
● Video: https://youtu.be/ymfrsjzGKMA
Lesson Plan Day 18: What does your body need?

(Nutrition)
● While many of us have heard of calories, we may not know exactly what a calorie
really is and how many we need. This lesson will engage students on what our bodies
need and how many calories we actually need. Students will participate in a video and
take notes, as well as read an article and take notes. Then, students will use technology
to research how many calories their body needs and write it in their nutrition journal,
they do not need to share this number with anyone. They will conclude with an exit slip
that asks them to think critically about a graph of calories and carbohydrates.
Standard(s):
Health:
status.
■ Students analyze complex health concepts related to family life;
nutrition; personal health; safety and injury prevention; and tobacco,
alcohol, and other drug use prevention.
appropriate.
Mathematics:
variable.
● SR.A.3 Interpret linear models
Objective(s):
● Students will be able to describe what a calorie is

● Students will be able to determine how many calories their bodies need
● Students will be able to interpret a linear graph
● Students will be able to apply their learning to their personal life
Adaptations:
allow the student preferential seating, and more time if needed.
● Advanced learners or accelerated learners may work look more into other stories about
calories.
● Formative: Active participation and the exit slip.

● Summative: None for this, other than the nutrition journal.
Materials:
● Projector
● Video: https://youtu.be/VEQaH4LruUo
● Reading:
https://newsela.com/read/calorie-labels/id/12839/?search_id=672c12b6-c97e-4bcf-b27
2-e01758e93d6d
● Handout
● Pencils
● Technology
● Nutrition journal
Opening:
● 0-10 min
○ Students will settle into class and discuss what a calorie is. The teacher will
explain calories briefly and explain that calories are not the worst enemy in the
world and that we need them to live. He/she will also explain that people often
think they need less calories than they do, especially as high schoolers.
Work Session:
● 11-20 min
○ Students will watch the video on calories and take notes
● 21-30 min
○ Students will discuss the video with their peers
● 31-38 min
○ Students will read a Newsela article
● 39-50 min
○ Students will discuss the article with their peers and see if they have noticed
this in restaurants. The teacher will ask students to share out.
● 51-70 min
○ Students will use their devices to research how many calories they need. They
will record this in their journals.
Closing:
● 71-80 min
○ Handout of the graph for the exit slip, students should think critically and
explain what the graph is showing.
● Youtube video: https://youtu.be/VEQaH4LruUo
● Article:
https://newsela.com/read/calorie-labels/id/12839/?search_id=672c12b6-c97e-4bcf-b27
2-e01758e93d6d
● Graph:
https://rstudio-pubs-static.s3.amazonaws.com/548204_b9f98d7aa2b844caae44d032da1
32fef.html
Name:
Exit slip
What does this graph tell us? Explain your thinking.

Lesson Plan Day 19 and 20: What does your body need?

(Nutrition)
Lesson Length: 160 minutes Date of Lesson: Day 19 and 20 of Unit
● This lesson will be a continuation of calories. The calorimetry lab is how to show
students what a calorie is and how it is calculated. Students will follow a procedure to
determine how many calories are in a predetermined mass of cheeto.
● This will give students a hands-on real world experience to bring the idea to life.
● It is really important that students follow directions because this lesson uses fire and
can be dangerous.
● Once the lab is done, the next period, students will do a write up on their observations
and learning.
Standard(s):
Science:
● HS-PS1 Matter and Its Interactions
○ PS1.A: Structure and Properties of Matter
● HS-PS3 Energy
○ PS3.A: Definitions of Energy
○ PS3.B: Conservation of Energy and Energy Transfer
○ PS3.C: Relationship between Energy and Forces
Mathematics:
ELA:
○ Follow precisely a complex multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks, attending to
special cases or exceptions defined in the text.
Objective(s):
● Students will be able to conduct an experiment on calorimetry.

● Students will be able to describe the experiment.
● Students will be able to explain how calories are measured.
Adaptations:
will provide the lab handout with large text and read the directions aloud if they prefer.
If I have a student with autism, I will make sure to give verbal time warnings to keep
the student on track and avoid frustration. The student may also work alone if they
prefer.
● Advanced learners or accelerated learners may work on the write up and assist other
students still working on the lab.
● Formative: Actually conducting the lab will be formative.

● Summative: The write up will be summative.
Materials:
● Needle
● Cork stopper
● Crunchy cheeto
● Puffy cheeto
● Ring stand
● Small iron ring
● Aluminum can
● Watch glass
● Thermometer
● 100mL graduated cylinder
● 50 mL water
● Paper
● Lab notebook
● Technology
● Pencil
● Calculator

Opening:
● 0-3 min
○ The teacher will explain that we will be doing a calorimetry lab and show the
lab packet and the equipment we will be using.
Work Session:
● 4-70 min
○ The teacher will guide students through the experiment. Students will conduct
the experiment and document their data.
● 71-80 min
○ Students will clean up
Closing:
● 81-160 min
○ Students will do a write up on their lab, what they noticed, how this applies to
them, how things differ from the actual experiment to what we see on the label.
This will be due at the start of next class.
○ Students should also write in their nutrition journal about this.
● Lab packet:http://bcpshelpdeskhighschoolscience.weebly.com
Lesson Plan Day 21: Nutrition tools

(Nutrition)
● In this lesson, students will participate in an inquiry where they search the internet for
different nutrition tools. They should create a note sheet and jot down each one they
find and what it can be used for. They should play around with different tools. At the
end of the lesson, they will turn in their notes. At the resources part of this lesson plan
there will be a note taking sheet that students may use if they would like. Also at the
end of this lesson, students should journal about which tool they like the best.
Standard(s):

community health.
others.
appropriate.
Objective(s):
● Students will be able to find different nutrition tools

● Students will be able to summarize different nutrition tools
● Students will be able to use nutrition tools
● Students will be able to choose their preferred nutrition tool
Adaptations:
their IEP as I am required to do by law. For example, if I have a student with autism, I
frustration.
allow the student preferential seating, more time if needed.
● Advanced learners or accelerated learners may continue to research these tools.
● Formative: The summary sheet on the nutrition tools.

● Summative: None for this lesson.
Materials:
● Technology
● Note sheet
● Pencil
● Pen
Opening:
● 0-10 min
○ The teacher will explain to students that they are going to find nutrition tools
online such as MyPlate, myfitnesspal, and other tools, try them, and then
summarize what they are for and what they think about them.
Work Session:
● 11-65 min
○ Students will try using different nutrition tools and summarize them on their
sheet.
Closing:
● 66-80 min
○ Students will talk about which tool they like best in their nutrition journal.
● None, original lesson
Name:
Date:
Nutrition Tool Note Taking:
1.
2.
3.
4.
5.
Lesson Plan Day 22: Nutrition tools

(Nutrition)
● In this lesson, we will continue the discussion of nutrition tools. When we think about
nutrition tools, for many the food pyramid comes to mind. However, students will see
in this lesson that the food pyramid isn’t exactly accurate anymore. Students will read
an article on the food pyramid, discuss with their peers, and read another article about
eating the rainbow, and one more about MyPlate. They will then fill out a summary
sheet including each.
● This will help students navigate the tools they found and use tools that are accurate and
helpful.
Standard(s):

community health.
others.
appropriate.
Objective(s):
● Students will be able to summarize why the food pyramid is outdated.

● Students will be able to summarize “Eat the Rainbow”.
● Students will be able to summarize MyPlate.
Adaptations:
allow the student preferential seating, more time if needed, and I will read the
● Advanced learners or accelerated learners may work on their nutrition journal.
● Formative: The summary sheet.

● Summative: None other than the nutrition journal.
Materials:
● Article about food pyramid:

https://www.scientificamerican.com/article/rebuilding-the-food-pyramid/#:~:text=After%2
01992%20more%20and%20more,complex%20carbohydrates%20good%20for%20you
● Article about eat the rainbow:
https://www.heart.org/idc/groups/heart-public/@wcm/@fc/documents/downloadable/u
cm_466712.pdf
● Article about MyPlate:
https://newsela.com/read/dietary-guidelines/id/14041/?search_id=458934d9-e422-4816
-a9f7-400b32570b46
● Technology
● Note sheet
● Pen
● Pencil
Opening:
● 0-10 min
○ The teacher will explain that the food pyramid used to be used a lot but now it
is outdated. Students will read an article on this, and then read a few on other
resources.
Work Session:
● 11-70 min
○ Students will read the three articles and summarize them on the sheet.
○ Once students have finished, they will discuss with their table mates.
○ Once everyone has finished sharing, students will share with the whole group.
Closing:
● 71-80 min
○ Students will turn in their notesheet and begin journaling about how they could
apply these topics to their lives.
● Article about food pyramid:
https://www.scientificamerican.com/article/rebuilding-the-food-pyramid/#:~:text=After%2
01992%20more%20and%20more,complex%20carbohydrates%20good%20for%20you
● Article about eat the rainbow:
https://www.heart.org/idc/groups/heart-public/@wcm/@fc/documents/downloadable/u
cm_466712.pdf
● Article about MyPlate:
https://newsela.com/read/dietary-guidelines/id/14041/?search_id=458934d9-e422-4816
-a9f7-400b32570b46
Name:
Date:
Analyzing Different Tools: Jot down some notes about each!
Food Pyramid:
Eat the Rainbow:
MyPlate:
Lesson Plan Day 23, 24, and 25: Nutrition Tools

(Nutrition)
● In this lesson, students will build upon what we did the last two lessons and create a
meal plan for a week using aspects of MyPlate and Eat The Rainbow. They can do this
on paper or on technology. They have freedom to be independent with a partner to
make this however they would like.
● This is to connect the prior learning to their lives and make it more meaningful.
Standard(s):

community health.
others.
appropriate.
Objective(s):
● Students will be able to use MyPlate and Eat the Rainbow to create a week’s worth of
meals.
Adaptations:
● Advanced learners or accelerated learners may work on their nutrition journals or add
snacks to their meals.
● Formative: Work during the period will be monitored to make sure students are on task.
● Summative: The meal plan will be the summative assessment. As long as students are
making an effort to use MyPlate and Eat the Rainbow, they will get credit.
Materials:
● Technology
● Paper
● Pencils
● Pens
Opening:
● 0-10 min
○ The teacher will explain the expectations:
■ Students are expected to create a week’s worth of meals (7 days),
breakfast, lunch, and dinner, using the ideas from MyPlate and Eat the
Rainbow.
■ You have freedom to determine how you want to do this, you can work
with a partner to create a menu, you can list the items, etc.
Work Session:
● 11-80 min
○ Work period, the teacher will circulate
● 81-160 min
○ Continue work period
● 161-238 min
○ Continue work period
Closing:
● 239-240 min
○ Tell students that this will be due next class and should finish it up.
Lesson Plan Day 26: Importance of Fitness

(Nutrition)
● Fitness and mindfulness are extremely important when it comes to nutrition. Many
people think of nutrition as just food, but fitness is a huge part of this! In this lesson,
students will investigate how important fitness is to their bodies, discuss with their
peers, watch a video to reiterate the importance, and then participate in a mindfulness
activity as a class.
● Too often we get busy in the classroom and forget that students have a lot going on too.
This mindfulness activity will give them a chance to think and give them a resource to
use.
Standard(s):
Objective(s):
● Students will be able to recognize the importance of fitness

● Students will be able to discuss the importance of fitness
● Students will be able to participate in a mindfulness activity
Adaptations:
will allow them to sit close to the screen if they prefer, and I will provide large text. If I
● Advanced learners or accelerated learners may research more on fitness.
● Formative: The discussion between peers after reading will be listened to and assessed
to make sure everyone is on the right track.
Materials:
● Technology
● Video: https://www.youtube.com/watch?v=dwMMn2FdBFQ
● Mindfulness activity: https://www.youtube.com/watch?v=X462QPGZQt4
● Article:
https://www.sciencenewsforstudents.org/article/active-bodies-build-stronger-brains-ado
lescent-health
Opening:
● 0-10 min
○ The teacher will explain the importance of fitness in nutrition. Then the teacher
will tell students that they are going to read an article and then discuss the
importance in their small groups.
Work Session:
● 11-25 min
○ Students will read the article
● 26-30 min
○ Students will discuss the article
● 31-37 min
○ Students will watch the video
● 38-55 min
○ Students will participate in the mindfulness activity
● 56-70 min
○ Students will discuss how the mindfulness made them feel
Closing:
● 71-80 min
○ Students will write in their journals about how they can connect these things to
their lives.
● Video: https://www.youtube.com/watch?v=dwMMn2FdBFQ
● Mindfulness activity: https://www.youtube.com/watch?v=X462QPGZQt4
● Article:
https://www.sciencenewsforstudents.org/article/active-bodies-build-stronger-brains-ado
lescent-health
Lesson Plan Day 27: Eating disorders

(Nutrition)
● To start, the teacher will need to make sure students know that the classroom is a safe
place and that if anyone is uncomfortable with this lesson they can let the teacher know
and we can figure out an alternative lesson for the student. This lesson will be on eating
disorders, a big problem with pre-teens and teenagers.
● In this lesson, students will work in small groups to research a specific eating disorder
and use technology to create a powerpoint to raise awareness. They will also create a
small poster about it with community resources to help.
● Even though this isn’t directly related to nutrition, it can cause malnutrition which is
important to discuss and give students resources.
Standard(s):

prevention
community health.
others.
Objective(s):
● Students will be able to research eating disorders and create community resources for
them.
● Students will be able to read about other group’s research.
Adaptations:
● Advanced learners or accelerated learners may research other eating disorders.
● Formative: Discussion as students work.

● Summative: The resources students compile to display.
Materials:
● Technology
● Groups
Opening:
● 0-10 min
○ The teacher will explain that we will be discussing eating disorders which may
be uncomfortable to some students and if they do not want to participate they
can talk to the teacher and find an alternative lesson. Ensure that this is a safe
space for students.
○ The teacher will tell students that they will work in groups to research an eating
disorder, they will create a powerpoint and a poster with some information and
resources. The poster will be displayed in the school.
Work Session:
● 11-75 min
○ Work period
Closing:
● 76-80 min
○ Print posters
○ Journal in nutrition journal, this is the last entry.
Lesson Plan Day 28: Food Insecurity

(Nutrition)
● In this lesson, we will be discussing food insecurity, a big topic in nutrition. In this, the
room will be split into three groups which will research overnutrition, undernutrition,
and malnutrition. After this, they will all share out. Then students will participate in a
quick write on how this relates to poverty and food insecurity.
● At the end of this, students will begin working on their write up of their nutrition
journal which will be due next class.
Standard(s):
● HS-ETS1-3.
○ Evaluate a solution to a complex real-world problem based on prioritized
criteria and trade-offs that account for a range of constraints, including cost,
safety, reliability, and aesthetics as well as possible social, cultural, and
environmental impacts.
prevention
Objective(s):
● Students will be able to describe overnutrition, undernutrition, and malnutrition.

● Students will be able to explain how these problems might relate to poverty and food
insecurity.
Adaptations:
their IEP as I am required to do by law. For example, if I I have a student with autism, I
● Formative: The quick write will be the formative assessment for this.
● Summative: The write up on the nutrition journal due next class will be the summative
assessment for a large part of the unit.
Materials:
● Technology
● Groups
● Journal for quick write
● Pencil
Opening:
● 0-10 min
○ The teacher will tell students that overnutrition, malnutrition, and
undernutrition are important things to think about and many people go through
it each day. He/she will tell students to split the room into 3 and each group will
research one part. Once they have enough notes, they will share out to the rest
of the class.
Work Session:
● 11-50 min
○ Students will research overnutrition, undernutrition, and malnutrition.
● 51-70 min
○ Students will share their research with the group
Closing:
● 71-80 min
○ Students will do a quick write in their notebooks to the question of “How do
these three topics relate to poverty and food insecurity?”
Lesson Plan Day 29: Food insecurity

(Nutrition)
● As a social action project, students will use their information on food insecurity to set
up a food drive as an end of unit project. The teacher will serve as a coach here and let
the students lead the way.
● They will need to look into nutrition, engineer a plan, time, place, advertise, and
explain how it’s going to help. This will be an ongoing project worked on for a while in
every period.
Standard(s):
Social Studies:
● Students draw from concepts and processes in personal finance to understand issues of
money management, saving, investing, credit, and debt; students draw from concepts
and processes in economics to understand issues of production, distribution,
consumption in the community, Maine, the United States, and the world.
○ D1: Analyzing multiple views on how resource distribution has affected wealth,
poverty, and other economic factors and present an argument as to the role of
regional, international, and global organizations that are engaged in economic
development.
involving people, places, and environments in the community, Maine, the United
States, and the world.
● HS-ETS1-4.
complex real-world problem with numerous criteria and constraints on
interactions within and between systems relevant to the problem
Health:
community health.
others.
Objective(s):
● Students will be able to engineer a plan to create a food drive

● Students will be able to organize a food drive
● Students will be able to discuss the importance of a food drive
● Students will be able to advertise a food drive
Adaptations:
allow the student preferential seating.
● Formative: Participation will be the formative assessment.

● Summative: The summative assessment will be a successful food drive.
Materials:
● Whatever the students need
Opening:
● 0-10 min
○ The teacher will explain that we will be creating a food drive as an end of unit
project. He/she will explain that students will have freedom with this and will
need to look into nutrition, engineer a plan, advertise, and explain how it helps.
Work Session:
● 11-75 min
○ Students will get to work
Closing:
● 76-80 min
○ Students will clean up
Lesson Plan Day 30: Where does our food come from?

(Nutrition)
● In this lesson, students and the teacher will brainstorm common foods in the United
States. Together they will research whether they are native foods or if they are imported
here from other countries. They will then share out what they find.
● After this activity, students will work on the food drive.
Standard(s):

Objective(s):
● Students will be able to determine whether a food is native to the United States or not.
Adaptations:
will allow them to sit close to the board if they prefer. If I have a student with autism, I
frustration.
● Formative: Brainstorming and sharing will be the formative assessment.

● Summative: The food drive is the summative assessment.
Materials:
● Whiteboard
● Marker
● Technology
● Whatever the students need for the food drive
Opening:
● 0-5 min
○ The teacher will explain that we are going to think about whether foods that are
popular here are native or not.
Work Session:
● 6-20 min
○ The students and teacher will brainstorm foods on the board
● 21-40
○ Students will research whether the food is native or not and share out.
Closing:
● 41-80 min
○ Students will work on the food drive
Lesson Plan Day 31: How different cultures use nutrition

(Nutrition)
● In this lesson, students will be participating in a transformation approach where they

look into what drives a specific culture’s food choices. They will then create an artistic
representation of a meal that is “not American”. This can be done by using pencil,
markers, paint, play dough, etc. Students will then share their ideas, then work on the
food drive.
Standard(s):

Objective(s):
● Students will be able to investigate how other cultures use nutrition.
Adaptations:
allow the student preferential seating, more time if needed.
● Formative: Their artistic representation of a meal.

Materials:
● Whatever students need for their representation

● Technology
Opening:
● 0-10 min
○ The teacher will explain that we will be researching how other cultures use
nutrition and we will create an artistic representation of a nutritious meal that is
not standard “American” culture. We will then share out and then work on our
food drive.
Work Session:
● 11-50 min
○ Students will research and make their representation
● 51-60 min
○ Students will share their meal
Closing:
● 61-80 min
○ Students will work on the food drive.
Lesson Plan Day 32: GMOs

(Nutrition)
● To begin this lesson, students will work as a whole class to generate a pros and cons
chart on the board of GMOs. After this, two guest speakers will arrive. An advocate for
GMOs (depending on availability) and an organic farmer against GMOs (depending on
availability). This will give students two perspectives and allow them to be further
educated and make a decision.
● After the speakers leave, students will be assigned a write up on their own opinion,
then if there is time they can work on the food drive.
Standard(s):
● No specific standard for GMOs, but an important topic in nutrition.
Objective(s):
● Students will be able to decide their opinion on GMOs.
Adaptations:
frustration.
allow the student preferential seating.
● Formative: The write up based on student opinion

● Summative: This will be assigned next class where they create their own GMO.
Materials:
● 2 speakers
● White board
● marker
Opening:
● 0-15 min
○ The teacher will explain that there are two guest speakers coming to discuss
GMOs. One is an advocate for them, the other is not.
○ They will make a pros/cons chart together about GMOs.
Work Session:
● 16-30 min
○ The first speaker will speak
● 31-45 min
○ The second speaker will speak
● 46-50 min
○ Students will be assigned the opinion paper (1 page)
Closing:
● 51-80 min
○ Students will work on food drive.
Lesson Plan Day 33 and 34: GMOs

(Nutrition)
Lesson Length: 160 minutes Date of Lesson: Day 33 and 34 of Unit
● As a social action approach, students will create their own GMOs. As we discussed,
GMOs are helpful and potentially harmful. However, in some cases, they can provide
essential nutrients or minerals that we may be lacking. In this assignment, students will
engineer a model and technologically create a GMO and explain how it would be
grown. They would discuss what you get from it and who it helps. They will have one
class period to work on this and then they will share their ideas during the next period.
At the end of sharing, they will finish up the food drive work as the next day we have
class the food drive is open to the public and people can take things.
Standard(s):
● HS-ETS1-1.
● HS-ETS1-2.
● HS-ETS1-3.
○ Evaluate a solution to a complex real-world problem based on prioritized
criteria and trade-offs that account for a range of constraints, including cost,
safety, reliability, and aesthetics as well as possible social, cultural, and
environmental impacts.
● HS-ETS1-4.
complex real-world problem with numerous criteria and constraints on
interactions within and between systems relevant to the problem
Objective(s):
● Students will be able to engineer a GMO and explain its usefulness

● Students will be able to create a technological model of their GMO.
Adaptations:
frustration.
● For a student with a 504 plan, I will provide all necessary accommodations.
● Advanced learners or accelerated learners may work on another GMO.
● Formative: Participation.
● Summative: Their GMO idea.
Materials:
● Technology
Opening:
● 0-10 min
○ The teacher will explain that they will create their own GMOs. As we
discussed, GMOs are helpful and potentially harmful. However, in some cases,
they can provide essential nutrients or minerals that we may be lacking. In this
assignment, students will engineer a model and technologically create a GMO
and explain how it would be grown. They would discuss what you get from it
and who it helps.
○ They will have one class period to work on this and then they will share their
ideas during the next period. At the end of sharing, they will finish up the food
drive work as the next day we have class the food drive is open to the public
and people can take things.
Work Session:
● 11-80 min
○ Work on GMO
● 81-100 min
○ Share GMO idea
Closing:
● 101-160 min
○ Finish up food drive
Lesson Plan Day 35:

(Nutrition)
Date of Lesson: Day 35 of Unit
**Note: this is the day the food drive opens to the public, so there is no official lesson plan.
Students will run the food drive and as long as they participate will get full credit for this
summative assessment.

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INTERDISCIPLINARY UNIT:

The Importance of Nutrition

Unit Summary and Statement of Importance:

Activity: Science Technology Engineering Art Mathematics ELA

Engineering, Technology, and Applications of Science:

➔ Introduction: What is nutrition?

Day 1 Day 2 Day 3 Day 4 Day 5

Introduction: What Introduction: What Introduction: What Introduction: What Digestion:

Day 6 Day 7 Day 8 Day 9 Day 10

Digestion: Digestion: Digestion: Macronutrients: Macronutrients:

Day 11 Day 12 Day 13 Day 14 Day 15

Day 16 Day 17 Day 18 Day 19 Day 20

Day 21 Day 22 Day 23 Day 24 Day 25

Eat the rainbow:

Discuss and share

Day 26 Day 27 Day 28 Day 29 Day 30

Day 31 Day 32 Day 33 Day 34 Day 35

How different GMOs: GMOs: GMOs Open up food

Teacher Candidate: Christina Bowman Grade Level/Subject: 10th Grade STEAM

Lesson Length: 80 minutes Date of Lesson: Day 1 of Unit

Central Focus & Context:

● In this lesson, students will be introduced to the multidisciplinary unit of nutrition.

● Students will be able to ask meaningful questions to a nutritionist.

● Nutritionist (guest speaker)

Procedures and Timeline

● Original lesson, no references

Teacher Candidate: Christina Bowman Grade Level/Subject: 10th Grade STEAM

Lesson Length: 80 minutes Date of Lesson: Day 2 of Unit

Central Focus & Context:

● A. Health Concepts: Students comprehend concepts related to health promotion and

● Youtube video: https://youtu.be/zKQGAv8gtBA

Procedures and Timeline

Teacher Candidate: Christina Bowman Grade Level/Subject: 10th Grade STEAM

Lesson Length: 80 minutes Date of Lesson: Day 3 of Unit

Central Focus & Context:

● Youtube video: https://www.youtube.com/watch?v=HC20OoIgG_Y

Teacher Candidate: Christina Bowman Grade Level/Subject: 10th Grade STEAM

Lesson Length: 80 minutes Date of Lesson: Day 4 of Unit

Central Focus & Context:

● Handout (see student materials)

Procedures and Timeline

● None, original lesson.

Create a Two Day Menu of Nutritious Food!

Teacher Candidate: Christina Bowman Grade Level/Subject: 10th Grade STEAM

Lesson Length: 80 minutes Date of Lesson: Day 5 of Unit

Central Focus & Context:

● Students will be able to discuss human digestion.

● Youtube video: https://www.youtube.com/watch?v=s06XzaKqELk

Procedures and Timeline

● Youtube video: https://www.youtube.com/watch?v=s06XzaKqELk

Teacher Candidate: Christina Bowman Grade Level/Subject: 10th Grade STEAM

Lesson Length: 240 minutes Date of Lesson: Day 6, 7, and 8 of Unit

Central Focus & Context:

● Students will be able to develop a model of the digestive system.

Procedures and Timeline

● None, original lesson.

Teacher Candidate: Christina Bowman Grade Level/Subject: 10th Grade STEAM

Lesson Length: 80 minutes Date of Lesson: Day 9 of Unit

Central Focus & Context:

● Students will be able to discuss what a macronutrient is.

● Youtube video: https://www.youtube.com/watch?v=smPR215SRzM

Procedures and Timeline

Teacher Candidate: Christina Bowman Grade Level/Subject: 10th Grade STEAM