Manning


 * Understanding By Design Lesson Template**

|||| The Six Essential Nutrients || **Grade Level** |||| 11th Grade || If a person’s diet does not contain enough iron, his or her tissues may not get all the oxygen they need. Explain why this is so. How can your diet today affect your future health? || How does diet affect cholesterol levels in the blood? What does it mean to say that food is nutrient-dense? What roles does water play in the body? What are some ways that people with high blood pressure can reduce their sodium intake? How is metabolism related to the nutrients in food? Why is it important for teens to get enough calcium? || Foods that are high in calories are unhealthy. Vegetarian diets are low in protein. As part of a healthy diet, people need to take dietary supplements. || Students will know… |||||| ** Skills ** Students will be able to… || Identify the two main classes of vitamins. List seven minerals your body needs in significant amounts. |||||| Explain how the body obtains energy from food. Describe the roles that fats, carbohydrates, proteins, vitamins, minerals, and water play in your body. || 2.Have students bring in empty food boxes from a variety of foods that students typically eat. Distribute the items to small groups of students. Each group should analyze the foods’ carbohydrates content and determine whether each food group is a better source of sugars or starches. Groups should also compare the amount of fiber in each food. Using the empty food boxes, identify foods that are enriched with vitamins. Have students identify which vitamins are added to foods and in what amounts. Discuss why food manufacturers might add vitamins to foods. 3.Present students with this scenario: You are thinking of becoming a vegan, but you are concerned about how to include enough water-soluble vitamins in your diet. Ask: Which water-soluble vitamin might be most difficult to obtain from your diet? Where would you go for trustworthy information about the safety of vegan diets? What foods would be important to include in your diet? || Have students create a bulletin board display of simple and complex carbohydrates. ||
 * **Title of Lesson**
 * **Curriculum Area** |||| Health Education || **Time Frame** |||| 3 Blocks ||
 * **Developed By** |||||||||| Lawrence Manning ||
 * ** Identify Desired Results (Stage 1) ** ||
 * ** Content Standards ** ||
 * ** 2.1.12.B.3 Students will analyze the unique contributions of each nutrient class to one’s health. ** ||
 * ** Understandings ** |||||| ** Essential Question(s) ** ||
 * **Overarching Understanding** |||| **Overarching** || **Topical** ||
 * How the food that you eat affects your health in many ways—how you look and feel, how well you resist disease, and even how well you perform mentally and physically. |||| In many cultures, people get little protein from animal sources. How might these people obtain the protein they need?
 * **Related Misconceptions** ||
 * Fats are “bad” because of all the talk of low-fat diets.
 * ** Knowledge **
 * The three classes of nutrients that supply your body with energy.
 * ** Assessment Evidence (Stage 2) ** ||
 * ** Performance Task Description ** ||
 * **Goal** |||||||||| ||
 * **Role** |||||||||| ||
 * **Audience** |||||||||| ||
 * **Situation** |||||||||| ||
 * **Product/Performance** |||||||||| ||
 * **Standards** |||||||||| ||
 * ** Other Evidence ** ||
 * 1.In their journals, have students list foods they typically eat that are high in saturated fats. Have students make another list of foods that are high in trans fats. Then challenge the students to list some changes they could make to their diet to lower their intake of fats.
 * ** Learning Plan (Stage 3) ** ||
 * ** Where are your students headed? Where have they been? How will you make sure the students know where they are going?** |||||||| Students recognize what nutrients are. How does the body get these from the food we eat. ||
 * **How will you hook students at the beginning of the unit?** |||||||| Survey students knowledge of food and nutrition. Address any misconceptions while teaching this section. ||
 * **What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?** |||||||| Have students prepare a menu for one day that emphasizes the need for the essential nutrients. ||
 * **How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?** |||||||| List vocabulary terms on the board, and have students give facts about each term. ||
 * **How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?** |||||||| Students will write five questions that relate to section objectives. Have students exchange questions with a partner and answer them. ||
 * **How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?** |||||||| Have students find and share recipes for dishes that have complementary plant proteins, such as rice and beans.
 * **How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?** |||||||| Cooperative learning, Differentiated instruction,Teacher demo,Class discussion, Guided notes, Active learning ||

From: Wiggins, Grant and J. Mc Tighe. (1998). //__Understanding by Design__//, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)

Your essential questions are great. However what role will your studetns assume in order to see if they understahd?