ajayereflectionpost.files.wordpress.com€¦ · Web viewCurriculum Module. Ajaye Lovett. April...

Running head: Curriculum Module 1

Curriculum Module

Ajaye Lovett

April 18, 2016

Dr. Richard Cleveland

Coun 7437

Georgia Southern University

Curriculum Module2

Curriculum Module

NEED:

The need I found was on nutrition and making healthy choices. I observed most students went

off campus for lunch and went to the teachers and asked them if this was common for the

students. Seven out of ten teachers said this was very common because of the fast food

restaurant located a mile away from the high school. I also talked to administration, school

counselors, and front desk personnel who agreed that most kids 16 and up go off campus for

lunch. I then created a Needs Assessment, which targeted the student’s age 16 and older. The

assessment asked questions about their nutritional habits, if they eat off campus, and their daily

amount of exercise. It was concluded that while the students were getting enough exercise, they

were lacking in the nutrition area.

LEVEL:

This curriculum is intended for a 9th-12th grade nutrition class. Even though there are

students who are under 16 in 9th and 10th grade, they can still learn about healthy eating, making

good choices, and consequences of living a unhealthy lifestyle.

CURRICULUM Nutrition 1

Curriculum Module3

GRADE LEVEL(S) 9-12thSUBJECT Track your snack

STANDARDS & OBJECTIVES/LEARNING TARGETS – What is this lesson based on?List and cite the standards to be covered in this lesson.Behavior b.3 3. Demonstrate ability to work independently Mindset 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health.

List the objectives or learning targets (e.g., skills, concepts, behaviors, etc.) students will accomplish at the conclusion of the lesson?

1. Summarize why healthy snacking is important. 2. Choose healthier snack options based on their nutritional content (calories, empty calories, and

sodium). 3. Explain the importance of monitoring total calorie, empty calorie, and sodium intake in their

diet. FORMATIVE & SUMMATIVE ASSESSMENT – How will students demonstrate their learning?Describe FORMATIVE assessment activitiesStudents categorizing their snacks into food groups.

Were the students able to correctly place snacks in the proper food group?

What is this activity designed to assess?

Feedback to students

Describe SUMMATIVE assessment activities

Evaluative criteria for grading/assessing

Assess student’s knowledge on food groups.

Ask 3 questions:1. Why do we need foods from all five food groups? 2. Why is it important to make healthy snack choices? 3. What prevents you from making healthy snack choices? How can you overcome these barriers?

1. Can the students answer the questions correctly?



INSTRUCTION & STUDENT ENGAGEMENT – What will be occurring during this lesson?


1. Was the information given about healthy snacking clear?2. Can the students demonstrate new knowledge on healthy snacking?

Provide an outline of all activities and experiences which will take place during the lesson. List these in

Curriculum Module4

sequential order providing time estimates for each segment.TIME

2 min Review Learning Objectives

10 min Provide information about healthy snacking.

10 min Snacking activity- Choose snacks you eat and see if they align with the food groups

10 min Reflection questions

Put your favorite snacks into their Food Group:

Grains:

Vegetables:

Dairy:

Fruits:

Proteins:

Curriculum Module5

CURRICULUM Nutrition 2GRADE LEVEL(S) 9-12thSUBJECT My Plate

STANDARDS & OBJECTIVES/LEARNING TARGETS – What is this lesson based on?List and cite the standards to be covered in this lesson.Mindset 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being Behavior b.3. Demonstrate ability to work independently HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health.


1. Identify how many calories they need in a day. 2. Understand the five food groups and devise strategies for meeting their daily food group

targets. 3. Describe the importance of eating a variety of foods to meet daily nutrient and caloric needs.

FORMATIVE & SUMMATIVE ASSESSMENT – How will students demonstrate their learning?Describe FORMATIVE assessment activities




My Plate activity 1. Can the students correctly form a healthy meal for themselves?

1. See if students have paid attention to information given?





Answer 3 questions:1. What are the five food groups? 2. List three foods that are in the Grains group3.Do you think you meet your daily food group targets on a typical day?


1. Was the information given clear?2. Can student’s remember specific information about the lesson?3. How healthy are the diets of the students?

INSTRUCTION & STUDENT ENGAGEMENT – What will be occurring during this lesson?Provide an outline of all activities and experiences which will take place during the lesson. List these in sequential order providing time estimates for each segment.

TIME ACTIVITY DESCRIPTION2 min Review learning objectives

10 min Distribute the What’s On Your Plate? handout and discuss the importance of eating a variety of foods:

Curriculum Module6

10 min What’s on your Plate activity

10 min Discussion questions

Curriculum Module7

CURRICULUM Nutrition 3GRADE LEVEL(S) 9-12th

SUBJECT Building healthy meals

STANDARDS & OBJECTIVES/LEARNING TARGETS – What is this lesson based on?List and cite the standards to be covered in this lesson.Mindset 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being Behavior b.3. Demonstrate ability to work independently HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health. List the objectives or learning targets (e.g., skills, concepts, behaviors, etc.) students will accomplish at the conclusion of the lesson?

1. Review Tips for a Healthy Meal. 2. Create a sample menu that meets daily food group targets.





Create a menu activity Did student complete at least 3 days worth of nutritional meals?

Can students create a nutritional menu for themselves?





1. What are some strategies for building a healthy meal? 2. What steps will you take to eat healthier meals? 3. Do you have any barriers preventing you from eating healthier meals? If so, how might you overcome them?



TIME ACTIVITY DESCRIPTION2 min Review objectives

10 min Talk about tips for healthy meals handout

10 min Create a menu activity


Curriculum Module8

10 Tips for Healthy Mealso Make half your plate veggies and fruits: Vegetables and fruits are full of nutrients and help to promote good health. Choose red, orange, and dark-green vegetables such as tomatoes, sweet potatoes, and broccoli. o Add lean protein: Choose protein foods, such as lean beef and pork, or chicken, turkey, beans, or tofu. Twice a week, make seafood the protein on your plate. o Include whole grains: Aim to make at least half your grains whole grains. Look for the words “100% whole grain” or “100% whole wheat” on the food label. Whole grains provide more nutrients, like fiber, than refined grains. o Don’t forget the dairy: Pair your meal with a cup of fat-free or low-fat milk. They provide the same amount of calcium and other essential nutrients as whole milk, but less fat and calories. Don’t drink milk? Try soymilk (soy beverage) as your beverage or include fat-free or low-fat yogurt in your meal. o Avoid extra fat: Using heavy gravies or sauces will add fat and calories to otherwise healthy choices. For example, steamed broccoli is great but avoid topping it with cheese sauce. Try other options, like a sprinkling of low-fat parmesan cheese or a squeeze of lemon. o Take your time: Savor your food. Eat slowly, enjoy the taste and textures, and pay attention to how you feel. Be mindful. Eating very quickly may cause you to eat too much. o Use a smaller plate: Use a smaller plate at meals to help with portion control. That way you can finish your entire plate and feel satisfied without overeating. o Take control of your food: Eat at home more often so you know exactly what you are eating. If you eat out, check and compare the nutrition information. Choose healthier options such as baked instead of fried.

Plan Your Meals

Monday:

Breakfast

Lunch

Dinner

Tuesday:

Breakfast

Curriculum Module9

Lunch

Dinner

Wednesday:

Breakfast

Lunch

Dinner

Thursday:

Breakfast

Lunch

Dinner

Friday:

Breakfast

Lunch

Dinner

Curriculum Module10

CURRICULUM Nutrition 4GRADE LEVEL(S) 9-12thSUBJECT Drink Smart

STANDARDS & OBJECTIVES/LEARNING TARGETS – What is this lesson based on?List and cite the standards to be covered in this lesson.Mindset 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being Behavior a.1. Demonstrate critical-thinking skills to make informed decisions HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health. List the objectives or learning targets (e.g., skills, concepts, behaviors, etc.) students will accomplish at the conclusion of the lesson?• Understand the importance of choosing healthy beverages. • Identify the amounts of added sugar in popular drink choices. FORMATIVE & SUMMATIVE ASSESSMENT – How will students demonstrate their learning?Describe FORMATIVE assessment activities




1. Myth or fact activity2. Added sugar activity


1. Students knowledge on the myths and facts of drinks2. Can students accurately assess sugars in drinks?





1. What are 2 negative effects of a sugary diet?2. Is Coke or sweet tea better for you?


1. Did students pay attention to the activity?2. can students now determine which drink is better for them?



5 min Myth or Fact activity

5 min Guess the added sugar activity (http://www.southeastdairy.org/wp-content/uploads/2015/09/Professional-Resources_2.pdf)

10 min Discuss negative health effects of sugary diet

Curriculum Module11


Have students guess if the statement is a fact or myth.- Consuming large amounts of sugar can cause you to gain too much weight - TRUE - Eating sugar contributes to cavities in the teeth - TRUE- People who are lactose intolerant must avoid all dairy foods - FALSE- Flavored milk is not good for children because of its sugar content - FALSE- All milk, regardless of fat content contains vitamin D - TRUE- Whole milk has more nutrients than lower fat milk - FALSE

Curriculum Module12

CURRICULUM Nutrition 5GRADE LEVEL(S) 9-12thSUBJECT Got Milk?

STANDARDS & OBJECTIVES/LEARNING TARGETS – What is this lesson based on?List and cite the standards to be covered in this lesson.Mindset 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being 1. Demonstrate critical-thinking skills to make informed decisions HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health.






Milk quiz 1. Can the students answer the questions correctly?

1. Students knowledge on milk





1. Name 3 reasons milk is good for you.2. Which milk is best for you?


1. see if students paid attention


TIME ACTIVITY DESCRIPTION2 min Review Objectives

10 min Talk about differences in milk (1%, 2%, whole, skim)

10 min Take milk quiz together http://www.healthyeating.org/Healthy-Eating/Healthy-Eating-Tools/Bone-Up-On-Milk.aspx


Curriculum Module13

CURRICULUM Nutrition 6GRADE LEVEL(S) 9-12th

SUBJECT Make your Calories Count

STANDARDS & OBJECTIVES/LEARNING TARGETS – What is this lesson based on?List and cite the standards to be covered in this lesson.Mindset 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being 1. Demonstrate critical-thinking skills to make informed decisions HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health. List the objectives or learning targets (e.g., skills, concepts, behaviors, etc.) students will accomplish at the conclusion of the lesson?Use the Nutrition Facts Label for Healthy eating Size up your serving and calories





Label activity Can students answer the questions?

Students previous knowledge on nutrition labels





1. What nutrients do you need to limit?2. What is a question you need to ask yourself while reading a label?

Can students answer the questions correctly

Students knowledge on food labels


TIME ACTIVITY DESCRIPTION2 min Review Objectives20 min Go through label activity

http://www.accessdata.fda.gov/videos/CFSAN/HWM/hwmsk02.cfm

10 min Review questions

Curriculum Module14

CURRICULUM Nutrition 7GRADE LEVEL(S) 9-12thSUBJECT Protein

STANDARDS & OBJECTIVES/LEARNING TARGETS – What is this lesson based on?List and cite the standards to be covered in this lesson.Mindset 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being Behavior a.1. Demonstrate critical-thinking skills to make informed decisions HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health. List the objectives or learning targets (e.g., skills, concepts, behaviors, etc.) students will accomplish at the conclusion of the lesson?

1. Review what a protein is2. Discuss tips for choosing protein





What is a protein? How much should you have? What are good sources of protein?

Can students answer questions correctly?

Previous knowledge on proteins





1. |How many times a week should you eat seafood?2. What is in a healthy sandwich?3. Name 3 plant proteins.

Can students answer questions correctly?

Knowledge obtained from handout



5 min Initial review questions

Curriculum Module15

10 min Discuss protein tip handout http://www.schoolnutritionandfitness.com/data/pdf/DGTipsheet6ProteinFoods.pdf

10 min Review questions

CURRICULUM Nutrition 8GRADE LEVEL(S) 9-12thSUBJECT Nutrition Bingo

STANDARDS & OBJECTIVES/LEARNING TARGETS – What is this lesson based on?List and cite the standards to be covered in this lesson.Mindset 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being Behavior a.4. Apply self-motivation and self-direction to learning HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health. List the objectives or learning targets (e.g., skills, concepts, behaviors, etc.) students will accomplish at the conclusion of the lesson?See if students are in alignment with the nutrition knowledge they have learned





Bingo Activity Can students identify healthy foods eaten that day?

Are students eating healthy?





What are some foods you have not eaten today?When will you be able to eat these essential foods?

Can students answer the questions?

Critical thinking skills of the students in reference to their nutritional health.



10 min Students will cross off nutritional foods they have eaten that day


Curriculum Module16

Curriculum Module17

CURRICULUM Nutrition 9GRADE LEVEL(S) 9-12 thSUBJECT Whole Grains


1. Review what a grain is2. Discuss tips for choosing whole grain





What is a grain?How many grains should we eat?List 3 grains.

Can students answer questions correctly

Previous knowledge on grains.





What are some grain snacks?What is a simple switch you can make to go whole grain?

Can students answer the questions correctly?

Knowledge on grain handout



10 min Ask students grain questions

10 min Review whole grain handout http://www.schoolnutritionandfitness.com/data/pdf/DGTipsheet4MakeHalfYourGrainsWhole

Curriculum Module18

.pdf10 min Discussion questions

CURRICULUM Nutrition 10GRADE LEVEL(S) 9-12thSUBJECT What is one serving?


Identify correct servings for each food groupsFORMATIVE & SUMMATIVE ASSESSMENT – How will students demonstrate their learning?Describe FORMATIVE assessment activities




Servings quiz Can students correctly answer the right amount of servings they should have per day?

Evaluate their knowledge up to this point





1 cup is equal to what fruit?1 cup is equal to what vegetable?1 cup is equal to what dairy?

Can the students correctly answer the question?

Did they learn anything from the handout?



10 min Servings quiz

10 min Review servings handout


Curriculum Module19

Servings quiz

GRAINS__-_ ounces per

day (__ servings)

VEGETABLES__-__ cups per

day (__ servings)

FRUITS__-__ cups per

day (__ servings)

DAIRY__-__ cups per

day (__ servings)

PROTEIN__-__ ounces per

day (__ servings)

Curriculum Module20

What is One Serving?

GRAINS6-10 ounces per day

(6 servings)

VEGETABLES2 ½ - 4 cups per

day (3 servings)

FRUITS1 ½ - 2 ½ cups per

day (2 servings)

DAIRY3-4 cups per day

(3 servings)

PROTEIN5-7 ounces per day

(2 servings)

Make at least half of your grains whole

grains

Make half of your plate vegetables

and fruits.

Make half of your plate fruits and

vegetables

Select 1% or non-fat dairy foods

Vary your protein (including dried

beans)1 ounce is equal to:

1 slice bread1 cup breakfast cereal½ cup rice½ cup pasta½ cup cooked cereal

1 cup is equal to:

1 large baked potato or sweet potato2 cups lettuce (romaine, spinach, iceberg)

1 cup is equal to:

1 medium mango1 large banana1 medium appleMedium bunch of grapes2 plums

1 cup is equal to:

1 cup milk, soy milk, rice milk1 cup yogurt1/3 cup shredded cheese or1 ½ ounces of hard cheese

1 ounce is equal to:

¼ cup of beans1 ounce of cooked meat, fish, poultry3-4 pieces of shrimp3 thin slices of cold meat10-12 almonds or cashews2 Tablespoons peanut butter

½ cup is equal to:

½ cup corn or½ cob of corn½ cup raw veggies (such as carrots, celery, broccoli)½ cup green beans½ cup tomatoes½ cup tomato juice

½ cup is equal to:

½ grapefruit1 small orange½ cup 100% juice1 peach¼ cup raisins½ cup strawberries, blueberries, raspberries1 kiwi½ cup canned fruit

½ cup is equal to:

½ cup pudding(made with milk)½ cup frozen yogurt

Find a Balance Between Food and Physical Activity.

Be physically active for at least 60 minutes most days of the week.

Know the limits on fats, sugars and salt (sodium).

Make most of your fat sources from fish, nuts and vegetable oils.

Limit solid fats like butter, stick margarine, shortening, and lard, as well as foods that contain these.

Check the Nutrition Facts label to keep saturated fats, trans fat, and sodium low (5% or less of % Daily Value)

Choose food and drinks low in added sugars. Added sugars contribute calories with few, if any, nutrients.

Curriculum Module21

CURRICULUM Nutrition 11GRADE LEVEL(S) 9-12thSUBJECT Fast food

STANDARDS & OBJECTIVES/LEARNING TARGETS – What is this lesson based on?List and cite the standards to be covered in this lesson.Mindset 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being Behavior a.1. Demonstrate critical-thinking skills to make informed decisions HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health. List the objectives or learning targets (e.g., skills, concepts, behaviors, etc.) students will accomplish at the conclusion of the lesson?This activity is designed to show students how difficult it can be to make healthy food choices and to help them understand the nutritional information available for a variety of foods.





Fast food quiz Can students successfully answer the questions?

Do students know nutritional information at fast food restaurants





1. Why do we want to limit our intake of saturated fat?2. What words or ingredients help you determine if a food choice might be higher in sodium?

Can students correctly answer the given questions about the activity?

Assess knowledge up to this point



10 min Fast food quiz activity http://www.pecentral.org/lessonideas/fastfoodnutritionquiz.pdf

5 min Reviewing answers


Curriculum Module22

CURRICULUM Nutrition 12GRADE LEVEL(S) 9-12thSUBJECT Eat this Not that

STANDARDS & OBJECTIVES/LEARNING TARGETS – What is this lesson based on?List and cite the standards to be covered in this lesson.Mindset 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being Behavior a.1. Demonstrate critical-thinking skills to make informed decisions HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health. List the objectives or learning targets (e.g., skills, concepts, behaviors, etc.) students will accomplish at the conclusion of the lesson?Identify better food choices





Which is better activity Students can correctly identity which food is better for them

Students knowledge of reading labels





What food is 1 twix bar equal to?What is the worst food in America?

Can students answer the questions

Did students pay attention to the power point



15 min Eat this not that powerpoint (attached)

15 min Get with a partner and look up designated foods to see which is better5 min Discussion Question

Curriculum Module23

Foods to look up

Burger king Whopper vs McDonalds quarter pounder

Starbucks tall vanilla bean vs Starbucks tall strawberries and cream

Dairy queen small fry vs Arbys small fry

KFC grean beans vs Ruby Tuesday green beans

McDonalds vs DQ grilled chicken sandwichgrilled chicken sandwich

Curriculum Module24

References

Make Half Your Grains Whole. (n.d.). Retrieved April 18, 2016, from http://www.schoolnutritionandfitness.com/data/pdf/DGTipsheet4MakeHalfYourGrainsWhole.pdf

Make Your Calories Count - Use the Nutrition Facts Label for Healthy Weight Management: See what's in it for you. (n.d.). Retrieved April 18, 2016, from http://www.accessdata.fda.gov/videos/CFSAN/HWM/hwmsk02.cfm

Milk Nutrition Quiz - Bone Up on Milk - Kids Activity. (n.d.). Retrieved April 18, 2016, from http://www.healthyeating.org/Healthy-Eating/Healthy-Eating-Tools/Bone-Up-On-Milk.aspx

Nutrition Education. (n.d.). Retrieved April 18, 2016, from http://www.ousd.org/Page/929

PEC: Lesson Plans for Physical Education. (n.d.). Retrieved April 18, 2016, from http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8818#.VxWP9LSbLS-

Protein Tip Sheet. (n.d.). Retrieved April 18, 2016, from http://www.schoolnutritionandfitness.com/data/pdf/DGTipsheet6ProteinFoods.pdf

Super Tracker Lesson Plan. (n.d.). Retrieved April 18, 2016, from http://www.choosemyplate.gov/sites/default/files/printablematerials/SuperTrackerHSLessonPlans1.pdf

Date post:	31-Dec-2020
Category:	Documents
Upload:	others
View:	2 times
Download:	0 times

ajayereflectionpost.files.wordpress.com€¦ · Web viewCurriculum Module. Ajaye Lovett. April...

Documents