NUTRITION AND WELLNESS
Rationale Statement: According to the Center for Disease Control and Prevention, 23
high-school students are overweight or at risk of becoming overweight.
Nationally, “obesity rates continue to rise in the
. Since 1980, being overweight has
doubled for children and tripled for adolescents.
Being overweight puts children and teenagers at greater risk for
developing type 2 diabetes, risk factors for heart disease at an earlier age,
and other health conditions including asthma, sleep apnea, and decreased self
esteem.” (National Conference of
State Legislatures – Childhood Obesity Update – 2005)
Nutrition and Wellness course is designed to help students develop eating
behaviors that will have a positive affect on their current and future
9, 10, 11, or 12th Grade
Nutrition and wellness of
individuals and families
Food safety and sanitation
Nutrition from production to
Expectation: Students will be expected to meet the course goals by
demonstrating their understanding of the basic concepts of each topic area.
In order to pass the course, students will need a minimum of 70%.
Method: Instruction will consist of individual hands on
activities and projects, group work, lecture, discussion, reading, writing,
self-assessment, and the use of technology. FCCLA will be incorporated
into the course.
Involvement: Guest speakers from the field of nutrition and
wellness (hospitals, wellness centers, food production facilities, food
preparation and food service businesses, government agencies, etc.) will be
brought in throughout the course. Learning trips will be taken for various
units in the course (depending on certain factors). Students will also use
community resources to complete individual and group projects.
Assessment: Students will be graded on the following items:
journals, presentations, written reports, tests, daily work, group
work, and individual projects. Understanding by Design will be used to
direct and assess learning.
Research project on individual
and family wellness
Development of learning centers
to meet dietary guidelines
Create personal fitness plan
NUTRITION & WELLNESS
Remember that health is more than just an absence of
Raise your standards.
Demand a life with more vitality, energy, passion, and excitement.
This life is not a dress rehearsal.
You get one chance and your health and energy are going to affect every
experience you have.
So, make it the priority that it is!
|Assignment #1: A PICTURE OF HEALTH: You will
create a collage titled "Nutrition & Wellness". Use magazine
clippings, pictures from the internet, words, etc. to prepare your best
representation of what you view as Nutrition & Wellness. Remember,
"a picture of health" is not limited to being "model perfect."|
|TYPE A or B?:
|Assignment #2: Complete the Study Guide for Chapter 1
in the Nutrition & Wellness textbook.|
|Assignment #3: STRESS REMEDIES/BLADDER CHATTER:
Create a poster or wiki that will help others learn how to deal with
stress positively. Place your poster somewhere in the restrooms as
"Bladder Chatter". Use statistics and information from your
textbooks and the internet. Be sure to cite your sources.|
Guest Speaker: An insurance representative will speak with class
about how a person's wellness impacts the cost of insurance (health and/ore
life). The representative may bring along copies of the insurance
questionnaire that is given to people interested in purchasing insurance
#2: Evaluate factors that affect food safety
Safe Food Handling
NW 2.1 Apply practices to promote safe
|Role-play safe and unsafe food handling.|
Hello Jello Activity (Fly
Poem)/Glo Germ (Demonstrate how germs/bacteria spread)
|Lab Safety Taco Salad Lab|
Indicator #1: Analyze factors that influence
nutrition and wellness of individuals and families.
Dietary Guidelines for Americans
Apply dietary guidelines to meet nutrition and wellness needs.
http://www.weight.com/ (Chart of
Obesity in US)
Personal Wellness Profile - A Healthier You|
|Look over the
Dietary Guidelines for 2010 Document. You will pretend that
you are a Nutrition & Wellness Teacher and you are going to develop a
study/worksheet with an answer key for your students to learn the
|Read Chapter 7. Complete the
Understanding Key Ideas 1-5 on Page 112. Complete the Applying
Your Learning Advice Column on page 113.|
|Create a concept/mind map
illustrating the use of dietary guidelines to meet various needs.
LEARNING CENTERS (develop learning
centers for each of the dietary guidelines for elementary students).|
|Examine case studies to determine
possible connections between food choices and nutrition and wellness.|
|Develop a personal nutrition and
wellness plan based on dietary guidelines.|
|www.mypyramid.gov - Using MyPyramid
develop a personal
nutrition and wellness plan based on dietary guidelines.|
|Complete the "Dietary Guidelines for Americans"
study guide using the information available at the address below.
Write down the key recommendations for each point.
|Complete the "Fine Nine".|
|COMMUNITY SERVICE PROJECTS:
(Brainstorm Ideas) In groups of two, write an informative article for the
Highmore Herald about the Dietary Guidelines for Americans/MyPyramid.
One of these article will actually be printed in the paper. Be
informative. Use information available in the textbook and on the
internet. However, be sure to cite your sources and DO NOT
Determine the effects of nutrients on health, appearance, and peak
NUTRITION OVERVIEW POWERPOINT
|Lab groups will prepare the following
for a half-class presentation.|
|Examine diets to predict the possible
effects of deficiencies/excesses of various nutrients.|
|Compose a newspaper
editorial describing the effects of nutrition on health, appearance,
and peak performances.
|Evaluate diets with
on-line dietary analysis programs.
|Prepare a chart comparing
nutrients’ functions and sources.|
NW 1.3 Describe the effect of physical
activity on health, appearance, and peak performance.
Use the Calorie
Database to determine the amount of calories in the recipe.
|Develop a personal
fitness plan. |
|Use on-line physical
activity calculators to determine calorie needs.
|Analyze calories in foods
using fat/protein/carbohydrate content information.
|Interview a personal
trainer for fitness advice and report information in an oral or
to plan a menu.
Social, Psychological, and Cultural Influences on Food
Course Syllabus/Parent Take Home Sheet
INFLUENCES ON FOOD POWERPOINT & ACTIVITIES
family members to identify influences on family food choices and present
information gained in oral or written form. Write a reflection of
influences on personal food choices. Include information and
reflection in one page typed Word document.|
|Create a visual (mobile,
poster, collage, etc.) of individual and family wellness factors.
|Conduct local surveys on
influences on food and nutrition practices.|
2. Advertising Techniques: Does it All "ad" Up?
Food Borne Illness
NW 2.2 Describe food borne illness that
cause health issues.
|Review case studies to diagnose types and causes of food-borne
illnesses. Perform a bacteria culture experiment.|
|Research and share current events involving food-borne illness.|
|Develop a "wanted" poster depicting common food-borne pathogens and
|Nutrition-related diseases (Heart
Disease & Cancer, for example) are becoming a growing problem in
America today. It is important to learn about these diseases now in
order to decrease your chances of suffering from one in the future.
ASSIGNMENT: As a class, you will be creating a booklet about
nutrition-related diseases. Each individual person will receive one
disease and will then use the Publisher program or Word to create their
"disease page". The page must include the following for
each respective disease.
2. Your Name
3. Definition of Disease (types of
disease if applicable)
4. Symptoms of Disease
5. Foods to Avoid
6. Treatment Options
DO A GOOD JOB! :)
Food Security & Hunger
|1. WORLD CONTINENTS GAME
2. Complete the
World Hunger Scavenger Hunt.
3. Thanksgiving Shopping Cart Activity.
What We Do
Nations World Food Program: Introduction
#3 Evaluate nutrition from production
Explain how the steps in the food-processing system affect nutritional
|Interview personnel in
food-processing careers and present information in an oral or written
|Research and share
current events involving food-processing issues.
|Use a concept map to
trace the production steps of common snack foods.
|Compare and contrast organic foods
with processed foods for nutritional and additive content.|
Nutrition Decisions &
NW 3.2 Evaluate how
resources affect nutritional decisions and planning.
|Create a "Wellness Show" that showcases wellness requirements for a
variety of individuals.|
|Create a wellness plan for school and community and compare it to
the current plan.|
|Use case studies to plan nutritional meals for different income
levels and/ore family lifestyles.|
|Compare and contrast the costs of "green" foods with processed foods.|
|Prepare brochures giving advice on managing time and energy when
planning family meals.|
Ten Red Flags That Signal Bad Nutrition Advice
1. Recommendations that promise a quick fix.
2. Strong warnings of the dangers of a single product or regimen.
3. Claims that sounds too good to be true.
4. Simplistic conclusions drawn from a complex study.
5. Ideas based on a single study.
6. Dramatic statements that are not supported by reputable
7. Lists of "good" and "bad" foods.
8. Recommendations made to help sell a product.
9. Recommendations based on studies published without a peer
10. Recommendations from studies that ignore differences among
individuals or groups.
1. Vegetarianism Power Point
2. Vegetarianism Worksheet
FOLLOW THIS LINK AND GO THROUGH THE 7 LESSONS.
You will have to show me when you have completed all 7 lessons.
-Identify the nutrient content of fast food choices
-Recognize the nutritional risks of fast food and other eating
|1. Go over FAST FOOD FACTS
2. Complete the FAST FOODS AND ME activity. http://www.fatcalories.com
3. HOW MUCH? Sugar, Salt, & Fat Activity
4. "SUPERSIZE ME" video. Complete the FAST FOODS:
"SUPERSIZE ME" Study Guide while watching the video.
Food Preparation Techniques
Evaluate how food preparation techniques affect nutrition.
|Participate in food
|Visit a local grocery store to choose food for case studies incorporating
several limitations (time, money, preparation requirements, nutrition
requirements, etc.). |
|Compare and contrast
ready to serve foods with “from scratch” foods for nutritional
|Choose and prepare foods
for various dietary restrictions.|
1/2 Class: In Lab (Students in lab will be
assigned a calcium-rich recipe. Before class sampling each group
will explain the procedure they used to make the recipe and how much
calcium it contains.
1/2 Class: Classwork
1. Read Chapter 24 & complete the Study
2. Research Osteoporosis on the internet. Choose the
website that you feel provides the most for someone either suffering from
osteoporosis or someone who wants to learn more about it. On the
back of your study guide answer the following questions: 1. What is
osteoporosis? 2. How can it be prevented? 3. Why did you choose this
3. Got Dairy? Class Contest: In your groups you will
develop a Got Dairy? Campaign. You may use the digital camera, be
creative. The winner will be voted on by the elementary and high
school students and there will be a prize.