Rationale Statement:  According to the Center for Disease Control and Prevention, 23 % of South Dakota high-school students are overweight or at risk of becoming overweight.  Nationally, “obesity rates continue to rise in the United States .  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 lifestyles. 

Suggested Grade Level:  9, 10, 11, or 12th Grade

Length: Semester Course

Course Topics:

	Nutrition and wellness of individuals and families
	Food safety and sanitation
	Nutrition from production to consumption

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%.

Delivery 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.

Community 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.

Major Course Projects:

	Research project on individual and family wellness
	Development of learning centers to meet dietary guidelines
	Create personal fitness plan
	Food labs

 

 

COURSE TOPIC	COURSE ASSIGNMENTS
Class #1 Course Introduction/Website Navigation/Syllabii - NOTE: everyone must have a state email and google account set up using their state email address. Watch Miss Teen USA 2007 - South Carolina answers a question.  Go to http://www.wallwisher.com/wall/hhsFACSnutrition1 . CLASS BLOG: http://hhsnutritionandwellness.blogspot.com/ BLOG ENTRY #1 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." Class #2 STRESS POWERPOINT TYPE A or B?: http://stress.about.com/od/selfknowledgeselftests/a/type_a_quiz.htm 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. Class #3 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 BLOG ENTRY #2
Indicator #2:  Evaluate factors that affect food safety
Safe Food Handling NW 2.1 Apply practices to promote safe food handling.	Role-play safe and unsafe food handling.
KITCHEN SAFETY Play the Disaster Kitchen Game Safety in the Kitchen Lecture HANDWASHING/DISHWASHING Hello Jello Activity (Fly Poem)/Glo Germ (Demonstrate how germs/bacteria spread) Handwashing/Dishwashing Worksheet Handwashing Information Sheet Dishwashing Information Sheet Rubber Glove Relay UTENSILS/MEASURING Crunchy Munchy Goop Lab Measuring Instruction Sheet BLOG ENTRY #3   Why should I worry whether or not a student knows the names and uses of the lab equipment? JOURNAL:  "If you were lost by yourself in the forest for three weeks, what three pieces of kitchen equipment do you think would be the most important for survival?  Why?" ABBREVIATIONS/EQUIVALENTS/COOKING TERMS Abbreviation Worksheet Cooking Terms Worksheet Equivalents Cheat Sheet SAFETY/SANITATION REVIEW LAB (links found here) Safety/Sanitation Quiz Lab Safety Taco Salad Lab
Indicator #1: Analyze factors that influence nutrition and wellness of individuals and families.
Dietary Guidelines for Americans NW 1.1 Apply dietary guidelines to meet nutrition and wellness needs. http://www.weight.com/ (Chart of Obesity in US)	My 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 Dietary Guidelines. 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. DIETARY GUIDELINE 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. http://www.health.gov/dietaryguidelines/dga2005/toolkit/recommendations.htm . 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 plagiarize.
Nutrients NW 1.2 Determine the effects of nutrients on health, appearance, and peak performance.	What's your Nutrition IQ Pre-Test: Take the quiz at http://www.queendom.com/tests/access_page/index.htm?idRegTest=708  NUTRITION OVERVIEW POWERPOINT GROUP PROJECT: 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.
Physical Activity NW 1.3 Describe the effect of physical activity on health, appearance, and peak performance.	Examples: 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 written form. Use the Calorie Database to determine the amount of calories in the recipe.   Use http://www.mealsforyou.com/cgi-bin/ customize?meals_main.html to plan a menu.
Physical, Emotional, Social, Psychological, and Cultural Influences on Food Choices	Course Syllabus/Parent Take Home Sheet Class #1:  INFLUENCES ON FOOD POWERPOINT & ACTIVITIES Video Clip Assignment:  Interview 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. Class #2: Create a visual (mobile, poster, collage, etc.) of individual and family wellness factors. Conduct local surveys on influences on food and nutrition practices.
Advertising	1.  Advertising Techniques PowerPoint 2.  Advertising Techniques: Does it All "ad" Up?   FAD DIETS: http://www.everydiet.org/fad_diets.htm ADVERTISING TRICKS: http://pbskids.org/dontbuyit/advertisingtricks/foodadtricks.html  ADVERTISEMENTS: http://en.wikiquote.org/wiki/List_of_advertising_slogans#Food_and_drink HEALTHY FOOD ADVERTISEMENT GROUP PROJECT
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 illnesses.
Nutrition-Related Diseases	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. 1.  Title 2. Your Name 3.  Definition of Disease (types of disease if applicable) 4.  Symptoms of Disease 5.  Foods to Avoid 6. Treatment Options 7.  Pictures DO A GOOD JOB! :)
Food Security & Hunger	1.  WORLD CONTINENTS GAME 2. Complete the World Hunger Scavenger Hunt. 3. Thanksgiving Shopping Cart Activity. Facts and Figures ORGANIZATIONS: Future Harvest Heifer International Oxfam: What We Do United Nations World Food Program: Introduction http://playspent.org Click ACCEPT CHALLENGE, how long can you live on $1000 before you go homeless? Can you make it to Day 15? Day 20? Day 30? You must make better decisions, but unlike life you get to retry and retry until you make it to Day 30. CLICK HERE TO ACCESS DIARY. For each day record your decisions, this information will be useful on the next part of the assignment. For each game you MUST print a new diary. Make sure EVERY Page is game numbered in header. After you play the game you will write a two page essay (12 pt font, Times, 1″ margins) on what it feels like to have only $1000 to live on for a month. What choices did you have to make to survive not living on the streets, what types of things did you or your famly have to sacrafice? Did you break laws to get to 30 days? If so, what were they. Use your diaries (the first and the last) and compare the choices and outcomes.
Indicator #3 Evaluate nutrition from production to consumption.
Food-processing NW 3.1 Explain how the steps in the food-processing system affect nutritional content.	Examples: Interview personnel in food-processing careers and present information in an oral or written form. 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 & Planning 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 scientific organizations. 7.  Lists of "good" and "bad" foods. 8.  Recommendations made to help sell a product. 9.  Recommendations based on studies published without a peer review. 10.  Recommendations from studies that ignore differences among individuals or groups. Vegetarian Diets 1.  Vegetarianism Power Point  2.  Vegetarianism Worksheet   FOLLOW THIS LINK AND GO THROUGH THE 7 LESSONS. http://web.ics.purdue.edu/~eversb/understanding/Lesson1/one.php  You will have to show me when you have completed all 7 lessons.
Fast Food Competencies: -Identify the nutrient content of fast food choices -Recognize the nutritional risks of fast food and other eating establishments	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 NW 3.3 Evaluate how food preparation techniques affect nutrition.	Examples: Participate in food preparation labs. 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 content. Choose and prepare foods for various dietary restrictions.
MINERALS Nutrients-Calcium	Two-Day Unit 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 Guide. 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 website? 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.