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



Remember that health is more than just an absence of disease.   
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!

Class #1
bulletCourse Introduction/Website Navigation/Syllabii - NOTE: everyone must have a state email and google account set up using their state email address.
bulletWatch Miss Teen USA 2007 - South Carolina answers a question
Go to .


bulletAssignment #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

bulletTYPE A or B?:
bulletAssignment #2:  Complete the Study Guide for Chapter 1 in the Nutrition & Wellness textbook.
bulletAssignment #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


Indicator #2:  Evaluate factors that affect food safety

Safe Food Handling

NW 2.1 Apply practices to promote safe food handling.


bulletRole-play safe and unsafe food handling.


bulletPlay the Disaster Kitchen Game
bullet Safety in the Kitchen Lecture


Hello Jello Activity (Fly Poem)/Glo Germ (Demonstrate how germs/bacteria spread)


Handwashing/Dishwashing Worksheet


Handwashing Information Sheet


Dishwashing Information Sheet


Rubber Glove Relay



bulletCrunchy Munchy Goop Lab
bulletMeasuring Instruction Sheet



bulletWhy should I worry whether or not a student knows the names and uses of the lab equipment?
bulletJOURNAL:  "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?"


bulletSafety/Sanitation Quiz
bulletLab 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. (Chart of Obesity in US)

bullet My Personal Wellness Profile - A Healthier You
bulletLook 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.
bulletRead Chapter 7.  Complete the Understanding Key Ideas 1-5 on Page 112.  Complete the Applying Your Learning Advice Column on page 113.
bulletCreate a concept/mind map illustrating the use of dietary guidelines to meet various needs.
bulletDIETARY GUIDELINE LEARNING CENTERS (develop learning centers for each of the dietary guidelines for elementary students).
bulletExamine case studies to determine possible connections between food choices and nutrition and wellness.
bulletDevelop a personal nutrition and wellness plan based on dietary guidelines. - Using MyPyramid develop a personal nutrition and wellness plan based on dietary guidelines.
bulletComplete the "Dietary Guidelines for Americans" study guide using the information available at the address below.  Write down the key recommendations for each point. .
bulletComplete the "Fine Nine".
bulletCOMMUNITY 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.



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 



bulletLab groups will prepare the following for a half-class presentation.
bulletExamine diets to predict the possible effects of deficiencies/excesses of various nutrients.
bulletCompose a newspaper editorial describing the effects of nutrition on health, appearance, and peak performances.
bulletEvaluate diets with on-line dietary analysis programs.
bulletPrepare a chart comparing nutrients’ functions and sources.


Physical Activity

NW 1.3 Describe the effect of physical activity on health, appearance, and peak performance.

bulletDevelop a personal fitness plan.
bulletUse on-line physical activity calculators to determine calorie needs.
bulletAnalyze calories in foods using fat/protein/carbohydrate content information.
bulletInterview 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.



customize?meals_main.html to plan a menu.



Physical, Emotional, Social, Psychological, and Cultural Influences on Food Choices


Course Syllabus/Parent Take Home Sheet


Video Clip

bulletAssignment:  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:

bulletCreate a visual (mobile, poster, collage, etc.) of individual and family wellness factors.
bulletConduct local surveys on influences on food and nutrition practices.




1.  Advertising Techniques PowerPoint
2.  Advertising Techniques: Does it All "ad" Up?









Food Borne Illness

NW 2.2 Describe food borne illness that cause health issues.

bulletReview case studies to diagnose types and causes of food-borne illnesses.  Perform a bacteria culture experiment.
bulletResearch and share current events involving food-borne illness.
bulletDevelop 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


Food Security & Hunger


2. Complete the World Hunger Scavenger Hunt.

3. Thanksgiving Shopping Cart Activity.

Facts and Figures


Future Harvest
Heifer International
Oxfam: What We Do
United Nations World Food Program: Introduction

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?
  1. 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.
  2. 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.


NW 3.1 Explain how the steps in the food-processing system affect nutritional content.

bulletInterview personnel in food-processing careers and present information in an oral or written form.
bulletResearch and share current events involving food-processing issues.
bulletUse a concept map to trace the production steps of common snack foods.
bulletCompare 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.

bulletCreate a "Wellness Show" that showcases wellness requirements for a variety of individuals.
bulletCreate a wellness plan for school and community and compare it to the current plan.
bulletUse case studies to plan nutritional meals for different income levels and/ore family lifestyles.
bulletCompare and contrast the costs of "green" foods with processed foods.
bulletPrepare 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



You will have to show me when you have completed all 7 lessons.


Fast Food


-Identify the nutrient content of fast food choices

-Recognize the nutritional risks of fast food and other eating establishments



2.  Complete the FAST FOODS AND ME activity. 

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.

bulletParticipate in food preparation labs.
bulletVisit a local grocery store to choose food for case studies incorporating several limitations (time, money, preparation requirements, nutrition requirements, etc.).
bulletCompare and contrast ready to serve foods with “from scratch” foods for nutritional content.
bulletChoose and prepare foods for various dietary restrictions.





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.



Highmore High School Family & Consumer Sciences and Family, Career, and Community Leaders of America.