Unit 4 - Lesson 1 Lesson #1 Myths and Facts About Healthy and Unhealthy Eating Specific Expectations: Students will: - analyse the effects of under-eating (ex. as a result of bulimia or sports dieting) and overeating (ex. obesity) on health and well-being; - identify ways to maintain a healthy body weight (ex. physical activity) Materials: - Guidelines for Health Class poster (if already created) or you will need chart paper/Bristol board and markers to create a new one - Box to be used as a question box - Question Box (1.0 OH) - Small pieces of scrap paper (1 per student) for the question box questions - Overhead projector - Bulletin board space for “Question Box Answers” - One sign for each of the four corners of the room (ABSOLUTELY, YES BUT...., NO BUT..., NO WAY) - Masking tape - Appendix A - Four Corners - Food and Activity Journal (1.1 H) - Food and Activity Journal - Reference (1.2 OH/REF) - Measurement measuring cup, teaspoon, tablespoon, deck of cards Teaching/learning Strategies: - Some strategies have been adapted from Beyond Monet, by Barrie Bennett and Carol Rolheiser (2001), Think Literacy: Cross Curricular Approaches, (2005) and Tribes, by Jeanne Gibbs, 2001.
Understanding the Food and Activity Guide 2.1 H Rubric for Mind Map Knowledge/SkiIls Level 1 Level 2 Level 3 Level 4 Communication of Required Knowledge (Communication) -communicates poorly, making many errors or omissions - communicates with some clarity, making some errors or omissions - communicates clearly and precisely, making few errors or omissions - communicates clearly and precisely, making no or almost no errors or omissions Communication of Required Knowledge (Communication) -rarely uses appropriate terminology - sometimes uses appropriate terminology - usually uses appropriate terminology - uses appropriate and varied terminology Understanding of Concepts (Knowledge) -shows understanding of few of the required concepts taught - major errors or omissions - shows understanding of some of the required concepts taught - several minor errors or omissions - shows understanding of most of the required concepts taught - a few minor errors or omissions - shows understanding of all or almost all of the required concepts taught - practically no errors or omissions (Ontario Curriculum, Grades 1-8, Health and Physical Education, 1998) 230
Oral Presentation Rubric TRAIT 4 3 2 1 NONVERBAL SKILLS EYE CONTACT Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Consistent use of direct eye contact with audience, but returns to notes. Displayed minimal eye contact with audience, while reading mostly from the notes. No eye contact with audience, as entire report is read from notes. BODY LANGUAGE Movements seem fluid and help the audience visualize. Made movements or gestures that enhance articulation. Very little movement or descriptive gestures. No movement or descriptive gestures. POISE Student displays relaxed, self-confident nature about self, with no mistakes. Makes minor mistakes, but quickly recovers from them; displays little or no tension. Displays mild tension; has trouble recovering from mistakes. Tension and nervousness is obvious; has trouble recovering from mistakes. COMMENTS: VERBAL SKILLS ENTHUSIASM Demonstrates a strong, positive feeling topic during entire presentation. Occasionally shows positive feelings about topic Shows some negativity toward topic presented. Shows absolutely no interest in topic presented. ELOCUTION Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of students to hear. COMMENTS: CONTENT SUBJECT KNOWLEDGE Student demonstrates full knowledge by answering all questions with explanations and elaboration. Student is at ease with expected answers to all questions, without elaboration. Student is uncomfortable with information and is able to answer only rudimentary questions. Student does not have grasp of information; student cannot answer questions about subject. ORGANIZATION Student presents information in logical, interesting sequence which audience can follow. Student presents information in logical sequence which audience can follow. Audience has difficulty following presentation because student around. Audience cannot understand presentation because there is no sequence of information. MECHANICS Presentation has no misspellings or grammatical errors. Presentation has no more than two misspellings and/or grammatical errors. Presentation has three misspellings and/or grammatical errors. Student’s presentation has four or more spelling and/or grammatical errors. COMMENTS:
Unit 4 - Lesson 3 3.3 H Media Influence on Eating and Exercise TV Program Date and length of program List all Ads related to eating/drinking/exercise Identify the message(s) in each ad Who does the ad appeal to and why? (ex. kids, adults, youth, male, female, etc.) What is the ad NOT telling you that they should tell you? Example: Grey’s Anatomy Thurs, May 16 1 hour 1. McDonald’s - Big Mac meal 2. Coke 3. Bud light 4. Kit Kat - tastes great, family outing - lots of friends - athletic - light snack - families - young people - young people - anyone - a lot of calories, high in fat, supersize - a lot of - addiction - calories, no nutritional value 253
Personal Plan Evaluation Knowledge/Skills 1 Level 2 3 4 Communication of Required Knowledge (Communication) - communicates poorly, making many errors or omissions - communicates with some clarity, making some errors or omissions - communicates clearly and precisely, making few errors or omissions - communicates clearly and precisely, making no or almost no errors or omissions Understanding of Concepts related to Canada’s Food Guide/ Active Living Guide (Knowledge) - understanding of few of the required concepts taught, with major errors or omissions - understanding of some of the required concepts taught, with several minor errors or omissions - shows understanding of most of the required concepts taught, with a few minor errors or omissions - shows understanding of all or almost all of the required concepts taught, with practically no errors or omissions Understanding of Methods for Maintaining Healthy Body Weight (Knowledge) - has limited understanding of physical activity required to maintain a healthy body weight - has some understanding of physical activity required to maintain a healthy body weight - has considerable understanding of physical activity required to maintain a healthy body weight - has thorough understanding of physical activity required to maintain a healthy body weight Application of Knowledge and Understanding (Application) - adopts personal food plan, on nutritional needs and personal goals to improve or maintain eating practices, with limited effectiveness - adopts personal food plan, on nutritional needs and personal goals to improve or maintain eating practices, with some effectiveness - adopts personal food plan, on nutritional needs and personal goals to improve or maintain eating practices, with considerable effectiveness - adopts personal food plan, on nutritional needs and personal goals to improve or maintain eating practices, with a high degree of effectiveness (Ontario Curriculum, Grades 1-8, Health and Physical Education, 1998) 265 Goal Setting for a Personal Action Plan 5.2 OH
Reading Food Labels Part B - Answers 1. 3 ingredients are found in the highest quantity in this cereal? Rice, whole wheat and sugar 2. How many servings of grains from Canada’s Food Guide are equal to a serving of this cereal? 1 serving because 1 serving of grain = 3/4 cup of cereal 3. How many calories are there in one serving of this cereal? 30 calories 4. How many grams of fat? 1 gram 5. How many grams of protein? 2 grams 6. How many grams of carbohydrates? 24 7. How many calories are from fat? 1 gram x 9 calories = 9 calories from fat 8. How many calories are from protein? 2 grams x 4 calories = 8 calories from protein 9. How many calories are from carbohydrates? 24 grams x 4 calories = 96 calories from carbohydrates 10. What % of calories is from fat? 9/130 = .069 equals 7% calories from fat 11. What % of calories is from protein? 8/130 = .061 which equals 6% calories from protein 12. What % of calories is from carbohydrates? 96/130 = .738 which equals 74% calories from carbohydrates 13. Does this cereal fall within the recommendations for the % of calories from fat? yes because only 7% of the calories come from fat 269
Poster News broadcast (ex. interview) Role play Pamphlet Song Commercial idea confirmed by teacher idea confirmed by teacher Other idea confirmed by teacher “Choice Board” adapted from Start Where They Are: Differentiating for Success with the Young Adolescent, Karen Hume (2008) 279 Culminating Activity Rubric: Knowledge/ Skills Level 1 Level 2 Level 3 Level 4 Communication of Required Knowledge (Communication) -communicates poorly, making many errors or omissions -communicates with some clarity, making some errors or omissions -communicates clearly and precisely, making few errors or omissions -communicates clearly and precisely, making no or almost no errors or omissions Communication of Required Knowledge (Communication) -rarely uses appropriate terminology -sometimes uses appropriate terminology -usually uses appropriate terminology - uses appropriate and varied terminology Understanding of Concepts (Knowledge) -shows understanding of few of the required concepts taught, with major errors or omissions -shows understanding of some of the required concepts taught, with several minor errors or omissions -shows understanding of most of the required concepts taught, with a few minor errors or omissions errors or omissions -shows understanding of all or almost all of the required concepts taught, with practically no omissions (Ontario Curriculum, Grades 1-8, Health and Physical Education, 1998)