ࡱ>  *bjbjO O 0x-a-a"zz     &! -0222222$IV555V  k5F  050d 5M{(`0נ{Fנdנd5555555VVF5555555נ555555555z :  2013 - 2014 Hawkins . Johnson . Mays Unit 2 Health & Your Body Chapter 7 Nutrition for Life Section 1 Carbohydrates, Fats, and Proteins Section 2 Vitamins, Minerals, and Water Section 3 Meeting Your Nutritional Needs Section 4 Choosing a Healthful Diet Unit 2 Chapter 7 Sections 7.1 7.2 7.3 7.4 Outline ____________________________________________ 10.16.13 Wednesday Section 7.1 Bell Ringer What are we covering?( Learning Targets) Whats Your Health IQ p. 152 Read & Notes ( PP) - Section 7.1 p. 154 160 Section 7.1 Words to Know 7.1 Worksheet Exit Slips Objectives & Learning Targets: TSWBAT Section 7.1 Name the six classes of nutrients Identify the functions and food sources of carbohydrates, proteins, and fats. Describe the need for enough fiber in your diet Identify one health disorder linked to high levels of saturated fats in the diet Describe how diet can influence health. Bell Ringers & Exit Slips 10.16.13 Wednesday BR - YOU ARE WHAT YOU EAT. Write a brief paragraph explaining what this phrase means to you. ES Identify the six classes of nutrients ____________________________________________ 10.17.13 Thursday Section 7.2 Bell Ringer What are we covering?( Learning Targets) Read & Notes (PP) - Section 7.2 p. 161 - 166 Section 7.2 Words to Know 7.2 Worksheet Exit Slips Objectives & Learning Targets: TSWBAT Section 7.2 Describe the function and food sources of seven vitamins Describe the function and food sources of seven minerals Identify the importance of drinking enough water every day Name two ways to increase your calcium intake Bell Ringers & Exit Slips 10.17.13 Thursday BR - Write down the names of the vitamins and minerals you have heard of and the kinds of foods in which you think these vitamins would be found. ES Describe the function and food sources of 3 vitamins and 3 minerals ____________________________________________ 10.21.13 Monday & 10.22.13 Tuesday Section 7.3 ( 2 days ) Bell Ringer What are we covering? ( Learning Targets ) Read & Notes (PP) - Section 7.3 p. 167 - 174 Section 7.3 Words to Know 7.3 Reteaching & Data Sheet 7.3 Worksheet for Extra Practice 7.3 Lifeskills worksheet for bonus Exit Slip Objectives & Learning Targets: TSWBAT Section 7.3 Describe what the Recommended Dietary Allowances (RDAs) are. Analyze the nutritional value of a food by using the information on the food label Identify the purpose of the MyPyramid food guidance system and identify foods from each of its food groups Summarize the Dietary Guidelines for Americans Determine whether your daily diet meets the MyPyramid recommendations. Bell Ringers & Exit Slips 10.21.13 Monday BR - Make a dinner menu based on your favorite meal. Try to improve the nutritional value based on what you currently know about nutrition. ES Identify foods from each of the food groups on the Food Pyramid 10.22.13 Tuesday BR List the food groups and give an example of two foods/drinks to fall into each ES - What are RDAs? ___________________________________________ 10.23.13 Wednesday EARLY RELEASE Section 7.4 Bell Ringer What are we covering? ( Learning Targets ) Read & Notes (PP) - Section 7.4 p. 175 - 182 Section 7.4 Words to Know 7.4 Reteaching Worksheet 7.4 Concept Review Worksheet (Use Devices & work with partner) Exit Slip Objectives & Learning Targets: TSWBAT Section 7.4 Identify why certain foods are called junk foods. Describe examples of healthful snacks Compare the dietary needs of infants, children, teenagers, and adults Describe the special dietary needs of athletes, pregnant women, and people who are ill Identify reasons why vegetarians need to carefully plan their diet Identify ways to reduce saturated fat, sugar, and salt in your diet. Bell Ringers & Exit Slips 10.23.13 Wednesday BR - Make a list of some junk food items you enjoy eating. Recommend healthier snack foods you can substitute for the junk foods. ES Identify reasons why vegetarians need to carefully plan their diet 10.24.13 Thursday Chapter 7 Review Bell Ringer Review Game Exit Slip Objectives & Learning Targets: TSWBAT Review materials by answering a variety of multiple choice questions through a review game. Bell Ringers & Exit Slips 10.24.13 Thursday BR - Write a paragraph explaining why you think there are so many obese people in the United States? ES Identify one concept you have learned in todays class. ____________________________________________ 10.25.13 Friday Unit Test Bell Ringer Chapter 7 Test Objectives & Learning Targets: TSWBAT Pass a health test by answering a variety of multiple choice questions correctly Bell Ringers & Exit Slips 10.25.13 Friday BR - Get out your notes and study for the exam ES Turn in Exam ____________________________________________ 10.28.13 Monday & 10.29.13 Tuesday RTI Rewards & Makeup Day Individual student meetings regarding grades , behavior & missing assignments Super Size Me Video NO BELL RINGER OR EXIT SLIP Objectives & Learning Targets: TSWBAT Assess and reflect on current state of health progress Use time management skills to effectively progress towards improving health scores Reward students with all assignments turned in, and passing test grades of 70 and higher. Differentiated Instruction Students will each be working on an individual basis on a variety of different assignments to either makeup poor work or missing assignments. Methods Class notes/lecture (PowerPoint) Class discussion Real-life applications Group work/Team work (review) Alternative Articles Individual Research Assessments Bell Ringers Worksheets 7 Dimensions of Health Self Assessment Health IQs Using the Decision Making Model Unit Test Exit Slips Accommodations (IEP) Prompting/Cues Reinforcing of behavior Modified assignments (if needed)/Extra Time Testing accommodations (reader, scribe, isolated environment, extra time)  See bottom for full descriptions of Expectations & Standards Academic Expectations 2.31 2.32 2.34 2.35 3.2 4.1 4.2 4.3 5.1 5.4 National Health Education Standards Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 ____________________________________________ Words to Know Section 7.1 Nutrition Nutrient Carbohydrate Fat Protein Section 7.2 Vitamin Mineral Nutrient Deficiency Section 7.3 Recommended Dietary Allowances (RDAs) Daily Value (DV) MyPyramid Dietary Guidelines for Americans Section 7.4 Nutrient Density Vegetarian ____________________________________________  Standards addressed are circled or highlighted above in lesson plan. Practical living academic expectations for physical education/health: Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being. Students demonstrate strategies for becoming and remaining mentally and emotionally healthy. 2.34 Students perform physical movement skills effectively in a variety of settings. 2.35 Students demonstrate knowledge and skills that promote physical activity involvement throughout their lives. Students demonstrate the ability to maintain a healthy lifestyle. Students effectively use interpersonal skills. Students use productive team membership skills. Students demonstrate the ability to accept the rights and responsibilities for self and others. Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating and comparing to solve a variety of problems in real-life situations. 5.4 Students use a decision-making process to make informed decisions among options. National Health Education Standards Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health. Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health. Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 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