This unit will be taught over 2 weeks, a maximum of 5 blocks (90 minutes long periods). The unit will go hand in hand with the biochemistry unit that the 10th graders are required to learn in September, during the first marking period. This unit could be useful for teachers who teach 10th graders. It could be modified for middle school and elementary level students. Moreover, this unit could also be used for an enrichment project for the students at any level. However, there are a couple of challenges that the 10th-grade teachers might come across during the first marking period: a) students might not be ready for to conduct individual research and complete projects and b) students are still learning the rules and routines that are common at the beginning of the school year. The author recommends the teachers to introduce this unit as an enrichment activity. They can pilot it with one class where they can make adjustments as needed and then introduce it to the other classes during the fourth marking period when the students are introduced to the human organ system.
Classroom Activities: (Five 90-minute class periods in total will be used to teach this unit)
Day 1: Identify the structure and function of the biological molecules (carbohydrates, proteins, lipids, and nucleic acids) (1 block/ 90-minute class period)
During the first 10 minutes of every class, the students will answer the “do now or warm-up” question. Students will first answer this question in their journal, then they will turn to talk to the person sitting next to them and share their answers. This activity will promote student discourse in the class.
- “Do now” question: Students will be asked to name the 4 biological molecules.
Learning Objectives: Biological molecule poster presentation (70 minutes)
By the end of the class, the students will be able to understand the structure and function of the biological molecules, take notes, work in cooperative groups, conduct internet research, create a poster, and present it to class. The teacher will be rotating through the class, ensuring the students are working on their research while clarifying misconceptions, and providing guidance.
Learning Activities (70 minutes):
By the end of the class the students will be able to accomplish the following:
- Review the biological molecule PowerPoint presentation (created by the teacher) and take notes.
- Work in cooperative groups of 4 and research the biological molecule assigned to them by the teacher.
- Gather information from the PowerPoint presentation, textbook, internet and understand the structures, functions, and examples of food that contain these molecules
- Create a poster about the biological molecule assigned to them.
- Present their posters to the class and have an opportunity to clear misunderstandings and misconceptions.
- Have an opportunity to ask questions
The last 10 minutes of every class students will fill out an exit slip. On this exit slip, they will list 3 things that they learned, 2 things that they found interesting, and 1 question they still have about the content that they learned during the class.
Materials and Teacher-developed resources needed:
Paper; color pencils, textbook, Chrome books/cell phones, internet access
Homework:
Students will download the Fitness Pal App on their phones and start keeping track of what they have been eating and drinking as well as the activities they have been performing throughout the day. They will jot this information down in their Food/Activity Journal and bring it to class.
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Day 2: What’s in a Nutrition Fact Label? (1 block/ 90-minute class period)
Students will answer the following “do now” question in their journals, then they will turn to talk to the person sitting next to them and share their answers.
- The “do now” question: Students will observe the Nutritional Facts Labels (Diet and Regular soda) projected on the board and guess which one was from a diet beverage and which one is a regular beverage and explain why.
Learning Objectives: The Nutrition Facts Label
By the end of the class, the students will be able to understand the importance of the Nutritional Facts Labels. They will work in cooperative groups and pay special attention to the serving size, the total amount of calories per serving, daily values of total fat, cholesterol, sodium, total carbohydrates, proteins, and added sugars, vitamin D, and potassium. They will determine which foods are healthy and which are not, and provide explanations.
Learning Activities (70 minutes):
By the end of the class the students will be able to accomplish the following:
- Review the Nutrition Facts Labels from different foods, such as cereals, canned goods, potato chips, candy, soda, fruit juice, and other items that will be placed at 6 different stations.
- Work in groups of 4
- Visit all of the stations and review the Nutritional Facts Labels
- Write down the most important information regarding the serving size, the total amount of calories per serving, daily values of total fat, cholesterol, sodium, total carbohydrates, proteins, and added sugars, vitamin D and potassium on the worksheet provided followed by a class discussion (see below for details).
- Have an open discussion during the last 30 minutes of the class about the information they collected, the position sizes, calories per serving, and other important information that they gather from their observations.
- Hypothesize which foods are healthy, which are not healthy, and why.
The last 10 minutes at the end of every class students will fill out an exit slip. On this exit slip, they will list 3 things that they learned, 2 things that they found interesting, and 1 question they still have about the content that they learned during the class.
Materials and Teacher-developed resources needed:
Computer, LCD projector, paper, and colored pencils.
Homework:
Students will continue keeping track of what they have been eating and drinking as well as the activities they have been performing throughout the day. They will jot this information down in their Food/Activity Journal and bring it to class.
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Day 3: Data Analysis and Interpretation: Food/Activity Journal (1 block or a 90-minute class period)
Students will answer the following “do now” question in their journals, then they will turn to talk to the person sitting next to them and share their answers.
- The “do now” question: Students will log into the My Plate app on the United States Department of Agriculture (USDA) website, input their personal information about their age, sex, weight, height, and physical activity and calculate the number of calories that they are suggested to consume. They will jot this information down in their food/activity journal.
Learning Objectives: Data Analysis and Interpretation of the Food/Activity Journal entries:
By the end of the class, the students will be able to understand the number of calories that they are suggested to consume, work individually or in cooperative groups according to activity levels, and compare the data that they have been collecting in their food/activity journals, and analyze and interpret the data. Next, they will reflect on their findings and collect information about the types of foods that they may consume to obtain the suggested number of calories. **During this activity the teacher needs to be sensitive to their students’ personal information. The teacher may need to ensure confidentiality, respecting the students’ ideas about their image and diet. Hence, the students should be allowed to keep their activity/food journal entries private.
Learning Activities (70 minutes)
By the end of the class the students will be able to accomplish the following:
- Individually summarize their daily intake of calories and the number of calories spent in the past 3 days.
- Analyze and interpret the data collected in their journals either individually or in 3 activity-level groups (less than 30 minutes per day, 30-60 minutes per day, and more than 60 minutes of moderate activity levels)
- Reflect on their findings
- Utilize the USDA website and collect information about the types of foods that one need to consume to obtain the suggested amount of calories
- Create a breakfast menu for their activity levels and share their findings with the other activity-level groups.
The last 10 minutes at the end of every class students will fill out an exit slip. On this exit slip, they will list 3 things that they learned, 2 things that they found interesting, and 1 question they still have about the content that they learned during the class.
Materials and teacher-developed resources needed:
Computer, LCD projector, paper, and colored pencils, student food/activity journals.
Homework:
Students will continue keeping track of what they have been eating and drinking as well as the activities they have been performing throughout the day. They will jot this information down in their journals and bring it to class. They will utilize the new information that they obtained from the USDA site during the class activities.
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Day 4: My Plate Concept /Balanced Diet (1 block or a 90-minute class period)
Students will answer the following “do now” question in their journals, then they will turn to talk to the person sitting next to them and share their answers.
- The “do now” question: Students will explain the term balanced diet.
Learning Objectives: The My Plate Concept
By the end of the class the students will be able to understand the importance of the My Plate Concept, work in 3 activity-level groups (less than 30 minutes, 30-60 minutes, and more than 60 minutes of moderate activity per day) or individually, and create a breakfast, lunch, and dinner menu for their group. The students are required to work in a cooperative group and in the process need to pay special attention to the diets of each group member.
Learning Activities (70 minutes)
By the end of the class the students will be able to accomplish the following:
- Understand the importance of the My Plate Concept
- Apply the concept and conduct individual research on the USDA website
- Work in 3 activity-level groups (less than 30 minutes, 30-60 minutes, and more than 60 minutes of moderate activity per day) or individually
- Pay special attention to the dietary requirements of their group members
- Ensure that their menus align with the meal choices, health, and personal needs of each group member, e.g., vegan, vegetarian, lactose intolerant, eats on kosher meals.
- Choose how to create their menus, either on paper or a computer
The last 10 minutes at the end of every class students will fill out an exit slip. On this exit slip, they will list 3 things that they learned, 2 things that they found interesting, and 1 question they still have about the content that they learned during the class.
Materials and Teacher-developed resources needed:
Computer, LCD projector, paper, and colored pencils.
Homework:
Students will put finishing touches to their My Plate activity.
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Day 5 Culminating Activity: The Invention Convention Expo (1 block or 90-minute class period)
During the first 10 minutes of every class, the students will answer the “do now or warm-up” question. Students will first answer this question in their journal, and then they will turn to talk to the person sitting next to them and share their answers. This activity will promote student discourse in the class.
- The “do now” question: Students will write down what they had for breakfast, lunch, and supper and categorize the foods into the following groups: fruits, vegetables, grains, protein foods, and dairy.
Learning Objectives: The Invention Convention Expo
By the end of the class, the students will be able to understand the diets/menus of different student groups. These groups are based on the 3 different activity-level groups (less than 30 minutes, 30-60 minutes, and more than 60 minutes of moderate activity per day) as well as the dietary needs of the group members. Some students worked on their menus individually. The student group will display their breakfast, lunch, and dinner menus and also explain the number of calories in these menus along with the activity levels.
Learning Activities (70 minutes)
By the end of the class the students will be able to accomplish the following:
- Participate in a jigsaw (visit every station)
- Understand the similarities and differences between the diets/menus for the 3 different activity-level groups.
- Pay attention to the dietary needs of their team members
- Display their breakfast, lunch, and dinner menus
- Explain the number of calories these menus are designed to provide
- Visit all of the other stations
- Ask probing questions
- Leave positive feedback (1 thing they liked about the project and 1 way the project could be improved)
The My Plate concept projects/menus will be displayed in the classroom.
The last 10 minutes at the end of every class students will fill out an exit slip. On this exit slip, they will list 3 things that they learned, 2 things that they found interesting, and 1 question they still have about the content that they learned during the class.
Materials and teacher-developed resources needed:
Completed My Plate concept projects, post-it notes, writing utensils
Homework:
Students will reflect on the unit, write down what they learn during the unit, how they plan to apply the knowledge and skillsets that they learned to their lives.