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Primary Subject Area: Health Education |
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Grade Level: 7 - 8
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Overview:
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The students will locate information about the effects that diet may have on the body as it relates to (1) anemia, (2) osteoporosis, (3) heart disease, (4) obesity, and (5) diabetes. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 6 class periods (50 minutes each) |
Content Standards:
- Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
- Standard 3
Students will demonstrate the ability to practice positive health
behaviors and reduce health risks.
- Standard 5
Students will demonstrate individual and interpersonal
communication skills necessary to enhance health.
- Standard 6
Students will demonstrate the ability to advocate personal, family,
and community health.
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Benchmarks:
- 1-M-1
describe relationships among physical, mental, emotional and social health; (1,2,4)- 1-M-2
evaluate healthy and unhealthy lifestyles ( e.g., preventive health measures,
physical fitness, nutrition, obesity, eating disorders, stress, etc.);
(1,2,3,4)- 1-M-3
examine the structure and function of body systems and its relation to wellness; (2,3,4)- 3-M-1
identify personal health needs and develop long-term goals for a healthy
lifestyle;
(2,4)- 3-M-2
examine physical fitness assessments and their role in developing a personal
wellness program; and
(2,3,4)- 6-M-1
develop strategies to encourage and influence others in making positive
health choices (e.g., healthy food choices, abstaining from alcohol, tobacco,
and illegal drug use, etc.);
(1,2,4)
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Interdisciplinary Connections:
- Science : Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities. - Science : Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
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Educational Technology Standards:
- Compose and edit a multi-page document with appropriate formatting using word-processing skills. (e.g., menu, tool bars, dialog boxes, spell check, thesaurus, page layout, headers and footers, word count, margins, tabs, spacing, columns, page orientation)
( 1, 3, 6 )- Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.
( 1, 3 )- Use telecommunications and online resources efficiently and effectively to collaborate with peers, experts, and others to investigate curriculum-related problems, issues, and information and to develop solutions or products for various audiences.
( 1, 2, 3, 4 )
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Objectives:
The students will - research, locate and report data on the body as it relates to (1) anemia, (2) osteoporosis, (3) heart disease, (4) obesity, and (5) diabetes;
- sign a contract stating they will make healthy food choices; and
- complete a food journal for one week.
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Lesson Materials and Resources:
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Technology Tools and Materials:
Hardware:
computer with Internet access
Software:
word processing program, electronic encyclopedias
Other:
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Background Information:
Students should have knowlede of using the internet for research. Students should also have a knowledge of word processing programs. |
Lesson Procedures:
- Divide the class into five groups and give each group a scrambled topic word. Allow two to four minutes to unscramble the words. (ex: IEANMA - anemia, SIOPESOTSORO - osteoporosis, AERTH IEADESS - heart disease, ETYSIBO - obesity, EBTESAID - diabetes).
- Have the students name their unscrambled topic words. Ask groups what the conditions have in common. (They all can be influenced by a person’s eating habits or diet.)
- Each group will research data for the assigned topic related to diet using the Internet web sites, encyclopedia, library books, etc.
- Each student will write a report about the findings, using a word processing program. Show students how to use the copy/paste functions while writing their reports. However, the teacher must stress the importance of writing reports in their own words and the issue of plagerism. The teacher and students will design a rubric to score the reports, or modify the Rubric for Major Projects/Productions.
- Students will report their findings to the class. Students who have family members with a diet related disease may volunteer to share how the family has helped this person.
- Invite a dietitian, nurse, or doctor to speak to the class about diseases that can be affected by nutrition.
- Design a contract for students to sign stating that, during the next week, they will eat healthful foods and fewer foods that may contribute to their chances of developing certain health problems. The contract will include a list of three healthful foods they will eat and the number of times per week they will eat them; the number of times per week the foods will be eaten, plus a list of three unhealthful foods normally eaten and how often. The students will note how they cut back on the unhealthful foods. Stress the importance of exercise; ask the students to document how long they are active per day.
- Each student will keep a journal of foods eaten that week. Allow students to compare their journals with the contract previously signed. Entries in the journal should relate to the terms of the contract.
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Assessment Procedures:
- "Rubric for Major Projects/Productions"
- Group work participation
- Contracts/Journals
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Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
Teachers must follow special needs student's Individual Education Plan (IEP) or 504 Modification Plan.
Students with Physical Impairments:
1. Large letter blocks for scrambled words in start of lesson may prove helpful for students with limited mobility. (This is also a good idea for visually impaired students.)
2. Tape record guest speakers during lectures rather than taking notes.
3. Use a computer or tape recorder to keep student's food journal. (The computer may prove particularly helpful if you also allow the students to use clip art to represent the food choices. This may require less physical agility than writing the journal.)
4. Provide a computer with word processing application with adapted access (control panel accessibility feature), adaptations including key repeat rate adjustments, adaptive pointing devise for standard keyboard use, keyguard, enlarged keyboard (Intellikeys), touch screen (Magic
Touch), onscreen keyboard (Discover Screen), switch access, trackball, and/or joystick.
5. Provide a computer with word processing software with adaptive software including talking word processing application (Write OutLoud, Intellitalk 2), word prediction software (Co-Writer), and/or voice dictation software (Dragon Naturally Speaking)
Students with Sensory Impairments:
Vision:
1. Use Windows magnifying function or similar software or change monitor font size and/or background. This is particularly helpful when searching the Internet and/or using the computer as a word processor. Use large print for any printed research material.
2. Use text to speech computer software (ReadPlease, Write OutLoud, Co Writer, Read and Write Gold). This will be particularly useful when using computers for research and writing.
3. Use adaptive keyboard with large keys, or pair with a non-disabled student to assist in typing article.
Hearing:
1. Maintain eye contact with hearing impaired students particularly when giving oral instruction, making sure maintain a normal pace when speaking. Make sure that any guest speaker is aware of hearing-impaired students and also adheres to this suggestion.
2. Use voice-amplifying (FM) device such as Phonic Ear or Phonak.
Additional General Classroom Accommodations found in "Helpful Links".
----- written by Milinda Fraley
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Reproducible Materials:
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Explorations and Extensions:
- Students will interview a person with a diet-related disease and ask what he/she would have done differently concerning early eating habits.
- Students will locate a typical balanced diet for a person with one of the diet-related diseases.
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Lesson Development Resources:
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Reflections:
Although diseases may be somewhat related to and controlled by diet, students should not be given the idea that a correct diet alone will cure or prevent these diseases. Heredity plays a major part in the development of these diseases, but other lifestyle and environmental factors may also influence the development of the disease. By following the MyPyramid http://www.mypyramid.gov and the Dietary Guidelines http://www.health.gov/dietaryguidelines/dga2005/document/, we are doing our best to prevent illness from occurring. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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