ESSENTIAL QUESTION: What are the common eating disorders and their risks?
Monday, November 17, 2014
Standards: HUM-FL-8
Develop a nutritionally balanced diet for an adolescent.
Opening Warm-up AND/OR Activator (highlight one): YouTube clip:
Work Session: LESSON 4: EATING DISORDERS
1. Review Essential Questions. Students will complete worksheet: Thoughts about Eating. P225 [Evaluate their feelings about eating and weight]
2. View PowerPoint Slides 12-15
• Discuss slides with students emphasizing each eating disorder and the warning signs
• It is important to discuss with students the severity of the topic at hand. Students should be reminded that they should not “diagnose” their friends or other students. Instead, they should share their concern with a teacher or the counselor.
• Students should understand that eating disorders are a serious topic with today’s teens and young adults. Eating disorders are not easy to treat, as you have to treat the issue that caused the disorder (poor self esteem, abuse, emotional issues, etc.). Students should also be reminded that while eating disorders might be controlled in an individual, the damage caused to the body during the disorder may be irreversible (heart damage, oral damage, digestive damage, etc).
3. View NOVA Video
• The NOVA video “Dying to be Thin” can be purchased in most FACS catalogs and online video stores. It can also be viewed by streaming it from NOVA’s website at: http://www.pbs.org/wgbh/nova/thin/
o The website also provides additional information that can be used for the lesson if time allows
• This video gives an excellent overview and several firsthand accounts of eating disorders. It discusses the reasons behind the disorders, how they are treated and the damage they can do to the body.
4.Independent Reading: Choices Article-Driven to be Thin. Students will complete Magazine Report Form ( purpose, summary, opinion)
5. Students will work on Worksheet Activity 2A [T/F] and Activity 7A Word Jumble
Closing/Summarizer:
List one thing that surprised you about adolescents and eating disorders.
Daily Homework:NONE
ESSENTIAL QUESTION: What are the common eating disorders and their risks?
Tuesday, November 18, 2014
Standards: HUM-FL-8
Develop a nutritionally balanced diet for an adolescent.
Opening Warm-up AND/OR Activator (highlight one):
Work Session: Class meeting about Free Cook { parameters etc}
1. Complete work from Monday, 11-17-14
2. Web Lesson: Eating Disorders {Students will use the internet to answer formatted questions}
Closing/Summarizer:
Daily Homework: NONE
• ESSENTIAL QUESTION: What are the common eating disorders and their risks?
Wednesday, November 19, 2014
Standards: HUM-FL-8
Develop a nutritionally balanced diet for an adolescent.
Opening Warm-up AND/OR Activator (highlight one):
Work Session: Q&A about free cook lab
Students will watch documentary: TBD
Closing/Summarizer:
Daily Homework: NONE
ESSENTIAL QUESTION: What are the common eating disorders and their risks?
Thursday, November 20, 2014
Standards: HUM-FL-8
Develop a nutritionally balanced diet for an adolescent.
Opening Warm-up AND/OR Activator (highlight one):
Work Session: Guest Speaker Le Cordon Bleu
Closing/Summarizer: Guest Speaker Worksheet
Daily Homework: NONE
ESSENTIAL QUESTION: What are the common eating disorders and their risks?
Friday, November 21, 2014
Standards: HUM-FL-8
Develop a nutritionally balanced diet for an adolescent.
Opening Warm-up AND/OR Activator (highlight one): NONE
Work Session: Free Cook Lab: Students will cook preapproved meals to share with classmates.
Closing/Summarizer: NONE
Daily Homework: NONE
Contact Information
https://web.cobbk12.org/southcobb
Sunday, November 16, 2014
FNW Agenda: Week of November 17-21, 2014
• ESSENTIAL QUESTION: What food sources contain each nutrient?
Monday, November 17, 2014
Standards: HUM-FNW-4
Evaluate nutritional information in relation to wellness for individuals and families.
Opening Warm-up AND/OR Activator (highlight one): Incomplete Protein. Read the prompt and complete the student activity.
Work Session: Nutrient Web Lesson 2
Check and discuss handout: Little Red Vitamin Hood
Show the Vitamins & Minerals PowerPoint.
2. Hand out the Vitamins & Minerals Worksheet and have students complete. Use the Vitamins & Minerals Worksheet Answer Key to grade.
3. Complete Chapter 7 questions 2-6 *write the questions*
Closing/Summarizer:
Daily Homework: NONE
ESSENTIAL QUESTION: What are the functions of carbohydrates?
Tuesday, November 18, 2014
Standards: HUM-FNW-4
Evaluate nutritional information in relation to wellness for individuals and families.
Opening Warm-up AND/OR Activator (highlight one): Carbohydrates. Student will read the prompt and complete the student activity.
Work Session:
. Introduce the lesson by showing the following video clip: http://www.youtube.com/watch?v=SSLn0vGh5ZQ (20 Minutes)
. Rice Lab:
• Before starting the lab, to give students a greater understanding of rice, have students complete the Rice Web Quest Worksheet.
• For the lab the teacher should purchase one different type of rice for each table and have them follow the directions for cooking it on the package.
• Compare rice by taste, texture, ease of preparation and time to prepare.
• Purchase whole grain rice, brown rice, basmati, jasmine rice, Arborio, Wehani, etc. and assign each group a different type.
• Use paper plates and draw “pie” sections according to the number of products students prepare. Assign a number to each product as they are set up “buffet” style.
• When all the rice is ready, students will take a sample of each and record their results on the Rice Lab Chart Worksheet.
Chapter 7 questions 2-6 *write the questions*
Closing/Summarizer:Rice Lab Chart Worksheet
Daily Homework: none
ESSENTIAL QUESTION: What food sources contain each nutrient?
Wednesday, November 19, 2014
Standards:
HUM-FNW-4
Evaluate nutritional information in relation to wellness for individuals and families.
Opening Warm-up AND/OR Activator (highlight one):
Work Session: Complete assignments from Tuesday, November 18, 2013
Chapter 7 questions 2-6 *write the questions*
Closing/Summarizer: none
Daily Homework: none
ESSENTIAL QUESTION: What food sources contain each nutrient?
: Thursday, November 20, 2014
Standards: HUM-FNW-4
Evaluate nutritional information in relation to wellness for individuals and families.
Opening Warm-up AND/OR Activator (highlight one): List one thing that surprised you about nutrients and food.
Work Session:
Activity: Nutrient Relays- Students will work in groups of 3 or 4 to complete a nutrient crossword.
Prep for the food lab:
-Recipe
-Planning Sheet
Closing/Summarizer: NONE
Daily Homework: NONE
ESSENTIAL QUESTION: What food sources contain each nutrient?
Friday, November 21, 2014
Standards: HUM-FNW-4
Evaluate nutritional information in relation to wellness for individuals and families.
Opening Warm-up AND/OR Activator (highlight one): Aprons, prep for lab
Work Session: Food Lab: Chicken Ramen Stir Fry
Not in the food lab:
To gain a more in-depth knowledge of carbohydrates, have students complete the Carbohydrates Web Quest Worksheet.
Closing/Summarizer: Lab Planning Sheet
Daily Homework: NONE
Thursday, November 13, 2014
Sunday, November 2, 2014
FNW Agenda Week of November 3, 2014
11-3-14
Standards
HUM-FL-7 Develop
a nutritionally balanced diet for children in the different stages of
childhood.
ESSENTIAL QUESTION: How do you identify a
child at nutritional risk and what are problems in the diet that may contribute
to this?
Work Session:
LESSON
3: Nutritional Risk
1. Show
slides 12-14 of the Childhood Nutrition PowerPoint
• Discuss
with students the information in the slides.
2. Students
should understand what foods provide children with protein, energy, vitamin A,
iron, and zinc (most of these are meats and vegetables; both which children do
not want to eat, or are picky eaters).
• This
is most likely why deficiencies are seen in these areas. Students must also
remember that these foods are more expensive than high sugar/high fat foods, so
these deficiencies are also seen in low socio-economic homes.
3. Discuss
with students the family dynamics that might allow for a child to be at
nutritional risk.
4. Summary:
• Help
students to understand that most children will go through a food jag, and they
will eventually become disinterested with the food. However, students should
know that it is not healthy for the child to completely “live” off of that one
particular food and that new foods should constantly be introduced.
5. Have
students study their Childhood Nutrition Study Guide. After allowing students
time to study, administer the Childhood Nutrition Quiz.
6. Students will prep on Breakfat
Food Lab: Waffle, Eggs, Bacon,
-planning sheet
-setting up kitchens
Closing/Summarizer: Ask students, “Why do you think it is
important to eat healthy on a regular basis?”
Daily Homework:none
11-4-14 NO School Election Day 2014
11-5-14
Work Session: 1. Food Lab
Healthy Pregnancy &
Adolescence Menu
Trail Mix-Banana Muffins
Waffles
Eggs
Bacon (Pork or Turkey)
Daily Homework:none
11-6-14
Standards: HUM-FL-8
Develop a nutritionally balanced diet for an adolescent.
Essential Questions: What are the causes of increased nutritional risk in adolescents?
Work Session: LESSON 1: BODY COMPOSITION
2. Review
Essential Questions. Post essential questions in the classroom.
3. Identify
and review the unit vocabulary using World Splash.
Adolescence Growth Spurt Electrolyte
Fad Diet The Atkin’s Diet The
Pritikin Principle
The Zone Diet The South Beach Diet Jenny
Craig
Nutrisystem Weight Watchers Eating
Disorder
Binge Eating Anorexia Bulimia
4. Adolescent
Nutrition
• Review
slides 2-5 of the Adolescent Nutrition PowerPoint with students
• Tell
students that all nutrients are important during adolescence; however, iron and
calcium are two nutrients that become extremely important during this time.
• Tell
students that this is a time of puberty changes and body composition changes.
• Have
students complete Fill in the Blank Notes Handout during presentation.
5.
Healthy Snacks
• Bring
in examples of snacks listed on slide 6 for students to try
• Lead
discussion about the snacks
Closing/Summarizer: Ask students, “Why do you think it is
important to eat healthy on a regular basis?”
Daily Homework:none
NONE
11-7-14
Standards: HUM-FL-8
Develop a nutritionally balanced diet for an adolescent.
ESSENTIAL
QUESTION: • How do
certain nutrients play roles in healthy physical activity?
Students will answer 3 test
questions. (#39,32, 36)
Work Session
LESSON
2: PHYSICAL ACTIVITY
1. Review Essential Questions. Post essential questions in the
classroom.
• How do certain nutrients play roles in healthy physical activity?
2. Adolescent Nutrition Part 2
• Review slides 7-9 of the Adolescent Nutrition PowerPoint with
students, stressing the issue of supplements
3. Steroids
• Many students do not understand the dangers of steroids.
• Visit the website
http://kidshealth.org/parent/emotions/behavior/steroids.html#.
o Differentiate between steroids (what your body makes) and anabolic
steroids (drugs that resemble the body’s steroids).
o Review health and legal consequences of taking steroids.
4. Editorial Assignment
• A topic that often surfaces with athletes is legalizing steroid
use. Have students write an editorial sports opinion on the topic of “For or
Against” legalizing steroids for athletes.
• Students will need to provide details and information to support
their opinion.
Closing/Summarizer: NONE
Daily Homework: Editorial
Assignment (Due Monday, November 10, 2014)
Food Science: Video Questions
Label your paper
Truth About Carbohydrates & Sugar Video
1. List and define the four basic sugars. Give at least one food source.2. What is a complex carbohydrate?
3. List two main sources of starch.
4. List three high starch foods.
5. True or False Fructose can be used immediately by our cells.
6. Glucose is absorbed in the __________________.
7. What surprised you about the Glycemic Index?
8.Starches are ________________.
9. Eat more ________________________________.
10.How did Coca Cola get its name?
FNW Agenda: Week of Monday,November 3, 2014
11-3-14
Standards: HUM-FNW-4
Evaluate nutritional information in
relation to wellness for individuals and families.
ESSENTIAL QUESTION: What is Nutrition?
Opening Warm-up AND/OR Activator (highlight
one): Bellwork: 3 questions
about nutrition and nutrients
Work Session: 1. Students will unpack different
parts of the new standard, teacher will
discuss new EQ, introduce the new chapter, student volunteers will read key
concepts, main idea and vocabulary(content & academic).
2. Students will complete”
Nutrient” graphic organizer to list the six categories of nutrients.
3. Students will complete: WB pg.
51-Content and Academic Vocabulary (ELA): students will predict what the word
means in the first column and write the text’s definition in the second column.
4.Introduce the lesson by showing
students the Essential Nutrients PowerPoint. This will cover the following 6
major classes of essential nutrients:
• Water
-The most essential nutrient for all body functions
• Carbohydrates
- energy foods
• Fats
- concentrated energy foods
• Proteins
- body builder foods
• Vitamins
– body regulators
• Minerals
–body regulators
5. Have
students complete the Foods with Essential Nutrients Worksheet.
Daily Homework:none
11-4-14: NO SCHOOL/Election Day 2014
11-5-14
Opening Warm-up AND/OR Activator (highlight
one): Bellwork [p.36] Day 1- Nutrients: Student will read the prompt
and answer the student activity.
Work Session: 1. Writing Activity
[p.94]: Students will write a paragraph-Eat Nourishing Meals for Good
Health. Students will write a paragraph that describes a healthful meal they
would like to eat and explain why it is healthful. Writing tips are provided. *
Share responses*
2. Complete Direct Instruction from
Monday 11/3/14 Review with students (refer back to the Essential Nutrients PowerPoint,
if necessary). A nutrient is a chemical found in foods that are critical to
human growth and function. Our bodies use nutrients for energy and to support
growth, maintenance and repair of tissues.
3.
Water
Show the Water PowerPoint.
4. Hand
out and have students complete the Water Worksheet
5. DVD: Nutrition: Water section..
Daily Homework: none
11-6-14
Standards: HUM-FNW-4
Evaluate nutritional information in
relation to wellness for individuals and families.
ESSENTIAL QUESTION: What is the importance
of water for the body?
Opening Warm-up AND/OR Activator (highlight
one): Bellwork: Is it necessary for an individual to drink 6-8 cups
of water daily or more if participating in sports or exercising?
WATER
Work Session: It is necessary
for an individual to drink 6-8 cups of water daily and more if participating in
sports or exercising. Water is the most critical nutrient for sustaining life.
Two-thirds of the human body is water.
3. Show
the Water PowerPoint.
4. Hand
out and have students complete the Water Worksheet
5. DVD: Nutrition: Water section..
- Prep for
the Breakfast Food Lab (Rules of the kitchen)
- Recipes
- Lab
Planning Sheets
6. Students will receive a water
article to read and complete a magazine report form: authors purpose, summarize
reading, state opinion of the article.
Students will share magazine report
form results.
Daily Homework: none
11-7-14
Standards: HUM-FNW-4
Evaluate nutritional information in
relation to wellness for individuals and families.
ESSENTIAL QUESTION: What is importance of water to the body?
Work Session: 1. Students
will work in Food Lab: Breakfast Lab
-French Toast
-Scrambled Eggs
-Bacon (Pork & Turkey)
Students not in food lab:
Chapter 7 worksheet packets.
Daily Homework: none
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