Project-Based Unit
Title of Unit Nutrition and menu planning
|
Subject Area |
Grade Level |
Time to Complete |
|
Health/Science |
4 |
5 weeks |
|
Author’s Name |
School Address |
Phone, E-mail |
|
Steve Bamsey |
Conway Elem. 160 Main Street |
447-3369 |
Framing Question
Does your current diet adequately meet your nutritional needs? How will you prove this.
Workplace or Community Context
The students will learn about the relationship of nutrition and human growth. Nutritionists and local restaurant owners will speak to the class. Students will be involved in the development of a nutritionally based menu.
The Project
Overview
At the beginning of the unit the students will record their eating habits over a 5 day period. Then the students will learn about the food groups, and proper nutrition for children their age. In addition to this the students will hear from dieticians, and local restaurant owners. After the students have studied nutrition, they will then plan and implement a 5 day menu based on what they have learned. A comparison will be done on the two menus, and a reflective writing piece will be produced.
Alignment with New Hampshire Curriculum Frameworks
[In the table below, list frameworks and describe which component of your project addresses each framework.]
|
Framework |
How it is addressed in your project |
|
Science Frame work 1a -1,2,3,4,10, 12 |
The students will gather information and interpret the data they have gathered. They will discuss their findings with each other, and explain the reasoning behind their conclusions. |
|
Science Framework 2f -1 |
Based on their knowledge of nutrition, the students will show they are able to make good choices regarding meal planning. |
|
Science Framework 3b-2 |
Students will explain why food is necessary for living. |
|
Science Framework 3d-6 |
Students will show how proper nutrition promotes a healthy body. |
Timeline
[In the table below, break your project down into achievable steps or milestones and describe each. Also, in sequence, list and describe classroom and workplace activities that support your project.]
|
Project Step or Supporting Activity |
Description |
|
Menu charting |
Students will list their food intake for a 5 day period. |
|
Nutrition lessons |
Students will learn about proper nutrition, listen to guest speakers, and use the computer to learn about the food groups and proper nutrition. This will be over a 2 week period. Also, the students will go to one of the local grocery stores to learn about product placement and why items are arranged as they are. |
|
Menu charting |
Following the 2 weeks of instruction the students will plan and implement a menu based on their knowledge of nutrition. This will be done with their parents. |
|
Evaluation and Reflection |
The students will reflect on the exercise, and will share with the other students. Also, each student will select an recipe of their choice and will submit it for a class cookbook. |
Project Resources
Food groups chart Chart of servings of basic foods Table of vitamins and minerals
Spread sheet program to graph menu findings Encarta program to show calorie intake
School dietician Hospital dietician 2 or 3 restaurant owners Parents
Food packages Fieldtrip to food store
Assessment
Following the four week lesson will be a two part evaluation. In part one the students will fill out a reflective sheet that will ask the students about the experience, and if they enjoyed the activity. Part of this reflective piece will involve a parent response.
The second assessment will have the students select items from a list of foods and plan 3 meals for one day. The students will have to justify their choices based on what has been taught in class.
|
Mastery |
Student is able to correctly plan all three meals based on nutritional needs and explain in detail why choices are made. All food groups will be correctly represented. The student uses appropriate terminology, logical reasoning, and convincing details as to why choices were made. Student is also able to explain health benefits of each choice. |
|
Advanced |
Student is able to correctly plan all three meals and uses convincing reasoning as to why choices are made. Some explanation as to what benefits are from each choice. |
|
Basic |
Student is able to plan all three meals correctly, but is not totally clear as to the reasons why. Some health benefits explained. |
|
Apprentice |
Student was not able to appropriately plan all three meals, and did not clearly explain meal choices. |
Implementation Plan
I will need to gather materials, schedule speakers, develop charts and assessments, arrange for a fieldtrip to one of the local grocery stores, and schedule it into my human body unit.