S+Damboise+Kelley

Teacher: Ms. Damboise Office: Education Building Rm1000 Office Phone: 778-7777 Office Hours: M,W,F 10:00am- 12:00pm E-mail: Kelley.damboise@maine.edu

Summary of Unit This unit will allow students the opportunity to explore the essential macro and micronutrients the body requires, the differences between appetite and hunger, and the steps required to achieve and maintain a healthy diet. We are going to take a look at current eating trend, such as the Jenny Craig Diet, the Atkins Diet, and Weight Watchers, to determine how beneficial these diets truly are. We are also going to formulate an understanding of micronutrients, vitamins and minerals, so that we can debate the topic of whether vitamin supplements are worth spending thousands of dollars on. A brief overview of macronutrients will help students better understand the kinds of foods our body needs to continue functioning properly, and with this knowledge students will then proceed to observe and analyze their own diets. We'll take a look external factors that influence our food choices, and then develop a method that will help us to control our own appetite. The grand finale, for the students, will be to use all the information presented in this unit to create an infomercial that will not only be informative, but also creative enough to capture the audience’s attention.

Established Goals: Maine Learning Results: Health Education and Physical Education C. Health Promotion and Risk Reduction C1. Healthy Practices and Behaviors Grade 9- Diploma Students demonstrate healthy practices and or behaviors to maintain or improve the health of self and others in healthy eating. Students will be able to justify what constitutes as a healthy diet.

Understandings: Students will understand that… • carbohydrates, fats, and proteins are macronutrients, and vitamins and minerals are micronutrients. • there is a difference between appetite and hunger. • there are steps they need to take in order to achieve and maintain a healthy diet.

Essential Questions: • Why are macronutrients and micronutrients important for the body? • How is appetite and hunger different? • Why are these steps important in achieving and maintaining a healthy diet? Students will know… • Terminology: macronutrients, micronutrients, hunger, and appetite. • Critical details: different diets, eating habits, and appetite stimulus. • Current Diets: Jenny Craig Diet, The Atkins Diet, and Weight Watchers.

Students will be able to… • justify what constitutes as a healthy diet. • judge whether they are hungry or if it is just their appetite. • create a display representing all the essential vitamins and minerals. • analyze different triggers that help to determine when the body is hungry. • consider why macronutrients and micronutrients are essential to the body. • be aware of the foods they are consuming and how it affects their body.

Task Description: Your group, which consists of a textile personal, graphic designer, a researcher, a producer, and actors and actresses, works for the National Health Association advertisement department. You have all just left a board meeting where your boss has informed all six advertisement associates that he wants a creative infomercial that stresses the importance of healthy eating. Your group’s task is to create an exciting infomercial that explains the differences between appetite and hunger, what stimulates appetite, and how does micro/macronutrients help in satisfying our body’s needs when hungry. The infomercial is not going to be used to sell a product; it is being used to relay the message about healthy eating habits. The challenge is there are five other advertisement associates that want their work broadcast and only one infomercial will be published. Your group must win the advertisement infomercial design assignment in order for your group’s product (iMovie) to be broadcast. The target audience is the boss and the board of directors; the group will create an iMovie for the product.

Expectations: Students who have missed a class due to illness, family emergency, and sports or extracurricular related activities must meet with the teacher to find out what they have missed. The teacher and student will come up with a absent student homework plan that will take into consideration the homework that was missed and create a reasonable time line for the student to complete the missed work, while continuing to pass in the homework that is due. If the student was not absent and the homework assignment was attempted, and completed to the best of the student’s ability they will be allowed to redo the assignment for a better grade. However, if the student attempted the homework assignment, but it was not completed then the student will pass in what they completed, and will have a chance to redo the work. The two grades will then be average together for the final score. If a student did not attempt or complete the assignment in any way no points will be awarded, but he or she will have a chance to redo the assignment for a grade. The grade will be marked down ten points each day it is late. I want students to participate in class discussions, and get involved in the material they are studying, but I do understand that there are some students who have a hard time in class discussions and participate. Students will need to find a time to meet with me so that we can discuss other possible options to help them earn their participation grade. Students should understand that health is an important topic and this class is not to be taken lightly. Lastly, no form of plagiarism will be accepted in my class.

Benchmarks: Below is a point value scale for each assessment that will be completed during this unit; the total amount of point that can be earned is 200pts.

iMovie (50pts): The iMovie is a presentation that will be made at the end of the unit summarizing all the information students have acquired about macro/micronutrients, hunger, appetite, and healthy eating habits. The iMovie will be presented as an infomercial to provide awareness to people who do not understand healthy eating. Student will be graded upon two different components: the oral presentation and the product presentation. A more in-depth rubric will be provided to the students so they can fully understand what is expected of them in this project.

Essay (10pts): The essay will include: 1) Background information on macro/micronutrients and hunger and appetite. 2) How this background information ties into healthy eating. 3) Discus the different diets mentioned in class and how they do or do not relate to healthy eating. 4) Justify what constitutes as a healthy diet. 5) Discus the changes you have made in your life since the beginning of this unit, if any. 6) Explain something that you didn't know before this unit, but now you have a better understanding of.

Learning log (10pts): Will incorporate the hunger scale, students first recording of food intake, their assessment plan, and their second recording of food intake.

Quiz (10pts): The quiz will focus on triggers that stimulate the brain when a person is not hungry. What physically happens to a person when they are hungry, what chemical reactions take place to alert the brain that the body is hungry, how the environment may affect appetite, and other factors that will be discussed more in class.

Questionnaire/wiki (15pts): Students will develop a questionnaire that will ask questions to help people figure of if they are hungry or if it is just their appetite acting up. Students will place the questionnaire on the wiki so that peers can take the questionnaire and see if it actually works in evaluating hunger or appetite. After students have taken the questionnaire they will have to respond to the student providing feedback to help them revise their questionnaire or let them know what a great job they did on evaluating hunger or appetite.

Cookbook (20pts): Students will reflect upon what they have learned by finding a recipe that focuses on carbohydrates, or proteins, or healthy fats, or a recipe that includes essential minerals, or vitamins. Students will then bring together all of the recipes they have found and determine which recipes should make up our macro/micronutrient cookbook. Student will have to provide an in depth explanation as to why a certain recipe should be included in the cookbook. Recipes can be discussed to determine that only the best make it into the cookbook. Students will self-evaluate the cookbook by using the rubric requirements as a guideline.

Rap (15pts): In this rap students will have to explain to their peers why macro/micronutrients are considered essential to the body. Student will have a 2-3 minute time-limit and will have to create a beat using garage band.

Debate (15pts): Students will form two teams based upon their belief of whether or not vitamin supplements are worth the amount of money millions of people are spending on them. If the two groups are not equal in size some students may be asked to move to one side or the other to make this a little more equal. Students will have to use their understandings of vitamins and how they interact with the body to determine their opening argument statement, and their strong points in the debate.

Advertisement (20pts) Student will participate in an activity where they will have to design their own diet using what they learning from the discussion, and any creditable online resources they would like to use. (Resource must be cited properly) What the student are going to have to do is create their own online advertisement describing their healthy diet, and why people should want to use this diet. They are going to have to upload the advertisement on the class wiki, and provide one website link that supports why this is a healthy diet.

Participation (30pts): I want to create a classroom where students feel comfortable enough to participate in the lesson, because participation is key in my class. However, I do understand that there are some students who have an extremely hard time participating, and therefore some arrangements can be made to help students keep their participation grade. Some participation is required of all students at one point or another, so students will not always have the option of alternate arrangements. I believe we learn best from each other, therefore the better the class discussions the more we can learn together.

Grading Scale: A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59).