Unit Title: Healthy Eating

Grade level: 12
th
Grade
Length of unit: 10 days
Stage 1 Desired Results

Meaning
Enduring Understandings/Generalizations:

Healthy Eating affects many aspects of our lives.

Healthy Eating is more manageable with a system.
Essential Questions:

What is a fulfilling lifestyle (This is an ongoing question throughout
many Units)
What is healthy eating?
What systems can be implemented for healthy eating?


Knowledge & Skills Acquisition
Learning Goals: (e.g., Iowa/Common core standards.)
Identify monetary resources and distribution options for those resources.
Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society.
Demonstrate financial responsibility and planning skills to achieve financial goals for a lifetime of financial health.
Individual talents and skills can be used for productive outcomes in personal and a professional life.



Students will know

Segment time into logical steps with appropriate estimates of
time.
How to build a timeline to facilitate completion of the task.
Describe the exchange of goods and services as part of the
monetary system.
Identify the outcome of spending money.
Recognize that items cost money.
Core Vocabulary needed: food groups, nutrition, diet,
Students will be able to

Create a meal plan.
Use a budget while planning meals for a week
Purchase an item from grocery store.
Evaluate the items listed on the label of a product.
Create a healthy meal in the kitchen.
Demonstrate social skill using task analysis by asking for help at the
grocery store.

overeating, ingredients, allergy, additives, fiber, vitamins,
calories, Body Mass Index (BMI), cholesterol, daily values, and
KCAL.
How a weekly budget is constructed.
How a weekly schedule is constructed.
Navigate bus transportation from a prior unit.
Concept of a 4 step task analysis on a social situation.





Resources/Materials:
Internet, Worksheets, Blackboard, Products to read labels from, task analysis for social skill, field
trip to grocery store by bus, access to kitchen appliances in home economics room




Stage 2 Evidence (Assessment)
Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam, discussion);
Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play,
Simulation, labs, dramatization)
Pre-assessment:

KWL worksheet. Will give this at the beginning of the unit. The categories will be prior knowledge about healthy eating, what you want
to know about healthy eating, and at the end of the unit I will have them interview with me on what they learned about healthy eating.


Formative Assessment:

Written Response: Week Long Meal Plan

Simulation: Go to grocery store. Have students simulate their task analysis with employees to get items from the grocery list created in
class to make the classroom meals. Have students evaluate the food labels on the items to ensure that the healthiest products are
being selected.

Role Play: Task Analysis of asking for help.

Discussion: Evaluate ingredients listed on a product label.

Discussion: Create Healthy meal in kitchen. Will discuss healthy meal preparation but also safety aspects of cooking.




Summative Assessment:

Students will be given an option of two assignments that they can complete to put into their portfolio. The first option will be to
expand on the projects already done and create a financial budget, meal plan, and weekly timeline schedule that will all coincide with
each other.
Informal Summative Interview: Know section from KWL. Informal interview on what they learned. Will write down their answers to
use in possibly making changes or improvements to this lesson in the future.







Stage 3 Learning Plan






Use these questions to help guide the creation of your learning plan.

How many days will your unit last?

How will you sequence/organize learning your unit in an iterative/incremental way?

What opening activity will you use to hook or engage student learning in this unit?

How will you ensure students know where the learning is headed in this unit?

How will you introduce students to your Enduring Understandings and Essential Questions? At what points will you have your
students re-consider these understandings/questions?

How will you sequence/organize your assessments in an iterative/incremental way?

How will you foster critical thinking and problem solving in this unit? Self-reflection? Curiosity and imagination? Collaboration?
Innovation/Creativity? Adaptive thinking? Accessing and analyzing information? Oral and written communication?

What active instructional strategies/learning activities might you use to engage students in learning (You need to use at least 3 different
types of instructional strategies)?

How will you differentiate for individual student needs in this unit? What differentiated instructional strategies will you use (e.g.,
student choice, flexible grouping, jigsaw, choice boards/menus, tiered assignments, anchor activities, etc.)?

How will you use technology to support and facilitate student learning in this unit?




21
st
Century Life Skills: Healthy Eating
Week 1
Monday Tuesday Wednesday
Hook: Pass out cans of food and examine
labels. Ask have you ever wondered what
you are eating and how good it really is for
your body?

Pass out syllabus and go over assignments,
topics covered in unit, enduring
understandings, and essential questions.

Will also briefly explain the final
summative assignments so that students
can be properly preparing.

Hand out vocabulary sheet with all Core
Vocabulary students will need to know for
this unit. Will also go over these words and
to make sure students understand them.

Pre-Assessment: Students will do the
KWL first two sections. The sections will
be prior knowledge about healthy eating
and what you want to know about healthy
eating. Will conduct a few examples in
class so that students have an idea what is
expected on the Pre-Assessment.


Lecture (PPT): On healthy foods, healthy
portions of foods, food groups, food
groups, nutrition, diet, overeating,
ingredients, allergy, additives, fiber,
vitamins, calories, Body Mass Index
(BMI), cholesterol, daily values, and
KCAL. Also will go over how healthy
eating improves your well and lifestyle.
An example of what will be covered is
that by eating healthy you will have more
energy and can therefore be more active.

Discuss (PPT) as a class. Have all of the
students bring in one ingredient label
from a food item to bring to class
tomorrow.

Discussion: As a class will evaluate the food
labels brought into class by comparing that
information to what they learned already
about healthy eating.

Will them have all students go to Healthy
Recipe website. Will demonstrate how to
look up recipes and then have students all
look up 2 recipes that sound good.

As a class we will discuss what makes these
recipes healthy.


Then we will build a grocery list as a class
from some of the recipes that were chosen.
This grocery list will be used later to
purchase items during the simulation
experience. We will also look at portions
and discuss that if you make more than one
portion you could eat it later in the week.

At this point will refresh students on budget
plan system that the students have created
earlier in the year. Will then give out Week
Long Meal Plan Assignment and go over the
assignment worksheet with class and answer
any questions students have. Will do
informal assessment of 1-5 by raising their
hands to see how comfortable they still feel
about the systems.


Thursday Friday
Students will work in class
on Week Long Meal Plan.
While also building there
grocery list to stay within
Budget.

I will be going around the
class assisting students on
this assignment and
answering questions.
Students will finish in class the Week Long Meal Plan.

Will demonstrate website that will calculate cost of grocery list. Each student will then input grocery
list in the website to see if they stayed within Budget. Will not be grading on if they stayed within
budget but wanted them to see how much items cost.

Will briefly go over task analysis of going to grocery store and let students know we will be role-
playing in class the next day. Will hand out task analysis sheet.

Some students will be asked to practice the example I gave on the sheet: Step 1 Find an employee that
is not with a customer. Step 2 say, excuse me. Step 3 say, I need help (and students will fill in this
blank with what they need). Step 4 say, thank you. Some of the students that are doing better at this
I will ask they create their own also to try during role-playing tomorrow.




















Week 2
Monday Tuesday Wednesday
Watch video of someone asking for help at a
grocery store. Discuss video and things that
students felt made the social exchange go well.
Examples of items that may be discussed are
eye contact, speaking slowly, and being polite.

Go over rubric of what I will be grading on for
Role-Play.

Role-play grocery store task analysis.

Have students look up routes to get from the
school to the grocery store by bus. Then go
over simulation assignment that students will
conduct the next day at the grocery store and
rubric that will be used to grade students.

Take bus to the grocery
store.

Conduct simulation of
shopping at the grocery
store.

Take bus back to school.
On bus ride home
discuss with students
about the experience.
Also ask students to rate
themselves from 1-5 by
raising their hands on
how comfortable they
feel using the task
analysis in the future.

Go to Home Economics room to work in a kitchen and
create a healthy meal.

Students will be split into skill level: some will be using a
stove, microwave, etc.

Will go over kitchen safety and cook meals.

After cooking is finished will have a group discussion on
the experience. What they learned about healthy meal
preparation and also why safety is so important in the
kitchen.

While students are eating their meal go over summative
assessment. Also discuss how using a meal plan system
will allow these other systems to work together
seamlessly. A meal plan system will also promote will
also help them eat healthier since they have already
planned to eat this way ahead of time.
Thursday Friday
Students will work on summative assignments in class. I will
move around the room to assist students as needed.

Will also have all students interview with me on the Know
section from the KWL Pre-Assessment. Will be informal but will
count as a portion of their formative assessment.
Students will complete summative assignments in class.

Will also have all students interview with me on the Know
section from the KWL Pre-Assessment. Will be informal but will
count as a portion of their formative assessment.

Once interviews and summative assessments are completed.
Introduce next unit on Hygiene that will be started on Monday.










Unit Plan Assignment
Steven Greene
Drake University
Secondary Methods EDUC 232
Professor Todd Hodgkinson, Ph.D.
November 6, 2013












The unit I am planning to teach looks at Healthy Eating and the implications that
healthy eating will have on the lives of the students. This unit will help these students
succeed in planning ahead for their meals, balancing a budget, and incorporating these
two areas into a weekly schedule. By being able to do this they should be able to eat
healthier during the week while still accomplishing everything else in life that is
important to them.
There are four learning goals for this unit. They are all pulled directly from the
Iowa Common Core Standards in the 21
st
Century Skills category. The ability to identify
monetary resources and distribution options for those resources is important when it
comes to balancing a budget and shopping for these students. The ability to balance
monetary resources in every aspect of their lives will determine after high school if they
can afford their rent or gas to go to work. Being able to have a sustainable budget
including all of their priority expenses is a key for these students to be successful after
high school. Demonstrate financial responsibility and planning skills to achieve financial
goals for a lifetime of financial health builds off of this first goal. No one can plan ahead
for a vacation or retirement if they are not able to budget and save money. For all
students it is important to have these skills so that they can continue to make and work
towards goals. Goals give a person a reason to go to work every morning, eat healthy,
and strive to do better in live. This standard is then linked to the standard to demonstrate
behaviors that foster healthy, active lifestyles for individuals and the benefit of society.
This is an important area because that is having a person evaluate their overall health and
life. In my experience a depressed person generally does not eat very healthy, stays at
home all week, does not go out, and therefore does not experience life. My goal is to give
these students the tools they need to have a fulfilling lifestyle and enjoy their lives no
matter what income they have. Individual talents and skills can be used for productive
outcomes in personal and a professional life is the last learning goal that is used in this
unit. This goal is important because through differentiating instruction these students will
learn that healthy eating is an achievable goal for all of them. The students will see that
depending on their own individual talents and skills they can still achieve the desired
outcome of healthy eating.
For instruction I am using many strategies to hopefully access every students
strengths. For instruction I will be using lecture, discussion, role-play, and hands on
activities as my main strategies in this unit. I will use the lecture method to cover a lot of
terms quickly and give students background knowledge on the subject. I will use
discussions to build off of the different areas first covered in my lecture. I want the
students to come to the answers themselves by talking with their fellow classmates as
well as through my guided questions when needed. The role-play activity I will be using
to teach the students a new social skill. I feel this is a great instructional method to teach
this type of skill because the students can actually practice the steps with another real
person. The hands on activities are the simulation at the grocery store and cooking in
class. These methods both allow the student to actually experience the real situation and
apply what I have been teaching them in the classroom.
For the assessments I used a similar strategy and varied my assessments so that
students with many abilities could have an opportunity to do their best. For my
assessments I am using a written response, interview, role-play, simulation, discussions,
and a project. I already covered the reasons I am using discussions, role-play, and
simulations in this unit. I am using a written response as an assessment so that students
can plan out a week long menu and incorporate what they learned on this assessment for
the final project. For the final project students will be making a meal plan, weekly
schedule, and a weekly budget. The entire plan is based off of the students having a full-
time job and bringing home $400 a week. I am making the project this way because I
want them to see that even if they are not earning that much the systems I am teaching
them will still be applicable to their lives. This assignment will also be incorporated into
their portfolio that I am hoping they will use as a reference during their transition from
High School. The interview in informal at the end and lets me talk to each student to
gauge what they took away from this unit. For some of my students writing and other
skills may be very difficult. This lets me ask some guiding questions during the interview
to see if they comprehend the enduring understandings and were able to tie these in with
the entire unit.
This class is one of many life skills type classes I will try to incorporate into my
classroom as a special education teacher. For some teachers they may be able to get away
with not differentiating. However in my classroom I will probably be differentiating
everything all the time depending on accommodations, modifications, and other factors.
For all of my assignments and instruction I will be differentiating the instruction based on
the needs of each class. An example of how I will do this would be the cooking
experience. For some students they may be cooking off of the stove and other students in
the class may be preparing their food using the microwave. This will depend on each
skills and what they will probably be doing after High School. Another example
of differentiating my instruction could be seen in the task analysis role play activity. For
some of the students I will create the script and they may read directly from this during
the role-play scenarios. For these students I may be looking at giving feedback on eye
contact, proper speaking tone, and body language. For other students I may give them the
scenario and have them create their own 4 step task analysis to role-play with the next
day. These students I will give feedback on possible changes to the wording or on social
gestures. For this entire lesson I have considered ways I believe that I can incorporate
everyone and ensure they are getting as much benefit as they can from the unit.
Life skills I feel are an incredibly important part of being a special education
teacher at the high school level. Many of my students will be transitioning out of high
school and they need as much of a foundation as we can give them to be successful. This
unit in combination with many others will be a process that will build off of each other.
Each of these units I hope to create will continue to use skills already learned so that
students can have mastery of many of these life skills after high school.


















Week Long Project Summative Assessment
Healthy Eating
21
st
Century Life Skills

Directions: For this assignment, I would like you to develop a week long budget, meal
plan, and timeline schedule that all coincides with each other. You are encouraged to use
and build off of the timeline and budget that you created in earlier units.

Please submit the following materials for review:

A three tables and grocery list cost
! Week long budget staying within $400 a week
! Week long meal plan
! Timeline schedule
! Printout of website that was used to calculate grocery list cost to compare
to amount entered into week long budget

Within this assignment you are encouraged to use:
The website that contains healthy recipes
The website that will figure up your total cost of your grocery list

This assignment is worth 15% of your total grade, so please use class time effectively.
Also do not hesitate to ask questions. Also refer to the rubric that is also included to get a
more detailed view of what criteria this project will be graded on.






















Week Long Project Rubric

Category Advanced
(10 Points)
Proficient (8
Points)
Partially
Proficient (6
Points)
Below
Proficient (4
Points)
Weight
Financial
Budget
The
Financial
Budget has
all living
costs
included and
has stayed
under $400 a
week with 0-
1 mistakes.
The
Financial
Budget has
all living
costs
included and
has stayed
under $400 a
week with 2-
3 mistakes.
The
Financial
Budget has
all living
costs
included and
has stayed
within $50
of $400 a
week with 4-
5 mistakes.
The Financial
Budget, has all
living costs
included and has
stayed within
$100 of $400 a
week with more
than 6 mistakes
(X 2) =
Meal Plan The Meal
Plan
includes
healthy
meals, all
food groups,
and correct
portions
with 0-1
mistakes.
The Meal
Plan
includes
healthy
meals, all
food groups,
and correct
portions
The Meal
Plan
includes
healthy
meals, all
food groups,
and correct
portions
with 4-5
mistakes.
The Meal Plan
includes healthy
meals, all food
groups, and
correct portions
with more than
6 mistakes
(X 3) =
Weekly
Timeline
The Weekly
Timeline has
all of the
hours in the
week
accounted
for and has
the correct
cook times
for the food
that is
planned to
be prepared
with 0-1
mistakes.
The Weekly
Timeline has
all of the
hours in the
week
accounted
for and has
the correct
cook times
for the food
that is
planned to
be prepared
with 2-3
mistakes.
The Weekly
Timeline has
all of the
hours in the
week
accounted
for and has
the correct
cook times
for the food
that is
planned to
be prepared
with 4-5
mistakes.
The Weekly
Timeline has all
of the hours in
the week
accounted for
and has the
correct cook
times for the
food that is
planned to be
prepared with
more than 6
mistakes
(X 2) =
Grammar,
Spelling, and
Table
Creation.
Writer
makes no
errors in
grammar,
spelling, or
Writer
makes 1-2
errors in
grammar,
spelling, or
Writer
makes 3-4
errors in
grammar,
spelling, or
Writer makes
more than 4
errors in
grammar,
spelling, or table
(X 1) =
table
creation.
table
creation.
table
creation.
creation.
Organization All parts of
the
assignment
were
expressed in
a clear and
organized
fashion. It
was easy to
figure out
how they
worked with
each other
All parts of
the
assignment
were
expressed in
a pretty clear
manner, but
the
organization
could have
been better.
All parts of
the
assignment
were
somewhat
organized,
but were not
very clear. It
took more
than one
reading to
figure out
how the
parts fit
together
All parts of the
assignment
seemed to be a
collection of
unrelated
information. It
was very
difficult to
figure out how
everything fit
together.
(X 2) =