HEALTHY CURRIUCLUM DEVELOPMENT Rice 1

Katherine Rice
SED 544
Healthy Curriculum Development
3/22/2017
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Yellow: Health topic

- Addition to Concept 4: Nutrition, PO 1: Examine dietary guidelines including food pyramid,

nutrition labels and categories of nutrients.

Have students keep a food journal for a week while analyzing nutrition

content of 2 items per day.

Blue: Sleep topic

- Addition to Concept 1: Divisions, PO 3: Explain the conduction of information through the

nervous system: sensory input, integration, and motor output.

Have students conduct a sleep study by preforming an experiment.

Students can choose their sleep schedule but it must vary from their current schedule.

They will also keep a journal of how this variation affects their sensory input, integration,

and motor output.

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Green: Environment/Sustainability Topic

- Addition to Unit 7: Food, Soil, and Pest Management

In the lab students, will test the soil brought in, or given for nutrients and

let them decide how to fix those soil problems. Then students will create a garden by

using different seeds of their choice while students keep a plant journal.

I have chosen two different science areas, anatomy and physiology and environmental

science, since all three mini-lessons couldnt be fulfilled in environmental science. These

curriculum maps come from Boulder Creek High School in the Deer Valley Unified School

District. The ideal grade for these mini-lessons is a junior or senior at the high school level. I

have modified the three scope and sequences to include a healthy mini-lesson in each area.

There are two mini lessons and one laboratory component that I would like to share below.

Yellow: Health topic

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This mini lesson should be used in addition to the Concept 4: Nutrition, PO 1: Examine

dietary guidelines including food pyramid, nutrition labels and categories of nutrients.

Upon introduction to the food pyramid and nutrition unit, I would have students keep a food

journal for a week while analyzing nutrition content of 2 items per day.

The food journal will include:

Record everything you eat and drink immediately.
Note what you're doing while you're eatingdriving, watching TV, etc.
Describe how you felt while you ate: angry, sad, happy, nervous, starving, bored?
Analyze the nutritional facts of at least 2 items you ate that day, such as calories and/or
vitamins.
Also be sure to include if you have done any physical activities (running, weight lifting,
etc.)

Every day, try to make sure that you're getting at least:

9 servings of whole-grain cereal, rice, or pasta (1/2 cup) or bread (1 slice).

5 servings of fruits and vegetables (1/2 cup).
3 servings of low-fat milk, yogurt, or cottage cheese (1 cup).
8 ounces of lean meat, poultry, or fish or a nonmeat equivalent (1 ounce of meat = 1 egg,
1/2 cup beans, or 2 to 3 ounces of tofu).
8 cups of water

At the end of the week the students will write an essay with 5 paragraphs entailing what they

learned. Students will also be comparing how they used the food pyramid and nutrition labels to

understand what they are putting in their body.

Blue: Sleep topic

This mini-lesson should be used in addition to Concept 1: Divisions, PO 3: Explain the

conduction of information through the nervous system: sensory input, integration, and motor

output.
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The lesson will be introducing how brain activity allows the body to function properly. I

would have the students conduct a sleep study by preforming an experiment. Students can

choose their sleep schedule but it must vary from their current schedule. They will also keep a

journal of how this variation affects their sensory input, integration, and motor output. The

journal would be kept for a week and would monitor different aspects of how we sleep.

The sleep journal should include:

The time you went to bed and woke up
How long and well you slept
When you were awake during the night
How much caffeine you consumed and when
What and when you ate and drank right before bed
What emotion or stress you had
This mini-lesson will address how much sleep the average teenager should get vs. how

much sleep a teenager actually gets. Once the journal is complete students will have an open

group discussion on what changes they noticed and how those changes affected their motor

functions, and the brains overall ability to function properly.

Green: Environment/Sustainability Topic

I have chosen to also have a laboratory component that should be used in addition to Unit 7:

Food, Soil, and Pest Management. This lab would show students the importance of nutrients in

the soil and what nutrients are needed for soil to sustain life. As well as how can humans

accommodate nutrient deprived soil to grow plant life. In the lab students, will test the soil

brought in, or given for nutrients and let them decide how to fix those soil problems. Then

students will create a garden by using different seeds of their choice. Students will record all

aspects of the lab and will turn in a lab report at the end of the unit.