Multiple Intelligences Unit Plan Template EDUC 522

Unit Title: Pursing a Healthy Lifestyle! Grade Level: 10th

Teacher: Lindsay Connolly

Subject: Healthy Paths Time Frame: 2-2 1/2 weeks Objectives: 4. Students will research the side effects of unhealthy eating and describe to the class what 1. Students will read through the USDA can happen if they choose to eat poorly. guidelines both by themselves and with a partner to familiarize themselves with health 5. Students will download exercise apps, and nutrition. Students will nd 5 food items perform 30 minutes of cardiovascular activities and calculate how many calories they burned they are not familiar with and explain the health benets of the items they discovered. per minute. 6. Students will create a 1-2 minute commercial 2. Students will watch YouTube videos on to persuade an audience to eat healthy and nutrition and make a song of their own. exercise daily! Students will organize their thoughts and notes in order to make a one minute video. 3. Students will create a word cloud using all the items they ate during the day along with illustrating what they have learned about nutrition thus far and create a one day healthy meal plan.

Intelligences: Visual Bodily-Kinesthetic Musical Interpersonal Intrapersonal Linguistic Logical Mathematical

Technologies in the unit: Computers iPads Internet GoogleDocs PowerPoint YouTube.com Wordle.net iPod GarageBand Facebook.com Twitter.com Video Camera Calculator Excel Cell Phone

1.2.N Research and discuss the practical use of current research-based guidelines for a nutritionally balanced diet. 1.3.N Explain the importance of variety and moderation in food selection and consumption. 1.4.N Describe dietary guidelines, food groups, nutrients, and serving sizes for healthy eating. 1.5.N Describe the relationship between poor eating habits and chronic diseases such as heart disease, obesity, cancer, diabetes, hypertension, and osteoporosis. 1.9.N Analyze the relationship between physical activity and overall health. 1.10.N Evaluate various approaches to maintaining a healthy weight. 1.11.N Identify the causes, symptoms, and harmful effects of eating disorders. 4.1.N Analyze positive strategies to communicate healthy eating and physical activity needs at home, at school, and in the community. 4.2.N Practice how to refuse less-nutritious foods in social settings. 5.2.N Use a decision-making process to plan nutritionally adequate meals at home and away from home. 6.1.N Assess ones personal nutrition needs and physical activity level. 6.2.N Develop practical solutions for removing barriers to healthy eating and physical activity. 6.3.N Create a personal nutrition and physical activity plan based on current guidelines. 7.2.N. Critique ones personal diet for overall balance of key nutrients.

Integration of Knowledge and Ideas Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally 3. Draw evidence from informational texts to support analysis, reection, and research.

Write routinely over extended time frames (time for reection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specic tasks, purposes, and audiences Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. *These broad types of writing include many subgenres. See Appendix A for denitions of key writing types. College and Career Readiness Anchor Standards for Writing 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary and/or informational texts to support analysis, reection, and research.

Technology standards: IV. ASSESSMENT AND EVALUATION A. apply technology in assessing student learning of subject matter using a variety of assessment techniques. B. use technology resources to collect and analyze data, interpret results, and communicate ndings to improve instructional practice and maximize student learning. II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. B. apply current research on teaching and learning with technology when planning learning environments and experiences IV. ASSESSMENT AND EVALUATION B. use technology resources to collect and analyze data, interpret results, and communicate ndings to improve instructional practice and maximize student learning. V. PRODUCTIVITY AND PROFESSIONAL PRACTICE C. apply technology to increase productivity.

Materials: (digital and non-digital) Digital: YouTube Videos: Nutrition Song- www.youtube.com/watch?v=6fhSGWdbm9g McDonalds vs Apple, Fast Food vs Fruit, Fun Nutritional Factswww.youtube.com/watch?v=a6rFCMTffog Food Prep Tips for Diet Success- www.youtube.com/watch?v +mfEtasFYnWA Fat Burning Cardio Workout- 37 Minute Fitness Blender Cardio Workout www.youtube.com/watch?v=fcN37TxBE_s Nightline from ABC News: The Heart Attack Grill- www.youtube.com/ watch?v=hqf_SIQ3JAk

Musical, Visual, Linguistic Visual, Linguistic, Verbal Logical, Verbal, Visual, Interpersonal

Musical, BodilyKinesthetic, Visual

Visual, Logical, Intrapersonal, Visual How Junk Food Affects the Body- www.youtube.com/watch?v=xniUj15i42Y Logical, Visual, Intrapersonal The Science and History of Fast Food (Full Documentary)www.youtube.com/watch?v=IGxC28aeNMc Bodily-Kinesthetic, Visual WeightWise FAQ- Why is exercise so important?- www.youtube.com/watch? v=QZ1phqAlbuM Intrapersonal, Visual, Logical Choose My Plate- www.choosemyplate.gov Intrapersonal, Linguistic, Visual United States Department of Agriculture Center for Nutrition Policy and Promotion- www.cnpp.usda.gov/dietaryguidelines.htm Non-Digital: Pencil Pens Markers Magazines Eat This, Not That Your Brain!

Verbal Interpersonal Intrapersonal Visual Logical

Procedures: Week 1 Day 1: Students will look through and read the USDA guideline handout in class and on their own. After students have read through the handout, they will work with a partner and research using the computers, different food safety tips, food groups and healthy food options. Students will research and choose five food items they were not aware of/or have not tried before (Ex: brussels spouts, snow peas, artichokes, etc). Students will draw pictures of their five food items and share with the class, explaining what the food is and whether or not it is a healthy food option!

Intelligences:

Visual Intrapersonal Linguistic Interpersonal

Day 2: Students will watch a YouTube video on a nutritious song www.youtube.com/ watch?v=6fhSGWdbm9g. Throughout this song students will write down five Musical notes, share the notes with a partner and then watch three videos on nutrition Intrapersonal of their own. After students have watched their videos, they will create a one Interpersonal minute video on GarageBand with at least five nutrition terms and five food Linguistic items. This video will be uploaded to YouTube and will be watched in class. Day 3: We will read the book, Eat This, Not That as a class. Prior to reading, students will make predictions on three different food scenarios given by the teacher. After we have finished reading the book, students will reflect on their Linguistic predictions and write three concluding sentences on what they thought about Intrapersonal the book. Were there any surprises to you? Write an e-mail to a family member describing to them one food item that you were not aware of that you shouldnt eat! Day 4: Students will write down everything they ate yesterday for breakfast, snacks, lunch, dinner and desserts, including condiments. For example (2 pieces of toast, butter, coffee, creamer, 2 sugars, carrots, hummus, two chicken tacos, Linguistic cheese, sour cream, guacamole, salsa, pepsi, bag of Lays, 8oz steak, Intrapersonal artichoke, mayonnaise, baked potato, butter, sour cream, bacon, bread, and a Logical- Mathematical chocolate ice cream cone. After students have completed that, they need to go to www.wordle.net and create a word cloud with each and every item they wrote down. Students will then choose approximately calculate how many calories they think they ate for the total day. Day 5: Using the GoogleDocs account made for our class, students will create a one day meal. Each student will do their own meal plan and when they finish they Intrapersonal will compare and contrast their meal plan and foods to two other students Visual meal plans. Use www.choosemyplate.gov for food options and advice. Next, Interpersonal students will write a half page summary on why they chose the foods they chose, and discuss their thoughts and opinions on their peers meal plan. Your reflections will not be shared with anyone else, so be honest.

Product: www.youtube.com/watch? v=tTChwUMDZhE&feature=youtu.be

Intelligences: Visual Bodily-Kinesthetic Musical Interpersonal Intrapersonal Linguistic Logical Mathematical

Assessment (quantitative rubric): See Below!

Week 2 Day 1: Email yourself, and the teacher, a 5 sentence paragraph on what health means to you. When you are finished, walk around the classroom and explain to two different classmates what you think health is. As a class, we will watch a YouTube video http://www.youtube.com/watch?v=TTh93TuUEck on nutrition and why it is important! Day 2: Did you know, according to the U.S Department of Health and Human Services, unhealthy eating and inactivity causes 310,000-580,000 deaths every year? On your own, research the different side effects unhealthy eating can cause. Choose one in particular to explain to the class (1 minute). Write a personal goal on a piece of paper along with five ways you are going to maintain a healthy lifestyle. Staple the note together and write your address on the outside of your paper. I will mail this to you in two years to see if youre still meeting your goal! Day 3: Students will download fooducate, MapMyRun and the Nike Training Apps on their mobile devices or iPod that will be provided to you if necessary. Take 10-15 minutes familiarizing yourself with the apps. When you complete that, walk around the class and take a look at the food items brought to class, categorize the items into two lists, what you think is healthy and not healthy items. After you made your list, scan the items using Fooducate and see if you categorized the items correctly. Day 4: Using the apps we downloaded yesterday, MapMyRun and Nike Training Club, we are going to spend 30 minutes either walking/running the track while using the app; or you can choose to perform 30 minutes of a cardiovascular fitness regime of your choice. Take how many total calories you burned during these 30 minutes, and calculate to find out how many calories you burn per minute! Compare and contrast with a partner to see which activities burn more calories! Day 5: Students will partner up and make a 1-2 minute commercial using a video camera/iPad camera or computer camera persuading people to live a healthy lifestyle. Your video needs to have a good quote that mentions something about nutrition, three key points on why students should live a healthy lifestyle, along with giving exercise tips and information on why we all need exercise in our life! Upload your commerical video to YouTube and send it to five people you know.

Intrapersonal Bodily-Kinesthetic Logical-Mathematical Linguistic

Bodily-Kinesthetic Logical-Mathematical

Interpersonal Linguistic Visual Logical

Intrapersonal Visual Bodily-Kinesthetic Linguistic

Interpersonal Linguistic

Category USDA Guideline Worksheet

3 Student researched, drew and wrote about ve different food items. Student took ve notes on different songs, created a one minute song using ve nutritious terms. Student wrote down each item they ate (min 10) along with completing word cloud with at least 10 items. Create a complete one-day meal place, compare and contrast with 2 students and write a 5 sentence summary on your comparisons. Student wrote down 5 sentences on what health means to them. Student also discussed their answers with two other students. Student downloaded/ familiarized themselves with all three apps. Student went on to scan all 15 items with the app Fooducate.

2 Student researched and wrote about ve food items but did not draw ve pictures. Student took less than ve notes, the song was one minute but did not comprise of ve terms. Student wrote down less than 10 items in which they could not have completed a 10 item word cloud. Created a complete one-day meal plan, shared with 1 other students and wrote less than a 5 sentence summary. Student wrote less than 5 sentences on what health means to them. Student also discussed their answer with one other student. Student downloaded/ familiarized themselves with all three apps. Student went on to scan all 15 items with the app Fooducate.

1 Student did not research, draw, or write about ve items. Student took ve notes but did not complete song.

Nutritious Song

What did I eat?

Student had less than ve items on both meal plan and word cloud.

Meal Plan

Did not compete a full one-day meal plan. Shared with 1 other student and did not complete a summary. Student wrote sentences on what health meant to them but did not share their answer with any other students. Student did not download/familiarize themselves with all the apps. Also, student scanned less than 15 items with the app.

Health

Apps

Category Cardio/Apps

3 Student completed 30 minutes of cardiovascular activities while using the apps. Also, student calculated how many calories they burned per minute. Student completed a 1-2 minute commercial comprising of 1 quote, 3 facts and uploaded it to YouTube.

2 Student completed 30 minutes of cardiovascular activities while using the apps. Student did not calculate how many calories they burned per minute. Student completed a 1-2 minute commercial with a quote but did not include 3 facts. Student uploaded the video to YouTube.

1 Student did not complete 30 minutes of cardiovascular activities or calculate how many calories they burned per minute.

Final commercial/ video

Student completed 1-2 minute video but did not include a quote or 3 facts. Student did not upload the video to YouTube.