Course Profile Healthy Active Living Education, Grade 10, Open, Catholic

Unit 2: Nutrition

Time: 12 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

In this unit, students explain how healthy eating fits into a healthy lifestyle, e.g., risks of dieting and other eating behaviours. Students analyse the relationships among healthy eating, physical activity, and body image. As an extension to their personal fitness programs, students examine personal eating patterns and develop strategies for improvement. “Do not work for the food that perishes, but for the food that endures for eternal life, which the son of man will give you.” (John 6:27). Students will identify the relative effectiveness of different types of resources and support services related to healthy eating (e.g., health unit, sport nutritionist).

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 1j, 2a, 2b, 2c, 2e, 3b, 3d, 3e, 4a, 4b, 4c, 4e, 4f, 4g, 5b, 5c, 5e, 5f, 5g, 7a, 7b, 7f, 7g.

Strand(s): Healthy Living, Living Skills

Overall Expectations: HLV.01, HLV.04, LSV.01, LSV.03.

Specific Expectations: HL3.01, HL3.02, HL3.03, HL3.04, HL3.05, HL3.06, LS1.01, LS1.02, LS1.04, LS3.01, LS3.02.

Activities Titles (Time + Sequence)

Activity 1	What is Healthy Eating?	72 minutes
Activity 2	Nutrition and Sport Performance	72 minutes
Activity 3	Body Image and Eating Disorders	144 minutes
Activity 4	Diet Analysis and Personal Action Plan for Healthy Eating and Physical Fitness	288 minutes
Activity 5	Food Festival and Unit Test	144 minutes

Unit Planning Notes

· Note: Health Canada and a number of US government agencies are reviewing the current Recommended Daily Allowances (RDA), and Recommended Nutrient Intake (RNI). This review is intended to produce a series of Dietary Reference Intakes (DRIs) which will ultimately replace the current Canadian Recommended Nutrient Intakes. Information related to DRIs is available on the Food Program web site. Keep in mind that this could have an impact on Canada’s Food Guide.

· Prior to the onset of this unit, encourage students to privately discuss any personal concerns and/or experiences they may have which could affect their participation in this unit.

· In order to develop a positive self concept, accept students for who they are in order to help them achieve their God-given potential.

· The primary focus of this course centres around participation in physical activity. Therefore it is recommended that this unit not be delivered in a solid block of time. It should be interspersed to allow opportunities for physical activities.

· Make a tentative allocation of time for the entire unit to synchronize with the course time lines. Programming of this unit will vary due to school schedules and facilities and availability of community resources.

· There are many support agencies in the community which have resources available for classroom and student use. Resources (information pamphlets) and speakers from these agencies are often available, e.g., local health units, Sport Nutritionist.

Prior Knowledge Required

The knowledge and skills necessary to successfully achieve the expectations of this unit include:

· co-operative learning skills;

· communication skills, e.g., brainstorming, obtaining information, presenting information note-making, listening;

· work productively with others;

· peer/self-assessment;

· computer skills, e.g., keyboarding, Internet;

· time management skills.

Teacher/Learning Strategies

A variety of teaching/learning strategies are used in this unit including:

· brainstorming;

· self-reflection;

· think/pair/share;

· worksheets;

· note-making;

· co-operative learning;

· direct instruction;

· case studies;

· question and answer;

· internet searches;

· community-assisted learning.

Assessment and Evaluation

Teachers assess and evaluate student progress continually using appropriate resources and strategies to facilitate and improve each student's learning. The following table is intended to aid teachers in reporting student achievement according to the Achievement Chart categories found in the policy document The Ontario Curriculum Grades 9 and 10: Health and Physical Education (these categories are: Application, Knowledge & Understanding, Thinking & Inquiry, Personal Communication). The table below contains the following:

· Unit

· Activity and the Teaching Learning Strategy (TLS)

· Achievement Category

· Method of assessment used (e.g., Paper and Pencil, Performance Assessment and Personal Communication)

· Strategy (strategies refer to the specific activity being assessed in the unit)

· Assessment Tool (e.g., checklist, marking scheme, rubric, portfolio, anecdotal comment)

· User refers to the individual performing the assessment (e.g., Teacher, self, peer) and whether the assessment is Formative (during learning; ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction) or Summative (carried out at the end of the learning process; may include feedback and/or judgement).

Formative Assessment Plan/Summative Evaluation Plan

Unit 2
Activity and TLS	Achievement Category	Method	Strategy(ies)	Assessment Tool(s)	User Formative/ Summative
Activity 1 TLS 7	Knowledge & Understanding, Application	Paper & Pencil	Reflection Paper	marking scheme	Teacher Formative
Activity 1 TLS 1-7	Communication, Knowledge & Understanding, Thinking & Inquiry	Performance Assessment	participation in class discussions and brainstorming activities	class discussion participation rubric	Teacher Diagnostic
Activity 2 TLS 4	Knowledge & Understanding, Thinking & Inquiry, Application, Communication	Paper & Pencil, Communication	athlete profile analysis	group work rubric and presentation rubric or presentation checklist	Teacher, peer, or self Formative
Activity 2 TLS 6	Knowledge & Understanding, Thinking & Inquiry, Application	Paper & Pencil	eating disorder research assignment	research paper marking scheme	Teacher Formative
Activity 3 TLS 1-4	Communication, Knowledge & Understanding, Thinking & Inquiry	Performance Assessment	participation in class discussions and brainstorming activities	class discussion participation rubric	Teacher, peer, or self Diagnostic
Activity 3 TLS 5-7	Communication, Application	Performance Assessment, Communication	dangers of dieting skits	presentation rubric	Teacher or peer Formative
Activity 3 TLS 5	Communication	Performance Assessment, Communication	demonstration of learning skill “teamwork” as they work in groups on skits	teamwork rubric	Teacher and/or peer Formative
Activity 4 TLS 2	Knowledge & Understanding, Thinking & Inquiry	Paper & Pencil	completion of diet analysis report	work habits/ homework rubric	Teacher Formative
Activity 4 TLS 3	Application	Paper & Pencil	completion of tracking sheet and self-evaluation	self-evaluation marking scheme	Self Formative
Activity 5 TLS 1	Application, Communication	Communicate	presentation of prepared food item	checklist provided on Food Festival Guidelines	Teacher Formative
Activity 5 TLS 3	Application, Knowledge & Understanding, Thinking & Inquiry	Paper & Pencil	written test	marking scheme	Teacher Formative

Accommodations

In each of the five activities there are adaptations and accommodations suggested which address the needs of Special Education and ESL/ESD students. These suggested adaptations/accommodations provide opportunities for remediation, consolidation, and enrichment for all students:

· using video in place of printed materials;

· using organizers;

· providing heterogeneous groupings;

· partnering students;

· providing material at different reading levels;

· modifying tests and assignments.

Resources

Caulfield, Carol Anne. Sport Nutrition for the Athletes of Canada: Workbook for Athletes. Ottawa: Afterwords Publishing Services, 1993. ISBN 0-9695394-0-1

Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8

Health Canada. Canada’s Food Guide to Healthy Eating. Ottawa: Ministry of Supply and Services Canada, 1993. ISBN 0-662-19648-1

Dairy Farmers of Ontario. The Eating Edge. Ontario: The Dairy Farmers of Ontario, 1995

Rizzo-Toner, Patricia. Diet and Nutrition Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-265-6

Rizzo-Toner, Patricia and Marian Milliken. The Health Teacher’s Book of Lists. New York: The Centre for Applied Research in Education, 1999. ISBN 0-87628-476-4

Seaver, Andrea, et al. EveryBODY Is a Somebody: Facilitator’s Guide. Peel: The Body Image Coalition of Peel, 1997.

Booklet

Nutrient Value of Some Common Foods

Note: This is a booklet listing values for 18 nutrients in 700 commonly consumed foods. The last publication was distributed by Health Canada in 1988. Presently, the Nutrition Research Division is working to release an updated version of this booklet in Summer 1999. The update contains nutrient data for 19 nutrients for just under 1000 foods. They are extracted from the 1997 version of the electronic Canadian food composition database called the Canadian Nutrient File. To order Nutrient Value of Some Common Foods, indicate catalogue number: H58-28/1999E. ISBN 0-660-17784-6

Canadian Government Publishing, Public Works and Government Services Canada, Ottawa (orders 1-800-635-7943).

Web Sites

www.mentalhealth.com/book/p45-eat1.html

http://www.phdirect.com

http://www.ca.yahoo.com/Health/Diseases and Conditions/Eating Disorders/

http://publications.pwgsc.gc.ca

Dietitians of Canada
www.dietitians.ca

Health Canada Online
www.hc-sc.gc.ca

http://www.shapeup.org/sua

Activity 1: What is Healthy Eating?

Time: 72 minutes

Description

In this activity students are introduced to the concept of healthy eating. Students gain the necessary knowledge in nutrition to apply to their daily active physical lifestyle. This includes information about Canada’s Food Guide, the primary function of macro/micronutrients, and recommended daily allowances for essential nutrients. A brief discussion centres around what factors influence personal food choices, e.g., media, culture, religion.

Strand(s) and Expectations

Ontario Catholic Graduate School Expectations

The graduate is expected to be:

An effective communicator who:

2b - reads, understands and uses written materials effectively;

2c - presents information and ideas clearly and honestly and with sensitivity to others.

A reflective and creative thinker who:

3b - creates, adapts, evaluates new ideas in light of the common good;

3c -thinks reflectively and creatively to evaluate situations and solve problems.

A self-directed, responsible, life long learner who:

4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

4b - demonstrates flexibility and adaptability;

4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.

A collaborative contributor who:

5b - thinks critically about the meaning and purpose of work;

5c - develops one’s God-given potential and makes a meaningful contribution to society;

5e - respects the rights, responsibilities, and contributions of self and others.

A caring family member who:

6c - values and honours the important role of the family in society.

A responsible citizen who:

7b - accepts accountability for one’s own actions;

7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures;

7g - respects and understands the history, cultural heritage and pluralism of today’s contemporary society.

Strand(s): Healthy Living, Living Skills

Overall Expectations

HLV.04 - explain how healthy eating fits into a healthy lifestyle;

LSV.01 - identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living;

Specific Expectations

LS1.02 – analyse the impact of media and culture on decision making;

LS1.04 – explain their reasoning for their personal choices and actions related to health and well-being.

Planning Notes

· Be sensitive to the variety of nutritional needs of students.

· Encourage students to respect individual feelings/opinions.

· Prepare Food Cards. These cards are prepared by cutting illustrations of food items and/or dishes from magazines.

· Prepare and photocopy worksheets/handouts prior to the onset of this class.

· Prepare a Food Diary Record Sheet to be given to students during this activity. Students will record their food intake. This data is used in Activity 4, where students will analyse their diet.

· Determine the number of days during which students will record their food intake.

· Photocopy the Food Festival Guidelines handout (Appendix 2d).

Prior Knowledge Required

· communication skills

· brainstorming skills

· note-taking skills

· listening skills

Teaching/Learning Strategies

1. As an opening activity present students with various prepared Food Cards (see planning notes). Students orally respond to how the food on the card makes them feel. Possible responses may be: Yummy, Yuk, Gross, That’s my favourite, Oh this makes me hungry, Oh that looks so good. Invoke a class discussion based on the following questions.

· Do you watch food preparation shows? What is your favourite?

· How does the media portray food?

· Has there been an appreciable growth in food related industries?

· Are restaurant owners interested in nutrition?

· What special meal would you offer to house guests that is considered “balanced” and “interesting”?

2. Through classroom discussion and brainstorming activities students develop definitions for the following terms. (Teachers can refer to Appendix 2a – Nutrition Terms for these definitions.)

· Nutrition

· Nutrients

· Calories

· Essential Nutrients

· Micro/Macronutrients (vitamins, minerals, water, carbohydrates, proteins, fat)

· Recommended Daily Allowances or Recommended Nutrient Intake

3. Students complete Appendix 2b – Personal Dietary Profile.

4. On completion of this Personal Dietary Profile, lead a discussion based on the students’ results. Students will discover whether their diet is healthy or unhealthy.

5. Provide each student with a copy of Canada’s Food Guide for Healthy Eating. Introduce and/or review Canada’s Food Guide.

6. Using information from TLS 3, teachers will lead a discussion on the factors that influence eating habits. The discussion may be started with the following questions:

· What are some reasons for eating? (Answers may include; hungry, aroma of food increases your appetite, to be sociable, emotional eating (bored, stress, depressed), physically active).

· What factors influence food choice? (Answers may include: culture, family influence, media messages, taste and nutritional content, convenience, cost, peer pressure, geographical location).

7. As a culminating activity students choose one of the factors that influences their eating patterns and complete a reflection paper that addresses the following items:

· What factor influences your eating habits the most? Why?

· How do your daily eating habits reflect Canada’s Food Guide to Healthy Eating?

· Do you adjust your eating habits to the amount of activity you do? Why or why not?

· What actions can you take to improve your eating habits? (e.g., decrease junk food, eat more foods from the Vegetable and Fruit category in Canada’s Food Guide, drink more water).

Add more questions to this reflection if needed.

8. Provide students with Appendix 2c – Food Diary Record Sheet to enable the students to record food consumption over a period of time. This will be used in Activity 4. At this time indicate how many days the students will record their food intake.

9. Distribute Appendix 2d – Food Festival handout. Assign students to a topic and have students choose their partner. The food festival is Activity 5.

Assessment/Evaluation Techniques

· A formative assessment of the completion of the reflection paper using a marking scheme

Accommodations

· Make modifications regarding the Reflection Paper (e.g., length, due date) if necessary.

· Be aware of ELS/ESD students.

· Implement strategies recommended in the student’s IEP.

· Limit the time a student with special needs records their food consumption in the Food Diary Record Sheet or conference with the student to provide additional help in completing this record sheet.

Resources

Caulfield, Carol Anne. Sport Nutrition for the Athletes of Canada: Workbook for Athletes. Ottawa: Afterwords Publishing Services, 1993. ISBN 0-9695394-0-1

Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8

Health Canada. Canada’s Food Guide to Healthy Eating. Ottawa: Ministry of Supply and Services Canada, 1993. ISBN 0-662-19648-1

Activity 2: Nutrition and Sport Performance

Time: 72 minutes

Description

In this activity students examine additional nutritional considerations for improved participation in exercise and sport. Through analysis of typical athlete profiles, students identify how healthy eating habits must be adjusted in order to improve performance in various physical activities.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

An effective communicator who:

2a - listens actively and critically to understand and learn in light of gospel values;

2b - reads, understands and uses written materials effectively.

A reflective and creative thinker who:

3c - thinks reflectively and creatively to evaluate situations and solve problems.

A self-directed, responsible, life long learner who:

4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

Strand(s): Healthy Living

Overall Expectations

HLV.04 - explain how healthy eating fits into a healthy lifestyle.

Specific Expectations

HL3.01 - explain how healthy eating is beneficial to various physical activities (e.g., sport, school);

HL3.03 - analyse the relationships among healthy eating, physical activity, and body image.

Planning Notes

· Prepare the scenarios of a teenage athlete and non-athlete.

· Prepare the overhead of sentence stems.

· Become familiar with sport nutrition topics.

· Prepare the handout Nutritional Considerations for Athletes.

· Prepare the Athlete Profiles for the final group activity. The teacher should include profiles of special needs athletes.

· Prepare research information for anorexia and bulimia homework assignment (TLS 6) for those students who do not have internet accessibility.

Prior Knowledge Required

· co-operative learning skills

· communication skills

· active listening skills

· brainstorming skills

· group work skills

· knowledge of Canada’s Food Guide

· understanding of Macro and Micro Nutrients

Teaching/Learning Strategies

1. Present the following scenarios outlining a typical day of a teenage athlete and a typical day of a teenage non-athlete. After reading, students answer the following question:

Do these two students have the same nutritional requirements? Explain why or why not. (Answer: No. Victor’s active lifestyle requires an increased need for calories, or food energy.)

Student 1

Victor is a 16-year-old competitive hockey player at both the high school and community level. Every morning Victor attends practice at 6:00 a.m. before going to school. During the day Victor participates in the lunch time intramural soccer program and attends athletic council meetings. After school Victor can be found at the local arena practising with his high school teammates. Victor usually spends 2 hours completing homework before going to bed at 11:30 p.m.

Student 2

Carl is a hardworking Grade 10 student who has maintained an honour roll average for the past two years. Carl arrives at school early each day for band practice. After school, Carl takes the bus to his part-time job as an office assistant. In his spare time Carl enjoys reading, watching television, and surfing the Internet.

2. Lead a discussion outlining the factors influencing athletic or exercise performance. (e.g., genetics, training, rest, attitude, and nutrition). Indicate that food choices made by an athlete will affect overall energy level, body composition, and overall performance.

3. Students complete the following sentence stems in their notebooks:

· Drinking water during physical activity is important because...

· A diet high in carbohydrates is essential for exercise performance because...

· A proper intake of protein is important for physical activity because...

· A physically active individual should consume more calories because...

Using the sentence stems, discuss the exceptional nutritional needs of an athlete. Provide a handout of “Nutritional Considerations for Athletes” which may include information about the following:

· rehydration during exercise;

· carbohydrate loading;

· protein intake and supplementation;

· caloric intake.

4. Divide students into groups and provide each group with a different athlete profile (see below). Students read the profile and work together to complete an analysis using the following questions:

· Name the health/skill related physical fitness components essential to this activity/sport.

· What component(s) does this athlete need to focus on to improve performance?

· How are the nutritional needs of this athlete different from that of a non-athlete ?

· What nutritional choices would increase this athlete’s sport performance?

Athlete Profiles

Randy Runner: Randy is a member of the local track club. He is a long distance runner and trains six days a week for two hours per day. His workouts consist of 10- to 15-kilometre runs and intervals of 800-1200 metres.

Wendy Wrestler: Wendy is new to the high school wrestling team. Her small frame allows her to be quick and flexible, however; her coach feels she needs to increase her muscle mass and overall strength to perform certain techniques. Wendy attends practice four times per week and has started to weight train two days per week.

Georgia Gymnast: Georgia has been a provincial level gymnast for four years. She trains for approximately three hours per day, six days per week. She has the strength and flexibility to perform her routines to the fullest. She is extremely conscious about her body composition and is constantly working to keep her weight down to continue being competitive.

Cyril Cyclist: Cyril is a very slim competitive cyclist who is dedicated to his sport. Although he practises regularly he has yet to reach the podium. He struggles on steep inclines due to a lack of power and, despite good starts, has trouble keeping pace toward the end of the races.

5. Students present their profile and analysis to the class.

6. Homework assignment: Research the eating disorder Anorexia Nervosa and Bulimia and answer the following questions for each disorder:
(See http://www.ca.yahoo.com/Health/Diseases_and_Conditions/Eating_Disorders/)

· What are the characteristics of these disorders?

· What are some of the possible causes?

· What are the signs and symptoms?

· What are the health risks?

· Where in your community, can you get help for eating disorders?

(This homework will be discussed during the next nutrition lesson.)

Assessment/Evaluation Techniques

· A formative assessment of the profile analysis to determine students’ understanding of the nutritional needs of an athlete.

· A formative assessment of participation using a group work rubric.

· A formative assessment of the Eating Disorder research assignment using a marking scheme

Accommodations

· Allow extra time for students to complete the activities if necessary.

· Photocopy notes for insertion into student notebooks.

· Encourage students to work in pairs when necessary.

· Implement strategies recommended in student’s IEP.

· Ensure students understand homework assignment. Have written instructions and record the due date.

· Pair students for completion of eating disorder homework assignment if necessary.

Resources

Caulfield, Carol Anne. Sport Nutrition for the Athletes of Canada: Workbook for Athletes. Ottawa: Afterwords Publishing Services, 1993. ISBN 0-9695394-0-1

Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8

Activity 3: Body Image and Eating Disorders

Time: 144 minutes

Description

This activity raises awareness and understanding of body image issues and eating disorders. Students explain the risks of dieting and other unhealthy eating behaviours for controlling weight. Students also analyse the relationships among healthy eating, physical activity, and body image. Through role playing and discussion, students come to understand how healthy eating fits into a healthy lifestyle.

Strand(s) and Expectations

Ontario Catholic Graduate School Expectations

The graduate is expected to be:

An effective communicator who:

2b - reads, understands and uses written materials effectively;

2c - presents information and ideas clearly and honestly and with sensitivity to others;

2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A reflective and creative thinker who:

3c - thinks reflectively and creatively to evaluate situations and solve problems;

3d - makes decisions in light of gospel values with an informed moral conscience;

3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

A self-directed, responsible, life long learner who:

4b - demonstrates flexibility and adaptability;

4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.

A collaborative contributor who:

5e - respects the rights, responsibilities, and contributions of self and others;

5f - exercises Christian leadership in the achievement of individual and group goals;

5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

Strand(s): Healthy Living, Living Skills

Overall Expectations

HLV.04 - explain how healthy eating fits into a healthy lifestyle;

LSV.01 - identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living;

LSV.03 - use appropriate social skills and positive attitudes when interacting with others.

Specific Expectations

HL3.02 – explain the risks of dieting and other unhealthy eating behaviours for controlling weight;

HL3.03 – analyse the relationships among healthy eating, physical activity, and body image;

HL3.05 – explain strategies and ideas for focussing on a healthy lifestyle rather than on body weight;

HL3.06 – identify the relative effectiveness of different types of resources and support services related to healthy eating;

LS1.02 – analyse the impact of media and culture on decision making;

LS3.01 – demonstrate behaviours that are respectful of others’ points of view (e.g., listening actively, showing appreciation, criticizing ideas not people);

LS3.02 – describe their own contribution to and effectiveness within a group.

Planning Notes

· Provide a copy of role play situations (either from Appendix 2f or designed by the teacher and/or student).

· Be sensitive to the variety of student/family issues regarding eating disorders.

· Be sensitive to class dynamics regarding the formation of groups.

· Encourage students to respect individual feelings/opinions.

Prior Knowledge Required

· communication skills

· brainstorming skills

· note-taking skills

· listening skills

· role playing skills

· co-operative learning/group working skills

Teaching/Learning Strategies

Day 1

1. Initiate a discussion on the following topics:

· Why are physical traits so important to people?

· Is physical appearance more important than someone’s personality?

· What does the saying “Beauty is only skin deep” mean?

2. In small groups students:

· Develop definitions of Body Image and Self-Esteem.

· Develop a definition of Healthy Body Image.

· Explain the concept of Healthy Eating and An Active lifestyle.

3. In a class discussion formulate a class definition on the above. In the discussion list ways in which one would demonstrate a confident and positive sense of self and respect for the dignity and welfare of others. Teachers can refer to Appendix 2e – Definitions to get a sample of the definitions.

4. Main points from the homework on information about anorexia and bulimia from the last nutrition class will be discussed. Lead a discussion regarding the risks of dieting and unhealthy eating behaviours to control weight. Discuss with the students that a person’s weight and body shape are partially determined by his/her genetic makeup. This concept is part of “The Set Point Theory.”
This theory further states: that each body has a particular weight that it tends to maintain. As a person eats more or less, metabolism may adjust to expend more or fewer calories. The feeling of hunger also may adjust itself, so body weight does not alter much. This may be why it is difficult to lose weight by dieting – and why lost pounds re-appear. Research suggests that people may be able to alter their set point, however, by regular, moderate exercise. (Glencoe Health, 1999).
There is no “ideal” body weight for certain heights and body sizes. There are steps that individuals can incorporate into daily living that focuses on healthy lifestyle choices.

5. Students design a three to five minute skit which presents a practical lesson on the dangers of dieting and unhealthy eating behaviours to control weight. This skit addresses why the dieting began, possible solutions, and how and where the individual can get professional help. Personal strategies to deal effectively with the problems that have led to the poor eating choices and/or the eating disorder are demonstrated. Suggest several topics to avoid repetition of themes. The teacher and students develop the criteria and descriptors for a rubric to assess the learning expectation in the role-playing scenarios. Give students time to rehearse their skits to be presented the next day. Possible skit Presentation Rubric categories include the following: Social Skills, Oral Communication, Organization, and Content in conjunction with the four achievement levels. Sample topics for role-play situations are listed in Appendix 2f.

Day 2

6. Students practise the scenario given to them in the previous class. Elements to look for in a presentation include: clear voice, appropriate dialogue, skit or role-play is organized and focusses on the topic, information in the skit or role-play is accurate and appropriate to the topic, the presentation is creative and interesting, everyone can see the actions in the skit or role-play, and the skit or role-play is the appropriate length.

7. Students present the scenarios to the class. Allow time to debrief after the presentations.

Assessment/Evaluation Techniques

· A formative evaluation using a rubric as students demonstrate their skills in a variety of role playing scenarios.

· A formative assessment of the learning skills, teamwork, using the teamwork rubric.

Accommodations

· Allow extra time for students to complete the activities if necessary.

· Photocopy notes for insertion into student notebooks.

· Encourage students to work in pairs when necessary.

· Implement strategies recommended in student’s IEP.

Resources

Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8

Rizzo-Toner, Patricia. Diet and Nutrition Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-265-6

Rizzo-Toner, Patricia and Marian Milliken. The Health Teacher’s Book of Lists. New York: The Centre for Applied Research in Education, 1999. ISBN 0-87628-476-4

Seaver, Andrea, et al. EveryBODY Is a Somebody: Facilitator’s Guide. Peel: The Body Image Coalition of Peel, 1997.

Web Sites

www.mentalhealth.com/book/p45-eat1.html

http://www.phdirect.com

http://www.ca.yahoo.com/Health/Diseases and Conditions/Eating Disorders/

www.teachnutrition.org

http://www. shapeup.org/sua

Activity 4: Diet Analysis and Personal Action Plan for Healthy Eating and Physical Fitness

Time: 288 minutes

Description

By examining individual eating habits, students explain their personal choices and actions related to their diet. With the use of a computer software program, students analyse the effectiveness of their daily food choices, discover strengths and weaknesses, and make comparisons to recommended standards. From the data collected students determine areas in their diet needing improvement and establish goals to improve eating habits. Adjustments to present diets are made and monitored to ensure achievement of established goals. Resources and support services related to healthy eating and nutrition will be discovered.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

An effective communicator who:

2a - listens actively and critically to understand and learn in light of gospel values;

2b - reads, understands, and uses written materials effectively;

2c - presents information and ideas clearly and honestly and with sensitivity to others;

2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A reflective and creative thinker who:

3c - thinks reflectively and creatively to evaluate situations and solve problems.

A self-directed, responsible, life long learner who:

4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

4e - sets appropriate goals and priorities in school, work, and personal life;

4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

4g - examines and reflects on one’s personal values, abilities, and aspiration influencing life’s choices and opportunities.

A collaborative contributor who:

5e - respects the rights, responsibilities, and contributions of self and others.

A responsible citizen who:

7a - acts morally and legally as a person formed in Catholic traditions;

7b - accepts accountability for one’s own actions;

7d - promotes the sacredness of life.

Strand(s): Healthy Living, Living Skills

Overall Expectations

HLV.01 - explain strategies to promote positive lifestyle choices and relationships with others;

HLV.04 - explain how healthy eating fits into a healthy lifestyle;

LSV.01 - identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living.

Specific Expectations

HL3.04 - make appropriate revisions to personal plans of action (e.g., using self-designed or computerized programs) that promote healthy eating and physical activity;

HL3.06 - identify the relative effectiveness of different types of resources and support services related to healthy eating;

LS1.01 - identify short- and long-term goals for personal growth (e.g., using a student planner);

LS1.04 - explain their reasoning for their personal choices and actions related to health and well-being.

Planning Notes

· Consult with the necessary computer personnel to purchase and/or become familiar with selected nutrition software.

· Adjust the content of the diet analysis to suit the computer software selected.

· The diet analysis report may be completed as one assignment or may be divided into sections.

· Prepare and provide students with a handout outlining the Diet Analysis Report.

· Prepare a rubric for evaluating the Diet Analysis Report.

· Prepare the “goal tracking sheet”.

Prior Knowledge Required

· co-operative learning skills

· communication skills

· active listening skills

· computer skills

· graphing skills

· knowledge of Canada’s Food Guide

· understanding of Macro and Micro Nutrients

· SMART goal setting strategy

Teaching/Learning Strategies

Days 1 and 2

1. Students analyse their diets recorded on the Food Diary Record Sheet (assigned in Activity 1, Teaching/Learning Strategy 7). The analysis is done using a computerized diet analysis software package, e.g., Food Focus, FoodSmart , The Wellness Wizard, Formdat. If computerized software is not available the analysis is completed by providing students with food composition tables. Students choose 1 to 3 days of their Appendix 2c – Food Diary Record Sheet and input the diet data for analysis. If software is being used, the software program will automatically analyse the data entered. In selecting software, it is important to consider whether the program has the ability to analyse the food items entered.

The diet analysis consists of the following: (the software should do the following)

· total daily caloric intake

· percentage of total calories from each macronutrient

· comparison of daily macronutrient consumption to Recommended Nutrient Intake

· comparison of daily micronutrient consumption to Recommended Nutrient Intake

· identify total grams consumed of each macronutrient

· identification of food items containing the highest amount of each macronutrient

· total grams of fiber

· comparison of food choices to recommendations in Canada’s Food Guide

· identification of nutrient deficiencies

Note: The teacher may add more requirements to this analysis if desired

Days 3 and 4

2. Students create a Diet Analysis Report by completing the following:

· illustrate diet analysis findings using tables, charts, or paragraph format where applicable (tables and charts may be provided by the software or created by the student);

· examine Food Diary Record Sheet and explain reasons for food choices and actions related to eating habits, e.g., patterns in hunger level, eating location, feelings after eating;

· recommend three to five improvements to the diet, e.g., balance of Food Groups, specific nutrient deficiencies

· develop long- and short-term goals related to improving diet;

· identify strategies for achieving each goal, e.g., make a healthy lunch instead of buying one, choose healthier snacks;

· identify barriers to achieving goals and effective coping mechanisms;

· list a variety of resources and support services available that may assist in improving one’s diet.

Note: Depending on the software chosen the delivery of this activity will vary.

3. For homework, students monitor their achievement of goals for one week using a tracking sheet provided by the teacher. At the end of the week, students complete a self-evaluation to determine achievement of goals and areas needing further improvement.

Assessment/Evaluation Techniques

· A formative assessment of the completion of eating diary, using Work Habits/Homework Rubric.

· A formative assessment of the personal diet analysis report using a marking scheme developed with the input of the students.

· A self-evaluation by the student on the achievement of goals, using marking scheme provided..

Accommodations

· Allow extra time for students to complete the activities if necessary.

· Provide students with teacher or peer assistance in using computer software.

· Encourage students to work in pairs when necessary.

· Implement strategies recommended in student’s IEP.

· Enlarge appendix C to allow for pictorial representation by special needs students as required.

· Provide a template for the Diet Analysis Report.

Resources

Dairy Farmers of Ontario. The Eating Edge. Ontario, The Dairy Farmers of Ontario, 1995.

Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8

Computer Software

CANDAT, Godin London Inc. Gaetan Godin. (519) 679-8290

Food Focus Version 3.1b. Food Focus Inc. Matthew Prowse. (204)453-6060

FoodSmart Version 2.5. Sasquatch Software Corp. Natalie Young. (604)984-9691

Formdat.

Wellness Wizard.

Web Sites

www.mentalhealth.com/book/p45-eat1.html

http://www.phdirect.com

http://www.ca.yahoo.com/Health/Diseases_and_Conditions/Eating_Disorders/

www.teachnutrition.org

vprowse@foodfocus.com

Food Smart
sasquatch@mindlink.bc.ca

CANDAT
www.godin.on.ca

Activity 5: Food Festival

Time: 72 minutes

Description

In the food festival activity, groups of students will prepare and present a particular food. Students will also share nutritional information about their food. By examining a variety of food presentations, students obtain knowledge of different food groups, preparation of food, and are given opportunities to develop healthier food choices.

Strand(s) and Expectations

Ontario Catholic Graduate School Expectations

The graduate is expected to be:

An effective communicator who:

2c - presents information and ideas clearly and honestly and with sensitivity to others.

A reflective and creative thinker who:

3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

A self-directed, responsible, life long learner who:

4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

A collaborative contributor who:

5a - works effectively as an interdependent team member;

5e - respects the rights, responsibilities, and contributions of self and others;

5f - exercises Christian leadership in the achievement of individual and group goals;

5g- achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

Strand(s): Healthy Living, Living Skills

Overall Expectations

HLV.04 - explain how healthy eating fits into a healthy lifestyle;

LSV.03 - use appropriate social skills and positive attitudes when interacting with others.

Specific Expectations

HL3.03 – analyse the relationships among healthy eating, physical activity, and body image;

LS3.01 – demonstrate behaviours that are respectful of others’ points of view (e.g., listening actively, showing appreciation, criticizing ideas not people);

LS3.02 – describe their own contribution to and effectiveness within a group.

Planning Notes

· Refer to the Food Festival Guidelines sheet handed out in Activity 1.

· Prepare Food Festival evaluation sheets before the class begins.

· Provide plates, serviettes, glasses and cutlery for consumption of the prepared food.

· Arrange ahead of time to have a panel of judges (librarian, chaplain, peer helper) to sample the food and assist in the evaluation of the presentation.

· Be aware of food allergies that may exist with any student.

· Prepare a written test to evaluate students’ knowledge of concepts studied in this unit.

Prior Knowledge Required

· co-operative learning skills

· work productively with others

· peer/self- or teacher assessment

· obtaining information

· critical thinking skills

· presentations skills

Teaching/Learning Strategies

Day 1

1. In their groups of two or three students present the food they have prepared for the festival (see Appendix 2d)

2. Judges will evaluate the presentation based on the guidelines established in Appendix 2d – Food Festival.

Day 2

3. Knowledge of concepts and terms is evaluated using a unit test.

Assessment/Evaluation Techniques

· Formative evaluation based on the checklist established in the guideline handout for the Food Festival (Appendix 2d)

· Formative assessment of nutrition knowledge based on a teacher-designed written test

Accommodations

· Hand pick a nutrition topic for the student. (For example preparing a “sugar” food source may be easier than preparing a food from the “minerals” category).

· Provide assistance in helping the student choose a food that fits the category chosen.

· Ensure appropriate partnerships are established.

· An alternate presentation, to the judges only, may be necessary.

Resources

Health Canada. Canada’s Food Guide to Healthy Eating. Ottawa: Ministry of Supply and Services Canada, 1993. ISBN 0-662-19648-1

Appendix 2a

Nutrition Terms

Nutrition: the process by which the body takes in and uses food.

Why is good nutrition so important?

· Nutrients in food provide you with substances you need to grow and develop.

· Nutrients enable you to have energy, feel and look your best, stay mentally alert.

· Six out of ten leading causes of death are linked directly to diet.

· Good nutrition helps prevent chronic diseases such as heart disease, certain cancers, diabetes, and stroke.

Nutrients: chemical substances obtained from food that your body needs to function properly to grow, to repair itself, and to supply you with energy.

Essential Nutrients: nutrients your body cannot make itself or cannot make in sufficient amounts and must therefore be received through the diet.

Calories: are units that measure energy. Calories are a measure of the energy in food and of the energy your body burns. (Glencoe Health, 1999). (Expressed in kilojoules (kJ) or kilocalories (kcal)). One pound of fat contains 3,500 calories.

Macronutrients: comprise the greatest portion of nutrient intake, they supply the energy for work. They are carbohydrates, proteins, and fats.

Micronutrients: include vitamins and minerals and are called micronutrients because they are needed in small amounts.

Carbohydrates: the main energy source for body activities in the form of sugar, starch, or fibre.

Proteins: protein is part of all body tissues (e.g., muscle, skin, hair); is needed for growth and repair of body tissues; and is a necessary component of hormones, enzymes, the immune system and fluid balance (Sport Nutrition for the Athletes of Canada, 1993.)

Fats: are is known by the scientific name lipid; lipids are fatty substances that do not dissolve in water. (Glencoe Health, 1999)

Energy Providing Nutrients:

Carbohydrates = 4 calories per gram

Proteins = 4 calories per gram

Fats = 9 calories per gram

Recommended Daily Allowances (RDA): For many essential nutrients a recommended daily allowance has been scientifically established. This is the total amount of the nutrient that a person should consume in one day. In order to ensure good health as you grow, you should eat a variety of foods each day from all the food groups. Variety is important because no single food contains all of the nutrients in the quantities needed by the body.
Appendix 2b

Personal Dietary Profile

Instructions: Read each statement below, and put a check (4) in the column that best describes your personal eating habits. Choose yes for items that you practise regularly.

Eating Habit Statement		Yes	No
1.	I routinely follow a healthy and nutritious eating plan for breakfast.
2.	I choose snacks that are healthy and nutritious.
3.	I eat a variety of foods from Canada’s Food Guide that provide my body with the nutrients my body requires.
4.	I eat my food slowly and never eat my food standing.
5.	I eat the recommended servings from the four food groups of Canada’s Food Guide.
6.	I include plenty of fruit, vegetables, and grain products such as pasta, rice, and bread in my eating plan.
7.	I am conscientious about portion size when eating my meals and snacks.
8.	I limit my consumption of foods that are high in simple sugars, fat, or salt.
9.	I drink water throughout the day and with my meals.
10.	I balance the foods that I eat with regular physical activity.
11.	I cut away visible fat or choose leaner cuts and/or lower fat meats and remove the skin from chicken.
12.	I know how to read nutrition food labels and I am able to use that information to make healthy food choices.
13.	I am able to spot false or misleading claims and promises in food ads.
14.	I taste food before salting it.
15.	I make an effort to trade off my intake of fried food and other foods I think might be high in fat with lower fat foods.

Appendix 2c

Food Diary Record Sheet

Instructions: Using the chart below keep a record of all the food you eat in one day. Complete the chart by writing in the time the food item was eaten, the portion size, the hunger level using the scale below, where the food was consumed and the feelings you had when the food was eaten (e.g., were you eating because you were hungry, bored, depressed, socializing).

Hunger Scale: Rate your hunger level using a scale from 0 to 5, with 5 being really hungry and 0 being not hungry at all.

Date: ____________________________

Time	Food & Beverages	Portion Size	Hunger Level	Where	Feelings
7:30am	muffin	1 medium	5	on the bus	hungry
10:00pm	bag of chips	half a large bag	1	watching TV	bored

Appendix 2d

Food Festival

Each student will work with a partner to prepare a food for the Food Festival.

Guidelines

1. Students will pick randomly, from a host of topics. Topics are placed in a hat or box and students will randomly choose a topic for presentation.

2. The food group topics include: Sugars, Starches, Cellulose, Protein, Fats, Vitamins, and Minerals (the vitamins and minerals topic can be served as a beverage).

3. The students will be required to prepare the food for presentation and consumption on the second to last day of the nutrition unit.

4. The presentation should include the following:

An explanation of the nutrient category (e.g., what is a carbohydrate?)

Why their food fits into their nutrient category (e.g., what is in the food (ingredients)?

Does the food chosen overlap into any other nutrient categories?

Where does their food fit into Canada’s Food Group?

Does this food support a healthy lifestyle?

5. Marks will be awarded for preparation, originality, and accuracy of the information presented.

6. Evaluation: Food Preparation: 1 2 3 4 5

Originality of Food Prepared: 1 2 3 4 5

Accuracy of Information:

Does the food fit the topic chosen? 1 2 3 4 5

Does the food overlap into any other nutrient categories? 1 2 3 4 5

How does food fit into Canada’s Food Guide? 1 2 3 4 5

Does the food support a healthy lifestyle? 1 2 3 4 5

Presentation skills 1 2 3 4 5

(clear, concise, eye contact) _____________

Total: 35

Appendix 2e

Definitions

Body Image:

· refers to the mental picture an individual has of his/her body. It includes all the associated feelings, thoughts, judgements, and behaviours.

Self Esteem:

· refers to the confidence and worth you feel about yourself. It affects everything you do, think, feel, and are. (Glencoe Health, 1999)

Healthy Body Image:

· involves having a greater appreciation and acceptance for oneself and others.

· Some factors with respect to one’s body structure, and shape (ectomorph, endomorph, mesomorph, or endo-mesomorph) are genetically determined and cannot be dramatically changed through diet and exercise.

Healthy Eating and an Active Lifestyle:

· Being healthy includes both an active lifestyle coupled with healthy eating.

· Exercise is just as important as food intake in maintaining a desired level of weight.

Demonstrating Respect for Myself: (possible answers may be)

· ways I dress/clothing I wear

· proper nutrition

· how I present myself

· regular exercise

· accepting who I am

· being positive about myself

Demonstrating Respect for Others: (possible answers may be)

· accepting others for who they are

· avoid put downs

· being flexible and open to others’ opinions

· positive communication to others

· recognize values of others

· being sensitive to the needs of others

Appendix 2f

Role-Play Situations

Role-play situation 1:

Junk food Jim

Jim eats junk food all the time – chips, candy, ice cream. He thinks this in not a problem because he takes vitamins every day. He also justifies his actions by saying he does not have time to eat healthy and his way is quick and easy.

Stringbean Stu

Stu has been underweight since he was a small child. As a teen, he has become self-conscious about his “stringbean” appearance. Stu is trying to gain weight by eating high-fat snacks each day. He has also decided not to do any physical activity for the time being for fear of burning off even more calories.

Fast food Fran

Fran works at a fast food restaurant. Employees are allowed to eat one meal every shift. Fran has not missed a meal. Lately, however she has noticed that she has been gaining weight.

Bulimic Betty

Betty is thin. It seems that she is one of those people who can eat anything and never gain an ounce. Recently Betty’s best friend, Veronica, found out Betty’s secret: Betty is bulimic. Whenever she overeats, she goes to the bathroom and forces herself to vomit. Veronica is afraid Betty will do permanent damage, but she gets angry whenever confronted about her condition and refuses to talk about it.

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