Unit Calendar:

Day 1

Day 2

Day 3

Day 4

Day 5

Standard:
Number Sense
CA 1.2
Add, subtract,
multiply, and
divide rational
numbers
(integers,
fractions, and
terminating
decimals) and
take positive
rational numbers
to whole-number
powers.

Standard:

MATH
Standard:
Geometry and
Measurement
CA 1.0: Students
choose
appropriate units
of measure and
use ratios to
convert within
and between
measurement
systems to solve
problems
ELD Standard:
Collaborative
Bridging 3:
Supporting
opinions and
persuading
others:
Negotiate with or
persuade others
in conversations
using an
appropriate
register
Objectives:
SWBAT
analytically read
a food label and
assess caloric
values for fat,
carbohydrate
and protein
using
conversions.
They will
evaluate these
quantities for 1
serving and the
entire package.

Standard:
Number Sense
CA 1.6 Calculate
the percentage
of increases and
decreases of a
quantity.

Standard:
Number Sense
CA 1.6 Calculate
the percentage
of increases and
decreases of a
quantity.

ELD Standard:
Collaborative Bridging 1:
Exchanging
info/ideas:
Contribute to
class, group,
and partner
discussions

ELD Standard:
Interpretive Bridging 5:
Listening
actively:
Demonstrate
active listening
in oral
presentation
activities by
asking and
answering
detailed
questions with
minimal
prompting and
support.

Objectives:
SWBAT
compare lite and
reduced fat food
labels to the
original labels
and verify that
the light (lite)
must contain
50% less fat or
one third fewer
calories per
serving than the
regular version
of that food; and
foods labeled
reduced fat must
contain 25% less
fat per serving
than the regular
version.
Student
Activity:
Group Project
Part 1- each

Objectives:
SWBAT make
and present a
team poster on
their findings
(comparing
percent
decrease of fat
between regular
and reduced fat
or lite versions).
Students will
assess if they
think the lower
calorie version is
healthy or not
Student

ELD Standard:
Collaborative Bridging 1:
Exchanging
info/ideas:
Contribute to
class, group,
and partner
discussions
Objectives:
SWBAT
calculate and
interpret Body
Mass Index in
lb/in and kg/cm
for people of
varying height,
weight and ages.
Student
Activity:
Students will use
the BMI formula
to calculate data
for 2 given
teenage case
studies and 1

Anti-Bias
Framework:
AC.6-8.20 :
I will work with
friends, family
and community
members to
make our world
fairer for
everyone, and
we will plan and
coordinate our
actions in order
to achieve our
goals.
Objectives:
After learning
about the
importance of
nutrition in their
science, math
and spanish
classes,
students will
help to provide
hot, nutritious
lunches on
Friday (the last
day in the unit),
for adults age 60
and older.
Student
Activity: Service
Learning Field
Trip
Assessment:
Bear Valley TV
plug - students
will compile a

Student
Activity:
Cooperative
Learning:
Numbered
Heads Together
Assessment:
Team
whiteboards will
be assessed for
each task.
Rubric and
Graphic
Organizer on
Cooperative
Learning
Website

team of four will

choose a food
item that has a
reduced fat or
light version.
They will collect
data from each
of the food
labels and then
calculate the
percent
decrease of fat
(they will fill out
a graphic
organizer with
their findings
and use this to
start making
their posters)
Assessment:
Teacher will walk
around to
monitor progress
and completion
of graphic
organizer

Activity:
Group Project
Part 2 - Students
will make a
poster of their
findings
comparing their
two products
and their overall
analysis.
Student groups
will take turns
presenting to the
class.
Assessment:
Posters and
presentations
will be assessed
based the
following rubric:
-Title
-Visual of two
food products
-Label
information
-Calculations
-Conclusions
-Each member
takes a turn
speaking about
one section of
the poster

given elderly
case study (to
connect to their
service learning
experience at
the Senior
Dining Center).
They will record
their findings in a
chart and
discuss with
their teammates.
They will then
explore the BMI
calculator on
http://kidshealth.
org/teen/food_fit
ness/dieting/bmi.
html#cat20132
They will enter
their case study
information in
and compare the
results with their
calculations.

video or slide
show from the
shared drive
reflection
documenting
their experience
to share with the
school.
Rubric on
Service Learning
Webpage

Assessment:
As a whole class
we will chart our
collective data
on a graph and
interpret the
results together.

SCIENCE
Standard
5a. Students
know plants and
animals have
levels of
organization for
structure and
function,
including cells,
tissues, organs,
organ systems,

Standard 5a.
Students know
plants and
animals have
levels of
organization for
structure and
function,
including cells,
tissues, organs,
organ systems,

Standard
5b. Students
know organ
systems function
because of the
contributions of
individual
organs, tissues,
and cells. The
failure of any
part can affect

Standard
5b. Students
know organ
systems function
because of the
contributions of
individual
organs, tissues,
and cells. The
failure of any
part can affect

Standard-Anti-Bias
Framework:
AC.6-8.20 :
I will work with
friends, family
and community
members to
make our world
fairer for
everyone, and

and the whole

organism.

and the whole

organism.

the entire
system.

the entire
system.

ELD 6a: reading

and viewing
closely: Explain
ideas,
phenomena,
processes, and
text relationships
based on a close
reading of
grade-level text

ELD 2:

ELD 5:

ELD 2:

Interacting
via written
English.
Engage in
longer
written
exchanges
with peers
and
collaborate
on more
detailed
written texts
on a variety
of topics,
using
technology
when
appropriate.

Listening
actively.
Demonstrate
active
listening in
oral
presentation
activities by
asking and
answering
detailed
questions
with
occasional
prompting
and
moderate
support.

Interacting
via written
English.
Engage in
longer
written
exchanges
with peers
and
collaborate
on more
detailed
written texts
on a variety
of topics,
using
technology
when
appropriate.

Objective:
SWBAT explain
how the
macromolecules
(protein, carbs,
fats) we eat
affect the
different parts of
the body
(tissues, organs,
organ systems)
Student
activity:
After direct
instruction (on
macromolecule
types), students
will perform
independent
research to
answer the
following
questions:
What are some
of the benefits of
eating fats?
Carbohydrates?
Proteins? Be
specific: discuss
what tissue,
organ, or organ
system you
choose to
discuss.

Objective:
SWBAT discuss
how vitamins
and water affect
the different
parts of the body
(tissues, organs,
organ systems)
Student
activity:
Students will
work in groups
of 3 to research
on how specific
vitamins (vitamin
C, folic acid,
Vitamin B12,
Vitamin K) affect
the different
systems in body.
They will answer
the following
questions for

Objective:
SWBAT explain
how malnutrition
can affect a
particular tissue
or organ and
how this can
impact an entire
body system.
We will use the
cystic fibrosis as
a case study to
show how the
failure of one
body system can
cause problems
in another body
system.
Student
activity:
Students will
watch a video
clip about cystic

Objective:
SWBAT write an
essay that
explains how
excess of any
nutrient or
macromolecule
can affect a
particular body
system and the
body as a whole.
Student
activity:
Choice
Assessment
Prompt: Pick
one (sodium,
saturated fat,
protein, simple
carbohydrate)
and write a short
essay (2 pages),

we will plan and

coordinate our
actions in order
to achieve our
goals.
ELD 6b:

Reading/view
ing closely
(b). Express
inferences
and
conclusions
drawn based
on close
reading of
grade
appropriate
texts and
viewing of
multimedia
using a
variety of
verbs
Objective:
Students will
coordinate with
their teachers
and classmates
to serve the
elderly as they
try to make the
world fairer to
everyone.
Student
Activity:
Science and
Math - field trip
to the food bank
*service learning
Student activity
(introduced on
Day 1):

each vitamin:
What foods are
good sources of
these
macromolecules
?

what body
system does this
vitamin help?
what does it do?

**Graphic
organizer?*
Introduce food
journals
(students will
keep a food
journal
throughout the
week)
*Multiple
intelligences:
independent
work for
students with
intrapersonal
intelligence

what happens
when you dont
have enough of
this vitamin?
*Multiple
intelligences:Gro
up work for
students with
interpersonal
intelligence

fibrosis (a
disorder that and
can be a cause
of malnutrition
due to its effect
on the digestive
system)
Students will
participate in a
group discussion
(after watching
the video) to
discuss how
malnutrition
caused by cystic
fibrosis can
affect the
immune system.
We will then
have a class
discussion on
how the failure
of one system
can affect
another.
*multiple
intelligences:
video for visual
learners,
discussion for
interpersonal
learners

make a Power
Point, Prezi,
poster, video, or
collage
discussing how
an excess
negatively
impacts a body
system of your
choice. In your
project be sure
to include a
description of
what that body
system does and
how failure of
that system
impacts your
overall health.
*Multiple
intelligences:
tactile learners
(writing) and
intrapersonal
learners
(independent
research and
writing),
opportunity for
artistic creativity
in the choice
assignment task

Students
analyze their
food journals for
nutritional value.
Students will find

a point for
improvement
in their diets,
discuss why
they need
improvement
(with respect
to body
systems),
and explain
what they
will do to
make the
change.

*Choice task
*Rubric for the
student activity
SPANISH
Standards:
ACTFL
Standard 2.2:
Students
demonstrate an
understanding of
the relationship
between the
products and

Standards:
ACTFL Standard
1.3: Students
present
information,
concepts, and
ideas to an
audience of
listeners or

Standards:
ACTFL
Standard 1.2:
Students
understand and
interpret written
and spoken
language on a
variety of topics.

Standards:
ACTFL
Standard 1.3:
Students present
information,
concepts, and
ideas to an
audience of
listeners or

Standards:
Anti-Bias
Framework:
AC.6-8.20 :
I will work with
friends, family
and community
members to
make our world

perspectives of
the culture
studied.
CA ELD: 1.
Exchanging
information and
ideas with others
through oral
collaborative
discussions on a
range of social
and academic
topics
Anti-Biased
Framework:
5. Students will

readers on a
variety of topics.
CA ELD 9.
Expressing
information and
ideas in formal
oral
presentations on
academic topics
Objectives:
SWBAT
Student
Activity:
Students
individually
identify their
recognize traits of favorite dish.
the dominant
Then, using
culture, their home classroom and
culture and other
technology
cultures and
resources, Ss
understand how
create an
they negotiate
ingredients list
their own identity
in multiple spaces. for a recipe to
make their
7) Students will
develop language favorite dish.
and knowledge to
Finally, Ss rotate
accurately and
through different
respectfully
pairs sharing the
describe how
ingredients to
people (including
see if their
themselves) are
both similar to and partner can
different from each guess the dish.
other and others in Students will use
a graphic
their identity
organizer to list
groups.
13) Students will
new words
analyze the
during this
harmful impact of
activity.
bias and injustice
Assessment:
on the world,
Ss turn in their
historically and
graphic
today.
organizers for
18) Students will
the ticket out the
speak up with
door.
courage and
respect when they
or someone else
has been hurt or
wronged by bias.

Objectives:

Standard 4.1:
Students
demonstrate
understanding of
the nature of
language
through
comparisons of
the language
studied and their
own
CA ELD
8. Analyzing how
writers and
speakers use
vocabulary and
other language
resources for
specific
purposes (to
explain,
persuade,
entertain, etc.)
depending on
modality, text
type, purpose,
audience, topic,
and content area
Objectives:
SWBAT
summarize the
main idea of a
poem or song in
Spanish
SWBAT identify
three techniques
that the author
uses to construct
his/her
poem/song
Student
Activity:
Students jig-saw
two different
poems/songs.
They present
their poem/song
to the whole
class at the end
of of the period.

readers on a
variety of topics
Standard 4.2:
Students
demonstrate
understanding of
the concept of
culture through
comparisons of
the cultures
studied and their
own.
CA ELD: 10.
Writing literary
and
informational
texts to present,
describe, and
explain ideas
and information,
using
appropriate
technology
Objectives:
SWBAT write a
short ode in the
form of a poem
or song to one of
their favorite
healthy foods or
dishes
SWBAT explain
how their
poems/songs
encourage the
enjoyment of a
moderate and
balanced diet.
Student
Activity: Using
the song and
poem as a
model, student
will write their
own poem or
song that
celebrates a
healthy food or
dish.
Assessment: A

fairer for
everyone, and
we will plan and
coordinate our
actions in order
to achieve our
goals.
Objectives:SWBAT recite
their poems or
songs to a real
audience at the
Senior dining
center
-Students will be
able to explain
how their
poems/songs
can help all
people access a
healthy diet.
Student
Activity: While
at the dining
center, students
will read their
poem or song to
at least one
member of the
community.
Assessment: A
checklist and
photo proof

SWBAT identify
stereotypes
about food in
different
cultures, analyze
the harmful
impact of those
stereotypes, and
develop an
action plan to
confront those
stereotypes.
Student
Activity:
After reading
several
definitions of
stereotypes, Ss
work in groups
to brainstorm
stereotypes
about what
different cultures
eat. Then,
through a
socratic seminar,
Ss discuss how
this may be
harmful. Finally
students do a
think pair share
to come up with
an action plan to
confront these
stereotypes. .
Assessment:
After the think
pair share,
students write
their action plan
in on paragraph
and turn it in for
their ticket out
the door.

Assessment
Students write
the main idea of
the poem/song
and one
example of
imagery for the
ticket out the
door.

Rubric