Understanding By Design Unit Template

Canadas Food Guide and Beyond 11/12

Title of Unit Grade Level
Foods 30 10-14 hours
Subject Time Frame
Rebecca Schuler
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

The Broad Areas of Learning are: Lifelong Learners, Sense of Self, Community and Place, and Engaged Citizens. These
are incorporated throughout the unit in multiple ways. First, students will gain the sense that nutritional eating is a
lifelong endeavor. We will view the progression of the science of nutrition and how it is reflected in public policies.
Students will soon realize that the science of nutrition is always evolving with the progression of research in the area.
Students will gain a sense of self, community and place through critically thinking and evaluating their daily diet and
the food sources available to them i.e., school, home, etc. The aspect of engaged citizens will be incorporated through
discussing the issue of organic and healthy food being more expensive than the non-healthy alternative. In examining
this, students will discuss and research how to eat healthy on a budget and what measures can be taken to lower the
cost of nutritious foods, i.e., buying local, community gardens, personal gardens, expansion of green spaces.

Cross curricular Competencies

How will this unit promote the CCC?

The Cross curricular competencies are developing: thinking, identity and interdependence, literacies, and social
responsibilities. These competencies are promoted throughout this unit in multiple ways. Students will develop their
thinking through both large and small group discussions, in which they will be encouraged to voice their opinion about a
range of topics under the nutrition umbrella. Students will develop their identity and interdependence by critically
viewing their eating habits and learning nutritious recipes that they can prepare for themselves. Students will also
learn the importance of budgeting and how to adapt meals to different values of budgets. In doing so students will gain
an understanding of life on their own and how to and where to cut costs and still eat healthy. With regards to literacies,
students will continue to develop their literacies in the kitchen and cooking realm but with an added nutritional
vocabulary. Through watching a TED Talk, researching recipes, understanding the science of nutrition and going to the
grocery store to buy groceries, students will become literate in a range of areas related to food and nutrition.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

10.1 To focus on how foods affect ones performance now and ones health in the future.
10.2 To Examine the long term effects of diet practices on health and wellness.
10.3 To relate energy value of foods to the bodys requirements.
10.4 TO create an awareness of current weight management programs and to evaluate them.
10.5 To determine sources of reliable nutrition information.
10.6 To develop an understanding of the process of digestion.
10.7 To define meal management and to identify factors involved in planning meals.
10.8 To demonstrate the importance of consumer skills in the planning and selection of foods for meal management.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?
Students will understand that...
- Canadas Food Guide is based on research in the area of
nutrition
- Canadas Food Guides daily recommendations are based on
the micro and macro nutrients received from each food
group.
- Eating healthy can be expensive but measures can be taken
to lower the cost, i.e., cooking your own healthy meals, meal
planning, growing vegetables and herbs, participating in a
community garden, etc.
- Eating unhealthy can result in preventable diseases such as
CVD, obesity, diabetes, and cancer.
- Comparing Nutrition Facts Labels can aid you in choosing
healthy alternatives.
- Shopping the outer aisles of a grocery store is the healthiest
option.
Related misconceptions
- That low in fat equals healthy
- That eating at a Fancy restaurant is healthy.
- Students may not understand the full effects of fiber in a
healthy diet.
- That dieting i.e., yo-yo diets, are healthy
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked
to the content of the enduring understanding)
Content specific.
- What is healthy eating?
- How does poverty relate to healthy eating?
- What is meant by the phrase, You are what you eat?
- How do diets vary from culture to culture?
- How can you adapt a recipe to make it healthier?
- Why are food guides from different cultures different?
- What steps can be taken to improve food security in
marginalized communities?
FNMI, multicultural, cross-curricular
- Students will analyze and compare Canadas Food Guide
to Canadas Food Guide for First Nations, Metis and Inuit
peoples. This will help students understand the reason for
FNIM Food Guide.
- Students will compare food guides from around the world.
This aspect will allow students to see diets from around
the world.
- Students will make a First Nations soup (Three Sisters
Soup) and Bannock.
- Students will understand the science of nutrition.
- Students will examine the diets of different cultures and
the effects they have on the human body.
- Students will examine the effects of nutrition choices
(food desserts and food swamps) on marginalized
communities in Saskatoon (First Nations Peoples).
- Students will relate First Nations ways of knowing to the
importance of nutrition and healthy food, i.e., connection

Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Students will know...
- The four food groups from Canadas Food Guide
- What nutrients each food group provides.
- Difference between and macro and micro nutrient.
- How different nutrients work in our bodies.
- That different cultures receive nutrients in different ways
(food sources).
- How to cook healthy meals.
- How to create healthy meals on a budget.
- How to adapt a recipe to make it healthier.
- The truth behind dieting, that to be healthy all you have to
do is eat different food groups and moderation is key.
Stage 2 Assessment Evidence
to the land.
- Students will learn why men and women have different
nutritional needs.
- Students will learn why elderly people have different
nutritional needs.
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviors that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
Students will be able to
- Identify all four food groups.
- Deconstruct a meal into food groups and serving sizes.
- Create healthy meals.
- Manipulate a budget.
- Identify major nutrients and how they function within the
body.
- Identify reasons for FNIM Food Guide.
- Analyze a nutritional facts label.
- Adapt a recipe to make it healthier.
- Think critically about their food choices.
- Identify social aspects that influence food habits.
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal For a final assessment students will create a nutritious meal on a budget. In doing so they will have
What should students accomplish by to incorporate all four food groups, make it appealing, follow their budget of $10.00 per group (3-4
completing this task? people), research a recipe, create a grocery list, go to the store to buy their groceries needed, and
R Role complete a reflection on the final product. By completing this performance task, students will have
What role (perspective) will your accomplished a concreate understanding of nutritious meal planning and how to create a nutritious
students be taking? meal using a small budget. Students will also accomplish the aspects of meal appeal and proper
A Audience plating of a meal. Students will take on the role of a person living on their own with a restricted
Who is the relevant audience? budget, who is trying to eat healthy. The relevant audience in this task is both the teacher and the
school community. Their final product will be photographed and placed on the schools Instagram. In
S Situation
completing this task, the student will be faced with the challenge of creating a nutritious, budget
The context or challenge provided to
the student. friendly meal, that can be prepared in a 40 min class. In completing the task students will have
P Product, Performance shown that they are capable of applying their knowledge of nutrition to create an appealing meal
What product/performance will the on a budget. The rubric for this performance task will be co-created using four main areas: Meal
student Appeal, Budget, Nutrients, Reflection. Students will come up with the criteria that each area will be
create? judged upon.
S Standards & Criteria for
Success Attach rubric to Unit Plan * RUBRIC ATTACHED BELOW.
Create the rubric for the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.
- Students will self-assess after all labs.
- Students will complete chapter questions. - Students will reflect on their journal.
- Students will participate in small, large, and TPS group - Students will reflect on their performance task. (All
discussion. reflections will have two to three guiding questions).
- Students will create 4 nutritious meals during lab time. - After viewing videos and readings, students will be asked to
- Students will self-assess after labs (4 labs) reflect on what they learned and share will the class, either
- Students will complete a comparing FNIM and Canadas in small or large groups.
Food Guide worksheet.
- Students will complete a question sheet that accompanies
Jamie Olivers TED talk.
- Students will complete a quiz on major nutrients.
- Students will journal their eating habits for a week.
 Stage 3 Learning Plan
What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?
By the end of this unit, my students will be able to identify factors that influence nutrition, the four food groups, major
nutrients and be able to create appealing meals with those major themes in mind. Everyday students are faced with an
overwhelming amount of information about nutrition and food. In the past all of these students have eaten food, whether
it be nutritious or non-nutritious, they have all formed an opinion on health and have created their own food habits. The
science of nutrition can be complicated but eating healthy can be so simple. To allow students to convey to me what they
already know, student centered discussion for each aspect of nutrition and healthy eating will be used. The students will
know where they are going via the first lesson. During the first lesson the entire outline of the unit will be laid out for
them, showing them that they not only will gain information about nutrition but also have the opportunity to create their
own nutritious meals. The students interest will be incorporated into the unit by allowing them freedom in their final
meal creation. Students will also have the opportunity to steer the discussion about nutrition in a way that interests
them via asking questions and influencing topics. The students were part of the pre-planning in the way that each
student brings their own unique food habits and cultural background with regard to food. Nutrition effects all the
students, so allowing students to critically think about different aspects of nutrition incorporates them into the planning
of the lessons. The learning for this unit can best occur in both the classroom, the foods lab, the school/cafeteria, and the
grocery store. Students should become familiar with al spaces that are involved in the creation of a healthy and
nutritious meal. Differentiated instruction is achieved in this unit by providing the material in different instructional
ways, this includes the visual, experiential, and verbal learning. Students will also self-evaluate and reflect on their ideas
often. The rubric for the final assessment task will be co-created as well, allowing students input on how they are
assessed, this will help students know where they need to be at the end of each assessment.

How will you engage students at the beginning of the unit? (motivational set)

Students will be introduced to the unit by discussing the question, What is nutrition? This is followed by watching a
video of Jamie Olivers TED Talk. The video is a great way to introduce the topic by outlining the nutritional epidemic that
is present in our society. The video will be followed by a general large group discussion on the importance of nutritional
diets and educating individuals on the benefits of healthy eating. The group discussion will give me a general feeling for
the students knowledge of nutrition. This will be done via targeting questions.
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Introduction 10 min the question, What is nutrition? will be displayed on the board. Large group DT, DSR, Internet,
to Nutrition discussion about the question. Introduce the video. DI&I, DL Projector,
(60 min) 25 min Jamie Oliver TED talk video. (students are told to write down anything they find PPT,
interesting from the video. YouTube,
10 min Hand out worksheet for video Jamie Oliver Video Questions allow students to Worksheets
work in table groups to answer questions. which
15 min Handout and discuss that students will be journaling their food habits for the include
entirety of the unit. specific
online
resources:
www.dietiti
ons.ca ,

www.ncbi.n
lm.nih.gov
,

www.csnn.c
a
2 Canadas 10 min Hand out Canadas Food Guide to students. Ask students, What is the food guide DT, DL Internet,
Food Guide for?. projector,
(60 min) 20 min PPT on Canadas Food Guide. PPT, CFG,
10 min FNIM Food guide. Discussion about the need and differences. FNMI FG,
10 min Students work through comparing the two food guides worksheet and hand in. worksheets
10 min Students discuss in their table groups what is the hardest recommendation from ,
the food guide to follow. Each group writes their answers on a large paper which is posted
in the class as a reminder. www.health
ycanadians
.gc.ca

www.hc-
sc.gc.ca ,

3 Breakfast 30 min Students make burrito and clean up. DI&I, DL, Recipes,
 Burrito Lab 15 min Students eat and self-evaluate their lab work and write a reflection. Both are DT self-
(45 min) handed in as students leave the class. evaluation
sheet,
reflection
sheet.

4 10 min Review of Canadas Food Guide DT, DL Food

World Food 10 min Large group discussion on what the students think food guides from around the guides
Guides (60 world may differ or resemble Canadas Food Guide. from
min) 25 min World Food Guide Scavenger hunt. around the
15 min Large group discussion on findings. world,
finding
sheets,

5 Major 30 min PPT on Major nutrients DT, DL, Internet,

Nutrients (60 15 min Guest speaker on how body uses nutrients with regards to physical activity, i.e., projector,
min) sports/training. PPT, Quiz,
15 min Major nutrients and Canadas Food Guide Quiz. www.nutriti
onist-
resource.or
g

www.eatrig
ht.org
6 45 min Students make soup and bannock and clean up DI&I, DT, Recipes,
Three sister 15 min students eat and fill out self-evaluation. DL self-
soup and evaluation
Bannock lab sheets
(60 min)

7 Food Security 20 min Interactive PPT on food security (discussing each slide as a large group). DSR, DT, Internet,
and Meal 30 min Healthy Meal Planning on a budget activity. Handed in once completed. DL, DI&I PPT,
planning on a 10 min Debriefing of activity. Projector,
Budget (60 handouts,
min)
www.foods
ecurecanad
a.org

www.agr.gc
.ca

www.foods
ecuresaska
tchewan.ca

www.chep.
org
 www.saskat
oonfoodba
nk,org
8 25 min PPT on how to read a Nutrition Facts Label and health claims on packaging. DI&I, DL, Internet,
Nutrition 20 min Reading Nutrition Facts Labels Worksheet. Handed in at the end of class. DSR projector,
Facts Label PPT, food
(45 min) labels,
worksheets

9 Healthy 30 min Students make healthy muffins DI&I, DL, Recipes,

Muffins Lab 5 min Self-evaluate DT self-
and Nutrition 30 min Students work through nutrition questions with textbook and eat. evaluation
Questions (60 sheets,
min) questions
from
textbook
10 15 min PPT on meal appeal DI&I, DT, Laptops,
Meal Appeal, 45 min Students use laptops or cook books to research and find a recipe for final task. DL PPT, cook
research Make grocery list and price out. Budget is $10.00 per group. books,
recipe (60 www.allreci
min) pes.com

www.foodn
etwork.ca/r
ecipes

www.count
ryliving.co
m

www.jamie
oliver.com

www.cooki
nglight.co
m

www.delish
.com
11 40 min Students walk over to co-op and purchase groceries for their chosen recipe. DI&I, DL, Grocery
Grocery store 20 min Finish any incomplete worksheets. DT lists
trip (60 min)

12 45 min Video In the Defense of Food DSR, DL, Internet,

Dieting (60 15 min Discussion on video paired with targeted questions. DT projector,
min) www.cbc.co
m,
13 Co-creation 10 min 4 small groups discuss and come up with ideas for each heading. DT, DI&I Students
of rubric (45 10 min expert from each group discuss with other experts on ideas.
min) 10 min main groups come back together to readjust ideas.
15 min Final large group discussion and finalize rubric.

14 Create their 35 min Students make their chosen recipe and present it in an appealing way for DI&I, DL, Major
own recipe photograph. Clean up. DT, recipe
lab (60 min) 10 min Eat reflection
15 min Fill out Major reflection and hand in. Remind students that their food journals will sheets
be handed in next class.

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:
Is there alignment between outcomes, Outcomes are achieved by means of multiple assignments, labs and reflections.
performance assessment and learning Self-assessment is another aspect of their summative assessment. Students
experiences? show their understanding of nutrition and major nutrients through reflections
that will ask student opinions on different aspects of the unit. Students will co-
create their final rubric, thus having an understanding of what is expected from
their final product. Students will self-assess their lab work multiple times
throughout the unit. Students journals will be assessed for completion at the
end of the unit. This unit is focused on student centered learning and
experiential learning.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
- Partial notes will be provided to all students to accompany PPTs for
struggling students these will be completed notes.
- The use of computers or technology to complete assignments rather
than by hand will be available.
- Students who are EAL will have simplified language on their worksheets.
- PPTs will be accompanied with pictures for EAL students.
- Content will be presented in a variety of ways to allow all students
access to the curriculum.

For students who need a challenge:

- Will be asked to conduct a research project on social organizations that
help bring nutritious food to marginalized communities with in

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?
Saskatoon. Will have the option to present their findings to the class.
Yes: Small and large group discussions, Direct teaching, Experiential learning,
Research, TPS, Co-creation, Videos, and Scavenger hunt.
Students will be given their individual copy of Canadas Food Guide, be
provided online resources, Cook books, and recipes.
Having students examine FNIM Food Guide, and create authentic Aboriginal
foods nurtures diversity in this unit. Food guides from around the world will also
be examined, also students will have freedom to research and create their own
authentic dish which could be culturally diverse. Examining how marginalized
communities access or have lack of access to nutritious foods incorporates
immigrant and Aboriginal communities. How different cultures incorporate the
major food groups will also be discussed.
Nutritious Meal on a Budget Co-Created Rubric

Beginner Developing Accomplished Advanced

1 2 3 4
Presentation of Presentation of Presentation of Presentation of
final product is final product is final product final product is
not appealing missing some of meets basic exceptional in all
in many the basic requirements of aspects of meal
aspects of requirements of meal appeal. Room appeal. Looks
Meal Appeal meal appeal. meal appeal. for improvement. and tastes like a
Lacks the basic Basic professional
understanding understanding of product.
of meal appeal. meal appeal but
not executed
properly.
Went overtime Went over time Created a meal Efficiently
by more than 5 by ~ 5 minutes. with very little created a meal
minutes. Meal Meal cost was time to spare. Meal in the allotted
Budget/Time cost was over over the budget cost $10.00 give or time and meal
budget by by over a dollar. take 99 cents (fit was well within
more than within budget). the budget.
$3.00.
Meal is missing Meal is missing Meal includes all Meal includes all
more than one one food group. food groups. Meal food groups and
food group. Meal is includes a limited is comprised of
Meal shows moderately high amount of added nutrient dense
Nutrients X 2
very little in calories/sugar/ sugar and fat. foods. No empty
nutritious fat/ sodium. calories.
value.
Reflection is Incomplete Complete Very concise
incomplete and reflection. reflection which reflection.
vague. Shows Missing a few key includes a general Includes in-
no connection areas of acknowledgement depth analysis
to learning reflection. Shows of; thoughts about of; thoughts
objectives. some meal, lesson about meal,
connections to learned, ways to lessons learned,
Reflection X 2 learning improve, relation ways to
objectives. to real life. Shows improve,
a connection to relation to real
learning life. Shows and
objectives. in-depth
connection to
learning
objectives.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)