Grassroots Unit Planning (Map A)

Unit Theme / Topic / Problem?

Bronzeville High School

Health, Community, and Culture

Unit Relevance? (Why is this topic important for students

to study / act upon?)
To help students develop and maintain a healthy lifestyle
when it comes to diet and exercise. And in doing that,
giving them the tools to teach and inspire others to follow
their lead.

Essential Questions? (Brainstorm 2 to 4 driving ?s)

1. Why do we have food deserts, and how do we
eliminate them in our communities?
2. How do we manage and maintain a budget for
healthy eating and living?
3. How does our diet affect us?
4. What can we do to make our meals more healthy?

Grade?
11th
Grade

*MATH*
6
Weeks
Learning how to create and maintain a
budget.
Finding healthy alternatives for our
everyday diet.
Learning to read and plot points on a map
and finding the radius of those points in
comparison to where they live.
Culminating Learning Action / Product / Assessment?
(What will students do to present their learning and take
action?)

Learning Product #1:

Food/Health log - Have the students write down

everything they eat for the first 2 weeks. Calculate
caloric intake, duration of exercise/how many
calories they burned in comparison to their intake.
Learning Product #2:

Field Trip and/or Guest Speaker ReflectionStudents will write a 1 page reflection on their field trip to
Whole Foods or on the Guest Speaker from UIC. They
should convey their thoughts/opinions/views on what they
learned from the field trip or from the guest speaker.

Learning Product #3:

Culminating Project- Have the students bring in the recipe

for their favorite meal. As a class we will analyze the
recipes and come up with how we can make them
healthier. Each student will have a strict budget when
shopping for the ingredients and must meet or be under
budget. After all of the research is done and prices for the
ingredients have been gathered, we will put together a
recipe book for students to distribute to friends and family.

Essential Threads? (Place an X for those that apply)

class(ism)
culture [X]
economics [X]
gender

labor
land / geography
[X]
migration
oppression

politics / gov.
race(ism)
resources [X]
resistance

Other Understandings Students Will Gain?

Applicable Disciplines and Specific Standards?

Local: Current Real World Understandings

Understand the importance of healthy eating
Understand how and where to access healthy food

Place an X for applicable disciplines (write in details)

Local: Historical/Culturally Relevant Understandings

Understand how/why food deserts came to be
Understand how food has developed/changed
throughout the years
Global Connections (Past and/or Current )
Learning the history of Chicagos meat markets

Language Arts(X)
Mathematics (X)
Media / Tech
Music

Natural
Sciences(X)
Psychology

Visual Arts
Specific subject:

Social
Sciences(X)
Theater / Drama

Key Competencies (Common Core, ACT, or ILS)

(use Skills Cluster Maps for additional planning)

Illinois Learning Standards

STAGE GOAL 6: Demonstrate and apply a
knowledge and sense of numbers,
including numeration and operations (addition,
subtraction, multiplication,
division), patterns, ratios and proportions
STATE GOAL 7: Estimate, make and use
measurements of objects, quantities and
relationships and determine acceptable levels of
accuracy.
STATE GOAL 8: Use algebraic and analytical
methods to identify and describe
patterns and relationships in data, solve
problems and predict results.
STATE GOAL 22: Understand principles of health
promotion and the prevention and treatment of
illness and injury.
STATE GOAL 23. Understand human body
systems and factors that influence growth and
development.

STATE GOAL 24: Promote and enhance health

and well-being through the use of effective
communication and decision-making skills.

Main Texts? (readings, video, photos, art, music, etc.)

Food Desert Locations
http://www.chitownreview.com/interactives/chicagofood-deserts-map/
Food Pyramid
http://www.choosemyplate.gov/
How Chicken Nuggets Are Made
https://www.youtube.com/watch?v=T67DvoH2H3E
How Processed Food Makes People Obese
https://www.youtube.com/watch?v=-Y0QQrUvCjU
Map of grocery stores near the high school
https://www.google.com/maps/search/grocery+stores+ne
ar+4934+s+wabash+ave+chicago+il/@41.8033392,87.6167403,15z
My daily food plan worksheet
http://www.choosemyplate.gov/foodgroups/downloads/worksheets/Worksheet_2000_9to17yr.
pdf
Nutrition Education
http://www.catholiccharities.net/GetHelp/OurServices/Nu
trition.aspx
Recommendation for each food group
http://www.choosemyplate.gov/foodgroups/downloads/results/MyDailyFoodPlan_2000_9to17
yr.pdf
What Is Food Desert?
http://apps.ams.usda.gov/fooddeserts/fooddeserts.aspx

What Is Your Number In Health?

http://www.univisioncontigo.com/en/health/whats-your-

number/

Critical Vocabulary Terms?

Primary Instructional Approaches?

Food Desert
Nutrition
Vitamins
Protein
Carbohydrates
Trans Fat
Saturated Fat
Sodium
Cholesterol
Calories
Sugars
High Blood Pressure
Diabetes
Obesity
Processed Food
Community Garden
Budget

Students at Bronzeville High School will be

introduced to the benefits of a healthier lifestyle.
They will have in class discussions about the
importance of be aware of what foods they are eating.
The students can share each others personal diets
and discuss how they can improve their diets by
modifying certain ingredients. This will help them re
evaluate their food decisions and gain further
knowledge on healthy eating and living a healthier
lifestyle.

Modifications / Differentiation?
Assign a reflection paper prior to the field trip and guest
speaker appearance.
Have students create questions for the field trip that
they could ask the speaker.
Give out articles about current health issues that are
going on in the USA and internationally.
Seperate students into groups and let them brainstorm
ideas of how to lead a healthier life and how to improve
the communitys eating habits.
Bring in visual aids of the body and show which areas
are affected by unhealthy eating habits.
Bring in examples of food logs for students to see and
get an idea of how they should model their logs.
Make posters of critical vocabulary terms and put them
around the classroom for the students to see.
Putting the subtitles on when watching Food, Inc.

Community connection? (field trips, speakers,

events)
Field trip to Whole Foods to attend a healthy
cooking course with Jessica, the healthy
eating specialist.
Getting a class plot at the Bronzeville
Community Garden. Decide as a class what
should be grown.
Speaker, Maria Guzman from UIC
Extension: Nutrition, come into class to talk
about healthy living.

Scope and Sequence (a list of key activities / steps

towards the learning project / action)
See folders 2c for skill support, 2d for instructional support and
2e for assessment ideas in the Curriculum Toolkit, 3rd ed.

Unit 1 ~
Watch Food, Inc. Discuss how and why the food
industry operates the way that it does and how
that impacts our everyday lives.
Have everyone in the class create a food log.
Documenting everything they eat for two weeks,
as well as how much physical activity they had
during those weeks as well.
Speaker on healthy eating, Maria Guzman, from
UIC.
Obtain a plot at the Bronzeville Community
Gardens. Use our newly obtained knowledge of
healthy eating to decide what is planted.
Unit 2 ~
Take a look at the socioeconomic standing in the
surrounding neighborhoods. Learn how to
calculate the median income.
Create a budget using those numbers obtained in
the step above.
Discuss the state of the surrounding
neighborhoods by analyzing the numbers. Talk
about minimum wages.
Unit 3 ~
Create a map and find the radius of the closest
places to obtain produce in the area surrounding
the school.
Field trip to Whole Foods to attend a healthy
cooking class with the in house healthy eating
specialist.
Culminating Project ~
The students will create a recipe for their favorite
meal using healthier options.
All students will follow a strict budget when
creating recipes.
Create a cookbook with all of the recipes to
distribute to friends, families, and the surrounding

neighborhoods.