Unit Plan #1
Stage 1: Desired Results
Established Goal(s):
14.2 Examine (verb) the nutritional needs (noun?) of individuals and families in relation to
health and wellness across the lifespan.
Understanding(s):
Students will understand the effects that
foods have on the overall health of the
individual.
Students will know…
- How to evaluate the nutritional needs
of an individual.
- How to utilize tools to understand the
effects of food on the body.
- How to determine what nutritional
elements a person needs based on
their age and other factors.
Stage 2: Assessment Evidence
Performance Task(s):
- Students will look at a case
study/scenario of an individual
(interpret) and determine what their
dietary needs may be (apply).
Assessments:
- Diagnostic:
- An essay about the
importance of getting
adequate nutrition in their diet.
- Formative:
- Students sharing ideas and
insights in groups to gain a
broader understanding of
nutrition.
- Summative:
- The overall product and
presentation of their nutrition
plan.
- Self-Assessment:
- Exit tickets where they will
share what they’ve learned,
what they’re struggling to
understand, and how they feel
Essential Question(s):
In what ways do foods affect overall health?
Students will be able to…
- Utilize online tools to create
informational presentations.
- Present their findings in a
professional, coherent way.
Other Evidence:
- Weekly quiz about food or diet fads.
- Self evaluation exit tickets
(self-knowledge).
6 Facets of Understanding:
1. Explain: Students will write an essay
about the importance of getting
adequate nutrition in their daily diet.
They can use personal examples of
when they did or did not eat
nutritiously and how that affected
them.
2. Interpret: Students will then read a
case study about the overall health
and wellness of a family to gain
insight into their nutritional needs.
3. Apply: Students will use the
information they’ve gathered about
the case study family to create a
health and wellness plan for them.
4. Perspective: In groups of 4-5,
students will talk with each other,
share their baseline understanding of
the situation, and share their initial
 they’re doing on the health and wellness plans. They will
assignment. be able to receive feedback, ask
questions, and gain different insights
from their classmates.
5. Empathy: As students listen to each
presentation given by their
classmates, they will write something
they truly appreciated about that
student’s project.
6. Self-Knowledge: Students will
regularly complete self-evaluation exit
tickets. On these tickets they can
share what they’ve learned, what
they’re struggling to understand, and
how they feel they’re doing on the
assignment.

Stage 3: Learning Plan

Learning Activities:
Standard Competenties:
- 14.2.1: Evaluate the effect of nutrition on health, wellness, and performance.
- 14.2.2: Analyze the relationship of nutrition and wellness to individual and family
health throughout the lifespan.
- 14.2.3: Analyze the effects of food and diet fads, food addictions, and eating disorders
on wellness.
- 14.2.4: Analyze sources of food and nutrition information, including food labels, related
to health and wellness.

Whereto: Begin by telling students what they’re learning and why they’re learning it.

Hook: Students will write an introductory essay on their prior knowledge of the relationship of
nutrition and wellness to individual and family health throughout the lifespan (Competency
14.2.2).

Equip: Students will read a case study about the overall health and wellness of a family to
gain insight into their nutritional needs (Competency 14.2.2).

Rethink: Students will use the information they’ve gathered from the case study, articles,
classroom lectures, etc. to create a health and wellness plan for them (Competency 14.2.4
and 14.2.3).

Evaluate: In groups of 4-5, students will talk with each other, share their baseline
understanding of the situation, and share their initial health and wellness plans. They will be
able to receive feedback, ask questions, and gain different insights from their classmates
(Competency 14.2.1).

Tailor: Students will determine the health and wellness plan for the family.

Organize: Students will use technology (web-based articles, websites, etc.) and in person
tools to gather information needed to create a coherent health and wellness plan for a family.
For their final presentation, students will practice professionalism as they present their
findings to their community.

CTE Components: Highlight work skills, leadership components, and technology in Stage 3.

After writing an essay on the importance of adequate nutrition (explain), Students will
evaluate a case study (interpret). They will determine dietary/nutritional needs for the
individual from their case study (apply). They will work on this assignment for a week to two
weeks depending on the class’s overall prior knowledge. They will use the tools available to
them to gather information about foods and their effects on the human body. These tools
include textbooks, articles, scientific journals, lectures, professionals in the nutritional fields,
etc. Students will talk with each other, share their baseline understanding of the situation, and
share their initial health and wellness plans. They will be able to receive feedback, ask
questions, and gain different insights from their classmates (perspective). They will then
present their nutritional plan to the “client” which is the class. Students will peer review their
classmates as they present. They will write on a note card something they loved, enjoyed, or
found insightful about their project (empathy). At the end of each class period, students will
fill out a self-evaluation exit ticket where they will share what they’ve learned, what they’re
struggling to understand, and how they feel they’re doing on the assignment
(self-knowledge).

Week 8 Differentiation Assessment Plan:

Original:
- Students will write an essay about the importance of getting adequate nutrition in their
daily diet. They can use personal examples of when they did or did not eat nutritiously
and how that affected them.
Readiness: (those who lag behind or those who are ahead)
- For those who are lagging behind a little bit, a way to differentiate this assignment is to
have them write a paragraph about whatever they know about a nutritious meal. That
can be to “eat green veggies” or so forth.
Interest:
- For those who lack an interest in health and nutrition, they can simply write about their
favorite meal and why they feel that that meal is considered nutritious.
Learning Preferences:
- For those who learn in different ways, they can write down bullet points or even tell me
what they know about nutrition and I can write down the bullet points for them. Then
they can take those bullet points and turn it into a paragraph.