Lesson: Diet & Disease Project
Course: Foods/Nutrition
Grade Level:9-12
Author: Sasha Gartin
School: Cherry Creek HS
Lesson Length: 8 classes (50 min each)
CTE Academic Integration Lesson Planner
What do I want students to learn?
Standards and Benchmarks
Standards and Benchmarks
ACT College Readiness Standards
N9.3 Evaluate nutrition principles, food plans,
preparation techniques and specialized dietary plans.
N9.3.6 Critique the selection of foods to promote a healthy
lifestyle.
N9.4.1 Analyze nutritional needs of individuals.
N9.4.4 Construct a modified diet based on nutritional needs
and health conditions.
N9.4.5 Design instruction on nutrition for health maintenance
and disease prevention.
N14.0 Demonstrate nutrition and wellness practices that
enhance individual and family well-being.
N14.1 Analyze factors that influence nutrition and wellness
practices across the life span.
N14.2 Evaluate the nutritional needs of individual and families
in relation to health and wellness across the lifespan
N14.2.1 Analyze the effect of nutrients on health,
appearance, and peak performance.
N14.3 Demonstrate ability to acquire, handle and use
foods to meet nutrition and wellness needs of individuals
and families across the lifespan.
N14.3.1 Apply various dietary guidelines in planning to meet
nutrition and wellness needs.
N14.3.2 Design strategies that meet the health and nutrition
requirements of individuals and families with special needs.
ACT English (Range 16-19)
Identify the basic purpose or role of a specified phrase or
sentence.
Select the most logical place to add a sentence in a
paragraph.
Delete obviously synonymous and wordy material in a
sentence.
Determine the need for punctuation and conjunctions to avoid
awkward-sounding sentence fragments and fused sentences.
ACT Reading (Range 20-23)
Infer the main idea or purpose of straightforward paragraphs in
uncomplicated literary narratives.
Locate important details in uncomplicated passages
Identify clear cause-effect relationships in uncomplicated
passages.
ACT Science
Interpretation of Data
16-19 Select two or more pieces of data from a simple data
Compare or combine data from a simple data presentation
(e.g., order or sum data from a table)
20-23 Translate information into a table, graph, or diagram
Students will:
Students will:
•Know: (Content and Vocabulary)
•Do: (Skills, Strategies, Processes and Literacy)
The student will be able to:
1. Identify the top disease killers for adults and children in
the United States.
2. Describe the following diseases:
Cardiovascular heart disease
Anemia (Iron Deficiency)
Hypertension (high blood pressure)
Beriberi
Osteoporosis
Dehydration
Type 1 and Type 2 Diabetes
Celiac Disease
Obesity
Lactose Intolerant
Gallbladder Disease
Colon Cancer
Rickets
Irritable Bowel Syndrome.
3. Discuss the statistics for how common each disease is
they relate to Colorado, the United States, and the world.
4. List the causes of each disease.
5. List the symptoms of each disease.
6. Identify the risk factors for each disease.
7. State whether or not each disease is curable or treatable.
8. State how food and nutrition plays a part in the diseases.
9. Explain what nutrients/foods are good/bad for each
disease.
10. Discuss what lifestyle changes can be made to
prevent/reduce your chances of getting the diseases.
The student will:
1. Choose one diet related disease/condition.
2. Research the disease/condition using a variety of tools
(books, magazines, websites, encyclopedias, interviews, etc.).
3. Compile the research into a typed 2-3 page, double-spaced
paper (using 12 point Arial font).
4. Create a power point presentation
5. Plan a dinner menu that would be acceptable for the
disease population studied.
6. Make/cook an appetizer, salad, entrée, or dessert for
everyone in the class to sample that is appropriate for the
disease population studied.
7. Present the information to the class.
Lesson: Diet & Disease Project
Course: Foods/Nutrition
Grade Level:9-12
Author: Sasha Gartin
School: Cherry Creek HS
Lesson Length: 8 classes (50 min each)
Enduring Understandings (Big Ideas)
For example… principles, themes, generalizations or macro-concepts
The student will understand the process of digestion and metabolism.
The student will understand that a healthy diet and nutrition leads to good health.
The student will understand that choosing a healthy eating behavior will lead to a healthy life.
Essential Questions
Guiding, driving questions which lead to enduring understandings
What a stronger influence: genetics or our environment on disease?
Does our diet impact our ability to prevent, control, or cure diseases?
How am I going to assess student learning?
Assessments: Formative assessments and/or Summative assessments
Formative Assessments
Family Disease Tree Assignment
Disease Prevention Speaker and Demo on Multiple Sclerosis
Guided note taking activities
Think/Pair/Share activities
Compiling research through reading
Prior nutrition and lab experiences with spiraling curriculum and skills
Summative Assessments
Oral Power Point Presentation Rubric
Written Essay Presentation Rubric
Diet and Disease Unit Notebook Check
Diet and Disease Unit Test
Instructional Plan
Prerequisite Skills: Preparation
What prior knowledge, skills and understanding do the students need? How will you assess their background
knowledge and readiness?
Student prior knowledge/skills/understanding:
Nutrient information on Carbohydrates, Fats, Proteins, Vitamins, Minerals, and Water
Fitness information on cardiovascular vs muscular exercise
Vocabulary: fiber, antioxidant
Assessment of background knowledge:
Assess background knowledge via previous food lab lessons, nutrition lectures, tests, and verbal questioning
Instruction and Activities:
What procedure (sequence), teaching strategies, and student activities are used in this lesson? State the student
roles, teacher roles, and grouping for this lesson.
Instruction:
Day 1: Video: “Dr. Oz – Going through the Kitchen”
Assign accompanying worksheet.
Day 2: Teacher directed exploratory discussion (Power Point: Diseases).
Assign the Disease Family Tree worksheet
Day 3: Speaker: Elizabeth Yarnell
Personal story about overcoming Multiple Sclerosis by changing her diet. Demonstration on cooking healthy meals.
Day 4-6: Guide students in research techniques and demonstrate effective power point techniques.
Day 7-11: Student directed exploratory discussion (Student Power Point Presentations). Grade rubrics.
Student roles:
Interview their family about the disease history that is in the genes
Take appropriate notes during instruction using guided worksheets
Research their disease / Collect data accurately / Draw conclusions based on the data
Create a power point presentation and write their essay
Make a food item to share with class
Lesson: Diet & Disease Project
Course: Foods/Nutrition
Grade Level:9-12
Author: Sasha Gartin
School: Cherry Creek HS
Lesson Length: 8 classes (50 min each)
Academic Integration
What core academic topics are integrated? What terminology is common? What terminology is different?
Include specific examples to be used to introduce, teach, or review the topics.
Copy of project guidelines is attached
Core Academic Topics:
Science: Biology, Life Science, Chemistry
Geography – specific locations of disease throughout the world as per individual projects
Math – statistical analysis, percentages, reading graphs
Physical Education – cardiovascular vs muscular exercise
Terminology/Specific Examples:
Terminology as related to the science, math, and geography concepts is common.
Terminology that is different includes antioxidant, pandemic, epidemic, all of the diseases (Cardiovascular heart disease, Iron
Deficiency Anemia, Hypertension/High blood pressure, Osteoporosis, Dehydration, Type 1 and Type 2 Diabetes, Celiac
Disease, Obesity, Lactose Intolerant, Gallbladder Disease, Colon Cancer, Irritable Bowel Syndrome).
Pathogens as related to diseases (bacteria, viruses, fungus, worms, etc.)
Nutrients as related to biology (Carbohydrates, Fats, Proteins, Vitamins, Minerals, Water, fiber, antioxidant).
Resources
What materials and resources are needed for this lesson? Describe the learning environment where this lesson
will take place.
Materials Needed:
Copies of project guidelines/rubrics packet
Library Reference Books: Health and Medical
Databases: Health and Medical
Disease specific recipe books
Computer and Project for presentations
Copies of note sheet packets
Copies of the unit test
Learning Environment:
Access to a library – 1 day
Access to a computer lab – 2-3 days (one for research and the others for creating the PowerPoint)
Classroom with a projector – 5 days
Specific Teacher Web Resources:
Library Data bases
Teacher approved web sites such as:
Mayo Clinic, FDA, Center for Disease Control, American Diabetes Association, American Heart Association