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ESOL Healthy Eating Curriculum Unit

Sarah Bailey, Middle and High French/Spanish/ESOL, bailey4@uoregon.edu

This is a five-day unit for an English Language Development (ELD) high school class which ends with a project based on the students’ own nutrition habits. It is intended for intermediate-level learners, but could be modified for lower levels by substituting the article for a less challenging one. The unit can stand on its own, or serve as introduction to a variety of topics such as health, world hunger, and advertising. The lesson plans are formatted using criteria from the Sheltered Instruction Observation Protocol (SIOP).

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LESSON PLAN DAY 1 Topic: Healthy Diet / Obesity in U.S. English Language Development, Intermediate Level (3-4) Time: 60 minutes Grades 9 – 12 Goals/Oregon English Language Proficiency Standards x Language Functions: Making predictions, Explaining x EL.HS.RE.02 Listen to, read, and understand a wide variety of informational and

narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

x EL.HS.RE.06 Understand and draw upon a variety of comprehension strategies as needed--rereading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

x EL.HS.RE.08 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.

Content Objectives x SWBAT hypothesize about sugar consumption, possible health consequences, and

predict which groups might support or oppose a sugar tax x SWBAT identify health issues associated with sugar consumption and understand

the positive and negative consequences of a proposed government tax on sugar. Language Objectives x SWBAT use new vocabulary in class discussion on connection between sugar and

health in the U.S. x SWBAT read an authentic language article and summarize the main points orally. Method of Instruction whole group, individual Key vocabulary obesity, tax, health care, beverage, consumption, impact, complexities, long odds, bottom line Materials can of coca-cola sugar and measuring teaspoon article: Neuman, W. (2009, November 23). Should the government tax your coke? The New York Times Upfront magazine (Scholastic), 142, 6-7. -explicit link to students’ experiences/knowledge -visuals

Procedure 1. Elicit types of drinks drunk in the U.S. and write on the

board. Ask them to guess which is #1 (most consumed). Give them the answer (soda).

2. Show them a can of coca-cola. How much sugar do they think is in one can? Go around room and ask them to guess in number of teaspoons.

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-demonstrations -higher order questions -key vocabulary -strategy: predicting -teacher/student interaction -summarizing (orally) -assessment

3. Bring out a canister of sugar and measure 10 teaspoons into a glass to show the amount of sugar in one can (12 ounces) of coke. Tell students how much sugar an average person should have in one day (10 – 12 teaspoons at most). Get students’ response – what do these numbers mean, are they surprised, how much soda do they themselves drink, etc.

4. Introduce words “obesity” and “obese.” Give students statistics on how many children are obese in the United States. Why do they think that is a problem?

5. Write article’s key vocabulary on the board and discuss. Have students look at title of article “Should the government tax your coke?” Discuss the word “tax” and basic idea of a tax on beverages with sugar. Compare to other taxes such as cigarette tax. Model pre-reading learning strategy of prediction by asking students to predict who they think will be against and in favor of such a tax.

6. Read first section of article together, pausing to discuss the important points and to check for understanding. Point out box with figures on volume of soda consumed in the U.S.

7. Students continue and read rest of article on their own. Circulate to discuss individually and elicit what they have understood as well as their responses to the article.

8. Follow up: Students will write an opinion on the topic the following day.

Differentiation/Modifications Instead of continuing to read individually, students read in pairs or whole group to aid understanding. LESSON PLAN DAY 2 Topic: Healthy Diet / Obesity in U.S. English Language Development, Intermediate Level (3-4) Time: 60 minutes Grades 9 – 12 Goals/Oregon Standards x Language Functions: Summarizing, Contrasting x EL.HS.RE.19 Identify and/or summarize sequence of events, main ideas, facts,

supporting details, and opinions in informational and practical selections.

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x EL.HS.WR.01 Use a variety of strategies to prepare for writing, such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes.

x EL.HS.SL.10 Formulate judgments about ideas under discussion, and support those judgments with convincing evidence.

Content Objectives x SWBAT understand arguments for two sides of an issue Language Objectives x SWBAT listen for gist and for words and concepts they have learned (obesity, health

risks, etc.) in youtube news clips. x SWBAT summarize arguments for and against a sugar tax, organize and write them

in two columns. Method of Instruction whole group, individual Key vocabulary pro, con, health risk, diabetes, high blood pressure, heart disease Materials article: Neuman, W. (2009, November 23). Should the government tax your coke? The New York Times Upfront magazine (Scholastic), 142, 6-7. Internet access and projector youtube news report clips -explicit link to past learning -higher-order questions -visuals -organizing, summarizing

Procedure 1. Ask students to recall yesterday’s topic. What were the main points

of the article? What would be the consequences of a sugar tax (on health, on the price of beverages, government revenue, soda industry, etc). What groups are in favor and which are opposed? Why?

2. Show short youtube clips of news stories about childhood obesity. After each one, ask questions about main points. What are some of the other factors besides sugar that lead to obesity according to the stories? (fat in diet, lack of exercise) What are some of the solutions suggested?

a. ABC news re how a big high-fat meal affects the body

immediately (health tests with good audio and visual clues to provide comprehensible input) http://www.youtube.com/watch?v=6vtJociC_QA&NR=1

b. NBC news re childhood obesity http://www.youtube.com/watch?v=jXnFomzwy2A

c. Childhood obesity epidemic report http://www.youtube.com/watch?v=bSj9d1P72sc&feature=related

d. New York City public service commercial re man “drinking” fat http://www.youtube.com/watch?v=-F4t8zL6F0c

3. Ask students to make two columns in their notebooks. Introduce

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-activity to apply knowledge -modeling -organizing, evaluating -lesson integrated 4 language skills

concepts of “pro” and “con.” Students to review the article they read yesterday, looking for arguments on both sides and writing them in the appropriate column. Give an example and model on the board. Students work individually, discussing with others if they want, to complete the pros and cons table.

4. Come back together and have students share their suggestions for pros and cons. Write their ideas on the board.

LESSON PLAN DAY 3 Topic: Healthy Diet / Obesity in U.S. English Language Development, Intermediate Level (3-4) Time: 60 minutes Grades 9 – 12 Goals/Oregon Standards x Language Functions: Expressing and supporting opinions x Language Forms: Transitional words x EL.HS.WR.02 Discuss ideas for writing with classmates, teachers, and other writers,

and develop drafts alone and collaboratively. x EL.HS.WR.11 Create an organizational structure that logically and effectively

presents information using transitional elements that unify paragraphs and the work as a whole.

x EL.HS.WR.17 Demonstrate an understanding of proper English usage, including the consistent use of verb tenses and forms.

Content Objectives x SWBAT to evaluate arguments and choose a position. Language Objectives x SWBAT express an opinion in writing, and support it with facts. x SWBAT use new health-topic vocabulary in their writing. x SWBAT use transitional words such as however and therefore in their writing. Method of Instruction whole group, individual Key vocabulary pro, con, however, nevertheless, in addition, therefore Materials article: Neuman, W. (2009, November 23). Should the government tax your coke? The New York Times Upfront magazine (Scholastic), 142, 6-7.

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-link to past learning -modeling -scaffolding -key vocabulary -activity to apply content knowledge -evaluating -summarizing -teacher/student interaction/assessment

Procedure 1. Introduce writing task based on the article they read and

the past couple of days’ activities. Ask students where they stand on the sugar tax. They need to write a few paragraphs arguing their point of view. Explain that one way to persuade is to first present the opposing side’s arguments, and then show why they are not valid. Ask students to write a first paragraph using the information they collected on their list of pros and cons.

2. Model a few different opening lines. Provide a word bank of adverbs and other transition words on the board or display on document (see Appendix). Encourage the students to write more complex sentences.

3. When their first paragraph is complete, students continue writing and include their opinions and reasons for the opinions.

4. Teacher works with students to edit and guide improving their paragraphs. Students correct, re-word, or add details as needed.

Differentiation/Modifications Provide sentence starters if needed. Differentiate on outcome. Another option is to extend the writing process with peer editing and rewriting.

LESSON PLAN DAY 4 Topic: Healthy Diet/Food Pyramid English Language Development, Intermediate Level (3-4) Time: 60 minutes Grades 9 – 12 Goals/Oregon Standards x EL.HS.RE.02 Listen to, read, and understand a wide variety of informational and

narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

x EL.HS.RE.05 Match reading to purpose--location of information, full comprehension, and personal enjoyment.

x EL.HS.RE.16 Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grade-level text to reach supported conclusions.

Content Objectives x SWBAT investigate the USDA food pyramid and understand what it represents.

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x SWBAT identify the six food groups, know some of the foods within each group, and understand which foods are healthy choices.

Language Objectives x SWBAT work with a partner to fill in a chart based on their reading and interpretation

of the food pyramid website. x SWBAT show understanding of concepts by successful completion of an interactive

quiz. Method of Instruction pair work Key vocabulary pyramid, food groups, solid fats, liquid, whole grains, refined grains, low-fat, equivalent Materials computers with internet chart about the food pyramid to complete (1 per student) (see appendix) instructions for accessing websites (appendix) -link to students’ prior knowledge -visuals -explaining academic tasks clearly with visuals and gestures -activity to apply content knowledge -all 4 language skills -strategy: organizing/evaluating -scaffolded organizer -group configurations to support learning -visuals, hands-on -self-monitoring

Procedure 1. Ask students if they know what a pyramid is. Draw on board.

Find out if anyone has worked with or heard of the food pyramid. Explain briefly what it is and draw colored bands on the pyramid to show they represent different food groups, and the size of the band tells us how much we should eat of that food compared to the others. Elicit some different food groups. Which food group do they think might be represented by the green band? (vegetables) Tell the students they are going to do research on a website to find out more about the pyramid and what it can tell us about a healthy diet.

2. Show the chart they are going to complete. Briefly go over the different columns, and explain that they will need to click on different sections on the website to get the answers. When they are finished with the chart, there is another website to try an interactive “quiz” and then a game about making good food choices. Hand out the charts and the instructions for accessing the websites.

3. Put students into pairs and go to the computers. Monitor and assist at beginning if students need help figuring out which part of the website to click to access the different types of information. Websites: www.mypyramid.gov www.kidshealth.org www.bam.gov

4. When students finish the chart, they check their understanding with an interactive quiz on a different website.

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-review of key vocabulary and concepts -assessment

Then they can play a short interactive game which is a timed activity – students must quickly pull different food items from a school cafeteria conveyor belt to build a healthy lunch, which is then evaluated. They are given immediate feedback on whether they made good choices or not, and why. Students hand in completed chart.

5. Plenary review with a version of the “flyswatter” game. Put items from the six different food groups in random order on the board. Two students compete to circle the correct item when teacher announces the name of a food group. On the second and subsequent rounds, have students write the food items on the board and be “teacher” calling out the food group names for their classmates.

Differentiation/Modifications The chart that students complete can be changed based on students’ levels to be more or less open-ended (see Appendix for 2 examples). LESSON PLAN DAY 5 Topic: Students’ Diet English Language Development, Intermediate Level (3-4) Time: 60 minutes Grades 9 – 12 Goals/Oregon Standards x Language Functions: Describing things, explaining, evaluating x EL.HS.RE.05 Match reading to purpose--location of information, full comprehension,

and personal enjoyment. x EL.HS.WR.01 Use a variety of strategies to prepare for writing, such as

brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes.

x EL.HS.WR.23 Write analytical essays and research reports (using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas).

Content Objectives x SWBAT apply what they have learned about healthy eating to their own lives Language Objectives x SWBAT use a website to create a personalized healthy eating plan x SWBAT complete a daily journal and write a reflection about their eating and

exercise habits Method of Instruction individual inquiry; self-reflection

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Key vocabulary moderate, vigorous, pattern, diet, average, recommended, calorie, reflection Materials computers with internet and access to printer - link to past learning -key vocabulary -applying content & language knowledge -student/student interactions -visuals and

Procedure 1. Ask students to recall what they learned yesterday about the food

pyramid. 2. Explain that the students will do research based on their own lives.

For a week, they will log in a journal their physical activities and what they eat daily. At the end of the period, they will write a reflection. The first part of this class will set up the project.

3. Introduce some of the vocabulary the students will encounter on the website.

4. Have the students go back to the website they were using yesterday www.mypyramid.gov. Click on “get a personalized plan” on the right hand side of the screen. Each student will fill in the box with age, gender, and the amount of moderate to vigorous physical activity he or she gets on most days. Have students check with a partner before clicking "submit" to create a personalized MyPyramid Plan page.

5. On the MyPyramid Plan page read the food recommendations based on the information provided by the student. Print a copy of these recommendations by following the link on the right side of the screen that reads, "Click here to view and print PDF version of your results."

6. Return to the MyPyramid Plan page and follow the link on the right side of the screen that reads, "Click here to view and print a PDF of a helpful Meal Tracking Sheet." The sheet will list the amounts of food recommended from each group for that student. Each student prints his/her copy. You can either take these and photocopy so they have 7 copies they can use as their journal, or the students can use one copy as a template and write on their own paper. They need to fill in the chart to see how many servings they eat from each food group every day (see homework)

7. For the rest of the period, students explore the site which has tips and suggestions for using the guidelines. You may want to give them some questions to investigate and answer such as: - What kinds of foods would you choose for healthy snacks? How are these foods different from those that fit in the "Others" category? - Your family goes to a fast-food restaurant for dinner. Wanting to eat in a healthy way, how do you choose what to order? Alternative: Students write down what they ate yesterday and list activities (watching tv, reading, PE, vacuuming, etc.). They go to online food calorie counter http://www.caloriescount.org/cgi/Enhanced_calcalc/enhanced_calca

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hands-on materials -reading skills -meaningful activities -strategies: summarizing & evaluating -higher-order thinking skills -writing skills -assessment

lc.cgi and activity calorie counter http://www.primusweb.com/fitnesspartner/calculat.htm to compare calories burned vs. fuel in the form of food.

Homework (Alternatively, you could set aside class time)

1) Students log in their journals daily based on the chart and food guidelines they printed in class today.

2) After seven days, students write a 1-2 page reflection, answering these questions:

a. How many days did what you ate match your MyPyramid plan? b. On average, how much did you eat from each food group? Was

that more or less than the recommended amount in your plan? c. Give examples of your food choices which belong in the widest

part of a group's color band on the pyramid. Which would be in the narrow part of the band? (Example: An apple would be in the wide part of the red fruit band because it is high in nutrients; a slice of apple pie would be in the narrow part of the band because, even though it contains fruit, it has a lot of fat and sugar.)

d. How much exercise did you get each day? e. Did keeping the food diaries cause you to make any changes to

your diet? f. Will keeping the diaries have any effect on your eating habits in

the future? Why/why not? g. Are there limitations to how “personalized” this plan was for you? h. What influences your food choices? How do you deal with these

influences?

Follow Up

This unit could be followed by related topics or projects such as (see Appendix for websites to get started):

x Create a poster of their own food pyramid using traditional foods from their culture x Study effect of advertising on food purchase/consumption x Compare items at fast food restaurants (best or worst choices at each) x Critical analysis of USDA pyramid – is it biased? x Food from production to consumption x Health risks related to poor nutrition x US overconsumption of food x Produce class charts or graphs, e.g. chart of calories burned for most common

activities of students

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APPENDICES Appendix A Copy of article “Should the Government Tax Your Coke?” Appendix B Youtubes re health, childhood obesity, sugar, fat (Day 2) Appendix C Word Bank (Day 3) Appendix D Internet Instructions for Students (Day 4) Appendix E Food Pyramid Chart (Day 4) Appendix F Food Pyramid Chart (Scaffolded Version) (Day 4) Appendix G Other Resources – Internet Links

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Appendix B

“Some of your favorite foods are really bad” How food affects us immediately http://www.youtube.com/watch?v=6vtJociC_QA&NR=1 “Fighting childhood obesity in the US” NBC4 news segment NBC news re childhood obesity http://www.youtube.com/watch?v=jXnFomzwy2A “Childhood Obesity Epidemic” WCVB report – children eating themselves to death http://www.youtube.com/watch?v=bSj9d1P72sc&feature=related “NYC anti-soda ad” public service ad: man “drinking” fat http://www.youtube.com/watch?v=-F4t8zL6F0c Jamie Oliver Food Flash Mob food revolution http://www.youtube.com/watch?v=tDEJR-6paB0

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WORD BANK

Transition Words

contrast however nevertheless but yet even though although reasons because since as result therefore so consequently giving examples especially for instance as an illustration specifically such as to illustrate for example additional ideas another reason first of all second furthermore in addition most importantly the most important reason moreover also finally

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INSTRUCTIONS FOR WEBSITES 1) Food Pyramid

1) Go to www.mypyramid.gov 2) Click “Inside the Pyramid” 3) Click on the colors to learn more about the food groups and

answer the questions

(http://www.mypyramid.gov/pyramid/index.html)

2) Interactive activity

1) Go to www.kidshealth.org 2) Click on “Teens Site” 3) Click on “Food and Fitness” 4) “Nutrition Basics” 5) “The Food Guide Pyramid” 6) Look for a box that says “Interactive Food Guide Pyramid” 7) Take the short quiz

http://kidshealth.org/teen/food_fitness/nutrition/pyramid.html

3) Choosing Food in the Cafeteria - game

1) Go to www.bam.gov 2) Click on “food and nutrition” 3) Click on “Dining Decisions”

http://www.bam.gov/sub_foodnutrition/diningdecisions.html

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MY FOOD PYRAMID Name: ______________________

FOOD GROUP

LIST 5 GOOD CHOICES OF FOOD IN

THIS GROUP

CLICK ON “HOW MUCH IS NEEDED” TO FIND OUT HOW

MUCH YOUR AGE SHOULD EAT

WRITE 1 THING YOU LEARNED ABOUT THIS FOOD GROUP THAT YOU DID NOT KNOW

BEFORE

AT LEAST ONE INTERESTING OR SURPRISING FACT FROM “FOOD GALLERY” SECTION

(PHOTOS) Orange (Color on Pyramid) Food: __________________

Green Food: __________________

Red Food: __________________

Yellow Food: __________________

Blue Food: __________________

Purple Food: __________________

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MY FOOD PYRAMID Name: ______________________

FOOD GROUP

LIST 5 GOOD CHOICES OF FOOD IN

THIS GROUP

CLICK ON “HOW MUCH IS NEEDED” TO FIND OUT HOW

MUCH YOUR AGE SHOULD EAT

YOU MAY HAVE TO CLICK ON “LEARN MORE” TO ANSWER

THESE QUESTIONS

CLICK ON “FOOD GALLERY” (PHOTOS) TO ANSWER THESE

QUESTIONS

Orange (Color on Pyramid) Food: __________________

Grains are divided into ___________ grains and ____________ grains. Which are better for you? _________________

How many cups of popcorn counts as 1 ounce equivalent?

Green Food: __________________

This group is organized into ____________ subgroups.

What are the two orange vegetables in the food gallery?

Red Food: __________________

Go easy on fruit___________. Eat a ___________ of fruit.

Look at all the pictures. Which is your favorite of these? ___________________

Yellow Food: __________________

Limit ______________ fats like butter and margarine. x

Blue Food: __________________

Most milk choices should be ___________-free or low- _______________.

Yogurt counts as ________ ___________ milk.

Purple Food: __________________

Most choices should be ____________ or _________________.

What three types of beans are in the photos?

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Other Resources:

1) World hunger lessons

http://www.uen.org/Lessonplan/preview.cgi?LPid=1271

2) Information about obesity, dietary patterns, socioeconomic factors, effect of education on diet, nutrition labeling, consumerism, etc.

http://www.ers.usda.gov/Briefing/DietQuality/

http://foodpsychology.cornell.edu/

3) Examples of ethnic and cultural food pyramids

http://fnic.nal.usda.gov/nal_display/index.php?info_center=4&tax_level=3&tax_subject=256&topic_id=1348&level3_id=5732

4) Problems with USDA pyramid – is there a better pyramid?

http://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/pyramid/