unit plan - weebly

1

Erin Modisett

November 21, 2008

6th grade

Nutrition

2

Table of Contents

Unit description…………………………………………….…3

Unit Rationale…………………………………………………4

Unit Plan Goals………………………………………………..5

Unit Plan Objectives………………………………………………….6

National Health Education Standards……………………………..7

Unit Block Plan……………………………………………….8

Contextual Factors……………………………………………9

Lesson Plans………………………………………………10-35

Lesson 1……………………………………10

Lesson 2…………………………………....15

Lesson 3……………………………………21

Lesson 4……………………………………24

Lesson 5……………………………………29

Lesson 6……………………………………35

Unit Assessments Strategies…………………………….37-39

Unit Resources…………………………………………..40

Assessment tools……………………………………Appendix at end

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Unit Description

Grade: 6

Content Area: Nutrition

Skills: Goal setting, accessing valid health information, communication skills,

advocacy, and self monitoring.

Number of lessons: 6

Length of class periods: 50 minutes

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Unit Rationale

A key component of a coordinated school health program is health education. In health

education classrooms is where students may formally learn about nutrition and healthy eating

habits. According to results from a study in the Journal of the American Dietetic Association,

―Our results suggest that nutritional concerns, per se, are of less relevance to most people than

taste and cost. One implication is that nutrition education programs should attempt to design and

promote nutritious diets as being tasty and inexpensive.‖ (Glanz, 1118-1126) Nutritional habits

may vary depending on family, environment and socioeconomic status. There are many topics

that can be discussed in a nutrition unit such as the food pyramid, eating disorders, and obesity.

Nutrition should be an important component of every health education curriculum because

knowledge and techniques can help maintain or lose weight. Along with regular physical

activity, a balanced diet can help fight beginning signs of diabetes, heart disease, and lengthen

life expectancy. It is important to share nutritional information with students so they may begin

practicing positive and healthy eating habits early. Nutritional eating guidelines are always being

improved to assist in lower the high obesity rates.

Childhood obesity is a serve problem that is currently affecting the youth of our nation.

For example, ―according to the Indiana 2007 YRBS (youth risk behavior survey), 13.8% of

students were overweight (YRBSS, 2007).‖ Moreover, Indiana has remained in the top ten of the

most obese states in the nation for the past five years. ―About 30 percent of young people ages 6-

19 in Indiana are overweight/obese. (Indiana State Department of Health, 2007).‖ Thus, it is

evident that children in Indiana are struggling with weight issues. In order to offset this

disturbing trend, educators must start providing nutritional knowledge and skills to help prevent

childhood disease and future adult diseases. ―Two of the Healthy People 2010 national health

objectives are (1) to reduce the prevalence of overweight and obesity among adults to less than

15% and (2) to reduce the prevalence of obesity among children and adolescents to less than 5%.

(CDC website, Health People 2010)”

This unit will allow students to gain important and useful knowledge about topics related

to nutrition. It will encourage students to use different health related skills, in eating a balanced

diet. By the end of the unit students will understand recommended amounts of each food group,

how to read a food label, the negative effects of obesity, how to deal with eating disorders, and

be provided with many new healthy snacks to substitute for the unhealthy ones.

References:

Indiana State Department of Health website, YRBS. 2007

www.in.gov/isdh/dataandstats/yrbs3

Indiana State Department of Health, Obesity Related Data in Indiana: Resource Guide, 2007

Terrell W. Zollinger Dr., Robert M. Saywell, Jr. Ph.D, Jonathan C. Barclay, M.A

Indiana University School of Medicine

Glanz, K. (2003). Why Americans Eat What They Do Taste, Nutrition, Cost, Convience, and

Weight Control Concersn as Influences on Food Consumption. Journal of the America

Dietetic Association, 98 (10), 1118-1126.

http://linkinghub.elsevier.com/retrieve/pii/S0002822398002600

http://www.in.gov/isdh/dataandstats/yrbs3

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Unit Plan Goals

Content

Students will be able to comprehend concepts related to proper nutrition and

eating habits.

Students will be able to understand negative affects of eating an unhealthy,

unbalanced diet.

Student will comprehend issues related to obesity and eating disorders.

Skill

Students will be able to set specific and measurable goals about their eating

habits, after keeping data in a food log.

Students will be able to find reliable and valid information on nutrition using

the Internet, during the Webquest activity.

Students will understand the importance of advocating healthy lifestyles to

others.

Along with these goals, student behavior will be a focus in my class. I will have

certain expectations for students that will be told to them at the beginning of the

semester. I will create my lessons to be fun and exciting so that students will be

engaged which will in turn decrease behavior problems. Goals for my students will

be to respect me and I will respect them. Also I will encourage students to

participate whenever possible.

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Unit Plan Objectives

Lesson 1 Content: Students will be able to label the food groups on a blank pyramid, from the new

pyramid, at the end of class.

Skill: Students will begin monitoring their eating habit by writing in their food log for the

entire week.

Lesson 2 Content: Students will be able to comprehend and discuss the different components of a

food label during the in class activity. Skill: Students will be able to set personal goals, in their food log, of desired number of

calories eaten per day.

Lesson 3 Content: By the end of class, students will be able to list on there webquest answer sheet

how many calories per gram are in fats and proteins. Skill: Students will be able access valid health information on nutrition, while following

an in class Webquest.

Lesson 4 Content: By the end of class, students will be able to list 3 chronic diseases obesity may

lead to.

Skill: In small groups, students will able to develop a poster advocating healthy eating

habits to promote avoiding becoming overweight or obese.

Lesson 5 Content: By the end of the lesson, students will be able to list the three types of eating

disorders discussed in class.

Skill: While performing skits, students will be able to communicate two different ways

on how to approach a friend about an eating disorder.

Lesson 6 Content: After the test, students will be able to share the number of calories in there

healthy snack and there ingredients with the class.

Skill: By the end of class, students will be able to understand the importance of deciding

to eat healthy snack instead of unhealthy ones.

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National Health Education Standard

Performance Indicators

Lesson 1

Content: 6.1.7 Identify the benefits of practicing healthy behaviors.

Skill: 6.6.1 Examine personal health behaviors

Lesson 2

Content: 6.1.1 Compare how healthy behaviors and personal health are linked.

Skill: 6.2.2 Identify the influence of culture on health beliefs and practices

Lesson 3

Content: 6.1.6 Identify how health care can promote health.

Skill: 6.3.1 Indicate validity of health products

Lesson 4

Content: 6.1.4 Identify how family culture or beliefs can impact personal health.

Skill: 6.8.3 Plan with others to advocate for healthy individuals

Lesson 5

Content: 6.1.8 Describe the likelihood of injuries or illnesses if engaging in unhealthy

behaviors.

Skill: 6.4.4 Choose how to ask for assistance to enhance the health of self

Lesson 6

Content: 6.1.2 Identify the interrelationships of emotional and social health in

adolescence.

Skill: 6.5.4 Identify healthy and unhealthy options to health-related issues or problems.

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Unit Block Plan

Lesson Content Skill

1

What to Eat?

Food groups

Types

Daily servings

Foods in each

Self Monitoring

2

Reading Labels

Food labels

How to read

Parts of

Goal Setting

3

My Food Pyramid!

MyPyramid.gov

Explore website

Do webquest

Accessing valid info.

4

American Epidemic!

Obesity

How it affects life

What it can lead to

How to help

Advocacy

5

Who do I talk to?

Eating disorders

Who affect

How to talk about it

How to help

Communication

6

Yummy!!

Healthy snacks

What considered

healthy

Eat foods

Caloric intake

Decision making

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Contextual Factors

Northridge Middle School is located in Montgomery County just north of Tippecanoe

Country. Northridge is in the city of Crawfordsville, which has a population of approximately

15,000 people. The student population at Northridge consists of grade 6-8 with a total number of

students equaling 495. This rural community of northern Montgomery County is very supportive

of both the middle and high school in their area. Walking through Northridge you notice there is

not a high rate of diversity. Northridge consists of 95% Caucasian students, 1% Hispanic and 4%

other. Interests of students at Northridge include 4-H, hunting, skate boarding, and sports. Anna

Starkey, a guidance counselor at Northridge, reports that the schools ISTEP scores are at 78%

passing, which is above the state average.

For being a very rural and small school, Northridge provides great technology for its

students. For physical education class alone heart rate monitors, a portable lab, and a working

PDA are all available. In health classrooms, televisions, DVD players, and portable laptops are

available for students and teachers.. There are also three computer labs available for teachers to

use. The student to teacher ratio at Northridge varies each year. Mr. Kyle, health education

teacher, reports the ratio ranges from a maximum of 35 students in a classroom to a minimum of

15. The classroom structure at Northridge is fairly similar to any other classroom. Students at

this school all seemed to be well behaved. From personal experiences teaching there, I have not

had any major problems with students misbehaving or being disrespectful. This makes the

teaching and learning environment much more positive and focused.

Teaching this nutrition unit at Northridge, I believe, would be very beneficial to the

students. The median income for a family in Crawfordsville, in 1999, was $43, 211

(U.S Census Bureau), acknowledging this area as not very wealthy. As a health educator I could

not go into this school and discuss only healthy foods when many of their families cannot afford

them. I have to modify what I discuss, to fit the student’s lives outside of school. For example, I

may provide them with some recipes of healthy foods that contain common household foods.

Another implication I may look at, is the use of computers in our webquest. At school, maybe the

only place some of my students use a computer. I may have to provide them with basic computer

usage instructions prior to beginning our class in the computer lab. The final instructional

implications I looked at in developing my unit was the interest of my students. The students of

this very rural area enjoy different outside school activities than students from a school in the

city. If I can incorporate some of their interests in my lessons, I believe they will be more eager

to learn which in turn would keep them focused on learning.

Finally, this unit would give students at Northridge great information on nutrition and

contents that are associated with it. In is not solely dedicated to the food groups or what you

should eat. It is expanded to discuss other issues that are affected by nutrition. When discussing

eating disorders, as a teacher I would share with my class that if they are dealing with an eating

disorder or know someone that is, they should seek help. Eating disorders can be a very sensitive

topic because of the seriousness of them. As a teacher I may have to make other modifications

during my teachings, but this unit I developed is a great blueprint to begin with.

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Lesson Plan Format

Name: ____Erin Modisett_______________________________________

Grade Level: ____6th________________________________________

Unit / Content Area: ____Nutrition – food groups_______________________

Lesson Title: __What to Eat? __________________________________________

Objectives Objective 1: _ Students will be able to label the food groups on a blank pyramid, from the new

pyramid, at the end of class ______________________

Health Standard Addressed: ____Standard 1___________________

Objective 2: _ Students will begin monitoring their eating habit by writing in their food log for

the entire week. _______________________________________________

Health Standard Addressed: __Standard 7_____________________________

Lesson Overview

Content Outline Methods / Strategy Estimated Time

Needed

Necessary Materials

I. Food groups

a. Types

b. Daily

servings

c. Balanced diet

Lecture / Discussion 25 minutes - Food pyramid

handout

II. Sugar activity

a. What to do

b. Students

activity

Explain and students

do activity in small

groups.

15 minutes - Sugar pre

measured

- cups

- information

overhead

III. Homework

a. Explain

b. Start food log

Explain to students

what to write and for

out long.

10 minutes - example of food

log overhead

- food log record

sheet

Teaching Steps Introduction

Review of Previous Material

We just finished out unit on tobacco and alcohol. We had out unit quiz last class, I will give

those back at the end of class.

Overview & Rationale for Today’s Lesson

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Today we are going to begin out nutrition unit. We are going to start with the basics of the food

groups. We are going to learn the recommended daily serving for each group. The food group

requirements have changed slightly in the passed couple years. There is a new food pyramid that

we will talk a little about today but will do a whole lesson on later in the week.

Necessary Teaching Steps

Show: One overhead show copy of new food pyramid. Keep up while discussing.

Discuss: Who can tell me what the six food groups are? They are 1. bread, cereal, rice and pasta

2. fats, oils and sweets 3. fruits 4. meat, poultry, fish, beans, eggs, and nuts 5. milk, yogurt and

cheese 6. vegetables. The groups have received new names to include more types of food.

Breads – important sources of vitamins, minerals, and carbohydrates. Whole-grains foods good

sources of fiber.

Fats – where many of our calories come from. Too much fat is bad for us, but ate in small

amounts as part of a balanced diet they are okay.

Fruits – great source of vitamins. Also some fruits provide us with carbohydrates. Most fruits are

naturally sweet and great to eat.

Meats - the group is an important source of protein, iron, zinc, and B vitamins. This group is

mainly where are daily serving of protein will come from.

Dairy – the group is the best source of calcium. Calcium is very important for bone development

and to strengthen teeth.

Vegetables – important sources of vitamins, minerals, and carbohydrates. It is important to eat a

variety of vegetables, especially leafy green veggies.

Discuss: The far left on the pyramid is the grains group. Daily serving for this group is at least 3

ounces of whole grains per day. Next group on the pyramid is vegetables. Recommended amount

of vegetables depends on age, sex and level of physical activity. In general girls your age should

have 2 cups of vegetables per day and boys your age should have 2.5 cups per day. The red

group is fruits; recommended amount per day for both girls and boys ages 9-13 is 1.5 cups. That

is about equal to a handful of strawberries. Amount of fruits also depends on age, sex and

physical activity level. The small yellow category is fats, oil and sweets. For boys and girls ages

9-13 the daily allowance for oils is 5 teaspoons. This is a very small amount and it is hard to

restrict your fat intake. Oils are usually found in nuts, fish, cooking oil, and salad dressings. Next

food group is the dairy group. The recommended amount for both boys and girls ages 9-13 is 3

cups per day. Finally the last group is the meat and beans group. The recommended amount is 5

ounces equivalent for both boys and girls. An example of something equal to 5 ounces from this

group would be 6 slices of ham or 1 small chicken breast.

Activity: We are going to do a short activity that involves learning how much sugar is in

different beverages. These drinks all go in the oils, fats, and sweets category because of the

amount of sugar that is in them. I am going to put you in groups of 4. Push your desk together so

you can talk easily to each other. I will give each group a bag of sugar and 5 different cups. Each

cup is labeled as a different beverage. We have diet coke, mountain dew, orange soda, regular

coke, and root beer. As a group you will carefully pour different amounts of sugar from the bag

into each cup depending on how much sugar you believe is in that beverage. The sugar is the bag

is measured out to equal the amount of all the cups adding together. Once each group is done, I

will show you the actually amount and we will see how close you were.

Do: Go through each group and see how close they were to the right amounts.

Say: On this handout you are going to record what you eat every day for this week. It is

important to write what the food is and how much you ate of it. Put the measurements of how

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much you ate in cups, teaspoons, or tablespoons. Also write liquids you drink and how much of

that in ounces. Write down everything you eat for breakfast, lunch and dinner. We will turn these

logs in at the end of our unit.

Summarize and Debrief

So today what you want to remember is the 6 different food groups and the recommended

amounts for each. It is important for you to know the recommended amounts because it will

ensure you are eating a balanced diet. Also we talked about the new food pyramid and how it is

designed. There is tons of information everywhere on the new pyramid and how to use it. The

new pyramid incorporates healthy eating habits and regular physical activity. I am going to pass

out a blank food pyramid and I want you to label which section is which food group. You do not

have to write the whole name of the group, just its main name.

Assessment Strategy

Blank pyramid

Labeled each group – 1pt each

Total = 6 pts

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Copy of food pyramid for overhead. Groups already label for students to see which one is which.

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Lesson Plan Format

Name: ____Erin Modisett_______________________________________

Grade Level: __6th____________________________

Unit / Content Area: ___Nutrition________________________________

Lesson Title: ____Reading Labels__________________________

Objectives

Objective 1: __ Students will be able to comprehend and discuss the different components of a

food label.______________________________________________

Health Standard Addressed: _Standard 1_______________________

Objective 2: __ Students will be able to set personal goals, in their food log, of desired number of

calories eaten per day. ______________________________________________

Health Standard Addressed: __Standard 6________________________

Lesson Overview


Needed

Necessary Materials

IV. Food Labels

a. What are

b. Contents

c. Examples

Lecture / Discussion 25 minutes - Copy of food labels

V. Activity

a. Small

group food label

reading activity

Different food items

with food labels

15 minutes - Food labels

VI. Goal setting

a. How to write

Show examples.

Reference to food logs

10 minutes - Overhead marker

Teaching Steps

Introduction


Last class we began our discussion on nutrition. We talked about the six food groups and how

they appear on the new food pyramid. Who can tell me the six food groups? Yes they are dairy,

meats, fruits, vegetables, oils, and grains. Also we learned what the recommended daily amount

for each group is. Can anyone tell me one of the recommended amounts for one group? Yes here

are the recommended amounts written on the overhead. Finally you should be still writing in

your food log for this week.


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Today we are going to talk about food labels. Does everyone know what I mean by a food label?

Every type of food has a food label somewhere on it, so today we are going to learn how to read

them. Also we are going to discuss what all the information on the labels mean. Food labels are

important when you are trying to eat a balanced diet and when you are trying to get certain

vitamins and minerals. People that like to eat a balanced diet, read food labels a lot. We are

going to look at some examples of food labels on the overhead and also on some boxes of

different foods I brought in.


Discuss: On the chips, pretzels, or any foods you eat, do your look at the food label? Do you

know where the food label is? Does any of the information on it matter to you? The information

is important to you and your health.

Say: The first section of the food label is the serving size and the number of servings in the

package. The serving size is in an easy to understand measurement such as cups or pieces. The

size of the serving on the food package influences the number of calories and all the nutrient

amounts listed on the top part of the label. Pay attention to the serving size, especially how

many servings there are in the food package. Then ask yourself, "How many servings am I

consuming"? (e.g., 1/2 serving, 1 serving, or more) In the sample label, one serving of macaroni

and cheese equals one cup. If you ate the whole package, you would eat two cups. That doubles

the calories and other nutrient numbers, including the %Daily Values as shown in the sample

label.

Show: Show example of macaroni and cheese label on overhead.

The next section on the label is the calories and calories from fat. Calories provide a measure of

how much energy you get from a serving of this food. The calorie section of the label can help

you manage your weight. Remember that the number of servings you consume determines the

number of calories you actually eat.

Show: On our label for macaroni and cheese. How many calories from fat are there in 1 serving?

Answer: 110 calories. What if you ate the whole package, the how many calories from fat are

you consuming? The whole package is actually 2 servings, so you would consume 500 calories

and 220 would come from fat.

In general though 40 calories in a food product is considered low, 100 calories is considered

moderate and 400 or more is considered high. What is proven by many studies is that eating too

many calories per day is linked to overweight and obesity.

Discuss: The next big section is the nutrient section. This first group of nutrient are ones that we

usually eat too much of. You want to make sure you limit eating excessive amounts of these

nutrients. Eating too much fat, saturated fat, trans fat, cholesterol, or sodium may increase your

risk of certain chronic diseases such as heart disease, some cancers, or high blood pressure. You

want to make you keep your intake of these nutrients as low as possible. After sodium, are the

nutrients that many people do not get enough of. Eating the right amount of these nutrients can

reduce your risk of some diseases and conditions. So when you are buying foods at the store look

at the label and see if that product is providing you with enough essential vitamins or minerals.

Also look to see if that food has too much fat or sodium and then find something you can buy

instead.

The final part we will look may be the hardest part to understand. There is a % Daily Value on

the right side for each substance in the food. This percent is based on a 2,000 calorie daily diet,

unless it says different at the end of the label. These percentages do not add up vertically to

100% because instead each nutrient is based on 100% of the daily requirements for the nutrient.

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We are not going to go into a lot of detail of daily value; I just want you to understand what the

percentages are. A rule of thumb to go by is 5%DV or less is low and 20% DV or more is

high. These percentages would also double if you ate two servings of the food. Activity: Now let’s look at to some copies of a food label on the overhead. I am going to ask

some questions about them and you will raise your hand to answer them. The last questions will

be do you know what food it is. Questions on attached page.

Small group work: Now get into groups of four. I am going to give each group two different

foods that come in a box or a bag. Your groups are going to look at the labels and write down the

specific things I ask for. I am gong to write on the overhead what I want your groups to write

down from the labels. Then each group will share their information.

Say: Now that you know how to look at calories on foods you are going to write two goals in

your food log for the rest of the week. These goals should be based on limiting the number of

calories you eat or eating more of a certain food group. Now when writing goals you need to

make sure they are specific and measurable. Your goals should not just say; I want to eat more

vegetables. I am going to write some examples of how to write good goals on the overhead. An

example may be: I want to reduce the number of calories I eat each day by 10 calories. These

goals will probably include a number and a time frame. Everyone right now, write one goal

based on your eating habits. I will come around and read them. Bring the two goals you write to

class tomorrow and I will help you with them if you need it.


Today we talked about food labels. What are the important sections of the food label? Yes they

are serving size and number of servings in the package, calories and calories from fat, not

healthy contents, healthier contents and percent daily value. Since we look at many examples of

labels on the overhead and in our small groups everyone should be able to go home now and

look at the different foods you have in your house and read their labels. It is important to

remember to limit the fats, saturated fats, and trans fats you eat. Also remember to eat more of

the important vitamins that our bodies to not make enough of. If you try hard to eat a balanced

diet your health will benefit greatly.

Assessment Strategy

Students are given a short quiz on reading a food label. Students will be asked seven questions

each worth 1 pt.

Food label quiz – 7 pts

Also teacher observes and listens of correct answers during food label reading practice.

Students write one example goal in class and teacher goes around and reads them.

Reference:

http://www.cfsan.fda.gov/~dms/foodlab.html

Examples of nutrition fact labels. Make this as an overhead to show in class.

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Food Nutrition Fact Label Quiz

Name:________________________ Date:________________

Fill in the blanks with the correct answer from the food label. Give correct unit.

1. Serving size:________________

2. Calories:___________________

3. Total fat (in grams):_________

4. Saturated fat(g): ____________

5. Sodium (%):________________

6. Vitamin C (%):_____________

7. Iron (%):__________________

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Questions about food labels. For overhead activity.

1. How many servings are in this product?

2. How many calories from fat does this product contain?

3. If you ate the whole package, how many servings would you consume?

4. What percent of sodium does this product contain?

5. If John ate 2 servings, how much saturate fat would he consume?

6. What is the percent daily value for total carbohydrates in this food?

7. How many milligrams of cholesterol are in this product?

8. Is this label based on a 2000 or 2500 calorie diet?

9. Does this product contain any vitamins? If so which ones?

10. What food do you think this is?

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Lesson Plan Format

Name: ____Erin Modisett_____________________________________________

Grade Level: ____6th_________________________________________

Unit / Content Area: ___Nutrition_____________________________________

Lesson Title: ___My Food Pyramid!________________________________________

Objectives Objective 1: _ By the end of class, students will be able to list on there webquest answer sheet

how many calories per gram are in fats and proteins. __________________

Health Standard Addressed: ___Standard 1____________________

Objective 2: __ Students will be able access valid health information on nutrition, while

following an in class Webquest. _______________________

Health Standard Addressed: __Standard 3_____________________

Lesson Overview


Needed

Necessary Materials

I. Overview

a. Mypyramid

b. What it

contains

c. How it can be

personalized

Class has met in

computer lab.

Lecture and

demonstration on

computer screen.

25 minutes - Computer

II. Webquest

d. Students

perform webquest

as individuals.

Students follow

webquest

instructions

25 minutes - Instructions

- pencil

- computer

Teaching Steps

Introduction


Last class we learned how to read food nutrition labels. What were the important parts of a food

label? Serving size, number of servings, calories, calories from fat, percent daily value etc. I

hope you have been looking at food nutrition facts on the foods you are eating.


Today we are going to learn some information about mypyramid.gov. This website contains the

new food pyramid that we have learned about and much more helpful nutrition information. We

are going to look at how we can personalize our diet to fit what foods we like and how we can

track our eating habits. The second part of class you will, in groups of 2, do a Webquest. All you

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have to do is follow the instructions on the handout and answer the questions from specific

websites. We are doing a webquest so we can explore other websites that can provide us with

helpful nutritional information.


Discuss: First I am going to show you all different information and sources to use on

mypraymid.gov. So turn you computer screens off and just watch and listen.

First helpful tool that you guys could use is the MyPyramid Tracker. This tool allows you to

enter what foods you have eaten in a day or week. It then analysis it and provides you with

feedback about what have been eating. Also you may enter your levels of physical activity, to see

if you are living a balanced lifestyle.

Another tool is the MyPyramid planner, this tool ask you for specific information such as your

age, height, weight, and sex. Also you have to choose how many minutes of physical activity you

do in a day. This is a simple way to learn how much of each food group you should be eating.

The last section I am going to show is the For Kids (6-11 yrs). This section provides great

information for kids your age. There is a fun game, information for your family, work sheets, and

coloring pages. All of these resources are free for you to print or play. Mypyramid.gov is a very

helpful and reliable website. Reliability is important when you are looking up information on the

Internet. This webquest will provide you with a few websites that are very valid and reliable.

What does valid and reliable mean? Valid is providing you with information it is supposed to and

reliability means that it provided you with consistent or the same information. So when you are

doing this webquest notice the endings of the websites addresses. Are there some similarities?

Also look at what type of information it is providing you with.

Activity: You have probably not done a webquest before but I am going to explain to you what it

is. I am passing out the instructions for the webquest. Read the directions carefully and you

should understand what to do. Follow the steps and go to each website that it asks you to. Fill in

the answers or do the activities for each website that the webquest ask you to. If you have any

questions, raise your hand and I will come help you. You and your partner write your answers on

lined sheet of paper.


Today we discovered many different websites where we can find valid information on nutrition.

This is information we can use at school or at home. Some of the sites enable us to plan an eating

schedule or learn about certain foods. Eating a balanced diet and participating in physical activity

are the most important life choices you can make. These two things will lengthen your life

greatly. We know the websites used in the webquest are valid because of their web addresses and

they were pre-viewed by me. What does valid and reliable mean? When searching the Internet,

what should you look at for finding valid websites? Now you can go home and share these sites

with your family, if you have a computer.

Assessment Strategy

Webquest

Each question worth 2 pts

Total = 15 pts

23

Webquest

Names: _______________________ Date:_________________

Go through each numbered instruction. Read and click the information it asks you to. Answer the

questions for each number on a separate sheet of paper. The answers will be directly from the

websites. This will be worth 15 pts.

1. Go to www.wikipedia.org, type Nutrition in the search box

a. How many calories per gram are in fats?

b. How many calories per gram are in protein?

2. Go to www. mypyramid.gov

Click Tips and Resources on the left side of the home page

a. Write three tips to help you eat healthier.

3. Go to www.kidshealth.org

Click For Kids

Type Nutrition, in the upper left search box

Click number 3. Word! Nutrition

a. Write the definition of nutrition.

Click the back button

Click number 4. The New York Giants: Eating for Performance

b. What is the ―Giant‖ message? Write the complete sentence.

(3rd

paragraph)

4. Go to www.healthfinder.gov

Click Quick Guide to Healthy Living, on the left side

a. What are the top five things you can do to stay healthy?

5. Go back to www.kidshealth.org

Click For Kids

Type Nutrition, in the upper left search box

Click number 2. Mission Nutrition

a. You and your partner work together to play the game Mission Nutrition for

2-3 minutes.

b. Write down one interesting fact that you learn from this game

24

Lesson Plan Format

Name: _____Erin Modisett_____________________________________

Grade Level: __6th________________________________________________

Unit / Content Area:___Nutritioin_________________________________

Lesson Title: ___American Epidemic!________________________________

Objectives Objective 1: _ By the end of class, students will be able to list 3 chronic diseases obesity may

lead to.

Health Standard Addressed: _Standard 1_____________

Objective 2: __ In small groups, students will able to develop a poster advocating healthy eating

habits to promote avoiding becoming overweight or obese.

Health Standard Addressed: _Standard 8____________________

Lesson Overview Content Outline Methods / Strategy Estimated Time

Needed

Necessary Materials

I. Obesity &

Overweight

e. Define

f. Chronic

diseases

g. How to avoid

Lecture / Discussion

Students will fill in

notes sheet.

25 minutes - Notes sheet

- Overhead marker

-

II. Poster activity

h. Students make

Poster

b. Define advocacy

Explain what to be on

the poster. Students

work in small groups

to develop poster.

25 minutes - Poster board

- Markers

- Sharpies

- Magazines

- Scissors

- Glue

Teaching Steps

Introduction


Last class we learned how to find valid information on the Internet about nutrition. We learned a

lot about the MyPyramid.gov website and how to use it. Who remembers what valid and reliable

mean? The Internet is a great source for information about nutrition, you just need to know if

that information you are provided with is true or not.


25

Today we are going to talk about something that is affecting people of all ages. It is a huge

problem with children but it also affects adults. Our discussion topic today is overweight and

obesity. These topics are important to talk to students your age and younger because it is now

when you are making the unhealthy choices that are leading to becoming overweight or obese. I

will provide you with the definition of overweight and obesity, what causes obesity and how we

can avoid it. Eating healthy and exercising are two things that are important to start at a young

age.


Hand out: Give student’s notes sheet for them to fill in during discussion.

Discuss: First a statistic from the Center for Disease Control website says, ―based on the study,

in the combined years of 2003—2006, 16.3% of children and adolescents aged 2–19 years were

obese, at or above the 95th percentile of the 2000 BMI-for-age growth charts.‖ This is a high

percentage and becoming educated on the ways to avoid overweight or obesity is a great tool.

The first blank on your notes sheet is the definition for overweight and obesity. The National

Institute of Health defines overweight as having a BMI (body mass index) of 27.3% or more for

women and 27.8% or more for men. Obesity on the other hand is defined as having a BMI of

30% and above.

Now obesity can lead to many other chronic diseases. In simple terms overweight means you

have more fat then recommended for you height and weight. Obesity means you have a great

amount of excess fat for your height and weight. A chronic disease is a disease that last a long

time. Being overweight and obese greatly increases your risk of heart disease, type 2 diabetes,

cancers, high blood pressure, and stroke. Fill that in on your notes.

Discuss: So to avoid overweight and obesity what do you think we should do? The two biggest

things are to eat a healthy, balanced diet and to do regular physical activity. Overweight and

obesity is caused by excessive caloric intake. This means if you are not watching how many

calories you eat each day, you may slowly gain weight. Fat develops and gathers in different

places depending on the person’s body type. So to avoid obesity we have to eat food low in

calories and low in calories from fat. Also eat fruits, vegetables, and meats. Also it is

recommended to exercise at least 30 minutes per day 3-5 days per week. Exercise may include

walking, jogging, mowing the lawn, basketball practice, and riding a bike. Another important

way to help prevent obesity or problems that may come from it is to get regular doctors

appointments. I cannot stress to you enough how important it is to be physically active right now

when you are young. Sharing information you learn today with other whom maybe struggling

with weight issues is important. A word we use for this is advocating. This means you are

promoting and sharing with others information you have learned. Obesity in children your age

and adults is occurring all over the country. Many people struggle with this their entire lives.

Teaching you guys how to live healthy will hopefully allow you to avoid becoming overweight

or obese in the future. Also you can share the information you learn with others who may be

dealing with this disorder right now.

Activity: You are going to work in groups of four. I am going to give you each a have of poster

board. On this poster board you are going to write, draw, and put pictures of things that promote

healthy eating and exercise. At the top in big letters I want everyone to write; How to Prevent

Obesity? So on the poster should be everything that is helpful in preventing obesity. Examples

may include certain foods, running shoes, basketball, doctors, and vegetables. We are going to

work on these the rest of the class and after you finish them we will hang them in the hall. Make

26

sure they are colorful and creative. I will walk around to make sure everyone in each group is

helping.


What did we talk about today? What do overweight and obesity mean? I want you to understand

the importance of eating healthy and excising. By practicing these healthy behaviors at a young

age will greatly length your life. Also it will lower your risk for any type of chronic disease. Also

we learned how important it is to share what we have learned with others so help them make

healthy life choices.

Reminder you should still be filling in your food logs and those will be collected on the day of

our unit test. Also remember to bring a healthy snack for the whole class on the test day. It

maybe a package of something, something you make, or whatever healthy though and enough for

the whole class.

Assessment Strategy

Notes sheets will be checked for completion for 5 pts.

Poster Rubric: Student will be given a grade out of 15 for their posters.

Correct Information/Colorful / 5 pts

Neatness / 5 pts

Group participation / 5 pts

Reference

http://www.cdc.gov/nccdphp/dnpa/obesity/

27

Name: ______________________

Notes: Overweight and Obesity

1. Definition of overweight: _________________________________________________

______________________________________________________________________

2. Definition of obesity: ____________________________________________________

_______________________________________________________________________

3. Diseases caused by obesity: ______________________________________________

______________________________________________________________________

4. Ways to avoid obesity: ________________________________________________

_____________________________________________________________________

5. What does BMI stand for? ______________________________________________

6. What does advocacy mean? ____________________________________________

_________________________________________________________________

28

Lesson Plan Format

Name: _____Erin Modisett____________________________________

Grade Level: ___6th____________________________________________

Unit / Content Area: ____Nutrition_______________________________

Lesson Title: ___Who do I talk to?_______________________________

Objectives Objective 1: __ By the end of the lesson, students will be able to list the three types of eating

disorders discussed in class. ___________________

Health Standard Addressed: __Standard 1____________________

Objective 2: __ In small groups, students will able to develop a poster advocating healthy eating

habits to promote avoiding becoming overweight or obese. __________________



Needed

Necessary Materials

VII. Types

a. Anorexia

Nervosa

b. Binge Eating

Disorder

c. Bulimia

Nervosa

Lecture / Discussion

Student handout

25 minutes - Student handout

VIII. Role play

a. Situation

b. Who to talk to

about eating

disorders

Role play situation

sheet.

25 minutes - Situation sheet

Teaching Steps

Introduction


Last class we discussed obesity and how it is affecting out society. We discussed how it occurs

and what we can do to prevent it. What is the medical definition of obesity? What can we do to

prevent obesity? Today we are going to talk about something that is the very opposite of obesity.


29

Today we are going to discuss eating disorders. Can anyone name one type of eating disorder?

Yes we are going to talk about three different ones. They are called anorexia nervosa, binge

eating disorder and bulimia nervosa. Eating disorders can be a very sensitive topic so today when

we are discussing we need to respect each other ideas and comments. Eating disorders can

happen to people at your age. We are also going to learn how to talk to a friend who you may

think is dealing with an eating disorder.


Discuss: It is important to understand the eating disorders can affect both boys and girls. Yes it is

more common in females but males do suffer from these also. Also this can be a sensitive subject

so if you know someone suffering from an eating disorder or you yourself may be, then please

talk to someone. Most of us have heard of anorexia before but do we really know what it is.

Anorexia is actually call anorexia nervosa and it is classified as an eating disorder. People with

anorexia are afraid of becoming fat so food is a huge problem with them. Men or women with

anorexia almost stop eating or starve themselves. They may only eat small amounts of food each

day and exercise in excessive amounts. People with anorexia sometimes may reach very low

weights. An example is someone who weights 100 lbs and that is average for their height, may

weight 80 lbs or less, if they are suffering from anorexia. No matter how much they weight, they

always believe they are fat. Anorexia is a difficult disorder to understand because there is not

known cause and treatment is difficult. Anorexia is usually a long term disorder also. Signs

someone may be suffering from anorexia are: excessive weight loss, depression, withdrawing

from social activities, excessive exercise, and always complaining about being fat.

Discuss: The other eating disorder that many of you may have heard of is bulimia. This is

actually called bulimia nervosa. Common characteristics of bulimia nervosa are binging and

purging. This means people eat huge amounts of food in short periods of time and then secretly

try to get rid of it by vomiting. People with bulimia often feel depressed and helpless and binging

and purging is how they control their life. Bulimia and anorexia both can affect young adults.

Bulimia suffers usually are of normal weight. Signs of someone may be suffering from bulimia

are: making excuses to go to the bathroom right after eating, eating large amounts of food

without weight gain, using laxatives, and withdrawing from social activities.

Discuss: The last eating disorder we are going to discuss is binge eating disorder. This eating

disorder is not as common. Binge eating disorder is similar to bulimia in that people with this

disorder eat large amounts of food. It differs from bulimia in that people with binge eating

disorder do not have the urges to purge their food after eating. With binge eating disorder, the

person feels out of control when they are eating and feel as though they cannot stop eating. Signs

someone maybe dealing with binge eating disorder are eating much more rapidly than normal,

eating until uncomfortably full, eating large amounts of food even when not hungry, eating

alone, and gaining weight excessively.

Activity: Now we are going to do some role playing. In these situations one person will be

showing signs of an eating disorder. The other person will have to approach them and give them

advice and information that may help them. What are some things you could say to someone who

you may think has an eating disorder? Show them you care, listen to them, support them, and

just be a friend. Let them know where they can get help if they want to and you will go with them.

We are going to first take volunteers. I am going to give you and a partner a situation, then give

you 2 minutes to think of your skit. Finally you will come to the front of the class and share it

with us.

30


What three types of eating disorders did we talk about today? Anorexia, bulimia, and binge

eating disorder are all very unhealthy disorders that if someone is struggling with need to get

help. We also learned the signs of someone who is struggling with an eating disorder. Being able

to talk to a friend who you think may be suffering from an eating disorder is important. Listening

and supporting them are the two best things you can do.

Reminder: You should be still filling in your food log. Those are due on Monday. Also our unit

test is on Monday. Also on Monday, remember to bring in a healthy snack for yourself to eat

after the test. If are having trouble bringing something talk to me. You only have to bring

something for yourself but it does have to be healthy and we are going to look at how many

calories it has. I am going to make something for the whole class also.

Assessment Strategy

Student participation in role plays activity – 2 pts

Short quiz on eating disorders

3 definitions – 5 pts

2 signs of each disorder – 5 pts

Total – 10 pts

Reference

http://kidshealth.org/kid/nutrition/food/eatdisorder.html

http://kidshealth.org/teen/food_fitness/problems/binge_eating.html

31

Eating Disorders Quiz

Name:________________________ Date:______________

1. What is anorexia nervosa? ______________________________________

_____________________________________________________________

_____________________________________________________________

2. What are two signs of anorexia?

a.___________________________

b.___________________________

3. What is bulimia nervosa? _____________________________________

_____________________________________________________________

__________________________________________________

4. What are two signs of bulimia?

a.___________________________

b.__________________________

5. What is binge eating disorder? __________________________________

_____________________________________________________________

6. What are two signs of binge eating disorder?

a. ___________________________

b.____________________________

32

Student Handout

Anorexia nervosa - with this eating disorder, the person is so afraid of being

fat, he or she almost stops eating or starve themselves.

o Signs:

dropping lots of weight

denying feeling hungry

exercising excessively (too much)

feeling fat

withdrawing from social activities

Bulimia nervosa - a person will binge and purge. That means they eat a huge

amount of food in 2 hours or so, then secretly trying to get rid of it by

vomiting or taking laxatives (pills that make you vomit)

o Signs:

making excuses to go to the bathroom immediately after meals

eating huge amounts of food without weight gain

using laxative or diuretics

withdrawing from social activities

Binge eating disorder - people with a binge eating problem consume

unusually large amounts of food on a regular basis. They often eat quickly,

and they don't stop eating when they become full. People with binge eating

disorder do not have these "purge" characteristics.

o Signs:

eat much more rapidly than normal

eat until uncomfortably full

eat large amounts of food even when not hungry

eat alone because of embarrassment

feel disgusted, depressed, or guilty after a binge eating episode

gain weight excessively

More information for kids on eating disorders can be found at:

www.kidshealth.org

33

Role Play Situations

1. At school, Jane always notices the Sally goes to the bathroom right after lunch

every day. She usually uses the bathroom before class, so she is suspicious of why

she is doing this. Jane knows going to the bathroom frequently after meals is sign

of bulimia. Jane decided she is going to talk to Sally.

One person is Jane and the other person is Sally. Remember Sally may deny

everything because she does not want to admit her problem.

2. Bobby and Steve have been best friends forever. They always hang out after

school. They usually go to each other houses and eat junk food and hang out.

Recently Bobby has noticed that Steve as not been eating when they are hanging

out. Also at lunch he noticed all her ate was string cheese so he has to be hungry.

Also Steve has been saying he has to leave to go workout. He has been running 10

miles a day and he is training for anything. Bobby is worried about Steve because

she has lost a lot of weight recently. What should Bobby do?

One person is Bobby and the other is Steve. Remember Steve may

just need his friend to talk to him and support him with his problem.

3. Rachel and Steph are cheerleaders for their high school football team. They have

been cheering together for a long time, so they are good friends. Rachel has

noticed that Steph has been eating a lot recently. Steph just broke up with her

boyfriend so she has been sad. Steph is eating way more then she has ever before.

Rachel has noticed Steph has gained some weight because her uniform does not fit

her. Rachel wants to talk to Steph. What should she say and how should she act?

One person is Rachel and one person is Steph. Remember Steph’s

depression may have a big impact on her excessive eating.

34

Lesson Plan Format

Name: ___Erin Modisett_________________________________________

Grade Level: ____6th________________________________________________

Unit / Content Area:___Nutrition___________________________________

Lesson Title: ___Yummy!________________________________________

Objectives Objective 1: __ Students will be able to share the number of calories in there healthy snack and

the ingredients with the class. _______________________

Health Standard Addressed: ___Standard 1__________________

Objective 2: __ By the end of class, students will be able to understand the importance of

deciding to eat healthy snack instead of unhealthy ones. ___________________



Needed

Necessary Materials

I. Unit review

a. Review

questions

Discussion. Teacher

asks students review

questions out loud

10 minutes - Review questions

II. Unit test

a. Students take

unit test

Individually students

take test.

30 minutes - Unit test

III. Healthy Snack

a. Students eat

healthy snacks

Students may eat

snacks when finished

with test

10 minutes - Food brought in by

students

Teaching Steps

Introduction


This is the end of our nutrition unit. What topics have we talked about in the past week and a

half? Food groups, the food pyramid, eating disorders, obesity and overweight, and

mypyramid.gov. There is going to be questions from each of these topics on your unit test today.

Last class we discussed anorexia, bulimia, and binge eating disorder. Here are the short quiz you

took on those so you can see how you did.


Today we are going to do a little review for out unit test. Before that I am going to collect your

food log. For the review, I am going to ask questions out loud and you are going to raise your

hand to answer. You may write things down but that paper will be put away when it is test time.

Then we are going to take our unit test. You will be given as much time as needed. After you are

35

done with the test you may eat your healthy snack. Also you may come get some of the healthy

snack I brought in for everyone. Do not rush through your test because of the food; you will get

some even if you finish at the very end of class.


Say: Everyone pass you food log forward and I will collect them.

Say: We are going to share the number of calories from our healthy snack after the test. We are

just sharing this to learn from. Whatever the number of calories does not mean anything bad.

Review: Now I am going to read some review questions, listen carefully because they are very

similar to the ones on the test today. Raise your hand to answer.

Read review questions. (attached)

Pass out: Hand out unit test. Students take test and use as much time as needed.

Unit test in assessment section on unit.

Say: When you are done you may eat your healthy snack and come get some of the snack I

brought in for the whole class.


Hope you all did well on the test. Remember we are starting our unit on mental and emotional

health next class. Remember to always bring your book, paper, and pencil.

Assessment Strategy

Listen to answers in review session.

Food logs graded.

Unit test = 30 pts

(in assessment section on binder)

36

Review Questions

1. What are the six food groups?

A: fruits, vegetables, meats, dairy, grains, oils

2. What is the recommended daily amount of fruits for boys and girls ages 9-13?

A: 1.5 cups

3. What foods are included in the grain group?

A: breads, whole grains, wheat, oatmeal, tortilla, white flour, white rice

4. What is the first category on the food nutrients label?

A: serving size

5. Percent daily value is NORMALLY based on a how many calorie diet?

A: 2000

6. In general though _______ calories in a food product is considered low, _____ calories is

considered moderate and_______ or more is considered high.

A: 40, 100, 400

7. True or False. Every food product contains a food label.

A: True

8. What is the definition of reliable?

A: means that it provided you with consistent information

9. What was the website that we learned where you can track what you eat and how much of

each food group you are supposed to eat?

A: mypyramid.gov

10. How many calories per gram are in fats?

A: 9

11. Being overweight or obese greatly increase your risk oh what diseases? Name 2

A: type 2 diabetes, cancers, high blood pressure, heart disease, and stroke

12. What are the two most important strategies to avoiding obesity?

A: eating a balanced diet and regular exercise

13. What does advocacy mean?

A: to promote and share information you have learned

14. What are two signs of someone who may be suffering from anorexia?

A: excessive weight loss, depression, withdrawing from social activities, excessive

exercise, and always complaining about being fat.

15. True or False. A person suffering from binge eating disorder, ―purges‖ or vomits after eating

to get rid of the food.

A: False

16. What eating disorder is characterized by excessive eating and then vomiting to get rid of it?

A: Bulimia nervosa

17. What are two things you can do for a friend if they are struggling with an eating disorder?

A: talk with them, listen, support them, and help them find help

18. The daily amount for each food group is based on what three things?

A: age, gender, level of physical activity

19. True or False. It is important to eat a high amount of saturated fats.

A: False

20. Name the three eating disorders we learned about in class?

A: anorexia, bulimia, and binge eating disorder

37

Unit Assessment Nutrition Unit Test

Name: _____________________ Date:______________

Circle the best answer for each question. The test is worth a total of 30 pts.

1. Which one of these is NOT one of the 6 food groups?

a. vegetables

b. fruits

c. water

d. meats

2. The recommended daily allowance (amount) for the dairy food group for both boys and girls

your age is?

a. 10 cups

b. 1 cup

c. 8 cups

d. 3 cups

3. List one example of a food from the grain group: ________________________________

(white bread, wheat bread, oatmeal, tortilla, white rice, white flour)

4. What is the first category on the food nutrition label?

a. calories

b. serving size

c. sodium

d. percent daily value

5. In general ____________ calories in a food product is considered low, 100 calories is

considered moderate and _____________ or more is considered high.

a. 10, 500

b. 12, 250

c. 40, 400

d. 3, 100

6. What is the definition of reliable?

a. means that the website provided you with consistent (repetitive) information.

b. means the website is not appropriate for 6th

grade

c. means a website lied about the information

d. means the website was full of games

7. The main website we used in our nutrition unit was?

a. iamhungrey.com

b. mypyramid.gov

c. healthyteacher.com

38

d. smartschool.com

8. How many calories per gram are in fats?

a. 15

b. 19

c. 2

d. 9

9. What are the two most important things to do to avoid becoming overweight or obese?

1.__eating healthy/balanced diet__________

2.__regular exercise_____________________

10. True or False. A person suffering from binge eating disorder ―purges‖ or vomits after eating

to get rid of the food.

False

11. What does advocacy mean?

a. to cheer for someone

b. to promote or share information you have learned with others

c. to eat lots of food

d. to read the number of calories on the food label

12. What eating disorder is characterized by eating very little amounts of food or starving

yourself?

a. bulimia

b. binge eating disorder

c. anorexia

13. True or False. It is important to eat a good amount of leafy, green vegetables.

True

14. Name two things you could do for a friend who you may think is suffering from an eating

disorder?

1.___talk to them__________________________

2.___listen, support, help them find help_______

15. True or False. It is important to read food labels when you want to maintain or lose weight.

True

Bonus:

The most interesting topic we talked about in our nutrition lesson was?

a. food pyramid

b. food labels

c. eating disorders

d. obesity

e. all of the above

39

Unit Assessment Strategies

Lesson Assessment Plan

1

What to eat?

Content: Blank food pyramid

Skill: Food logs

2

Reading Labels

Content: Food label quiz

Skill: Goals written in food log

3

Mypyramid.gov

Skill: Webquest

4

American Epidemic

Content: Completion of notes sheet

Skill: Posters

5

Who do I talk to?

Content: Short written quiz

Skill: Role play situations

6

Yummy!

Content: Sharing of healthy snack

calories

Skill: What students bring in

40

Resources

1. American FactFinder. United States Census Bureau. Crawfordsville, Indiana. Retrieved on

November 19, 2008 from

http://factfinder.census.gov/servlet/SAFFFacts?_event=Search&geo_id=&_geoContext=

&_street=&_county=Crawfordsville&_cityTown=Crawfordsville&_state=04000US18&_

zip=&_lang=en&_sse=on&pctxt=fph&pgsl=010&show_2003_tab=&redirect=Y

2. Department of Health and Human Services. (2004) Retrieved from U.S Food and Drug

Administration website. How to Understand and Use the Nutrition Facts Label.

http://www.cfsan.fda.gov/~dms/foodlab.html

3. Glanz, K. (2003). Why Americans Eat What They Do Taste, Nutrition, Cost, Convience, and

Weight Control Concerns as Influences on Food Consumption. Journal of the America

Dietetic Association, 98 (10), 1118-1126.

http://linkinghub.elsevier.com/retrieve/pii/S0002822398002600

4. Homeier, Barbara P. M.D. (Reviewed by, Oct. 2004). Kids and Eating Disorders. Retrieved

from http://kidshealth.org/kid/nutrition/food/eatdisorder.html on November 17, 2008.

5. Indiana State Department of Health website, YRBS. 2007

www.in.gov/isdh/dataandstats/yrbs3

6. Indiana State Department of Health, Obesity Related Data in Indiana: Resource Guide, 2007

Terrell W. Zollinger Dr., Robert M. Saywell, Jr. Ph.D, Jonathan C. Barclay, M.A

Indiana University School of Medicine

7. Lyness, D’Arcy, Ph.D (Reviewed by, July 2006). Binge Eating Disorder. Retrieved from

http://kidshealth.org/teen/food_fitness/problems/binge_eating.html on November 17,

2008

8. U.S. Department of Health and Human Services. Healthy People 2010. 2nd ed. With

Understanding and Improving Health and Objectives for Improving Health. 2 vols.

Washington, DC: U.S. Government Printing Office, November 2000. Retrieved on

November 19, 2008, from http://www.cdc.gov/nccdphp/dnpa/obesity/

unit plan - weebly

Documents