Content Standard: A. Health Concepts
Students will will understand health promotion and disease prevention concepts.
Common Assessment(s): LAD Task, Conquering Chronic Disease

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)	Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
1. Explain the relationship between healthy behaviors and the prevention of injury, illness, and disease.	A. Make appropriate food choices.	1. Develop guidelines and criteria for food purchases. 2. Evaluate the effect of advertisement on food purchases. 3. Analyze the value of information found on food labels.	1. Read recipes and create lists of required food purchases. 2. Use store flyers to find healthy food choices and record costs. 3. Create meals based on a given budget. 4. Make poster of food advertisement, analyze ingredients, and present findings to class. 5. Given a variety of food ingredient labels, identify what food it is based on the ingredients.	supplement convenience foods perishables staples enriched fortified additives preservatives partially hydrogenated transfats organic vegetarian
	B. Make connections between unhealthy food choices and vitamin deficiency diseases.	1. Classroom discussion with note-taking	1. Test over nutrition notes	scurvy beriberi rickets night blindness fat soluble vitamins water soluble vitamins
	C. Maintain food safety and sanitation standards. D. Identify and practice clean and safe food handling techniques.	1. Identify ways to prevent accidents in the kitchen by role playing situations.  2. Demonstration followed by student lab of safe, sanitary methods to prepare fresh vegetables. 3. View video: Food Sanitation	1. Written report of role playing situation, listing safe ways to do tasks in the kitchen 2. Complete picture search of dangerous situations in the kitchen. D. Successfully prepare vegetable snack plate.	pasteurized homogenized salmonella e-coli botulism cross contamination crucerifous legumes
2. Describe the relationship among physical, mental, emotional, and social health.	A. Plan and prepare nutritious snacks.	1. Record a food journal for five consecutive days, using the laptops. 2. Identify and consider factors in meal planning.   3. Develop food preparation skills by working in teams to plan and prepare healthy snacks: cinnamon crispies vegetables and dip vegetarian pizza granola treats groovy smoothies apple pizzas butterscotch biscuits	1. Students will total up daily food group intake and record five day total on a graph. 1. Students will create a meal plan for a day with exact daily requirements recorded for each food group. 1. Students will fill out plan sheets prior to labs. 2. Students will fill out evaluations at end of labs. 3. Given a test, student will identify a variety of cooking equipment items and correctly designate what task they would be used for.	RDA (recommended daily allowance) GRAS list (generally regarded as safe) nutrient fats protein carbohydrates vitamins minerals Cooking Terms: boil, bake, broil. stir, fold, mix, blend, cut in, chop, peel, etc. Cooking Equipment: measuring cups, measuring spoons, pastry blender, angled spatula,, flexible spatula, whisk, etc.
	B. Establish wellness strategies that have positive consequences for self and others.	1. View video: Food Pyramid. 2. Research food /calorie counts, exercise/calorie loss on laptops. 3. Explain the importance of wellness and good health. 4. Evaluate strategies for maintaining wellness and good health. 5. Identify current health problems. 6. Identify the role of physical fitness in maintaining wellness and good health.	1. Create document for personal food and fitness program. 2. Create poster of an activity, and relate it to wellness and health. 3. Newspaper assignment: Bring in an article related to health/nutrition. Write summary of the article. Give presentation to the class.	calorie empty calorie
	C. Demonstrate skill in making healthy food choices.	1. Analyze factors affecting food choices. 2. Analyze the consequences of healthy and poor nutrition. 3. Evaluate sources of nutrition information. 4. Select nutritious foods from choices prepared in labs.	1. Brainstorm and record various lifestyles and activities associated with them. Discussion on how these affect food choices. 2. Research on laptops to find connections between diseases and malnutrition. Report findings to class by presentations. 3. Find advertisement or article about junk food. Bring to class for round robin analysis of its meaning and how it is presented. 4. Given choices of healthy versus high sugar, high fat foods, students will select the healthy ones form a sampling provided.	lifestyle sedentary malnutrition   false advertising sucrose maltose dextrose fructose low fat fat free light
	D. Develop a plan to maintain healthy weight.	1. Discuss importance of maintaining a healthy weight. 2. Analyze factors affecting weight management.	1. Discussion of diseases associated with obesity. List social and emotional impacts. 2. Small group discussions and presented results concerning weight management factors (lifestyle choices, habits, family influences, peer pressure, holidays, celebrations)	obesity eating disorders
	E. Examine the impact of eating disorders.	1. Describe types of eating disorders. Guest speaker - school nurse 2. Analyze factors affecting eating disorders. 3. Identify resources to help individuals with eating disorders.	1. Brainstorm lists individually. Then create total class list. Create questions for visit from school nurse. 2. View video, and fill in worksheet on eating disorders. 3. Find organizations, facilities, information to help people with eating disorders. Create poster, brochure, handout with information on it. 4. Test on eating disorders information.	bulimia nervosa anorexia nervosa purging bingeing compulsive exercising
3. Analyze effects that risky behaviors have on personal health.	See Content Standard A, 2C	See Content Standard A, 2C See Content Standard A, 2E2
6. Explain how appropriate health care can prevent premature death and disability.	See Content Standard A, 1B See Content Standard A, 2B See Content Standard A, 2C See Content Standard A, 2D	See Content Standard A, 1B See Content Standard A, 2B3 See Content Standard A, 2B4 See Content Standard A, 2C2 See Content Standard A, 2D1 See Content Standard A, 2D2	See Content Standard A, 1B See Content Standard A, 2B3 See Content Standard A, 2B4 See Content Standard A, 2C2 See Content Standard A, 2D1 See Content Standard A, 2D2
8. Demonstrate thorough understanding of key health concepts.	A. Establish wellness strategies that have positive consequences for self and others. B. Demonstrate skill in making healthy food choices. C. Develop a plan to maintain a healthy weight.	See Content Standard A, 2B3 See Content Standard A, 2B4 See Content Standard A, 2C1 See Content Standard A, 2C2, See Content Standard A, 2C3 See Content Standard A, 2D1 See Content Standard A, 2D2	See Content Standard A, 2B3 See Content Standard A, 2B4 See Content Standard A, 2C1 See Content Standard A, 2C2, See Content Standard A2C3 See Content Standard A, 2D1 See Content Standard A, 2D2