Students understand that:
  • nutrition is a complex topic that requires research on multiple perspectives and that conclusions are usually based on the individuals culture, religion, location, generation. 
  • that everything we consume has a reaction with our bodies / health. 
Students are able to:
  •  research widely, discuss alternative views and make conclusions on their chosen topics.
  • identify the nutrients found in food 
​Students are becoming more:
  • ​ aware of their ability to explore topics of interests and guide their own inquiry 
  • reflect on their own and others food choices

Lesson 1: Tapping into Current Understanding

Brainstorming Activity:
  1. Students write down everything they know when they hear the word nutrition
  2. Students do a gallery walk around the different groups adding their peers and others brainstorm maps.
  3. Students are asked to group the words into categories
  4. Students are introduced to some vocabulary terms to help group or to identify within a category
Category Activity
  1. Students are provided with butcher paper that have the food pyramid headings on them. Headings are: 
    1. Fruits
    2. Vegetables
    3. Healthy Protein 
    4. Whole Grains
    5. Liquids
    6. Starches 
    7. Dairy
  2. Students are to take their brainstorming words/categories and see how many they can fit on the butchers papers
  3. Discussion of what could not be included, new words and new vocabulary words
​
Vocabulary List
Nutrients
​Balanced Diet
Carbohydrates / Sugar
Fats (saturated and trans fats)
Protein
Grains / Whole Grains
Dairy
Serving
Sodium (salt) 
Calcium
Vitamins
Minerals
Vegetables 
Legumes

Lesson 2: Exploring Evidence ​/ Finding Questions / Academic Conversation

Today students find questions , explore evidence and participate in academic conversations. 

1. Students think of 1  opinions they current have on Nutrition. Student write this in their note books.
2. Students explore the 3 readings and 6 videos to find facts that support or contradict their opinions. Students are to write these facts in their notebook, in preparation for the academic conversation.
Academic Conversations

Students are put into groups of 3 where they share their initial opinion and how they reached affirmed or contradicted their initial thoughts. 

As students listen to their peers, they are to take notes so that they can participate in a conversation post the presentations. 

Students are provided the prompts provided on the sheet attached to the left to assist in their conversation. 

The prompts are projected on the board to assist students. 

Lesson 4/5: Constructing Theories / MS/HS Library

The next 6 lessons take place in the library.

Students are introduced to the 3 GRASP choices below. They are to pick 1 choice. 
Choice 1
Choice 2
Choice 3
Students are introduced to the Graphic Organiser uploaded to the left. 

Students are to write 3 research questions into their Graphic Organsier. 

The MS/HS Librarian introduces student to the school wide databases.

​Students spend 1-2 lessons researching to answer their research questions. 

Lesson 6/7 Testing Theories

While students are working on their "choice" task the class pauses to test each others theories. Students are to pitch their work poster to another class member. They are prompted by the following: 
  • What might some alternative theories be?
  • Does mine account for more of the evidence than the others? What does it explain well? Does it leave anything unexplained?
  • What other contexts might my theory be relevant in or what predictions can I make using it?
  • Based on what I see in these other contexts,  is my theory only relevant under certain conditions?
  • So… when, where and how is my theory applicable?  Are there any if… then...s related to my theory?

 Lesson 8 Demonstrate Understanding / Reflecting & Acting

Students present their understanding through their completion of Choice 1, 2 or 3
Students share their 3C take aways with the class and complete student feedback sheet.