G5+Science+U4


 * ALLMSES GRADE 5 SCIENCE CURRICULUM Hunter ** Sept 2012 – June 2013


 * Unit 4: ** Food and Nutrition ([|Nutrition])


 * Enduring Understanding: ** Thoughtful practices are a crucial component in the creation of a sustainable world


 * Essential Question: ** How do sustainable practices impact food and nutrition of the western hemisphere?


 * Standards: **

LE 5.3a- recognize that humans need a variety of healthy foods, exercise, and rest in order to grow and maintain good health.

LE 5.3b- Good health habits include hand washing and personal cleanliness; avoiding harmful substances (including alcohol, tobacco, illicit drugs); eating a balanced diet; engaging in regular exercise.

LE 4.2b- Food supplies the energy and materials necessary for growth and repair.


 * EfS Standards **


 * B6- ** Demonstrate their awareness of human choices and their consequences, using their own choices as exemplars


 * B12- ** Demonstrate their ability to integrate their knowledge, skills and values by authentically applying what they have learned to their own lives and their communities


 * C1- ** See both the whole system and its parts, as well as place them selves within the system


 * C7- ** Perceive patterns within the system that connects the parts of the system to one another and to other systems over time.


 * C13- ** Demonstrate an understanding that there is no such thing as a closed system. All systems are nested in other systems


 * C14- ** Demonstrate an understanding that systems are dynamic; they develop and change over time.


 * C25- ** Consciously make choices read feedback and plan actions to achieve positive systemic impact.


 * C28- ** Define how their own (or other people’s) actions affect the systems they are in.


 * G24- ** Embrace making change, improving, innovating, and experimenting.


 * I20- ** Communicate their findings accurately and effectively (oral presentation, PowerPoint, spreadsheets, graphs, role play, mural, song, etc.)


 * Performance Task **

// Home and Garden // magazine is searching for tween environmental stewards who can work collectively to create a memento of their tours to various Latin American and Canadian biomes. You must create a patch for our “Save the Environment Quilt.” Your patch must demonstrate your commitment to the environmental preservation of the ecosystems of Latin America and Canada.


 * 16 Days (Left 3 days culminating project) **

[2 day]  || Health consumer, astigmatism, ingredients, orthodontia, SPF, Ultraviolet rays || KBAD: Identify ways to be healthy by taking care of your outer body. || Complete the KLC (Know, Learned and Conclusions) Read pages in science textbook “Science”106-133
 * ** Lesson ** || ** Vocabulary ** || ** Objectives/KBAD ** || ** Activity ** || ** Homework ** || ** Efs indicators ** ||

Healthy skin (pg 107, copy photo diagram students will complete exit slips per photo diagram), hair, nails pg 109 (copy photo diagram students will complete exit slips per photo diagram)

Pg 114 ~ 115 Healthy Gums and teeth Charting the parts of a tooth and the placement of the teeth.

Caring for their eyes and ears. 118- 123 (text book) || RS pgs 31-32 ||  || [2 day] || Nutrients, enzymes, vitamin A, Vitamin C, Calcium, Vitamin B, Iron Phosphorus (pd 142) Carbs, proteins, fats, vitamins, water || KBAD identify how your digestive system breaks down food to give your body energy and building materials. || Science textbook “Science”, pg. 138 – 139 discuses the digestive process.

Class discussion about the intestines.

In science note book the students will identify the benefits of both calcium and vitamin A

KWL //“What do you already know about healthy eating?”//

Pages 142-150 We will stop and discuss the information as we proceed

(Brain pop Short video and quiz about food and nutrition)

*Summarize p. 143 Q 1, 3, 4) Compare/Contrast || *Write to Inform—How To p. 143 Q 5 Describe how a person could design a weekly menu that includes all the necessary nutrients every day. ||   ||   [2 day]   || Calories, energy balance, anorexia, portion control Nutritionist, food plate, food pyramid, || KBAD explain how the body uses food for energy.

KBAD use the food plate groups to show the amount of food from each food group people should have with each meal. || Science text book “Science” pg 144 – 149 Explain how the human body use food energy / selecte the right foods 150- 153

Identify possible energy levels we get from foods.

Discuss using a “[|Healthy meal Plate]” ; plan a healthy meal using the meal portions plate

*Summarize p. 149 Q 1-4food choices” || Audit the foods in your home to find out how much energy is being transferred from the foods to your body.

Create a nutrition plate based on the foods in your home //p. 149 Q 5// ||  || 154-161  || “Do you think your feelings or emotions affect your food choices” pg 158 || Interview a family member about their food choices when they are happy and sad. Then explain to the family member what you have learned in class about food choices. Document the discussion. ||  ||
 * # || Food allergies, || KBAD understand the various influences that affect food choices
 * # || Preservatives, unit pricing, food packaging, additives, ingredients || || We will look at a variety of food labels to determine the ingredients, serving size, nutritional value,

[|Tray Talk], this website looks specifically at school lunches and their nutritional value. || Interview a family member about their food choices they go grocery shopping. What influences what items they decide to purchase? Then explain to the family member what you have learned in class about food choices. Document the discussion. ||  || *Summarize p. 153 Q 1, 3, 4 || In an essay identify one reason for each, how eating more or less than your body needs can be unhealthful. ||  || Tradition Season influence || KBAD identify what factors such as family, culture, the seasons, and your health can influence what foods you choose to eat. SWBAT Make choices about the foods we eat. || ** Work on this chart in class ** Interview a family member about culturally historic food and create a chart as to what foods are eaten when. Example Christmas Honey glazed ham
 * # || Portion control, anorexia, calories, energy balance || KBAD understand how in order to stay healthy, a person need to eat only as much food as his or her body needs each day. || Chart healthy amounts of food for different body types and sizes
 * # || Culture

Then indicate if that food is healthy or could you create a new choice of food for your family.

*Summarize p. 160 Q 1, 3, 4 || Interview a family member about culturally historic food and create a chart as to what foods are eaten when. Example Christmas Honey glazed ham

Then indicate if that food is healthy or could you create a new choice of food for your family. *Write to Inform—Explanation p. 160 Q 5 ||  ||
 * # || Ingredients, additives, preservatives || SWBAT identify how food labels and advertising can influence the choices you make when you are selecting foods. || Research different food labels and chart what you learn

*Summarize p. 165 Q 1, 3, 4 || Select three food items in your home and chart the contents using a food label chart

Pgs 35-36 ||  || Food allergies preservatives || SWBAT describe why foods must be stored and prepared properly in order to be safe. KBAD use what they have learned to safely store and prepare foods in their home in order to avoid food poisoning. || Walking trip to a grocery store Chart out the grocery store as to where foods are placed and why. Identify how you should store different foods.
 * # || Food poisoning

*Summarize p. 172 Q 1, 3, 4 || Write your noticing as to where food is placed in a supermarket, and why CE p. 168 *Write to Inform—How To p. 172 Q 5 ||  || Physical activity || KBAD understand that they need to rest, be active and eat daily. || Identify why young people who get the proper amount of **S**leep, participate in physical **A**ctivity, and make healthful **F**ood choices **E**very day (SAFE) will enjoy good health. (class discussion) *Summarize p. 182 Q 2-4 || *Write to Inform—Description p. 182 Q 5 ||  || [2 day] || Cardiovascular fitness, aerobic exercise, anaerobic exercise || KBAD explain that they need to be physically active in a variety of ways. || Brain pop video and quiz “fitness”
 * # || ** SAFE **

Discuss how being physically active makes you stronger, helps you feel good, and improves your self-image.

Create an “Activity Pyramid” Including [sitting still, light exercise, strength and flexibility exercise, aerobic exercises and regular activities]

Discuss and chart different ways people can exercise. [step aerobics, dance, yoga, martial arts, running, sports, walking]

[|Kids Health], this website lends itself to a variety of health topics

*Summarize p. 189 Q 1-4 || *Write to

Inform—How To p. 189 Q 5,

”Write a description of how to use the activity pyramid to begin an exercise program” ||  || The students will then write how they feel when it is over. || Take the information from the 15 min exercise routine and write “how healthy am I”, including what I found difficult and what was easy. Also include times when they felt their hears racing. ||  || Daily water intake endurance || KBAD describe how exercising in the right way helps you improve your physical fitness safely and enjoyably.
 * # ||  || KBAD identify the benefits of physical activity can help you exercise regularly. || Conduct a 15 min. yoga routine.
 * # || Muscular strength, flexibility, muscular Heart rate

KBAD build their own fitness plan. || Create a chart of different exercises and the health value and the amount of time needed to do the exercise to get the most value from it. *Summarize p. 198 Q 1-4

Select three exercises from our fitness chart to determine which ones work best for us as individuals. || *Write to Inform—Narration p. 198 Q 5 For 1 week you are going to test yourselves. Looking to see how long are you able to do three different exercises each day, how you feel each day after the exercise, checking your heart rate after each exercise and keeping the information on your personal chart. Be sure to chart any noticing’s like “I was able to do less sit-ups after three days, I wonder why?” ||  || Calories || KBAD discuss how menus are created and the impact they have on you when you visit a restaurant. || Review menus Chart the items that you find on a menu, [ food items, price, calories, beverages, pictures of items, pictures of places] || Each day you are going to write about the menus collected and the set-up of each eatery visited. Create a healthy menu as per the performance task || Compare and contrast ||
 * 12  || Menu
 * 13.  ||   || KBAD identify the different components of a restaurants menu. || Walking trips to three different eateries [ Ottomanellis, Amy Ruth’s and a fast food eatery], to collect menus and look at the set-ups

Create a healthy menu || Write which eatery did you like the best? Explain why? ||  ||
 * 14.  ||   || KBAD create a class menu. || As a class we will decide what type of café we would like to create. The kinds of foods to serve, as well as the set-up of the café.

Go shopping for all of the café items food and utensils. || Write what type of food item you would like to see in the Café. Create posters for the Café. ||  || Some students will be, the set-up crew, the cleaning crew, the shopping crew, the food prep crew, and the wait crew. ||  ||   ||
 * 15.  ||   || KBAD Create the actual cafe || Set-up the class as a café and serve an item from the menu.


 * Culminating Activities/Long Term Projects: **


 * KBAD monitor their nutrition and exercise.
 * Food diary and exercise log
 * KBAD design a healthy meal.
 * Create a menu for a healthy restaurant.