Whole Food VS Processed Foods

6th grade Exercise and Health Class

2000-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14

100

95

90

85

80

75

70

65

60

55

50

45

0

Year Healthy Fitness Zone Percentage

2000-01 70.12001-02 79.62002-03 77.92003-04 79.92004-05 65.62005-06 70.62006-07 78.72007-08 68.82008-09 65.72009-10 76.82010-11 57.52011-12 63.32012-13 49.62013-14 61.5

7th GradeBODY MASS INDEX OVER 14 YEARS

I taught the 6th grade class on the differences between whole foods and processed foods.

They read a non-fiction text, Processed VS Whole Foods, by Debby Bolen, Natural News and Scientific Discoveries, 2007

They extracted vocabulary from this text, (Summarizing and Note-taking) and they also classified and examples of foods within these categories using a graphic organizer (Identifying Similarities and Differences).

The assessment included viewing a video entitled: Whole Foods vs Processed Foods – by Natalie and a paper test that included multiple choice, true and false, and critical thinking questions.

 

Common Core Standards on Literacy:

CCSS.ELA-Literacy.W.2.A -CCSS.ELA-Literacy. W.6DIntroduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.CCSS.ELA-Literacy. W.6DUse precise language and domain-specific vocabulary to inform about or explain the topic

Health Standards: -Standard 1: Essential Concepts

1.1.NDescribe the short- and long-term impact of nutritional choices on health.1.2.NIdentify nutrients and their relationships to health.1.5.NDifferentiate between diets that are health-promoting and diets linked to disease.

California Teaching Standards: Professional Learning Goal: - ASSESSING STUDENT LEARNING

5•1 Establishing and communicating learning goals for all students 5•2 Collecting and using multiple sources of information to assess student learning 5•3 Involving and guiding all students in assessing their own learning 5•4 Using the results of assessments to guide instruction 5•5 Communicating with students, families, and other audiences about student progress