Food For Thought

Food for Thought
How can I stay healthy?
Shutterstock Image ID: 322801925
A Math and Science Unit Plan for Grades 68

This unit plan was originally developed by the Intel Teach program as an exemplary unit plan
demonstrating some of the best attributes of teaching with technology.
Table of Contents
Unit Summary . . . . . . . . . . . . . . . . . . . . . 3
At a Glance . . . . . . . . . . . . . . . . . . . . . . . 3
Things You Need . . . . . . . . . . . . . . . . . . . 3
Mobile Learning . . . . . . . . . . . . . . . . . . . . 3
Common Core Alignment . . . . . . . . . . . . 4
Curriculum-Framing Questions . . . . . . . . 4
Assessment Processes . . . . . . . . . . . . . . 5
Instructional Procedures . . . . . . . . . . . . . 5
Differentiated Instruction . . . . . . . . . . . . 12
Appendix G
Food Diary . . . . . . . . . . . . . . . . . . . . . . . 22
Appendix H
Nutrition Notes . . . . . . . . . . . . . . . . . . . . 24
Appendix I
Food Comparison Instructions:
Making Choices . . . . . . . . . . . . . . . . . . . 26
Appendix J
Sample Nutritional Food Comparison
Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Appendix K
Project Rubric . . . . . . . . . . . . . . . . . . . . 29
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Appendix L
Project Checklist . . . . . . . . . . . . . . . . . . 31
Appendix A
Unit Assessment Plan . . . . . . . . . . . . . . 14
Appendix M
Survey Preparation and Design Tips . . . 33
Appendix B
Unit Standards . . . . . . . . . . . . . . . . . . . . 15
Appendix N
Data Conclusions Checklist . . . . . . . . . . 35
Appendix C
Unit Materials and Resources . . . . . . . . 16
Appendix O
Data Presentation Checklist . . . . . . . . . 38
Appendix D
Unit Preparation Checklist . . . . . . . . . . . 18
Appendix P
Student Sample Presentation . . . . . . . . 44
Appendix E
Nutrition Learning Log . . . . . . . . . . . . . . 19
Appendix Q
Terms of Use and License . . . . . . . . . . . 47
Appendix F
Learning Log Rubric . . . . . . . . . . . . . . . 20
Food for Thought: A Math and Science Unit Plan for Grades 68
Unit Summary
Students analyze their own nutrition and then complete a project where they develop a research
question, collect data in the field about students nutrition, and analyze their data. Students use
their research on nutritional requirements and student data to recommend changes in the school
to improve student nutrition. Student teams identify and summarize their persuasive arguments
with the data they have gathered. They present their findings to the appropriate audience with
decision-making authority.
At a Glance
Grade Level: 68
Subjects: Science, Mathematics, Health
Topics: Nutrition, Health, Consumer Awareness, Persuasion, Business
Higher-Order Thinking Skills: Critical Analysis, Interpretation of Data
Key Learnings: Importance of Diet, Persuasive Writing, Planning Healthy Meals, Interpreting
Food Labels
Time Needed: 34 weeks, depending on the amount of out-of-class work
Things You Need

Unit Assessment Plan (Appendix A)
Unit Standards (Appendix B)
Unit Materials and Resources (Appendix C)
Mobile Learning
Mobile apps, reviewed by professional educators for related instructional content.
Android
Health and Nutrition Guide
Healthy Food Picker Game
Simple Graph
Table of Contents
iOS
Graphs by Tap to Learn
NutrientsNutrition facts for foods and recipes
Smash Your Food
Windows 8
Food Diary
MATHGraph Expert
Nutritionby WAGmob
Common Core Alignment

This unit is aligned to Common Core State Standards for Math.
Math: 5.MD Measurement and Data, 7.SP Statistics and Probability
This unit is aligned to Next Generation Science Standards.
MMS-ESS3 Earth and Human Activity
Curriculum-Framing Questions
Essential Question
How can I stay healthy?
Unit Questions
How healthy are our schools students?
How can we plan and follow a healthy, nutritious, and appetizing diet?
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Content Questions
What is the food pyramid?
How do I determine calories burned?
What is the right amount of calories for me?
How do I count a serving size?
How do I graphically represent data?
Assessment Processes
View how a variety of student-centered assessments (Appendix A) are used in the Food for
Thought Unit Plan. These assessments help students and teachers set goals; monitor student
progress; provide feedback; assess thinking, processes, performances, and products; and reflect
on learning throughout the learning cycle.
Instructional Procedures
Unit Preparation
Visit the Unit Preparation Checklist (Appendix D) for a list of tasks to complete prior to beginning
this unit.
Unit Introduction
Introduce the Essential Question (or reintroduce, if using the Essential Question over several
units), How can I stay healthy? Discuss the following kinds of questions:
What does it mean to be healthy?
What contributes to a healthy body?
What areas of a teenage life do you think are typically unhealthy?
When the topic of diet or eating habits is mentioned ask, If, as the saying goes,You are what
you eat, does that make me a cheeseburger? What does that phrase mean? Is it true? In what
ways?
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Using cell phones (see how live polls work), have students take a live poll on their perceived
eating habits and what foods they consider healthy. Include questions that identify:
What kinds of foods do you eat?
How healthy do you think your typical diet is?
When do you make healthy food choices?
On average, how healthy do you think the teens eat at our school?
What do you think contributes to unhealthy eating by the students in our school?
Discuss poll results and introduce the first Unit Question, How healthy are our schools students?
Promote a discussion about nutrition, and record prior knowledge, interesting ideas, and
questions that arise.
Phase 1: Determining Your Own Eating Habits

1. Pass out a Nutrition Learning Log (Appendix E) and a Learning Log Rubric (Appendix F) to
each student. Explain to students that they will be writing in their learning logs throughout the
unit to reflect on questions, record information, and document their thinking. The learning logs
are an important part of the unit and assessed at the end of the unit. Therefore, the learning
log rubric outlines expectations and guidelines for students to refer to while they write entries
in their learning logs. Review the rubric with students and consider drafting an entry with them
as an example.
Direct students to answer the question, What factors influence my food choices? in their
learning logs. When writing is finished, ask students to voice their ideas, and cluster the ideas
under logical categories. Some answers may include reasons such as hunger, taste, visual
appeal, health, convenience, habit, novelty, cultural tradition, cost, and advertising.
Students track all they eat for seven days using the USDA SuperTracker, an online dietary
and physical activity assessment tool to keep track of and assess food intake and physical
activity. For extra credit or to support deeper learning for gifted students, students may
choose to also track their daily physical activity. Students can use either a paper Food Diary
(Appendix G) or an application on their cell phone to keep track of what they eat throughout
the day and then enter the information into the USDA SuperTracker. Have students set up
their accounts and enter their height, weight, age, and food already eaten that day.
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2. During this week, hold labs to understand serving sizes, portions, and how to count
composite foods, like sandwiches, which may account for one meat serving, two bread
servings, one vegetable serving, and one fat/other serving. Help familiarize students with the
food groups by having them create large food group posters that can be posted around the
classroom. Create a bulletin board area that displays in big letters the following labels:
Milk/Dairy
Meat
Vegetables
Fruit
Grains
Others
Have students cut out pictures of food from magazines, circulars, and newspapers and glue
them to the appropriate banner.
3. Introduce the concept of food as fuel and the term calorie (see the Nutrition Notes in
Appendix H). Show students how to find their ideal daily calorie levels as recommended in
the nutrition notes calories chart. View and compare calories for various typical foods eaten
from an online calorie counter or cell phone application. Ask students to reflect on one days
diet from their food diaries entered into USDA SuperTracker by using the sites analysis of
their nutrient intakes, and then answer the following questions:
What is the right number of calories for me?
Do I eat the proper number of calories, too few, or too many?
How can my diet be altered so I consume the right amount of calories?
How can my activity level be altered?
Reflect on the previous day and estimate how many minutes were spent engaged in different
activities during waking hours. Record the activities in the learning log. Activities might
include sitting in class, sports practice, watching television, walking to school, PE class, and
doing specific chores. Use an online activity calorie counter or a mobile phone application
to convert the length of time for the activity multiplied by the type of the activity to get the
calories expended.
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4. Have students discuss their analysis of their daily activity:

What was your most common activity?
What was the most common activity of the class?
What was your most strenuous activity or activity burning the most calories?
What was the most strenuous activity recorded of the class?
How much energy did you expend for the day?
Who expended the most energy?
How many hours did the whole class spend in front of the television?
Have students enter one days activities into the USDA SuperTracker and then analyze their
physical activities and energy balance using the sites tools. Create a large classroom chart
that shows common activity categories and the calories they expend. Have students create
miniature versions of the chart in their learning logs.
5. Discuss food choices and the impact of small changes in diet over time. For instance, a
person can choose to have a glass of milk or a can of soda with lunchHow do these drinks
compare nutritionally? Have students choose two foods, research their nutritional value (using
print or electronic sources), and compare them. Provide students with the Food Comparison
Instructions (Appendix I) to guide them through using spreadsheet software when creating their
Nutritional Food Comparison Graphs (Appendix J). Students may practice interpreting each
others graphs and record their interpretations in their nutrition learning logs.
6. After one week, students use USDA SuperTracker to help analyze the nutrient content of the
foods they entered each day and compare it with dietary guidelines, nutrient intakes, and food
category recommendations. They use the online graph of their eating over the week to analyze
their general eating habits. Direct them to resources available at www.choosemyplate.gov. In
their learning logs, students answer the question, What have I learned about my eating habits?
and include specific data from the USDA SuperTracker (including the graph of their eating
habits over the week) and nutritional guidelines data from the Choose MyPlate website. Direct
students to analyze their data and consider questions such as:
Did my eating and nutritional values change on any specific days, why?
How did my eating change over the weekend versus weekdays?
What was surprising about my eating habits? Give specific examples.
In small groups, have students share and compare their eating habits and nutritional intake.
Hold a class discussion to discuss similarities that they found in their groups and what they
learned about their own eating habits.
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7. Revisit the Unit Question, How can we plan and follow a healthy, nutritious, and appetizing
diet? Have a brief discussion to share ideas. Using the food group banners, Choose
MyPlate graphic depicting recommended percentages of food categories, nutrition charts
from packaged food labels, and cafeteria menus from various schools as resources, students
plan a days menu for themselves that meets nutritional guidelines. Discuss with students the
Essential Question, How can I stay healthy? Have students use the USDA SuperTracker and
other sites to identify consequences of consistently eating an imbalanced diet.
Phase 2: Analyzing and Improving Student Nutrition

1. Introduce the project that they will undertake by focusing on the second Unit Question, How
can we plan and follow a healthy, nutritious, and appetizing diet? Discuss their views on the
food available on campus and possible ways it could be improved to promote healthy eating.
Explain that in small groups, they will be:
Developing a research question around the Unit Questions
Collecting and analyzing data in the field needed to answer their research question, such
as:
Determining the average students nutrition
Analyzing the nutritional value of the cafeteria food
Identifying the effects of on-campus vending machines on student eating habits, and
so forth.
Using their research to determine healthier alternatives that could be implemented in the
school.
Creating persuasive presentations to present to the appropriate audience such as students,
principal, school board, and/or district nutritionist and suggesting changes to promote
healthy eating (for example, a revised cafeteria menu offering healthier choices that
students would eat).
Introduce and discuss the Project Rubric (Appendix K). If you have created a project wiki or
collaborative document site, introduce the site as one location for project files, calendar, and
student team files and plans. Provide students with their login information.
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Introduce the research process that students follow during the project and distribute the
Project Checklist (Appendix L) to help students monitor their progress:
a. Identify a Question or Problem
b. Collect Data or Evidence
c. Analyze Data
d. Draw Conclusions
e. Share Findings
2. Discuss what makes a good research question. First, start by considering questions that
relate to nutrition at school:
What do I notice?
What do I wonder?
What interests me?
Why does...happen?
What causes...?
Can my question be answered by collecting the right data?
Then brainstorm with the whole group some possible research questions to evaluate and/or
improve nutrition at school or student eating habits, such as:
How nutritious are the foods served at school?
How active are our students in comparison with their calorie intake?
How balanced are our schools students food intake?
How many empty calories (junk food) do our students eat?
Place students in heterogeneous groups of 3 to 5 for the project. Have student groups meet
to identify the research question they will use. Have all groups post their questions and
ensure questions are not duplicated. Have students record in their learning logs their groups
research question and initial ideas for collecting data.
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10
3. Based on students research questions, prepare students for fieldwork. Identify best
practices for creating surveys, identifying appropriate population, collecting data, and
ensuring accuracy. Discuss the difference between quantitative and qualitative data and
best uses of both. Identify various methods for recording data and ensuring accuracy.
Provide and review the Survey Preparation and Design Tips (Appendix M) to students.
Identify online resources to support collaborative data collection such as survey creation
sites (Survey Monkey), collaborative document sites (Google Docs), online cafeteria
menus from other schools, contact information for relevant school personnel, mobile phone
applications for data collection, and so forth.
Have student teams meet to discuss their plans for data collection and begin initial
planning. Circulate and meet with teams to ensure a practical and accurate data collection
plan is in place. Pair up students from different teams to review their data collection
plans and obtain feedback. Have each team review suggestions from peer feedback
and incorporate appropriate suggestions. Students are to submit their final plan for data
collection, including survey or interview questions, prior to field work. Have students write a
summary of their plan for data collection in their learning logs.
4. Conduct mini lessons during the time students are collecting data for appropriate steps in:
Classifying data
Identifying patterns in data
Making inferences about data
5. After data collection is complete, provide the Data Conclusions Checklist (Appendix N)
to teams to support their analysis of the data. Have students write a summary of their
conclusions in their learning logs, including any surprising findings or insights.
6. Have student teams research possible solutions, strategies, or school changes that could
support a healthy impact on student nutrition based on their data findings. Have students
identify in their learning logs the changes they are proposing and their plan for full team
participation in the presentation.
7. Discuss and present samples of data presentation. Have teams identify the best audience
with decision making authority for their presentations. Discuss tailoring a presentation
to be appropriate for the intended audience. Review the elements of the Project Rubric
(Appendix K) again that target the presentation. Provide the Data Presentation Checklist
(Appendix O) to support teams in the creation of their presentations. Revisit the Unit
Questions and discuss ideas as a whole class:
How healthy are our schools students?
How can we plan and follow a healthy, nutritious, and appetizing diet?
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8. When presentations (Appendix P) are complete, have teams present to each other to provide
and receive feedback for improvement using the Project Rubric (Appendix K). Schedule time
for students to present and discuss their findings with the appropriate audience.
Phase 3: Final Assessment

1. Assess students projects using the Project Rubric (Appendix K).
2. Ask students to write final reflections on their learning throughout the project, including
learning about nutrition, conducting research, collaboration, and critical thinking.
3. Assess student learning with a final exam covering nutrition content such as terms,
calculating serving size, the food groups, calories, and so forth.
Differentiated Instruction
Resource Student
Use online resources and tools at the appropriate reading level
Place students in heterogeneous groups so they can receive help from peers and provide
assistance to others in their areas of expertise
Establish daily routines for checking progress and setting goals
Gifted Student
Extend learning through deeper analysis, such as:
Analyzing their own food intake with daily activity (calories burned)
Creating an eating and exercise plan to meet personal goals
Analyzing and comparing fast food
Comparing the cafeteria offerings from their school with another school
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English Language Learner

Use calorie counter guides with images and text
Encourage the use of foods from their native culture in their research and compare their
nutritional value of their native food with other types of food they eat.
Allow use of Web sites in students first language
Place students in heterogeneous groups to support language development
Credits
A classroom teacher participating in the Intel Teach Program developed the idea for this unit
plan. A team of teachers expanded the plan into the example you see here.
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APPENDIX A
Unit Assessment Plan

Assessment Timeline
Before project
work begins
During project
work
After project
work is completed
Discussion
Self-Assessment
Checklists
Project Rubric
Nutrition
Learning Log
Research Process
Checklist
Peer Assessment
Nutrition
Learning Log
Exam
Project Rubric
Student Observation
Checklist
Nutrition Learning Log
Electronic Food Intake
Assessment
Class discusses initial thoughts about what healthy means to them and the Essential Question,
How can I stay healthy? Using cell phones, they take a live poll on their perceived eating
habits and what they consider healthy to identify misconceptions, prior knowledge, and student
questions. Students use an online or paper food diary (Appendix G) to keep track and assess
their nutritional intake. A nutritional learning log is used throughout the unit to reflect on questions,
record information, document their thinking, and summarize their learning at the end of the unit.
The learning log rubric (Appendix F) outlines expectations and guidelines for students to refer
to while they write entries in their learning logs to reflect on and record their learning and to
provide a grade at the end of the unit. The Project Rubric (Appendix K) is used by students as
a self-assessment tool while they work on their project and by the teacher as a grading tool
at the end of the unit. A Project Checklist (Appendix L) is provided to help students manage
their work in a team. Survey Preparation and Design Tips (Appendix M) are provided to guide
students in the preparation of an effective survey. A Data Conclusions Checklist (Appendix
N) and Data Presentation Checklist (Appendix O) are provided to help students self-assess
their work throughout the project. Peer reviews are conducted at key points in the project to
provide feedback and fresh ideas. At the end of the unit, students take a final exam on their
understanding of nutrition.
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APPENDIX B
Unit Standards
National Health Education Standards
Standard 8: Students will demonstrate the ability to advocate for personal, family, and community
health.
Oregon Science Standards

7.3S.1 Based on observations and science principles, propose questions or hypotheses that can
be examined through scientific investigation. Design and conduct a scientific investigation that
uses appropriate tools and techniques to collect relevant data.
7.3S.2 Organize, display, and analyze relevant data, construct an evidence-based explanation of
the results of an investigation, and communicate the conclusions including possible sources of
error.
Oregon Health Standards

Compare and contrast the food groups, nutrients and serving size in the USDA recommended
guidelines.
Explain the importance of variety and moderation in food selection and consumption.
Student Objectives
Students will be able to:
Classify and analyze the nutritional values of foods
Identify and define the nutritional needs of students in their school
Collect, organize, classify, identify patterns, evaluate, and analyze data related to student
eating habits and the food available at the school
Draw conclusions based on data on what influences student food choices, and reflect on their
own and their fellow students eating patterns
Develop a persuasive plan to improve healthy eating choices at school
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APPENDIX C
Unit Materials and Resources

Printed Materials
Meeks, L. (2002). Comprehensive school health education: Totally awesome strategies for
teaching health, 3rd edition. Columbus, OH: McGraw-Hill Companies.
Supplies
Basic art supplies
Old magazines and newspapers (food section)
Grocery store fliers
Internet Resources
Teacher Guide
Guidebook for Student Projects in Data Analysis: A guide for K12 teachers in the creation of
projects that incorporate data analysis. Topics include:
Asking the Question
Collecting the Data
Organizing and Analyzing the Data
Completing the Project
Assessing the Project
Nutrition Data Trackers

Activity Calorie Counter: A calculator for calories burned
Calorie Control Councils Enhanced Calorie Calculator: Calorie calculator
Choose MyPlate: USDAs Web site containing information on food groups, the revised 2010
nutritional guidelines, specific food nutrition information, creating a personalized plan or menu,
analyzing ones diet, and teacher and student nutrition resources.
Smartphone calorie counter applications: MyFitnessPal, fatsecret
USDA SuperTracker: An online dietary and physical activity assessment tool to keep track
of and assess food intake and physical activity. Analyzes the nutrient content of the foods
you enter for one day and compares it with dietary guidelines, nutrient intakes, food pyramid
recommendations. Will also analyze and graph your eating over time.
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Polling Resources
Poll Everywhere: Quick response polling site. Participants can use Twitter, text messaging,
web-enabled phones, or the Web to respond.
Polldaddy: Online surveyto collect nutrition survey information and/or cafeteria feedback
Survey Monkey: Online surveyto collect nutrition survey information and/or cafeteria feedback
Nutrition Information
Fast Food Facts: Nutritional information on fast food
FDAs Food Safety & Nutrition Information for Kids and Teens: Nutritional information
TeensHealth from Nemours: Whats the right weight for my height? Includes BMI calculator
Whats in a Food Label: Shows information about what is on food labels
WIN:Weight-control Information Network: Take Charge of Your Health: A Guide for Teens,
Understanding healthy foods, serving sizes, food labels
TechnologyHardware
Internet-connected computers for research, data input, analysis, and presentations
Projection system for lessons and presentations
Optional: Student cell phones for recording observations, surveys, food intake, exercise, and
photos of food
Optional: Digital camera for photos of cafeteria and student lunches
TechnologySoftware
Spreadsheet for entering and analyzing data
Presentation software for presenting cafeteria recommendations
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APPENDIX D
Unit Preparation Checklist

he Nutrition Notes (Appendix H) sheet summarizes many of the concepts addressed in this
T
unit. The information is presented as background for teachers, but you may want to make
copies for students as well.
Print copies or provide access to an online version of the Nutrition Learning Log (Appendix E).
Print copies of all assessments and provide access online.
If desired, create a class project wiki or collaboration document site to provide one location
for project files, calendar, and student team files and plans. Create student accounts or have
students create their own accounts on first access.
Prepare for labs on calculating food servings to include various foods, scales, and food charts.
Test USDA SuperTracker on student computers to ensure access.
ontact school personnel who may be resources for teams to obtain data, such as the
C
dietician, cafeteria supervisor, finance analyst, and so forth. Discuss project and ask if they
would be willing to meet with students. Obtain their contact information.
ontact school personnel with decision making authority on nutrition matters such as the
C
principal, school board, district dietician, teacher in another class for presentation to students,
and so forth. Discuss project and ask if they would be willing to hear and consider student
presentations. Obtain their contact information.
et up an online live poll using Poll Everywhere for initial student opinions on nutrition during
S
the unit introduction. Students take a poll using cell phones or online devices and share with
other students who may not have the right equipment. Obtain parent permission to text replies
using student phones to ensure no costs will incur according to their mobile phone plan.
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APPENDIX E
Nutrition Learning Log

Date:
Name:
Prompt for today:
My response:
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19
APPENDIX F
Learning Log Rubric

4
Recording
Example:The following chart shows the foods I ate today, listed in the appropriate categories and then created a
pie chart. From the Web sites we researched, I learned roughly half of the food we eat each day should be fruits
and vegetables. I was really surprised at how unhealthy I eat when I recorded it all. Now that I know, I wonder if
it will make a difference in the food choices I make over the next few days.
I neatly, thoroughly, and
accurately record data
in usable, appropriate
formats, such as charts,
lists, outlines, and
diagrams.
When I read about a topic
or listen to information
that is presented, I
take notes in my own
words to show the
difference between
important information
and supporting details.
I include connections,
predictions, and
questions about the topic.
I record data in
appropriate formats.
that is presented, I
take notes in my own
words to show the
difference between
important information and
supporting details.
I try to record data

accurately, but I
sometimes choose
a format that is not
appropriate, and some
of my data may be
inaccurate.
that is presented, I try
to take notes in my own
words, but sometimes,
I just copy what I read
or hear exactly without
showing what information
is important.
I often do not record data

accurately.
that is presented, I copy
exactly what I read or
hear without thinking
about it at all.
Exploration
Example: Were planning how to get students opinions on food, nutrition, and cafeteria food. We could split up
our group and have a cell phone survey in home room, or choose people at random at lunchtime, or create an
online survey. We need to see which way would get the best cross sample.
I can explore many
different ideas in my
writing without worrying
about which ones are
good.
I can explore different

ideas in my writing.
With help, I can explore

some ideas in my writing.
I do not explore ideas in

my writing.
I describe my feelings
accurately.
With help, I can describe

my feelings.
I cannot describe my
feelings.
I accurately and
completely describe my
feelings about past and
present experiences
and people, and my
expectations about future
events.
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Reflection
Example: I know when our team goes for pizza after a game and theres a salad bar, a lot of the team chooses
a salad even if they have pizza. I know I like to be able to choose my own toppings for salad and eat more fruits
and vegetables when a salad bar is available. I wonder how we could get an accurate reading on how many
students would use a salad bar if the school installed one. I dont think we surveyed enough people last time, so
well have to make sure we can get a good sample in our next survey.
I write about what I am
learning by explaining
how the new learning
connects to what I
already knew or believed
before. I explain how my
thoughts have changed,
and what questions I still
have, I describe what is
important about what I
have learned.
I write about what I am

learning from my own
experiences.
I explain my working and
thinking processes and
write about how I could
improve them.
I have difficulty writing

about what I am
learning from my own
experiences.
I describe my processes
in vague language, and at
times, I think about how I
could improve them.
I do not write about what I

am learning from my own
experiences.
I do not describe my
processes or think about
how I could improve
them.
I thoroughly explain my
working and thinking
processes and analyze
what went well and what
I could do differently and
better.
Goal Setting
Example: Over the last three days, I see from my online nutrition log that Im not eating nearly enough fruit,
which is surprising since I like fruit. I think we just need to buy more variety when we shop. Ill add different kinds
to the shopping list and make an effort to choose a fruit for at least one of my snacks.
I use my analysis of my
own learning styles and
understanding of the
subject to set goals for
future learning.
I use my learning log to
check on how well I am
progressing toward my
goals and to change them
if I need to.
I use my analysis of my
past learning to set goals
for the future.
I check to see how I am
doing at achieving my
learning goals.
Sometimes, I set goals

for future learning.
Sometimes, I check on
my goals, but sometimes,
I forget all about them.
I hardly ever set learning

goals for myself. I expect
my teacher to set them
for me.
When I set goals, I
rarely check to see if I
am making progress to
achieve them.
Conventions
Example: My teacher reminded me not to write in text-speakin other words, not to use shortened spellings
and acronyms like we use for texting. I text so often that sometimes I forget how to spell a word correctly!
I write so that I can read
and understand what
I have written, and if
someone else is going
to read my learning log,
I follow the conventions
so the audience can
understand it.
I usually write so that I

and others can read and
understand what I have
written.
I try to write so I and

others can read what
I have written, but
sometimes, I cannot
figure out what I was
trying to say.
I often cannot figure out

what I was trying to say in
my learning log.
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APPENDIX G
Food Diary
Name: Date
Write down the foods you eat today. Color in your food eaten in the appropriate spaces on the
MyPlate graphic. Write down the foods you eat that belong in the Others category. Count
composite foods in each category. For example, a ham and Swiss cheese sandwich with
mayonnaise, lettuce, and tomato would count as: 1 meat serving, 1 dairy serving, 2 bread
servings, 1 vegetable serving, and 1 Others serving.
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22
Breakfast:
Lunch:
Dinner:
Snacks:
Others:
Answer these questions:

Did you get all the proper servings from each food group?
Is your plate completely colored in?
How many servings of Others foods did you have?
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23
APPENDIX H
Nutrition Notes
The 2010 Key Recommendations for food group intake are directional rather than providing the
precise quantitative amounts that should be consumed. The following guidelines are identified:
Balancing Calories
Enjoy your food, but eat less.
Avoid oversized portions.
Foods to Increase
Make half your plate fruits and vegetables.
Make at least half your grains whole grains.
Switch to fat-free or low-fat (1%) milk.
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24
Foods to Reduce
Reduce daily sodium intake to less than 1,500 mg.
Drink water instead of sugary drinks
Food as Fuel: Calories

A calorie is defined scientifically as the amount of energy required to raise the temperature of one
gram of water by exactly one degree Celsius. For nutritional purposes, a calorie is a standard
measure of how much energy is delivered in the different foods you eat. When you eat, your body
converts food to fuel, and burns it through bodily functions and activity. Vigorous exercise requires
a lot of caloric fuel. When at rest, your body needs fewer calories, but some energy is needed to
keep your bodily systems goingdigestion, respiration, and so on. To stay even (and not get too
fat or too thin), you should consume the same number of calories you burn. If you consume many
calories but arent active, the energy has nowhere to go, and it is stored as fat. In primitive times,
a store of fat was helpful, because food could become scarce at times, and a body could draw
on stores of fat to get through lean times. In these plentiful times, storing body fat isnt necessary,
and, in your diet, fat should account for less than 30 percent of all the calories consumed.
USDA Recommended Daily Calories

MyPyramid assigns Individuals to a calorie level based on their sex, age, and activity level.
Sources
www.choosemyplate.gov
en.wikipedia.org/wiki/Calorie
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25
APPENDIX I
Food Comparison Instructions:

Making Choices
You are going to investigate the nutritional value of two foods. You will begin by choosing two
foods that seem similar yet different (such as lowfat milk and soft drinks or whole wheat bread
and donuts), research their nutritional value using print or electronic sources, and compare them.
You will use a spreadsheet to create nutritional food label graphs.
Step 1: Choosing Food

Choose two foods that seem similar yet different and research their nutritional value using print or
electronic sources.
Step 2: Creating a Worksheet in Spreadsheet Software

Open a worksheet in a spreadsheet application. In cell A1, type the title Nutritional Food Label
Graphs. In row 3, beginning in cell A3, type the headings Daily, [name of your food choice], and
[name of your second food choice]. In column A, beginning in cell A4, list all of the nutrients that
you found for your foods (such as fat, protein, vitamin A, Vitamin C, Calcium, Iron, and so forth).
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26
Step 3: Building a Chart

Use the Chart Wizard to produce a chart. Choose the chart type that best represents the data,
such as a bar graph or column chart, and then work through the Chart Wizard. For example, to
create a Column chart in Microsoft Excel using the sample table shown earlier, follow these steps:
1. After you add data to the table, highlight cells A3 through C13.
2. Choose Chart on the Insert menu.
3. Click the Column chart type, and then click the Next button.
4. Click the Data Range tab, make sure Columns is selected next to Series In, and then click
Next.
5. In step 3 of the Wizard (Chart Options), click the Titles tab.
6. Add titles for the chart and its axes.
7. Click the Gridlines tab, and experiment with gridline options.
8. Choose the gridline option that makes understanding your data easy.
9. Click the Legend tab, choose a location for the legend, and then click Next.
10. Place the chart as an object on the original worksheet, so you can see the worksheet entries
while you examine the chart.
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27
APPENDIX J
Sample Nutritional Food Comparison Graphs
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28
APPENDIX K
Project Rubric
4
My project presentation
has a clear theme that
ties the presentation
together.
is mostly a collection
of separate pieces of
information loosely tied
together.
is a collection of separate
pieces of information.
All nutritional content

in my presentation is
accurate and cited
correctly.
Most of the nutritional

content in my
presentation is accurate
and occasionally not
cited.
Much of the nutritional

content in my
presentation is inaccurate
and not cited.
My project refers to
relevant data that is
represented effectively to
support my conclusions.
limited data which is
mostly relevant. The
visual display of my data
is rather confusing.
My project refers to very

little relevant data and it
is displayed ineffectively.
I synthesize my own
experiences and
scientific knowledge
with my research to
draw conclusions about
improving student
nutrition.
I try to use my knowledge

and research to draw
conclusions, but some of
my ideas are not logical
or based on credible
evidence.
I rarely draw conclusions,

and when I do, they are
not logical.
Project Theme
My presentation has a
clear theme focusing
on identifying and
changing student nutrition
habits. My presentation
engages my audience,
ties the topics together,
and provides strong
persuasion to make the
changes we suggest.
Scientific Content
All nutritional content
in my presentation
is accurate, wellresearched, and cited,
when necessary.
Data
extensive, relevant
data that is represented
effectively to support my
conclusions.
Conclusions
I synthesize my own
experiences with my
scientific knowledge
and research to draw
important and meaningful
conclusion by making
predictions, and correctly
linking causes and effects
about improving student
nutrition.
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29
I clearly describe my plan

for improving student
nutrition.
I state a plan for

improving student
nutrition.
I vaguely describe my
plan for improving student
nutrition.
Its unclear what my plan

is for improving student
nutrition.
I think about my audience

and include information
that is likely to persuade
my audience to agree
with my plan.
I think about my audience

when I organize my
argument, and I try to
address my audiences
concerns and needs.
I try to think about my

audience when I form my
argument, but I often fail
to address my audiences
concerns or needs.
I do not think about my

audiences needs or
concerns when I put
together my argument.
I predict what people

who disagree with my
position will say, and I
address their points in my
argument.
I explain why positions

I do not agree with are
wrong.
I sometimes do not
address positions that
disagree with my position
in my argument.
I do not address positions

that disagree with my
position in my argument.
I use some graphics,

video, audio, and other
multimedia features to
enhance and support my
key points.
I use graphics, video,

audio, and other
multimedia features, but
some features detract
from my key points.
I do not use graphics,

video, audio, or other
multimedia features, or
the ones I use detract
from my key points.
My project communicates
insights in unusual and
surprising ways.
I try to communicate fresh

insights in unusual and
surprising ways, but some
of my methods distract
rather than support my
projects theme.
My project is predictable.
I speak clearly and

smoothly. I show poise
and audience awareness.
I could have rehearsed

my project more carefully.
Sometimes, my audience
loses interest or has
difficulty understanding
me.
My audience has difficulty

following my project and
understanding me. I did
not practice enough.
Argumentation
Use of Multimedia
I use graphics,
video, audio, and
other multimedia
features effectively to
communicate my theme
and create interest. I
follow all copyright laws
when I use multimedia
features.
Creativity
My project includes
unique features and
ideas that communicate
in unusual and surprising
ways.
Oral Presentation
I speak clearly and
smoothly in an engaging
way, maintain eye
contact, and show poise
and confidence when
handling unexpected
problems effectively.
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30
APPENDIX L
Project Checklist
Identifying a Question
ur team has identified an open-ended research question that focuses on an element of the
O
Unit Questions, How healthy are our schools students? and/or How can we plan and follow
a healthy, nutritious, and appetizing diet? The question allows for a way to suggest nutritional
improvements or changes at the school.
e have reviewed the Project Rubric to ensure our research question will meet the project
W
criteria.
e have recorded in our learning logs our groups research question and initial ideas for
W
collecting data.
Collecting the Data

e have identified the data we need to gather to provide background information for our
W
research question, help determine nutritional problems and solutions, and identify persuasive
data for our recommended changes.
We have identified who or what can provide the data to support our research question.
We have identified the process by which we will collect the data.
e have fairly divided the tasks so that all members of the group have significant tasks to
W
complete.
We have reviewed the Survey Preparation Design Tips document prior to creating a survey.
e have created survey, interview, and/or research questions that will provide useful data when
W
answered by the appropriate audience.
e have met with students from different teams to review their data collection plans and obtain
W
feedback.
We have incorporated feedback that we feel will enhance our data collection process.
We have submitted our questions for review to the teacher prior to collecting the data.
We have written a summary of our plan for data collection in our individual learning logs.
We have collected the data, entered the data into a spreadsheet, and double checked accuracy.
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31
Analyzing the Data

e have reviewed and used the appropriate checklist for the type of data we collected to
W
help us analyze the data. (Quantitative Data Conclusions Checklist and/or Qualitative Data
Conclusions)
e have summarized the data and sorted the data in different ways to compare and come up
W
with a variety of insights.
Drawing Conclusions
We have come up with some conclusions as they relate to our research question.
e have written a summary of our conclusions in our individual learning logs, including any
W
surprising findings or insights.
e have researched possible solutions, strategies, or school changes that could support a
W
healthy impact on student nutrition based on our data findings.
e have identified in our individual learning logs the changes we will propose and our plan for
W
full team participation in the presentation.
Sharing Findings
e have reviewed and used the appropriate checklists for the type of data we collected to help
W
us present the data (Quantitative Data Presentation Checklist, Qualitative Data Presentation
Checklist, and Data Display Checklist)
We have reviewed the Project Rubric to ensure our presentation meets or exceeds expectations.
e have entered our proposal, the specific data to support it, and counter arguments into
W
Showing Evidence.
e have received reviews of our Showing Evidence argument from another team and have
W
incorporated appropriate suggestions.
e created a multimedia presentation with easily-understood graphs, charts, and images to
W
support our proposal with the targeted audience in mind.
e have considered whether any handouts, summaries, or posters of our data and/or proposal
W
would be helpful to the targeted audience. If so, we have created them.
We have self-assessed our presentation with the Project Rubric.
e have practiced our presentation with another team and have incorporated appropriate
W
suggestions.
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32
APPENDIX M
Survey Preparation and Design Tips

Use these tips to plan and design your survey to collect data for your project.
Data collection planning

Whether collecting data through the creation of an online survey or collecting data from the
Internet, plan before gathering:
Review your project question(s). What are you trying to discover?
What actions do you want to take as a result of the survey?
Visualize all the relevant information that you need. What kind of charts, graphs, or other
visual representations will you need to prepare?
Who is your target audience? What is the best way to reach that specific audience?
(Bhaskaran, ND)
Introduction
Create an introduction that explains the purpose of the survey in the context of the project.
Precise, clear, concise

Make sure questions are easy to understand and can be completed in a reasonable amount
of time. Participants are likely to submit incomplete surveys if a survey seems too long or
complicated. If feasible, conduct a trial run of the survey and get feedback before using your
official survey.
Logical sequence
Check that initial questions do not bias the results of questions that follow.
Typically, ask broader questions first and more specific questions later.
Ensure that the order of the possible responses is logical and consistent. For instance, if
you ask respondents to select from a scale, make sure the order of the scale is consistent
throughout the survey (always from low to high or high to low).
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33
Well-suited questions
Consider the type of question that is best suited to meet your needs. Multiple choice questions
are the easiest to graph and compare, but you may need some open-ended questions to allow for
broader, more qualitative feedback and data.
Balanced questions
Avoid questions that lead to certain answers.
Provide options
For questions with multiple-choice options, always include a response such as Other or Does
not apply, so everyone can respond accurately.
Bhaskaran, V. Online Research: A Handbook for Online Data Collection www.questionpro.com/
images/Online-Research-Handbook.pdf
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34
APPENDIX N
Data Conclusions Checklist

Use this checklist to help you analyze qualitative and/or quantitative data and reach some
conclusions.
If you need to analyze and make conclusions about Quantitative data (data that can be counted
or expressed numerically; data based in numbers that can be shown on tables, charts, graphs,
and so forth), use the Quantitative Checklist.
If you need to analyze and make conclusions about Qualitative data (not numericalsuch as
notes on observations, photographs, observations, maps, written documents, and so forth;
qualitative data can be categorized and counted), use the Qualitative Checklist.
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35
Quantitative Checklist
Use this checklist to help you analyze quantitative data and reach some conclusions.
1. Make sense of the numbers.
Write simple descriptions about the characteristics you see in the data.
Look for significant differences between groups and/or relationships between variables.
2. Summarize the data. If useful in the interpretation of your data, identify the:
Mode
Median
Mean
Range of data points
Significance of data pointsdescribe what they reveal
3. Try various methods of displaying the data.
Identify a visual means of presenting your data that communicates the meaning most
clearly. What did you choose?
4. Infer from a sample to the whole.
If appropriate, what conclusions can you draw about a whole population based on the
results of your sample?
Do you see any correlations between any of the data?
Is there any causation to note that can be proven?
5. Relate the data to your original question.
Infer conclusions about the data as they pertain to your research question, hypothesis, or
problem.
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36
Qualitative Checklist
Notice
Step back from the data and allow yourself to notice patterns and themes. Note the method you
used:
Spread out a color-coded transcript to visually identify color patterns
Read various primary source data and noticing repeated words and themes
Arrange photos on-screen to view them all at once to find commonalities or differences
Other:
Focus
Intensely focus on just one area of the data. Jot down notes, thoughts, and scribbles.
hink about and play with rearranging, sorting, sifting, and comparing the data in order to see
T
possible patterns, themes, sequences, processes, and categories.
What did you find?
Discover
llow discoveries to emerge, such as patterns, sequences, processes, wholes, classes, types,
A
and categories. Let these initial discoveries help you notice new things in your data. Take notes
throughout the process.
onsider conducting additional research or follow-up surveys if new and unexpected questions
C
arise.
What did you find?
Theorize
rom your observations, come up with a hypothesis, theory, summary, or anecdotal
F
representative story. Note it below.
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37
APPENDIX O
Data Presentation Checklist

Use this checklist to help you present research supported by quantitative and/or qualitative data,
as well as to create effect charts and graphs.
If you need to present Quantitative data (data that can be counted or expressed numerically; data
based in numbers that can be shown on tables, charts, graphs, and so forth), use the checklist for
Presentation of Quantitative Data.
If you need to analyze and make conclusions about Qualitative data (not numericalsuch
as notes on observations, photographs, observations, maps, written documents, and so
forth; qualitative data can be categorized and counted), use the checklist for Presentation of
Qualitative Data.
To get help with charts and graphs, and to know which type to use, use the checklist for Effective
Data Display.
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38
Presentation of Quantitative Data

Use this checklist to help you present research supported by quantitative data.
1. Provide an overview of the data collection process. Help viewers understand the process.
Include:
Method used to collect data
Size and selection criteria of the sample
Number of responses versus requests for participation
Location where the sample was gathered
Range of time in which the data was collected
2. Create the visual representation for the data. Which graphs or charts best tell the story?
Determine:
he appropriate graph type for displaying the data to help the viewer understand the
T
results. What types of charts and graphs will you use?
How best to set up each chart or graph. Remember to include:
The independent variable on the x-axis and the dependent variable on the y-axis
A helpful title
Correctly labeled axes, including units of measurement
A key or legend for multiple trials or examples
The proper scale for the lowest and highest values on the axes
Correctly and clearly plotted data
3. Summarize findings. Focus and make your point. Remember to:
Relate the results to the research question
ummarize results and include key facts from the background research or any qualitative
S
data
Evaluate the procedure, making comments about its success and effectiveness
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39
Presentation of Qualitative Data

Use this checklist to help you present research supported by qualitative data.
1. Provide an overview of the data collection process. Set up the context for the research.
Include:
The choices you made as you decided how to construct your study
How you formed the research questions
What you studied
ow and why you selected a site, collected resources, or determined the subject(s) of
H
study
hether you chose a particular case study, example, or story to highlight, and if so why
W
you chose that one
hether others helped you with the data collection process, and if so, how you worked
W
together as a team to ensure consistency in your work
2. Create the visual representation for the data. Determine the best way to present or support
your selected themes, categories, or features. Determine:
he appropriate charts or graphs you will use to depict the central tendencies, ranges, or
T
frequencies
hat you will select to represent so as to focus on the most important aspects of your
W
study and the number of examples to present per category
ow much of the original data you will have available as backup and supplemental
H
resources, such as:
Complete transcripts
Digital photos of all the artifacts
All the photos under study
Full survey responses
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40
3. Summarize findings. Focus and bring home your point. Consider:

Telling the story of your data through a summary
hinking like a novelist and creating a setting in which to place your characters and
T
data. Create a clear picture of the setting to form a perspective from which to judge your
observations.
lacing data in context. Determine what the audience will need to know to have a clear
P
understanding of the bigger picture.
ollowing the just one thing rule. Concentrate on one aspect of your studythat which
F
really stands out or makes your point the best.
Juxtapos[ing] data excerpts with your talk about the data. Be it in the presentation
of categories, themes, taxonomies, typologies, pictures, or drawings, the essence of
presenting qualitative research comes down to how well you are able to juxtapose the data
with your descriptions, explanations, analysis, or commentaries (Chenail, 1995).
Effective Data Display

Use this checklist to help you create effective charts and graphs.
General Tips for Charts and Graphs:

or most charts and graphs, place your independent variable (such as time) on the x-axis
F
(horizontal) and the dependent variable (such as plant growth) on the y-axis (vertical).
Label the axes, including units of measurement.
If you have more than one set of data, show each series in a different color.
Include the sources for the data.
In bar graphs, make bars and columns wider than the space between them.
In pie charts, ensure that the segments are ordered by size (largest to smallest) and in a
clockwise direction.
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41
Use a Bar Graph to:

Compare categories and groups of data.
Represent quantitative and qualitative data.
Show frequency of each element in a set of data.
Show speed or distance
Show less than 10 items
Provide more room for text labels (horizontal bars)
Illustrate a change in magnitude or frequency (vertical bars)
Use a Stacked Bar Graph to:

Compare different groups while showing subgroups.
Show just a few groups of data.
Use a Line Graph to:

Compare relationships between two variables to show how they relate to each other.
Indicate quantity (dollars, units, percentages) on the y-axis and measure time on the x-axis to
illustrate change over time.
Show change in direction and trends in different groups of the same type.
Use a Pie Chart to:

ompare parts of a whole, percentages of a total, or summary of a set of data organized by
C
categories that have no natural order.
Show quantitative or qualitative data.
Display no more than six segments.
Show segments with actual values or percentages.
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42
Use a Scatter Plot to:

Show measurements of two or more related variables.
ee trends in a large group of data points and find outliers, or data points that do not seem to
S
belong.
Use a Pictograph to:

onvey the meaning of statistical information in a simplified fashion, such as images on a
C
chart.
ymbolize data in a dramatic way, such as a size change of an image to represent changing
S
data values.
Chenail, R.J. Presenting Qualitative Data. The Qualitative Report, Volume 2, Number 3,
December, 1995. www.nova.edu/ssss/QR/QR2-3/presenting.html
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43
APPENDIX P
Student Sample Presentation
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44
Table of Contents
45
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46
APPENDIX Q
Terms of Use and License

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Each resource has one of three conditions of use labels. These at-a-glance labels can help you
quickly distinguish whether a resource can be changed or shared without further permission
required. In addition, you can find the specific license or terms of permitted use for each resource.
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Your remixing, redistributing, or making derivatives works comes with some restrictions,
including how it is shared. Includes Creative Commons Attribution Share Alike (CC BY-SA),
Creative Commons Attribution NonCommercial Share Alike (CC BY-NC-SA), Creative Commons
Attribution NonCommercial (CC BY-NC), GNU Free Documentation License (GFDL);
Share Only
Your redistributing comes with some restrictions. Do not remix or make derivative works. Includes
Creative Commons No Derivatives (CC ND).
Read the Fine Print

Everything else. All Rights Reserved. US-based educators have certain permissions under Fair
Use and the TEACH Act. Includes educational and personal uses of copyrighted materials,
custom licenses and terms, permission to print only, unknown restrictions, and any other
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owns and retains all rights, title and interest, including all rights under copyright, in and to all
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Except as expressly otherwise noted, all Intel Education Content (including Intel Education
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BY-NC License), which is incorporated herein by this reference.
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Food For Thought

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How can I stay healthy?

Shutterstock Image ID: 322801925

A Math and Science Unit Plan for Grades 68

Things You Need

Common Core Alignment

Phase 1: Determining Your Own Eating Habits

4. Have students discuss their analysis of their daily activity:

Phase 2: Analyzing and Improving Student Nutrition

Phase 3: Final Assessment

English Language Learner

Unit Assessment Plan

Oregon Science Standards

Oregon Health Standards

Unit Materials and Resources

Nutrition Data Trackers

Unit Preparation Checklist

Nutrition Learning Log

Learning Log Rubric

I try to record data

I often do not record data

I can explore different

With help, I can explore

I do not explore ideas in

With help, I can describe

I write about what I am

I have difficulty writing

I do not write about what I

Sometimes, I set goals

I hardly ever set learning

I usually write so that I

I try to write so I and

I often cannot figure out

Answer these questions:

Food as Fuel: Calories

USDA Recommended Daily Calories

Food Comparison Instructions:

Step 1: Choosing Food

Step 2: Creating a Worksheet in Spreadsheet Software

Step 3: Building a Chart

Sample Nutritional Food Comparison Graphs

All nutritional content

Most of the nutritional

Much of the nutritional

My project refers to very

I try to use my knowledge

I rarely draw conclusions,

I clearly describe my plan

I state a plan for

Its unclear what my plan

I think about my audience

I think about my audience

I try to think about my

I do not think about my

I predict what people

I explain why positions

I do not address positions

I use some graphics,

I use graphics, video,

I do not use graphics,

I try to communicate fresh

I speak clearly and

I could have rehearsed