Instructor: Patricia Phelps email@example.com
College: Mt Hood Community College; Gresham, Oregon
Class: Civics/ESL85-C: Integrated Skills: (Oregon Skill Level 4-5)
Term: Fall 2006 (10 weeks, 6 hours per week)
(3.5.2) Select a balanced diet,
(3.5.5) Identify practices that promote cleanliness and hygiene,
(3.5.8) Identify practices that promote mental well-being,
(3.5.9) Identify practices that promote physical well-being,
(7.4.5) Use reference materials, such as dictionaries and encyclopedias,
(8.2.1) Recognize and/or demonstrate meal and snack preparation tasks and activities.
Outcomes and Objectives:
* Select nutritious foods that contribute to good health.
* Classify foods into appropriate food groups using the food guide pyramid.
* Discuss how marketing affects our perceptions of nutrition and health.
* Recognize that food contains nutrients for energy, growth, and health.
* Distinguish between nutritionally sound snacks and "junk food."
* Evaluate personal diet based on the food guide pyramid.
* Explain health problems associated with nutrient deficiencies and excesses.
* Demonstrate awareness of personal food choices on future health.
* Investigate the nutritional value of various fast foods.
* Identify eating disorders associated with obesity.
Crossroads Café Resources:
Episode: Fish Out of Water, Unit 7
Worktext A: In Your Community: Recipes pg 93 (attachment)
Teacher's Resource Book pg 67 Information Gap Handout 7-B
Teacher developed materials
Insights for Today: Smith, L., Mare N., Thomson-Heinle; Unit 4
Healthy Living, pg 168
Resources:http://www.eslflow.com/humanbodylessonplans.html <https://mhmail.mhcc.edu/exchweb/bin/redir.asp?URL=http://www.eslflow.com/humanbodylessonplans.html> http://nersp.nerdc.ufl.edu/~eli/teachers/activities/tesl2/cs/eat/index.htm <https://mhmail.mhcc.edu/exchweb/bin/redir.asp?URL=http://nersp.nerdc.ufl.edu/~eli/teachers/activities/tesl2/cs/eat/index.htm> http://hp2010.nhlbihin.net/portion/index.htm <https://mhmail.mhcc.edu/exchweb/bin/redir.asp?URL=http://hp2010.nhlbihin.net/portion/index.htm> http://www.isabelperez.com/food-health.htm <https://mhmail.mhcc.edu/exchweb/bin/redir.asp?URL=http://www.isabelperez.com/food-health.htm> http://www.canr.uconn.edu/nusci/outrch/pdf/HowMuchFat.pdf <https://mhmail.mhcc.edu/exchweb/bin/redir.asp?URL=http://www.canr.uconn.edu/nusci/outrch/pdf/HowMuchFat.pdf> http://www.caliteracy.org/education/esl-civcs/email.html <https://mhmail.mhcc.edu/exchweb/bin/redir.asp?URL=http://www.caliteracy.org/education/esl-civcs/email.html>
Emotional Eating: Activity Summary
asks students to think about why people eat when they are not hungry. Students draw on their own personal experience. The whole class can brainstorm the problems associated with emotional eating. This activity can be used as an icebreaker for a more in-depth discussion or as a writing activity.
BORED: Activity B
is a Think-Pair-Share activity. It asks students to brainstorm healthy alternative activities to eating when they feel bored. It helps students become aware of unhealthy eating habits. Partners share tips and give advice.
TASTY: Activity C
asks students to evaluate their personal diet and make a comparison between healthy foods, unhealthy foods and foods they like.
Students share their charts with a partner or with the whole class.
In a class discussion students distinguish between nutritionally sound snacks and "junk food."
Stress: Activity D
students chart some of the causes of stress and suggest ways to get rid of stress. They share this information with their partner and with the whole class.
Student response/'teachable' moment:
Together the whole class brainstormed the causes of stress. As students reflected on the information culled from the brainstorming, they began to see a correlation between the causes of stress and its effect on an individual. Students categorized the stress related symptoms according to physical, emotional, and behavioral symptoms. The chart below, "Stress Related Symptoms," demonstrates how students choose to categorize the relationship between stress related symptoms.
Stress Related Symptoms
eating too much
crying a lot
Though seemingly we went off the topic of nutrition, this proved a very 'teachable' moment! It served as an opportunity for students to process and show a relationship between the information they had brainstormed.
Television Activity E
students answer questions related to watching TV and eating. They discuss the effects of passive activities and weight gain. Students also discuss how marketing affects our perceptions of nutrition and health.
Thirsty Activity F
students respond to the questions about daily water consumption. They discuss the importance of water as part of a healthy diet. Students evaluate the number of calories and nutritional value in soft drinks and fruit juices.
Nutrition and Healthy Habits Activity G
is a debriefing exercise that asks students to reflect on what they have learned about eating healthy and doing healthy activities. Students make suggestions about how they can help their children stay healthy.
In Your Community