Madison Metropolitan School District s4

Madison Metropolitan School District

K-12 Nutrition Standards And Student Competencies

K-12 Nutrition Committee PEP Grant 2006-07 2 K-12 Nutrition Standard and Nutrition Competencies

Table of Contents

Acknowledgements ……………………………………………… Page 3

K-2 Nutrition Competencies ……………………………………. Page 5

3-5 Nutrition Competencies ……………………………………... Page 8

6-8 Nutrition Competencies ……………………………………… Page 14

9-12 Nutrition Competencies …………………………………….. Page 19

3 Madison Metropolitan School District

K-12 Nutrition Standards And Student Competencies

A comprehensive nutrition curriculum is an essential component of a quality educational program for our students. The U.S. Center for Disease Control and Prevention has identified obesity as a major health issue for our citizens. The New England Journal of Medicine reported last year (2005) that because of increasing obesity, life expectancy in the U.S. might soon stop rising and could begin to decline. The CDC projected that one-third of today’s 5 year olds will get diabetes at some point in their lives. This is alarming information! However, this trend can be reversed by providing quality nutrition curriculum and physical education programs which place a major focus on physical fitness.

Acknowledgements

This document is the result effort of two groups of staff members. In January 9, 2006 a committee of K-12 teachers met in a workshop setting to begin the process of creating this document. The members included:

Julie Tomczyk - FACE teacher LaFollette HS Amy Merlo - FACE teacher East HS Holly Kanvik - FACE teacher Sennett MS Kathleen Holt - FACE teacher Jefferson MS Julie Geerdes - Health teacher Memorial HS Heidi Hyland - Health teacher LaFollette HS Sara Parrell- Nurse Van Hise El./Hamilton MS Susan Curtis - Nurse Sherman/Shabazz Carolyn Konkel - K-1 teacher Lincoln El. Kathy Mack – 3rd grade teacher Marquette El. Carla Hacker - Stress Challenge teacher/grant support teacher Bob Pellegrino - Grant Director Gabrielle Banick – Coordinator of Career and Technical Education

4 The PEP Grant Nutrition Committee completed this document during the second semester of the 2005-06 school year. The members included:

Susan Curtis – Nurse Sherman MS/Shabazz HS Rachael Gallagher – Nurse Whitehorse MS/Schenk El. Holly Kanvik – FACE teacher Sennett MS Julie Tomczyk – FACE teacher LaFollette HS Phyllis Smith – FACE teacher Hamilton MS Joann Jensen – FACE teacher Cherokee MS Peg Guse – Physical Education Hamilton MS Kathy Goldsworthy – Physical Education Hamilton MS Marj Kutsche – Physical Education Cherokee MS Heidi Hyland – Health Education LaFollette HS Julie Geerdes – Health Education Memorial HS Mary Winter – Health Education West HS Carla Hacker – PEP Grant Program Support Teacher Bob Pellegrino – PEP Grant Director

The dedicated work of these staff members has resulted in a document that will provide guidance in providing a quality k-12 nutrition curriculum for all students.

5 K-2 Nutrition Curriculum Outcome Summary

Organization: Madison Metropolitan School District Developers: District Nutrition Committee/PEP Grant Nutrition Committee Development Date: Semester II 2005-06

Linked Wisconsin DPI Academic Standards WISCONSIN NUTRITION STANDARDS WI.N.A: Students in Wisconsin will understand the sensory characteristics, origins, and classification of foods WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors WI.N.D: Students in Wisconsin will demonstrate sensitivity and respect for diverse cultures, food preferences and appearance.

Competencies

1. Identify why people need to eat different kinds of foods Linked Standards WI.N.A: Students in Wisconsin will understand the sensory characteristics, origins, and classification of foods WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety

You will demonstrate your competence: a. Explain why people need different types of food for health

Your performance will be successful when: b. Sort food into groups according how the food helps a person

Learning Objectives a. Describe different kinds of foods (by shape, color, taste) b. Categorize into basic food groups c. Identify the "basics" needed for growth d. Explore the variety of food people must eat to get energy and stay healthy

2. Classify foods as healthy or non-healthy choices Linked Standards WI.N.A: Students in Wisconsin will understand the sensory characteristics, origins, and classification of foods

You will demonstrate your competence: a. Distinguish between healthy and non-healthy food choices

Your performance will be successful when: a. Sort food into groups as healthy food or non-healthy food b. Explain why the food is healthy or unhealthy

Learning Objectives a. Identify foods high in fat, sugar and salt b. Identify foods with healthy nutritional value c. Review why people need to eat food to have energy and stay healthy

6 3. Identify edible foods Linked Standards WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors

You will demonstrate your competence: a. Identify edible foods

Your performance will be successful when: a. Identify the item by its correct name b. Sort food into groups as real food, play food, or non-food c. Explain why play food and non-food items should not be eaten

Learning Objectives a. Taste different kinds of real foods b. Differentiate between real, play and non-food items

4. Determine when adults should help prepare food Linked Standards WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors

You will demonstrate your competence: a. Explain why adults should help with certain types of food preparation

Your performance will be successful when: Given various scenarios students will be able to: a. State whether or not an adult is needed in the situation b. Explain why an adult is needed for the situation c. Discuss what might happen if an adult doesn't help in the situation

Learning Objectives a. Identify potentially unsafe or dangerous situations involving food preparation b. Explain safety rules to follow when preparing food

5. Wash hands correctly Linked Standards WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety

You will demonstrate your competence: a. Explain at least two reasons why you should wash your hands during the day b. Use proper hand washing techniques regularly

Your performance will be successful when: a. Demonstrate how to correctly wash hands

Learning Objectives a. Identify when hands should be washed such as:

1. When they are dirty, after using the toilet, sneezing or coughing and before eating 2. When fingers have been in the eyes, nose and mouth a. Describe germs and how they make people sick b. Practice how to wash hands correctly

7 6. Show acceptance of people with different shapes and sizes Linked Standards WI.N.D: Students in Wisconsin will demonstrate sensitivity and respect for diverse cultures, food preferences and appearance.

You will demonstrate your competence: a. Demonstrate respect for others by following rules established for the classroom

Your performance will be successful when: a. Express appropriate ways to show acceptance of people different than one’s self

Learning Objectives a. Explore differences in shapes and sizes of people b. Share reasons why people have different body shapes and sizes c. Discuss ways to be respectful of individual differences in body shape and size

7. Categorize food by culture, customs and habits Linked Standards WI.N.D: Students in Wisconsin will demonstrate sensitivity and respect for diverse cultures, food preferences and appearance.

You will demonstrate your competence: a. Differentiate between foods that are, for example, Chinese, Mexican, etc.

Your performance will be successful when: a. Identify the item by its correct name b. Sort food into groups by culture c. Compare foods and customs used by different cultures

Learning Objectives a. Explore food customs and habits of various cultures b. Taste foods from various cultures

8 Grades 3-5 Nutrition Curriculum

Organization Madison Metropolitan School District

Developers District Nutrition Committee/PEP Grant Nutrition Committee Development Date Semester II 2005-06

Linked Wisconsin DPI Academic Standards WISCONSIN NUTRITION STANDARDS WI.N.A: Students in Wisconsin will understand the sensory characteristics, origins, and classification of foods WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors WI.N.D: Students in Wisconsin will demonstrate sensitivity and respect for diverse cultures, food preferences and appearance. WI.N.E: Students in Wisconsin will demonstrate ability to promote healthy eating and activity behaviors for self, peers, families and community

WISCONSIN HEALTH STANDARDS - 4TH GRADE WI.HE.A: Health Promotion and Disease Prevention--Students will understand concepts related to personal health promotion and disease prevention. WI.HE.B: Healthy Behaviors--Students will practice behaviors to promote health, prevent disease, and reduce health risks. WI.HE.C: Goal Setting and Decision Making--Students will demonstrate the ability to use goal- setting and decision-making skills to enhance health. WI.HE.D: Information and Services--Students will demonstrate the ability to access valid health information and services. WI.HE.E: Culture, Media, and Technology--Students will analyze the impact of culture, media, technology, and other factors on health. WI.HE.G: Advocacy--Students will demonstrate the ability to advocate for personal, family, school, and community health.

Competencies

1. Summarize the benefits of a healthy nutrition habit or physical activity habit Linked Standards WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors WI.N.E: Students in Wisconsin will demonstrate ability to promote healthy eating and activity behaviors for self, peers, families and community WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety

You will demonstrate your competence: a. create a poster that includes: 1. Favorite physical activity 2. Health benefits derived by the physical activity 3. Foods that contain nutrients that are needed in this activity

9 Your performance will be successful when: a. Describe the benefits of physical activity b. List three benefits derived from good nutrition c. Give examples of healthy habits

Learning Objectives a. Identify benefits of healthy eating b. Identify the benefits of physical activity c. Compare good habits to bad habits

2. Predict the consequences of too much or too little food relative to physical activity Linked Standards WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors WI.N.E: Students in Wisconsin will demonstrate ability to promote healthy eating and activity behaviors for self, peers, families and community

You will demonstrate your competence: a. Create a bar graph that shows the relationship between physical activity and food intake b. Evaluate the graph for energy balance

Your performance will be successful when: a. Compare physical activity and food intake b. Analyze nutritional needs relative to physical activity

Learning Objectives a. Specify the relationship between physical activity and food intake (energy balance) b. Describe the consequences of consuming too much or too little food c. Identify social and emotional factors that affect eating, physical activity and health

3. Adapt a menu to meet dietary guidelines Linked Standards WI.N.A: Students in Wisconsin will understand the sensory characteristics, origins, and classification of foods WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors

You will demonstrate your competence: a. Adapt a menu to make it more nutritious

Your performance will be successful when: a. Identify food groups in a given menu b. Compare menu to food guide pyramid recommendations c. Differentiate between healthy and unhealthy selections

10 Learning Objectives a. Identify the basic food groups b. Present examples of foods for each group c. Identify which foods contribute to a healthy body (energy, prevent illness, heal wounds, strong bones and muscles) d. Name the food groups represented in combination foods such as pizza e. Discuss why one snack might be a better choice than another snack

4. Critique how messages from the media and other sources influence eating and physical activity behaviors Linked Standards WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety

You will demonstrate your competence: a. Create a group skit about encouraging healthy behaviors among friends

Your performance will be successful when: a. Describe a TV commercial or ad that promotes unhealthy behavior b. Describe a TV commercial or ad that promotes healthy behavior c. Distinguish between evidence-based nutrition information and testimonials/unsubstantiated information d. Identify ways to encourage healthy behaviors in friends

Learning Objectives a. Examine how messages from the media or peers can influence eating behaviors and physical activity b. Define and give examples of evidence-based nutrition information and testimonials/ unsubstantiated information c. Discuss how information from peers influences eating and physical activity behaviors

5. Establish personal nutrition goals Linked Standards WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors

You will demonstrate your competence: a. Identify at least two goals to improve your eating habits b. Graph progress toward achieving set nutrition goals

Your performance will be successful when: a. Create a journal of dietary intake b. Set an achievable short term nutrition goal

Learning Objectives a. Assess personal eating habits b. Discuss the impact of poor nutritional choices c. Explain how to use the decision-making process to making food choices d. Identify ways to promote healthy behaviors e. Identify ways to overcome barriers to eating nutritious foods

11 6. Establish personal physical activity goals Linked Standards WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors

You will demonstrate your competence:

a. Identify at least two goals to improve your physical activity habits b. Graph progress toward achieving set physical activity goals

Your performance will be successful when: a. Create an exercise plan b. Set an achievable short term physical activity goal

Learning Objectives a. Assess personal physical activity habits b. Discuss how time spent on passive activities interferes with physical health c. Explain how to use the decision-making process to making physical activity choices d. Identify ways to promote healthy behaviors e. Identify ways to overcome barriers to being physically active

12 7. Examine the variations of healthy body sizes Linked Standards WI.N.D: Students in Wisconsin will demonstrate sensitivity and respect for diverse cultures, food preferences and appearance.

You will demonstrate your competence: a. Create a body map (tracing) 1. Identify 3 personal strengths 2. Designate 3 places for improvement and/or maintenance

Your performance will be successful when: a. Define and discuss personal strengths b. Define and discuss health maintenance

Learning Objectives a. Describe how cultural differences influence body images and nutrient choices. b. Specify factors that contribute to differences in people c. Describe various kinds of healthy lifestyles d. Explore examples of personal strengths

8. Compare and contrast how culture influences personal eating and activity behavior Linked Standards WI.N.D: Students in Wisconsin will demonstrate sensitivity and respect for diverse cultures, food preferences and appearance.

You will demonstrate your competence: a. Produce a recipe book reflecting the cultural makeup of the class

Your performance will be successful when: a. Compare and contrast foods from classroom cultures b. Classify ingredients in recipes into food groups

Learning Objectives a. Interview parent or guardian: 1. Identify food that reflects the family’s culture 2. Identify family traditions and activities 3. Acquire a family recipe for inclusion in a class cookbook

13 9. Recommend food safety in a variety of situations (clean, cook, chill, avoid cross- contamination) Linked Standards WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety

You will demonstrate your competence: a. Demonstrate food safety in a presentation

Your performance will be successful when: a. Show proper hand washing procedure b. Explain how to use one’s senses to carefully detect spoilage c. Illustrate how cross contamination occurs d. Draw a diagram of the “danger zone”

Learning Objectives a. Recognize the importance of key food safety messages 1. Review hand washing 2. Use senses to evaluate foods 3. Describe cross-contamination 4. Discuss “danger zone” temperatures

14 Grades 6-8 Nutrition Curriculum

Organization Madison Metropolitan School District Developers District Nutrition Committee Development Date Semester II 2005-06

WISCONSIN HEALTH STANDARDS - 8TH GRADE WI.HE.A: Health Promotion and Disease Prevention--Students will understand concepts related to personal health promotion and disease prevention WI.HE.B: Healthy Behaviors--Students will practice behaviors to promote health, prevent disease, and reduce health risks. WI.HE.C: Goal Setting and Decision Making--Students will demonstrate the ability to use goal- setting and decision-making skills to enhance health. WI.HE.D: Information and Services--Students will demonstrate the ability to access valid health information and services WI.HE.E: Culture, Media, and Technology--Students will analyze the impact of culture, media, technology, and other factors on health.

Competencies

1. Describe a healthy body image

Linked Standards WI.N.D: Students in Wisconsin will demonstrate sensitivity and respect for diverse cultures, food preferences and appearance.

You will demonstrate your competence: a. Describe a healthy body image b. Create a time line of physical and personal growth

Your performance will be successful when: a. Identify factors that influence the amount of food a healthy person requires b. Describe how factors such as age, gender and level of physical activity affect food requirements c. Develop a plan to improve and/or maintain a healthy self-image

15 Learning Objectives a. Analyze the influences of media on the perceptions of what is a “healthy body” b. Describe the influences of the family on food choices and body image c. Explore various methods for assessing body mass

2. Evaluate truth in claims or information related to health products, practices, or services

Linked Standards WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety

You will demonstrate your competence: . Evaluate advertisement of nutrition products, practices, and services

Your performance will be successful when: a. Differentiate between accurate, inaccurate and exaggerated advertising claims. b. Analyze food labels to expose unsupported nutritional claims

Learning Objectives a. Identify ways to evaluate claims of health products and practices b. Examine labeling on food and health products c. Examine the nutritional content of various foods using labels

3. Analyze physical activity habits related to health

Linked Standards WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors

You will demonstrate your competence: a. Set personal goals for physical activity

Your performance will be successful when: a. Track progress toward achieving personal fitness goals b. Summarize how your personal level of physical activity align with recommended physical activity guidelines c. Describe the benefits of physical fitness

Learning Objectives a. Identify the impact that nutrition has on a body engaged in physical activity b. Develop measurable personal fitness goals c. Explore the importance of assuming responsibility for personal fitness behaviors

16 4. Analyze personal dietary habits related to health

You will demonstrate your competence: a. Evaluate the impact of eating behaviors on future quality of life

Your performance will be successful when: a. Organize food nutrients according to their benefits b. Analyze nutritional impact of dietary intake on personal health c. Explain the impact of eating behavior on future quality of life

Learning Objectives a Identify at least two personal dietary goals b. Track progress toward achieving the goals c. Summarize how your habits align with recommended guidelines d. Track dietary intake

5. Plan snacks or meals according to USDA guidelines and food pyramid

Linked Standards WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors WI.N.A: Students in Wisconsin will understand the sensory characteristics, origins, and classification of foods WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety

You will demonstrate your competence: a. Select a meal or snack menu

Your performance will be successful when: b. Create a menu using the USDA guidelines and Food Pyramid

Learning Objectives a. Identify the six basic nutrients and their benefits to health b. Explain the USDA Food Pyramid 1. Identify the basic food groups 2. Identify recommended serving sizes of food from each food group 3. Describe how to apply food pyramid principles to daily food choices. c. Recognize the importance of a healthy breakfast

17 6. Compare cultural and historical perspectives of body size, weight, and body image

You will demonstrate your competence: a. Create a presentation on the cultural and historical views of body image

Your performance will be successful when: a. Contrast cultural and historical ideals in body image b. Research historical changes in physical stature c. Identify the historical and cultural impacts on the availability of food resources

Learning Objectives a. Demonstrate respect for others' body weights and shapes b. Explore the historical and cultural influences on body size and level of physical activity

7. Evaluate the health implications of various lifestyle eating habits

Linked Standards WI.N.D: Students in Wisconsin will demonstrate sensitivity and respect for diverse cultures, food preferences and appearance. WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety WI.N.E: Students in Wisconsin will demonstrate ability to promote healthy eating and activity behaviors for self, peers, families and community

You will demonstrate your competence: a. Describe the interrelationship between nutrition, physical activity and emotional health

Your performance will be successful when: a. Illustrate the concept of energy balance in a poster b. Describe the effects social and emotional factors hove on eating an individual’s eating habits c. Identify the consequence of poor nutritional choices

Learning Objectives a. Differentiate between healthy and unhealthy eating choices b. Understand the effects of social/emotional factors on one’s eating behaviors c. Explain the importance of assuming responsibility for personal health behaviors d. Identify ways to influence and support others in making positive eating and activity choices e. Explain the concept of energy balance

18 8. Analyze how culture influences eating and activity behaviors

Linked Standards WI.N.D: Students in Wisconsin will demonstrate sensitivity and respect for diverse cultures, food preferences and appearance. WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety

You will demonstrate your competence: a. Explain how cultural beliefs impact diet and physical activity behaviors

Your performance will be successful when: a. Compare cultural beliefs and their impact on diet and activity behaviors b. Examine how one’s home culture influences eating and activity behaviors c. Analyze differences in dietary choices of various cultures

Learning Objectives a. Summarize the many roles that food plays in people’s lives b. Explore cultures through foods c. Examine food availability for various cultures

19 9-12 Nutrition Curriculum Organization Madison Metropolitan School District

Developers District Nutrition Committee/PEP Grant Nutrition Committee Development Date Semester II 2005-06

WISCONSIN HEALTH STANDARDS - 12TH GRADE WI.HE.A: Health Promotion and Disease Prevention--Students will understand concepts related to personal health promotion and disease prevention. WI.HE.B: Healthy Behaviors--Students will practice behaviors to promote health, prevent disease, and reduce health risks. WI.HE.C: Goal Setting and Decision Making--Students will demonstrate the ability to use goal- setting and decision-making skills to enhance health. WI.HE.D: Information and Services--Students will demonstrate the ability to access valid health information and services. WI.HE.E: Culture, Media, and Technology--Students will analyze the impact of culture, media, technology, and other factors on health.

1. Plan Snacks or meals for one or more days that are consistent with food pyramid and dietary guidelines.

Linked Standards WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors

You will demonstrate your competence: a. Evaluate the process b. Summarize the experience

Your performance will be successful: a. Prepare a meal or snack at home or school using nutritious foods

Learning objectives: a. Describe the relationship between the USDA Food Pyramid and Dietary Guidelines b. Create a menu using the USDA Food Pyramid and Dietary Guidelines c. Select nutritious recipes for snacks and or meals

20 2. Identify potential sources of food contamination between the origin of a food and food consumption

Linked Standards WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety

You will demonstrate your competence: a. Present project to peers b. Evaluate the presentations of peers c. Outline the findings of other students

Your performance will be successful: a. Create a poster presentation

Learning objectives: a. Gather information on food borne illness including: 1. Virus, bacteria, parasite, fungi 2. Cross contamination 3. Food allergens 4. Personal hygiene 5. Potentially hazardous foods 6. Flow of food – from purchase to serving 7. Prevention 8. Symptoms and treatment b. Select and study an area of interest

3. Customize a personal food intake and physical activity plan

Linked Standards WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety WI.N.C: Students in Wisconsin will demonstrate critical thinking skills related to healthy eating and activity behaviors

You will demonstrate your competence: a. Complete and analyze the logs b. Determine the effect of gender and age on nutritional and physical needs c. Compare your age/gender logs to classmates d. Summarize your findings

Your performance will be successful: a. Create food and physical activity logs for yourself and the adult interviewed for one week using mypyramid.gov b. Calculate BMI for yourself and the adult c. Interpret your BMI findings

Learning objectives: a. Discuss why factors such as age and gender affect nutritional and physical needs b. Interview a parent, guardian or trusted adult about their physical activity and eating habits c. Explain the use and procedure of the BMI

21 4. Evaluate the nutritional and health implications of eating habits of various cultures and lifestyles

You will demonstrate your competence: a. Create a display of food and/or recipes from a culture other than your own b. Explain the similarities and differences between the featured culture and the culture you grew up in (environment, lifestyle, weather, economy, etc.)

Your performance will be successful: a. Select a culture to study and explore the relationship between environment and food choices b. Design a one day menu based on a culture other than your own c. Analyze factors that influence food choices, personally and globally

Learning objectives: a. Discuss the diverse population in the United States and how it has effected the way we eat b. Identify the foods associated with various cultures and ethnic groups

5. Analyze how health claims in advertising influence nutritional behaviors in school and the community

You will demonstrate your competence: a. Analyze how health claims in advertising influence nutritional behaviors in school and the community

Your performance will be successful: a. Document the relationship between personal food choices and what is advertised b. Examine how advertising in the school and community environments influences nutritional health c. Differentiate between a marketing claim versus real nutritional value

Learning objectives: a. Compare sources of health claims from home, school and the community b. Discuss the impact that media has on people’s food choices c. Explain and show examples of 1. Target audience 2. Advertising techniques 3. Nutritional product claims

22 6. Evaluate the effects of media and technology on nutrition and physical activity of individuals, families, and the community

You will demonstrate your competence: a. Evaluate the media and technology user’s survey b. Draw conclusions about media and technology’s effect on eating and sedentary behaviors c. Relate your findings to the interviews with elders

Your performance will be successful: a. Produce a survey of technology and media use and its impact on eating and sedentary behaviors b. Give the survey to a cross section of peers c. Interview two to three generations of family members (25 to 60+ years older than the teen) about what kids did ”back in the day” for fun

Learning objectives: a. Identify the many forms of media and technology available and used regularly by teens b. Discuss the generational changes in media (information access), leisure activity and foods c. Examine the impact the age of technology has had on our nutrition, physical and psychological health

7. Analyze the role of social and emotional factors to dysfunctional eating

Linked Standards WI.N.B: Students in Wisconsin will understand nutrition concepts related to growth, health, energy needs, and food safety

You will demonstrate your competence: a. Relate your knowledge of the USDA Food Pyramid and Dietary Guidelines to the dangers of dysfunctional eating patterns b. Explain the health risks associated with dysfunctional eating

Your performance will be successful: a. Compare styles of dysfunctional eating to the more severe eating disorders: 1. Anorexia nervosa 2. Bulimia nervosa 3. Compulsive overeating Learning objectives: a. Discuss the various uses of food: 1. Heal and soothe 2. Reward 3. Celebration 4. Nourishment 5. Comfort c. Define the term “dysfunctional eating” d. Identify forms of dysfunctional eating (eating disorders, eating on the run, eating junk food in place of nutritious food…)