Unit Plan Template

Note: Type in the gray areas. Click on any descriptive text, then type your own.

Unit Author

First and Last Name

Dana Dugas, Helen Strasner, Dave Elliott

Authors E-mail Address

ddugas4@lsu.edu, hstras1@lsu.edu,
elliott2181@gmail.com

Course Name(s)

Math, Language Arts, Social Studies

Course Number(s)
Course Section(s)
Instructor(s) Name(s)
Unit Overview
Unit Plan Title

Nutrition

Curriculum-Framing Questions

Goals

Students will become familiar with recommended daily food

servings and proportions for a healthy diet through graphing.
Students will improve their writing skills, specifically utilizing
prepositional phrases, in the context of nutritional recipes.
Students will practice browsing the Internet for information
and critical thinking skills using introductory economic skills.

Content Questions

How can you improve your nutritional habits?

How are prepositional phrases used in the context of a
recipe?
How can you utilize charts and graphs to display nutritional
data?
What factors affect foods you eat and purchase?
What factors affect the cost of food?
How does food get from the farms to the sore?

Unit Summary

This unit provides students with an understanding of nutrition and its importance. Graphs and
charts will be utilized to help students with visual presentation of nutritional values and
organizing data. Prepositional phrases will be reviewed in the context of a favorite healthy
snack recipe. Students will further explore the basic economics of food, such as pricing,
delivery, and availability.
Subject Area(s) (List all subjects that apply)

Math, Language Arts, Social Studies

Grade Level [Click box(es) of all grade level(s) that your Unit targets]
INTEL TEACH TO THE FUTURE
with support from Microsoft 2000 Intel Corporation. All Rights Reserved

K-2
6-8
ESL
Gifted and Talented

3-5
9-12
Resource
Other:

Targeted State Frameworks/Content Standards/Benchmarks

Math GLE:
a. Gain familiarity with factors and multiples.
b. Extend understanding of fraction equivalence and ordering.
c. Represent and interpret data.
d. Model with mathematics.
English/Language Arts GLE: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling with writing.
a. Form and use prepositional phrases.
b. Use correct capitalization.
c. Spell grade-appropriate words correctly, consulting references as needed.
Social Studies GLE:
a. Identify how dance, music, and arts of various cultures around the world reflect the
history, daily life, and beliefs of the people.
b. Demonstrate that limited resources necessitate choices and decisions.
c. Explain the factors, including trade-offs, involved in a choice or decision.
d. Identify the four basic questions all producers must answer (i.e. What will be
produced? How will it be produced? For whom will it be produced? How much will be
produced?)
e. Describe the combination of natural, human, and capital resources needed to produce
a given good or service.
Student Objectives/Learning Outcomes

Objectives are listed in each daily plan See Weebly

Procedures

Procedures are listed in each daily plan See Weebly

Approximate Time Needed

3 class periods
Prerequisite Skills

Students will need to be able to perform simple addition, subtraction, multiplication, and
division. Students will also need to have general foundation of creative English writing,
specifically prepositional phrases. Knowledge and familiarity with basic online research using
a computer is also a prerequisite for this unit.
Materials and Resources

INTEL TEACH TO THE FUTURE

with support from Microsoft 2000 Intel Corporation. All Rights Reserved

Technology Hardware (Click boxes of all equipment needed)

Camera
Laser Disk
Computer(s)
Printer
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television

VCR
Video Camera
Video Conferencing Equip.
Other:

Technology Software (Click boxes of all software needed.)

Database/Spreadsheet
Image Processing
Desktop Publishing
Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM

Web Page Development

Word Processing
Other: PowerPoint

Printed Materials

Paper to print assignment and submit to teacher

Supplies

Internet Resources

http://choosemyplate.gov/myplate.index.aspx
htttp://www.nutrition.gov
http://www.cnpp.usda.gov/dietaryguidelines
http://ndb.nal.usda.gov

Others

A field trip to a store, farm, or market would fit in well with the
unit.

Accommodations for Differentiated Instruction

Resource Student

Non-Native English
Speaker

Gifted Student

A resource student may be paired with a gifted student or with

a student who better grasps the concepts in order to provide
an alternative opportunity for them to learn the information.
When the class is brainstorming individually or in groups, the
teacher might approach a resource student as necessary to
provide additional help.
Spanish speaking students will be able to perform the same
activities on choosemyplate.gov by clicking on the Spanish
option plates. When applicable, Non-native Egnlish students
may pair with a native English speaker to better understand
the assignment.
A gifted student may be paired with a resource student and
use that opportunity to test or expand their knowledge by
instructing someone else. In the social studies lesson there
will be several opportunities for gifted students to explore a
topic more deeply and create more complicated artifacts on
their portfolio, including making a web page from their portfolio
page.

Student Assessment

Page 3 of 4

CATEGORY

Group Unit
Plan Template

Content is well
organized using
headings or bulleted
lists to group related
material. All fields of
the template are
complete.

The unit plan

template is filled out
but some fields are
not complete

Content is logically
organized but
missing a number of
fields.

There was no clear

or logical
organizational
structure, just lots of
facts.

Lesson plans

Lesson plans follow

the template and are
detailed and meet all
of the requested
requirements.

Lesson plans follow

the template but are
missing several
requirements.

Lesson plans do not Lesson plans are

follow the template
missing many of the
but include most of requirements.
the information.

Presentation

Presentation
provides a clear
overview of the unit
and the individual
lesson plans

Presentation
includes the majority
of the information for
the unit.

Presentation is
Presentation lacks
disorganized but
organization and
includes most of the information.
required information.

Technology
Activities

Technology activities
are presented in a
clear and precise
format. Activities
enhances the lesson
plan content.

Technology activities Technology activities No technology

are presented but
are not matched to
activities are evident.
are not
the content
comprehensive and
clearly understood.

Assessment

Clear assessments Assessments are

for each lesson plan provided but not
and technology
thorough
activity

Assessments are not No assessments

appropriate for the
evident
content

Page 4 of 4