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Unit Theme: A long life requires a healthy lifestyle!

Grade: 11th
Timeline: 3 Weeks
Team Members: Tyler Abbye Lopez Francisco Alonzo Joe Bump
McKee
Subjects: Biology History Physical Education English
Rationale:
This unit is designed to have students answer the essential questions, What is health, how have
historical events affected the health of people, how does physical health affect mental health, and
how can we maintain it as we age? Being as this is a cross curricular unit plan, students will answer
this question through the academic lenses of four different content areas: english language arts,
history, biology, and physical education. It is through these four lenses that students will be able to
explore all facets of health and all aspects that affect it, and the various tools and skills they need to
maintain it for a long life.
Perhaps the content most closely related to the topic is physical education. This subject talks almost
exclusively about what students can do to lead an active lifestyle. At first, physical education may
not appear to be a topic that could pose an essential question; however, as we age, new exercise and
activities have to be practiced to support different systems in our bodies. Hence, the question is
never fully answered because our bodies are constantly changing. Students will learn how to plan
healthy meals, exercise properly, and how physical activity can lead to greater academic and
professional success.
In English/Language Arts, students will look into how the mental health of authors have had an
impact on their writing styles and what they write about. Edgar Allen Poe is the founder of horror
fiction in the modern era, and most of what he writes come from his own mental health issues. This
view into mental health allows students to connect what they learned about physical health and how
lacking the nutrients needed, as observed in science, can lead to mental health issues. The writings
will show the inner workings of a mind that has not been nourished properly.
Through the lens of history, students will be able to examine the effects of health caused by certain
historical events. This will include events like the Dust Bowl and Great Depression. With tools like
primary and secondary source documents, students will be able to read about what people were
lacking in their daily routines, and how it affected their health. This topic lends itself to creating an
essential question because of the nature of society. Events that have happened before tend to occur
later in history. Therefore, it will be useful for students to see how events affected human health in
the past and how certain similar events may happen in the future.
Through the academic lens of biology, students will be able to see what the human body needs to
sustain itself. With a deep knowledge of what particles constitute as macronutrients and
micronutrients and how they are incorporated students will be able to answer the question, How can
I feed my body complete nutrition in a way that compliments the aging process. Through readings
from textbooks and scientific journal published peer reviewed articles, students will be able to asses
how nutrition interplays with different organ systems to allow optimal function of their body.
Additionally, students will use professional tools to determine what total nutrition is for their body,
and databases to find foods that will meet those needs. This correlates very closely to the meal
planning in physical education, but with a greater focus on the function of cellular metabolism and
the function of cofactors.
Through all these lenses, students will be able to fully understand the essential question posed by this
unit, and through the delivery of the content will develop the tools they need to seek the answer
throughout their lives.

What theyre gonna learn, why theyre gonna learn it, and how they will learn it.
Student Learning Outcomes
Focus Standards :
S4:CO1:PO3: Explain S1.C8.PO1: Great S3.H13.L1:Nutrition: Analyze the impact of
the importance of water Depression and Creates a meal plan the authors choices
to cells. WWII:Describe causes that demonstrates the regarding how to
S4:CO5:PO2: Describe and consequences of understanding of the develop and relate
the role of organic and the great depression: impact of nutrition on elements of a story or
inorganic chemicals B) Dust Bowl (e.g., the effect of each drama (e.g., where a
(e.g., carbohydrates, environmental phase of exercise story is set, how the
proteins, lipids, nucleic damage, internal action is ordered,
acids, water, ATP) S3.H1.L1:Physical
migration) Activity Knowledge: how the characters are
important to living introduced and
things. C) effects on society Discuss the benefits
(e.g., fragmentation of of physically active developed). (11
families, Hoovervilles, lifestyle as it relates to 12.RL.3)
unemployment, college or career Analyze how an
business failure, productivity authors choices
breadlines) S3.H1.L2:Physical concerning how to
S1.C10.PO 1. Activity Knowledge: structure specific parts
Describe current Investigates the of a text
events using relationships among (e.g., the choice of
information from class physical activity, where to begin or end a
discussions and nutrition, and body story, the choice to
various resources (e.g., composition provide a comedic or
newspapers, tragic resolution)
magazines, television, contribute to its overall
Internet, books, maps). structure and meaning
as well as its
S1.C10.PO 2. Identify aesthetic impact. (11
the connection 12.RL.5)
between current and
historical events and Conduct short as well
issues using as more sustained
information from class research projects to
discussions and answer a question
various resources (including a self
S1.C3.PO 1. generated question) or
Review the reciprocal solve a problem;
impact resulting from narrow or broaden the
early European contact inquiry when
with indigenous appropriate; synthesize
peoples: D) Food (eg. multiple sources on the
Corn) subject,
demonstrating
understanding of the
subject under
investigation. (11
12.W.7)

Enduring Health is keeping the Theme-Related How can an authors


Understanding: body and mind Essential Questions mental health create a
Important Concepts functioning at its peak. different style of
writing?
Historical events have
affected the health of How can health and
large populations.
fitness benefit
Physical health can individuals throughout
affect mental health. the different stages of
their lives?
Health can be maintained
as you age. What organic and
inorganic molecules
Certain molecules keep does the human body
our bodies working and need to function
affect our health and
properly. How do these
how we grow.
needs change as the
body ages?

How does health and


agriculture affect the
migration patterns of
settlers throughout
history?

Technology Integration Biology: Students will use Google Docs to compile their notes that they have
taken on macro and micro nutrients, similar to the manner in which actual
scientists share information.
P.E.: Students will use tools like video cameras to film their videos and can
choose different online tools to display their creations. ie. youtube, vimeo,
dailymotion
English: Students will utilize Google Docs to collaboratively comment on and
peer edit each others research papers.
History: Students will utilize online databases to search for primary source
documents of people involved in events such as the agricultural revolution, the
Dust Bowl, and the war prisoners.
Interdisciplinary Students will write an interdisciplinary essay outlining the research that
Essay/Performance they have done. In this essay, the students will be writing as a personal
Task trainer trying to sell their knowledge and services to the public. In this
essay they will include the information that they have learned about meal
plan creating from physical education classes, and how those nutrients
that they consume affect their bodies. From history students will look at
how the geography, cultures, and technologies affect the agricultural
practices of certain areas and how that influences the active and eating
lifestyles of different people. The essay will be written in first person in
the form of a script relaying the information that they know. The
performance task will be the students creating a video of them performing
their script. In effect the performance task builds off of the
interdisciplinary essay. There is no length requirement so long as the
students have completely covered all the information presented in the
unit. The writing of the essay will take place in the English classroom,
and the video will be made wherever the student finds convenient and
posted to a personal website.
Common Instructional Strategies
All Learners
For all learners, it is beneficial to work in small groups. Many minds are more powerful than one,
and some individuals may have skills and cultural lenses that other students in the group may benefit
from.
Shoulder Partners
Think Pair Share
Socratic Seminars
Fish Bowl
Literacy Circles
English Language Learners
Although no instruction can legally be given in any language other than English in this state, working
in groups would also be beneficial for ELLs. Paired with other ELLs with higher proficiencies would
allow them to help each other. Additionally, this unit plan has the flexibility to allow students to
design their meal plans and exercise routines to the food and activities to the cultures with which they
identify the most.
(Resource / Speech Language)
For those who may have difficulty with spoken words, modifications to the unit plan will be made.
Students who would not be able to speak during their video advertising their services would be able
to create their own solutions. For example, they may have someone do a voiceover of a script they
wrote for the video, or they may have someone act the part for them. So long as the student is
creating the script for the video and shows that they know the information, it matters not how they
relate their knowledge.
GATE
Because this assignment is based on individual work, gifted students will be free to work at
their own speed during the project and develop what they believe is the best product they can
make.
Individual Unit Theme:
Subject: Biology Grade Level: 11
Focus Standards
S4:CO1:PO3: Explain the importance of water to cells.

S4:CO5:PO2: Describe the role of organic and inorganic chemicals (e.g., carbohydrates,
proteins, lipids, nucleic acids, water, ATP) important to living things.
Essential Understandings Knowledge/Skills

Important Concepts: Students will know and be able to


do:
Health is keeping the body and mind functioning at its
peak. Maintaining ones health can only be achieved by Assess whether or not their current diets
knowing what your body needs at the molecular level to meet all their nutritional needs.
keep the whole organism alive.
Use a database to find foods that will have
Certain molecules keep our bodies working and affect our the nutrients they need.
health and how we grow.
Analyse what the effects the food they eat
Macromolecules are large molecules that can form has on their bodies. Including any
polymers. The often provide the energy needed to keep our processes that occur because of specific
bodies running; however, they can also provide the raw foods, or because of any inhibitions
materials needed for building the body. caused by malnutrition.

Micronutrients like vitamins and minerals can act as Define the organs that play a role in
cofactors for enzymes, or as coenzymes themselves. digestion of food and how they use it.
Additionally, some micronutrients serve as the raw
materials needed to build the body.

Energy comes from macromolecules, but the energy in


those molecules is stored in much smaller energy containing
compounds.

Texts Assessment
The following is a link to the Resource Evaluation Formative Summative:
portion of this unit plan. It contains all of the tools the Assessment:
students will be using during the completion of this Nutrition/
unit plan. Bellwork questions digestive system/
with review and macromolecule
https://docs.google.com/a/asu.edu/document/d/1NDEV introductory multiple choice &
questions. short answer exam
ybZQKtv_2kh8hMXbolLzb9LnGkyWtjH2-
SPKPOQ/edit?usp=sharing Presentation of
Textbook Cornell
notes meal plan and its
affects on their
Dietary Assessments health.

Dietary revisions

Macromolecule quiz

Digestive system
quiz

Unsent letter to
nutrition specialist
Learning Plan: Scope and Sequence Differentiation

Students will be introduced to the topic of nutrition ELL:


via short lecture and will use the nutrition Students who are English Language
calculators to determine their daily needs of macro Learners will be grouped with students
and micronutrients. who speak some of their native
language (if possible). If not, they will
Students will use the USDA food nutrition database simply be immersed with the other
to revise their current diet to create a meal plan students. ELLs will be encouraged to
that meets their needs. make drawings along with definitions
of new words they learn. Additionally,
Students will use their textbooks and take Cornell ELL learning will be bolstered by the
notes on macromolecules. use of graphic organizers to organize
information.
Through lecture, lab exercises, and experiments,
students will learn about macromolecules. SPED:
Students who need accommodations
Students will use their textbooks and take Cornell for test taking, assignment completion,
notes on the digestive system. or instruction delivery will be provided
for according to their IEP. Students
Students will write an unsent letter to a nutrition who need modifications made to the
specialist. lesson plan will also have their needs
Students will work in small groups to create a met according to their IEPs.
better meal plan for their group. Otherwise, special needs students will
interact with their peers according to
Students will verbally present their new meal plans what is defined as their least restrictive
and how it affects their digestive systems and what environment.
the molecules they are consuming will be used for.

Individual Unit Theme:

Subject: History Grade Level: 11


Focus Standards

S1.C3.PO 1. Review the reciprocal impact resulting from early European contact with
indigenous peoples: D) Food (eg. Corn)
S1.C8.PO1: Great Depression and WWII:Describe causes and consequences of the great
depression: B) Dust Bowl (e.g., environmental damage, internal migration) C) effects on
society (e.g., fragmentation of families, Hoovervilles, unemployment, business failure,
breadlines)
S1.C10.PO 1. Describe current events using information from class discussions and various
resources (e.g., newspapers, magazines, television, Internet, books, maps).
S1.C10.PO 2. Identify the connection between current and historical events and issues using
information from class discussions and various resources

Essential Understandings Knowledge/Skills


How agriculture has changed over time and improved Students will know how
human health. agriculture throughout history
How the Dust Bowl affected health and economics of have helped both the health and
America economy of of the United States.
Make connections to modern day agriculture and how
human health is reacting
How the development of agriculture has impacted
american health today. Improved health or made it worse.
Texts Assessment
-The Dust Bowl Through the Lens by Martin Sandler Formative: Summative:
-small group
- The Grapes of Wrath by John Steinbeck discussions -letters

- -Exit tickets -research


http://americanhistory.oxfordre.com/view/10.1093/acrefor essay
e/9780199329175.001.0001/acrefore-9780199329175-e- -Bell Work
179 -Commercial
-response video
-https://www.ncpedia.org/colonial-farming-and-food- journals (pretending to
famine be a trainer)

-Video
https://www.youtube.com/watch?v=FkCYTQVkuNQ

-Understanding American Agriculture

-
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3489133/

-https://www.timesofisrael.com/for-many-holocaust-
survivors-wartime-starvation-still-a-daily-torment/

-https://whyfiles.org/2012/farming-native-american-
style/index.html

Learning Plan: Scope and Sequence Differentiation

Week 1: The first week of this unit the students will be ELL:
learning about how the agriculture of the indigenous ELL students will be able to have
people affected the settlers health and improved life in extended time for their
the New World. Students will be seeing how the assignments. The students will
correct agriculture helped the americans stay healthy. also have the option to work in
Through articles and videos the students will be filling groups with other students. ELL
out journal responses to ensure they have an students will be able to have
understanding of how food and agriculture have alternate assignments such as
affected health throughout history. We will be doing drawings instead of writing a
class discussions based off of the articles I provided. I letter.
will be asking the students questions such as how did
the native americans help improve the colonists
health?, What do you think would have happened to SPED
the settlers if the Natives did not help improve their SPED students will also have the
agriculture. They will need to use facts in their option of working with a partner
discussions to prove their answers. or in small groups. They will also
be assigned the readings with a
Week 2: The second week the students will be focusing lower lexile level. The SPED
on the Great Depression. They will be reading articles students will have extended time
and doing their own research in regards to how the for their letters, journals, and also
dust bowl affected the health and lifestyles of the their final research paper. They
American people. They will be learning how the people will also not be required to so as
who were affected by the dust bowl started over and re many sources for their paper so
invented their crops. They will also be participating in that they can focus more on the
activities like role playing and letters to have a deeper few that they select.
understanding of what health was like during the
great depression. The students will be responsible to
write a letter pretending to be a teenager who lives on
a farm during the dust bowl. The letter will be
describing their experiences to a family member on
the east coast.

Week 3: In this third week the students will be


extending their research into the present day. They
will be learning how agriculture is making changes
and how those changes are either hurting or
improving human health. This is the week they will be
forming their research paper. The paper will be used
to provide evidence and proof to why people need to
hire a personal trainer. The purpose of this paper is to
show if the improvement in agriculture has either
improved or decreased health in America. They will be
using sources from both time periods (Colonial and
Dust Bowl) to show the importance of agricultural
health over time. They will also be writing about
current health issues. This paper will be used for the
final video commercial that brings together P.E.,
Science, History and Biology.

Individual Unit Theme:

Subject: Physical Education Grade Level: 11th


Focus Standards
Standard 3. The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health enhancing level of physical activity and fitness.

S3.H1.L1 Physical Activity Knowledge


Discusses the benefits of a physically active lifestyle as it relates to college or career
productivity.
S3.H1.L2 Physical Activity Knowledge
Investigates the relationships among physical activity, nutrition, and body composition.
S3.H2.L1 Physical Activity Knowledge
Evaluates the validity of claims made by commercial products and programs pertaining to
fitness and a healthy, active lifestyle.
S3.H2.L2 Physical Activity Knowledge
Analyzes and applies technology and social media as tools for supporting a healthy, active
lifestyle.
S3.H13.L1:Nutrition: Creates a meal plan that demonstrates the understanding of the impact
of nutrition on the effect of each phase of exercise
ACCRS ELA Standard
1112.RST.2. Determine the central ideas or conclusions of a text; summarize complex
concepts, processes, or information presented in a text by paraphrasing them in simpler but
still accurate terms.

Essential Understandings Knowledge/Skills


Students will know and
Maintaining a healthy diet and including appropriate physical be able to do:
activity is key to keeping the mind and body in peak condition.
Analyze the importance
and benefits to a healthy
diet.

Explain the importance


of implementing physical
activity into different
stages of our lives.

Participate in class
discussion expressing the
significance healthy
eating and physical
activity has on our
mental health.

Texts Assessment
- A Teenagers Nutritional Needs, Formative: Summative:
https://www.healthychildren.org/English/ages- Group
stages/teen/nutrition/Pages/A-Teenagers-Nutritional- made Class
Needs.aspx Venn discussion
Diagram on the
- The Importance of Fitness in Your 30s,
comparing benefits of a
http://www.eatright.org/resource/fitness/exercise/benefits- productivit healthy diet
of-physical-activity/the-importance-of-fitness-in-your-30s y between and
- Food & Fitness, http://kidshealth.org/en/teens/food- college physical
fitness/ and career activity and
- Medline Plus, associated how to
https://medlineplus.gov/nutrition.html with implement
physical both into
- Tone Teen,
activity. your
http://www.toneteen.com/ lifestyle.
- A Physical Education, http://www.pbs.org/video/need-to- Journal
know-a-physical-education/ entry Develop a
- Physical Education for Lifelong Fitness documenti meal plan
- Eating for Life ng own for a
- My Amazing Body: A First Look At Health and Fitness dietary specific age
consumpti group with
on for one a rationale
day. for their
meal plan.
Quick

write Develop a
describing physical
the fitness/activ
benefits of ity plan for
a healthy a specific
diet and age group
physical with a
activity. rationale for
their plan.
Class
participati
on during
group
discussion
.

Exit
tickets.

Learning Plan: Scope and Sequence Differentiation


Week 1: Introduction to nutritional needs for varied age ELL: Assignments due
groups. dates will have extended
dates. Resources will be
Week 2: Introduction to physical activity appropriate for varied with appropriate
varied age groups. Lexile levels.

Week 3: Develop a nutritional and physical workout plan for SPED: Students will be
either adolescents, adults, or senior adults. allowed to work in
groups or as individuals.
Technology will be
incorporated throughout
the lesson. IEP and 504
plan requirements will be
followed.

Individual Unit Theme: Joe Bump

Subject: English Grade Level: 11


Focus Standards

Analyze the impact of the authors choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed). (1112.RL.3)
Analyze how an authors choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact. (1112.RL.5)
Conduct short as well as more sustained research projects to answer a question
(including a selfgenerated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation. (1112.W.7)

Essential Understandings Knowledge/Skills


Health is keeping the body and mind functioning at Students will be able to know and do:
its peak. Students will know what mental health is,
Through bad health, mental health fades and can what affects it, and how to combat it.
lead to different writing.
Texts Assessment
The following link contains all the texts used, Formative: Summative:
how they will be used, and why they are crucial Small group
to this particular unit. discussions Essay / script
Whole class for
discussions performance
https://docs.google.com/a/asu.edu/document/d/ Microtheme task
1WwspilJwMMIVEv3YaGHf5SRDj- writing Literary
W4lCJs10JcTjqxpdw/edit?usp=sharing Daily response to
reflection Fight Club
journals

Learning Plan: Scope and Sequence Differentiation

Week 1: ELL:
Students will start off this unit by taking a Students who are English Language
mental health assessment, researching mental Learners will be grouped with students who
health and different illnesses, and discussing speak some of their native language (if
the article about student anxiety to create extra possible). If not, they will simply be
buy in for them as the unit progresses. The immersed with the other students. ELLs
week will end with an introduction to Edgar will be encouraged to make drawings along
Allan Poe and his life. They will also have with definitions of new words they learn.
chapter readings from Fight Club every night Additionally, ELL learning will be bolstered
in order to finish the book in the three weeks. by the use of graphic organizers to organize
information.
Week 2:
In the second week, students will read Edgar SPED:
Allan Poes The Raven, and The Yellow Students who need accommodations for test
Wallpaper by Charlotte Perkins Stetson and taking, assignment completion, or
discuss the themes of mental illness in them. instruction delivery will be provided for
We will shortly discuss how the childrens according to their IEP. Students who need
book Winnie the Pooh has characters with modifications made to the lesson plan will
mental health problems as well. As with the also have their needs met according to their
first week, chapter readings from Fight Club IEPs. Otherwise, special needs students will
will be completed outside of class. interact with their peers according to what is
defined as their least restrictive
Week 3: environment.
The first day of the last week will wrap up the
instructional aspect of the unit as the students
watch the two videos on Hamlet and discuss as
a class whether or not they believe the main
character had a mental illness based on what
they have learned and write a microtheme
response. The rest of the week will be used for
the students to write their scripts for the
performance task and write a short literary
response to Fight Club which will be discussed
as a whole at the beginning of the next week
before starting the next unit as it feeds into
some central ideas.