The Back-To-Basics Healthy Eating Guide

Choose Fruit and Vegetables

This resource has been adapted with permission by the YES I Can! Science team from:

The Lifestyle Journey

Ideas for People Inc., www.ideasforpeople.com

Notes to the teacher:

This resource is intended to be used as part of a larger unit on Cells, Tissues, Organs, and Systems. It is assumed that students have already studied the structural and functional relationships between and among cells, tissues, organs, and systems in the human body. This resource requires students to apply their understanding of those concepts in making informed decisions about meeting their nutritional needs.

Pre-reading: Anticipation Guide

Student Copy

    1. Distribute the Anticipation Guide to students, asking them to circle Agree/Disagree beside each statement on the guide before they read the text, Choose Fruits and Vegetables.
    2. Ask students to discuss their choices with a partner.

Reading Selection: Choose Fruits and Vegetables

Student Copy

    1. Distribute the reading selection, Choose Fruits and Vegetables, to students.
    2. After they have finished reading the text, ask students to re-read the Anticipation Guide and consider the statements again based on any new information they have read in the text.
    3. Ask students to share with their partners whether or not their opinions have changed after reading the article.

Application: "You Are What You Eat!"

Student Activity

When you eat, you take in nutrients and make them available to build, repair and maintain your cells, tissues, organs and systems, as well as provide energy for daily activities. This activity requires students to:
    1. Define nutrient.
    2. List the nutrients that are mentioned in the article, Choose Fruits and Vegetables, in the accompanying chart.
    3. Complete the chart, describing the importance of the listed nutrients for a healthy body and making choices as to how they will take in the required nutrients.

Application: "Team Work"

Student Activity

Marking Guide

Our bodies are composed of trillions of cells, organized into complex systems, each with specific tasks to perform, but all working together in a coordinated fashion to maintain a stable internal environment.
This activity reqires students to:
    1. State the purpose of the digestive system.
    2. Label a diagram of the organs that make up the digestive system.
    3. Describe the digestive process.
    4. Name one other system that must work with the digestive system to transport the food nutrients to all cells, tissues and organs throughout the body.

Assessment

R
Level 1
Level 2
Level 3
Level 4
significantly below the standard
approaches the standard
the standard
exceeds the standard
Understanding of Basic Concepts
produces insufficient evidence to demonstrate learning

demonstrates significant misconceptions

requires additional learning activities and remediation

 demonstrates limited understanding of structural and functional relationships between and among cells, tissues, organs, and systems in the human body demonstrates some understanding of structural and functional relationships between and among cells, tissues, organs, and systems in the human body demonstrates general understanding of structural and functional relationships between and among cells, tissues, organs, and systems in the human body demonstrates thorough understanding of structural and functional relationships between and among cells, tissues, organs, and systems in the human body
by labelling the diagram of the digestive system incompletely and with limited accuracy by labelling the diagram of the digestive system incompletely and with some accuracy by labelling the diagram of the digestive system completely and with good accuracy by labelling the diagram of the digestive system completely and accurately
and by providing partial explanations of the concepts involved in the digestive process and by providing partial explanations of the concepts involved in the digestive process and by providing complete explanations of the concepts involved in the digestive process and by providing complete explanations of the concepts involved in the digestive process
with significant misconceptions / inaccuracies with minor misconceptions / inaccuracies with no significant misconceptions / inaccuracies with no misconceptions / inaccuracies
Application of Critical Thinking Skills
produces insufficient evidence to demonstrate learning

requires additional learning activities and remediation

 applies appropriate reading strategies to make informed decisions about food choices with limited effectiveness applies appropriate reading strategies to make informed decisions about food choices with some effectiveness applies appropriate reading strategies to make informed decisions about food choices with considerable effectiveness applies appropriate reading strategies to make informed decisions about food choices with a high degree of effectiveness
Communication of Required Knowledge
produces insufficient evidence to demonstrate learning

requires additional learning activities and remediation

 communicates unclearly or imprecisely communicates with some clarity and precision communicates with general clarity and precision communicates clearly and precisely
rarely using appropriate scientific conventions, vocabulary, and terminology sometimes using appropriate scientific conventions, vocabulary, and terminology usually using appropriate scientific conventions, vocabulary, and terminology always using appropriate scientific conventions, vocabulary, and terminology

YES I Can! Science
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