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(1) Why: The reason I will administer this activity is so my students have been taught what nutrients are and why they are beneficial for us. This activity will allow the students to show their understanding by making a healthy meal using the six basic nutrients. This activity will let me see and evaluate my student's understanding of the nutrients in a fun and interactive way to demonstrate their understanding and the importance of consuming the six basic nutrients. For this assignment, because we are doing a self-guided video students will be able to develop a deep understanding of what health means to them. This helps us to see the learning perspective theory of constructivism.

(2) What: The students will be making a “expert cooking video”.  In this video the students will be putting together everything they have learned from this unit and creating a heart healthy meal to share with the class through a video.

In this video the students must address the following:

1. Each ingredient that is in the meal

2. Step-by-step process of the student making the meal with the finished product.

3. A explanation as to why the meal is considered "heathy". This is where the students will be applying everything they have learned throughout the unit.

4. The meal must be a complete meal and include all six of the essential nutrients. For a reminder this includes: Carbohydrates, Proteins, Fats, Vitamins, Minerals, and Water.  Students will be addressing each nutrient in your video and explaining which food(s) covers each nutrient.

5. Students will have fun with their videos and make it creative!

(3) How: I will look over all the cooking videos to see whether or not all the essential nutrients are included in each video. Depending on the results of this, I will have to spend more time on the nutrients that are missed. I will ask my students what they liked and disliked about the assignment and how I can improve it as an educator for future students.

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Students will make an “expert cooking video” demonstrating their knowledge of a healthy meal and explaining how each aspect of the meal is healthy and will help them meet their daily recommended amount of each essential nutrient.

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Students will be put in groups and given an eating disorder to research. Students will draw a diagram on a body. The head will have thoughts about the given eating disorder, the stomach was signs and symptoms,  the arms were health effects, and the legs were resources and uplifting quotes. Students will research a specific eating disorder that is assigned to them. They will learn about it and teach it to the class. There will be a slideshow after giving real life examples and non-examples of certain eating disorders we talked about in class. Students will collaborate and identify what specific eating disorder that is and why. After the activity, we will discuss the three disorders with the other groups. We will define Anorexia, Bulimia, and Binge Eating. Students will participate in a class quiz to identify examples and non-examples of specific eating disorders.Students will draw a diagram on a body. We will have an end of class discussion talking about why it is important that we understand eating disorders, emphasizing how it can help ourselves and how we can help others in the community. Students will quickly pair and share with a neighbor and discuss what they learned.

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For this example, students will be able to assess the accuracy and validity of health claims regarding fad diets by researching specific diets and teaching them to other classmates. Students will be able to understand different types of fad diets and some of the effects they can have on our bodies.  Students will research their specific fad diet, analyze each question, discuss what they learned with their peers, engage in the lesson, and create a meal from the diet learned about. Students will be provided with articles to learn about each fad diet. Students will have a  worksheet to help guide students to making a meal that lines up with the diet they learned about. Students will be assigned into groups and read an article about the fad diet that their group was assigned to. The article will already be provided to them. Students will answer the questions on their guided notes. This will take about 20-25 minutes. Students will teach what they learned to their table. Each student will take about 10 minutes teaching their group. There is a space for notes for each fad diet. As students are learning about their fad diet, they will take notes.
After each student has had the opportunity to teach their fad diet, I will get their attention and explain the next step.
I will assign students one of the fad diets that they learned about and students will be assigned to create a meal that someone with this diet would eat. This will help students to fully understand what people who try this fad diet will eat on a daily basis. Students will work with their original group.

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During this activity, the students will be working in groups to learn the definitions and characteristics of each nutrient as the teacher walks around and asks questions related to the nutrients. Students will know that some foods are healthier than others. In this lesson, we are trying to figure out how nutrients effect our overall health and what would happen if we were to cut some nutrients out. For example, the keto diet is very low carb, and high fat. Doing the keto diet could cause low blood pressure, kidney stones, and constipation, nutrient deficiencies, and increase risk of heart diseases. Another example is the Vegan diet, this diet is healthy overall, but avoids animal protein can shortchange on a few nutrients, like protein, calcium, omega 3 fatty acids, zinc, vitamins.

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For this assignment my students will be collaborating in groups to read food labels. Students will be able to provide key information such as serving size, calories, total fat, saturated, cholesterol,  protein, carbohydrate and vitamin content on a food label. First, students will discuss the importance of how to read food labels by looking at different food labels and identifying each category. For the pre assessment we will have a class discussion about what they think learning to read food labels is important. During the activity, students will be working in groups to look at food labels and to look for: serving size, calories, calcium. Example question: “What is the serving size on your food label?”.  Students will make an individual comparison of milk products.