ND Curriculum Initiative

Subject & Standards

Understandings & Goals

Enduring Understanding: I want my students to organize their ideas to prepare fast, low-cost, and nutritional meals in a resource that will be used to save money and time, as well as enhance health.
Goal(s): 1. Identify nutritional standards, to prepare fast nutritional meals.  2. Select simple meal/recipe ideas that meet these nutritional standards. 3.  Organize a method to compile these nutritional recipes in a usable format.

Questions Answered

Essential questions: 1. How can you prepare nutritional, low-cost meals in the limited amount of time you will have when living as an independent young adult?2. What organizational tools will help meet this goal? 3. What guidelines or standards will help you select nutritional meals?
Objectives: 1. Students will identify nutritional standards to help them select foods to achieve or maintain wellness.
2. Students will select recipe favorites that will support these nutritional goals in addition to being low cost, easy, and fast to prepare.  3. Students will collaborate with classmates in 5 Interactive Television classroom sites to organize these ideas in a usable format.  4. Students will locate helpful hints, web sites, and organizational tools to include in this resource.  5. Students will design, format, and produce this resource in an interesting design so that each will receive a copy.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? No specific quizzes will be used as this nutritional, time management, organizational information has been previously assessed in earlier units.
What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding?1. What are some of your family’s favorite, fast,and low cost meals? 2. What standards can be used to guide your food choices? 3. Do these favorite foods reflect nutritional standards for wellness? 4. In what ways can we create a resource of these ideas for your personal use when you live on your own?
What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding?  1. Students will each contribute nutrient dense recipes and household management tips to create a recipe/idea book.  2. Students will decide as a group how to format the book pages, submit their recipes, suggest changes and edit when needed. What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect?  1. Students will include web-site, word search tips, and on-line helps in this resource.  2. Students will create a rubric evaluation to be used for both self evaluation and teacher grading.

Instructional Strategies

Project-based Learning: 1. Students will be active learners rather than passive listeners, focusing on authentic learning by developing a usable resource for their use when they move out on their own.  2. Students will use group interaction skills and cooperation as they determine project goals and format.
Inquiry-based Learning: 1. By questioning students about how to manage food resources when living on their own, they will investigate resources in their homes, in books, and on the Internet.  2. When recipe/hint selections are made and recorded, students will reflect on their suitability by rubric standards they have cooperatively determined. Problem-based Learning:  1. When students are presented with a “fuzzy” question of how to best manage their future nutritional choices, they can list possible actions and ideas. 2. This motivates them to create a solution they think is most usable to them in the future.