Teaches healthy living strategies using visuals and embedded questions Dean Berry mvca123@yahoo.com

1. Part Two
And
Part Three
Living Longer and Healthier
1

2. Part Two
Collaboration
Interact, Brainstorm, and Share

3. Common Core Curriculum
Standards
Initiate and participate
effectively in a range of
collaborative discussions
with diverse partners on
texts and issues,
building on each others’
ideas and expressing
their own clearly and
persuasively.
3

4. Brainstorm and
Discuss
Meet in pairs or
small groups and
discuss ideas for
this topic
4

5. Brainstorming
Solving problems can begin with a wide open
process where imagination and unusual ideas are
brainstormed without any evaluation as to whether the
ideas might work. The goal is to consider all “far out”
and “unorthodox” possible solutions to the problem.
Brainstorming encourages “out of the box” thinking
that borders on sounding somewhat wild and crazy.
During BRAINSTORMING, ideas are tossed into the
ring and added to the list of potential solutions Without
being evaluated.
Participants are asked to withhold judgment on ideas until the brainstorming
phase is over.

6. Brainstorming uses
Divergent Thinking
Ideas are explored from every
possible direction.
Ideas are not judged.
Ideas outside of the box
are considered.

7. Brainstorm and
Discuss
Meet in pairs or
small groups and
discuss ideas for
this topic
7

8. Brainstorm and Discuss
Can foods have an
impact on our
health?
Create a list of ten
very healthy foods
and ten unhealthy
foods.
8

9. Report Back
Share Your Ideas
.
1. Let’s summarize
possible answers to
our question about
healthy and
unhealthy foods..
2. Include these
ideas in your notes.
3. You may choose
to use a graphic
organizer.
9

10. Big Idea One
Eating and living healthier
10

11. Common Core Curriculum
Standards
Research
 Plan/Research:
Devise an approach
and conduct short
focused research
projects to explore a
topic, issue or
problem, analyzing
interrelationships
among concepts or
perspectives.
11

12. Common Core Curriculum Standard
Reading-Informational
 Reasoning and
Evaluation: Apply
reasoning and a range of
textual presentation of
information(author’s line
of reasoning, point of
view; relevance of
evidence or elaboration to
support claims;
development or
connections among
complex concepts/ideas)
12

13. Convergent Thinking
Once many ideas have
been generated, the
evaluation phase
begins. During this
phase, convergent
thinking is used to
analyze arguments,
examine evidence,
and make judgments
about the quality of
each idea.

14. Conduct Research on the Issues
 Use technology and text materials to
gather information about healthy and
unhealthy foods and their impact on
disease.
 This will be a short research assignment and
should generate two or three pages of notes.
The notes will used during the next class
discussion to review ideas and solutions
and to write a proposal.
14

15. Essential Questions to
Guide Research
What are trans fats and how do they affect health?
How are carbohydrates and sugars in the diet related to
diabetes?
What are the three kinds of fat found in foods? How is each of
these related to health?
Which foods are considered “super foods” because of their
high nutritional value?
How do foods affect our metabolism? Are there foods that
improve brain function?
Could a daily fast food diet result in a faster death?

16.  The following slides provide
sources for the research project.
 Powerpoint version available for
quick linking

17. The Most Unhealthy Foods in
Your Refrigerator
 http://www.webmd.com/food-
recipes/features/worst-foods-in-your-
fridge
17

18. The 33 Most Unhealthy Foods
You Can Eat
 http://bembu.com/most-unhealthy-foods
18

19. The 30 Healthiest Foods
 http://www.realsimple.com/health/nutritio
n-diet/healthy-eating/the-30-healthiest-
foods-00000000051152/
19

20. The 100 Healthiest Foods and
Why Each One is Healthy
 http://www.dwlz.com/HealthyLife/healthy
50.html
20

21. How Diet Affects Health
 http://www.takingcharge.csh.umn.edu/en
hance-your-wellbeing/health/diet-
nutrition/how-does-diet-impact-health
21

22. Nutrition and Health
 http://www.who.int/dietphysicalactivity/pu
blications/trs916/intro/en/
22

23. The Effects on Health of
Different Diets
 http://www.healthknowledge.org.uk/publi
c-health-textbook/disease-causation-
diagnostic/2e-health-social-
behaviour/effect-health-different-diets
23

24. Eating for Longevity
 http://www.sullivan-
county.com/bush/constitution.htm
24

25. Diet Offers Secret to Longevity
 http://www.nwitimes.com/niche/get-
healthy/nutrition/diet-offers-secret-to-
longevity/article_b3d24469-59df-59ec-
99a5-1595270bfea9.html
25

26. Vocabulary Review

27. 27
Check up and Review
Raise your green card if you believe
the statement is true or your red card
if you think it is false.

28. True or False
 Luscious means…
 lacking quality and taste.

29. True or False
 Escalating means…
 the gradual winding down of a social event.

30. True or False
 Perilous means…
 something that is hazardous or dangerous.

31. True or False
 Incidence means…
 a measure of the risk of contracting a
disease.

32. True or False
 Compromised means…
 accepting less of something or being
exposed to danger.

33. True or False
 Polyunsaturated means…
 foods that are prepared by deep frying.

34. True or False
 Detrimental means…
 extremely beneficial.

35. True or False
 Acquire means…
 the inability to provide the necessary
resources to complete a project.

36. True or False
 Sustenance means…
 food and nourishment that supports life.

37. True or False
 Enhances means…
 to fail to complete homework assignments
on a regular basis.

38. True or False
 Predisposed means…
 to be susceptible or have a tendency
towards something.

39. True or False
 Longevity means…
 feeling really good about achieving a goal.

40. True or False
 Precipitated means…
 to have made something happen quickly.

41. True or False
 Probability means…
 the likelihood that something will happen.

42. Determine if the following
words are correctly used in
the sentence.
 If the vocabulary word is used correctly in the
sentence, raise your green card for TRUE.
 If the vocabulary word is used incorrectly in the
sentence, raise your red card for FALSE.

43. True or False
 The luscious skunk sprayed the area with a
terrible smell.

44. True or False
 The fruits and vegetables were
polyunsaturated.

45. True or False
 The incidence of Ebola virus cases in West
Africa is on the increase.

46. True or False
 Running out of gas in the middle of
nowhere late at night can put one in a
perilous situation.

47. True or False
 Winning academic awards can be
detrimental to your future success.

48. True or False
 Unfortunately, major conflicts seem to be
escalating in the Middle East.

49. True or False
 The soldiers’ position on the hill was
compromised when the enemy attacked
from all sides.

50. True or False
 Acquire sang four lovely songs as part of
the evening’s show.

51. True or False
 The paramedics used sustenance to revive
the heart attack victim.

52. True or False
 Most people believe that spices enhance
the flavor of meats.

53. True or False
 Because of her weak immune system, she
was predisposed to contracting serious
diseases.

54. True or False
 William’s longevity made him a perfect
candidate to win a spot on the basketball
team.

55. True or False
 The huge earthquake precipitated the
deadly tsunami.

56. True or False
 Increasing her probability was an important
step toward qualifying for graduate school.

57. Vocabulary Test
Number your paper, and select the letter of the definition
that provides the best meaning for each word.

58. Matching Vocabulary Test A
____1. luscious A. harmful or damaging
____2. polyunsaturated B. a measure of the risk of contracting a disease
____3. incidence C. accepting less and exposure to possible danger
____4. perilous D. rich, juicy taste
____5. detrimental E. to cause something to be greater or more serious
____6. escalating F. Something that is hazardous or dangerous
___ 7. compromised G. plant oils less likely to be converted to cholesterol

59. Matching Vocabulary Test B
____1. acquire A. to have made something happen quickly
____2. sustenance B. the length of life
____3. enhances C. to get or obtain possession of something
____4. predisposed D. the likelihood that something will happen
____5. longevity E. to be susceptible or have a tendency towards something
____6. precipitated F. food and nourishment that supports life
___ 7. probability G. to improve or add desirable qualities

60. Common Core Curriculum Standards
Writing Standards
Write arguments to
support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.
60

61. Write a Proposal
Use your notes to write a one or
two page proposal to recommend a
diet that improves health
and longevity. Provide specific
information to support your
proposed ideas with clearly
articulated arguments and
sufficient evidence.
61

62. Your Proposal
 Define the issue/problem
 Outline the details of your
argument
 Cite supporting research
 Project possible
roadblocks
 Specify contingency or
back up plans
62

63. Develop a Writing Plan
 Determine what your
main point will be, and
write a topic sentence
that provides focus for
your essay.
 Choose several main
ideas that support your
topic sentence.
 Sort your information
into supporting details
with facts and examples.
63

64. Use the
five
paragraph
essay to
write your
paper.
64

65. 65
Five Paragraph Essay
Outline
Introduction
What is my topic
sentence?
Body-Main Ideas
With supporting
details
Conclusion
How can I summarize
my paragraph?
How can I rephrase
my topic sentence?

66. Details Must Support the Main
Ideas
Provide specific
facts, examples,
and reasons for
each main idea
in the body of
your essay

67. Create an Outline
Topic
Sentence_______________________
____________
______________________________
_________________
A. Main
Idea___________________________
__________
______________________________
_________________
Details/Evidence_________________
_________________
______________________________
_________________
Details/Evidence_________________
_________________
______________________________
_________________
67

68. Prepare to Write
 Use your outline and
write a five paragraph
essay on your topic.
 As you write your
rough draft, it will be
very important to use
special words that
enable you to
transition smoothly
from one idea to the
next.
68

69. Transition Words
As you view these
words, select the
words that help you
make transitions
smoothly from one
idea to the next.
 as a result
 such as
 for example
 nevertheless
 for that reason
 finally
 at this time
 therefore
 furthermore
 in addition
 in conclusion
 as well as 69

70. Word Power
 Using more powerful or descriptive words
in your essay elevates your writing to a
stronger and more interesting level.
 Try using a few of the following words or
terms in your essay.

71. Vocabulary Enhancement
 Use some of these words in your essay.
 luscious polyunsaturated incidence perilous
 detrimental escalating compromise acquire
 sustenance enhances predisposed longevity
 precipitated probability

72. Write a Conclusion
Write a conclusion
for your essay
reviewing your main
points and
discussing why this
issue is so important
for our future.

73. Review, Edit, and Rewrite
1. Re-read your essay several times.
2. How can you improve your sentences to
communicate more clearly?
3. Are your main ideas supported by
examples and details?
4. Exchange papers with another student and
read each other’s essay out loud.
5. Make final corrections and write the final
draft of your polished essay.
73

74. Share Your Ideas
with the Group
During this evaluation
phase, class members will
share ideas, analyze
arguments, and
determine the most healthy
diet. Be prepared to
participate by contributing
your ideas and supporting
evidence.
74

75. Solution Evaluation Stage
How can we change our diet to improve our health?
• Positive facts and data
• Strengths such as low cost or
easy to implement
• Supportive research information• Weaknesses such as unintended
consequences
Solution
number
one
Solution
number
two
Solution
number
four
Solution
number
three

76. Common Core Curriculum Standards
Speaking and Listening
Evaluate a speaker’s
point of view,
reasoning, and use
of evidence and
rhetoric, assessing
the stance, premises,
links among ideas,
word choice, points
of emphasis, and
tone used. 76

77. Bring your notes and
proposal to the next class
session.
The next step
will be to
present your
proposed ideas
to your small
group for review
and analysis.
77

78. Meet in small groups to cross
examine potential solutions.
 Analyze solutions and
evidence presented by
group members.
 Ask challenging questions
when group members
present their positions.
Look for evidence that is
sufficient to support
clear, logical arguments.
 Ask group members to
defend the credibility
and reliability of their
sources.

79. Group Decision Time
 Compile your group’s ideas
and create a diet plan
supported by evidence and
arguments that will increase
health and longevity.
 Evaluate all of the evidence
and take a group position on
the best daily diet for
Americans. Explicitly
delineate the group’s
rationale for the decision.

80. Present Your Group’s Position
Meet as a whole
class to review and
evaluate each small
group’s decision
about a healthy diet
and longevity. Survey
the entire class to
decide on the best
plan.
80