1. Why did the Roman Catholic Church come to stress celibacy for its priests? 2. Why was the Byzantine Empire able to stabilize and recover much of its power around 1000? 3. Why had kings finally won the battle for power in Western Europe by 1500? 4. What are the major reasons that pilgrimages became an important part of popular religious practice in Western Europe after 1000? 5. What major religious difference between Latin (Catholic and Protestant) Christianity and Eastern Orthodoxy resulted from their very different political contexts after the 400s? 6. How is The Prince an example of humanism? 7. Why did Spain and Portugal specifically lead the way in European expansion? 8. Why did China cease its voyages of exploration after 1433? Unit Overview Grade level 4 Disciplinary Area ESL Unit Title Health and Nutrition Population Description Ages : 9 Years Grade Level: 4 English Proficiency Levels: Expanding ESL program Model: ESL Class Period Summary and Rationale Health and Nutrition Cognitive Academic Language Learning Approach (CALLA) is the most appropriate theoretical ground for the unit since it has been based on cognitive theories that are infused into the lesson planning process to create learning strategies that in order to develop content that will increase the academic fluency of the ESL students. This unit was chosen since health and nutrition is an everyday thing and students have to engage in activities that are related to health and nutrition everyday Further still, with the increasing cognitive abilities of the students, there is need to introduce them to the ideals of balance diets and the terminologies that are used in food and nutrition. Proficiency in health and nutrition as a unit increases the vocabulary base of the ESL students of the chosen age and also increases their prowess and language proficiency. It is of interest to the teacher that the children learn different types of foods according to their diet categories and also increase their word power. The expectation is that since children at the chosen developmental stage are intrigued by different foods and snacks, teaching concepts and engaging them in ideas will be easy. The activities that are lined up in the teaching/learning process are engaging and fun and the students should have no problem internalizing ideas. Students are also expected to understand the connections that are there between the physical activities, emotional wellbeing and their social wellness. They should also analyze the needs for the variety and moderation that is offered by a balanced diet. Health and nutrition is an everyday thing the components of it go beyond the classroom setting to the world. Issues with personal health, fitness and diet have got lasting impressions in the life of a person and the set standards from whence a child is young are the ...

1. 1. Why did the Roman Catholic Church come to stress celibacy
for its priests?
2. Why was the Byzantine Empire able to stabilize and recover
much of its power around 1000?
3. Why had kings finally won the battle for power in Western
Europe by 1500?
4. What are the major reasons that pilgrimages became an
important part of popular religious practice in Western Europe
after 1000?
5. What major religious difference between Latin (Catholic and
Protestant) Christianity and Eastern Orthodoxy resulted from
their very different political contexts after the 400s?
6. How is The Prince an example of humanism?
7. Why did Spain and Portugal specifically lead the way in
European expansion?
8. Why did China cease its voyages of exploration after 1433?
Unit Overview
Grade level 4
Disciplinary Area ESL
Unit Title Health and Nutrition
Population Description
Ages : 9 Years

2. Grade Level: 4
English Proficiency Levels: Expanding
ESL program Model: ESL Class Period
Summary and Rationale
Health and Nutrition
Cognitive Academic Language Learning Approach (CALLA) is
the most appropriate theoretical ground for the unit since it has
been based on cognitive theories that are infused into the lesson
planning process to create learning strategies that in order to
develop content that will increase the academic fluency of the
ESL students.
This unit was chosen since health and nutrition is an everyday
thing and students have to engage in activities that are related
to health and nutrition everyday Further still, with the
increasing cognitive abilities of the students, there is need to
introduce them to the ideals of balance diets and the
terminologies that are used in food and nutrition. Proficiency in
health and nutrition as a unit increases the vocabulary base of
the ESL students of the chosen age and also increases their
prowess and language proficiency.
It is of interest to the teacher that the children learn different
types of foods according to their diet categories and also
increase their word power. The expectation is that since
children at the chosen developmental stage are intrigued by
different foods and snacks, teaching concepts and engaging
them in ideas will be easy. The activities that are lined up in the
teaching/learning process are engaging and fun and the students
should have no problem internalizing ideas.
Students are also expected to understand the connections that
are there between the physical activities, emotional wellbeing
and their social wellness. They should also analyze the needs
for the variety and moderation that is offered by a balanced
diet.

3. Health and nutrition is an everyday thing the components of it
go beyond the classroom setting to the world. Issues with
personal health, fitness and diet have got lasting impressions in
the life of a person and the set standards from whence a child is
young are the same that they adhere to up their old age. It also
increases responsibility and builds a level of self awareness and
discipline.
There is a misrepresentation that is common with regard to
health and nutrition and it is that it is an adult issue. Most
people resign the need to keep children healthy despite the
obvious need to involve the children themselves. This unit
offers such a chance that will help children become aware of
their health situation,
The unit characterises food as human fuel that powers growth
and development and therefore underlines the need to have
healthy lifestyles and balanced diets. This practicability of the
unit increases the level of student engagement through the kind
of activities that the learning/teaching process can offer.
Through different fun activities, the students can learn about
food and nutrition. These activities include; word games,
collage and art. Being an ESL class, students will also have
activities that sample the food categories from their cultures.
Essential Questions
What is proper nutrition?
What are nutrients?
What are Nutritional Decisions?
Unit Questions
How is proper nutrition helpful to growth and development?

4. How do these nutrients provide the energy that is needed for
daily living?
What resources can one use in making nutritional decisions?
Common Core Standards
1. Students should be able to refer to the details provided as
well as the examples within a text when making explanations
about the text.
2. Write informative or explanatory texts that examine the topic
while conveying ideas and information
3. Conduct simple research projects aimed at building
knowledge through investigation of the given aspects in the
topic
Language Learning Standards
1. Demonstrate proficiency in conventions of English grammar
when speaking and writing
2. Aptly determine meanings of new words as well as words
with multiple meanings and phrases while choosing from a
number of strategies.
Resources
The teacher resources will include well laid out lesson plans
and teachers’ guide books. These will ensure that the lessons
are taught in line with expectations and the core standards are
met.
The lessons will also use web-based manipulatives in which
students will use the internet for nutrition based games and
activities. Such activities are available on a number of sites
such as www.kidsfoodtalk.com. The children will also watch
chosen material on video that will include informative stories
and children nutrition activities and games.

5. Nutritional food charts and other provided interactive
documents that are of the children’s levels will also be used.
The printable charts will engage the students and help them in
memorization of food groups and categories.
A paediatrician will also talk to the children in a visit so as to
underline the core elements of nutrition and diet.
The suggested text for this unit is;
Williams, Trudy. This=That Child Size: A Life-Size Photo
Guide to Food Serves. Trudy Williams Nutrition & Dietetics Pty
Ltd
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UNIT OVERVIEW
Subject/Grade Level

7. Discipline
Topic:
Common Core/State Standards
TESOL Standards
Enduring Understandings
Essential Questions
Students will know…

8. Students will be able to…
Determining Acceptable Evidence
What evidence will show that students understand
Performance Tasks/Projects
·
·
·

9. Quizzes. Tests, Academic Prompts
Quiz 1
Prompt:
Quiz 2
Other Evidence
Student Self-Assessment
(e.g., observations, work samples, dialogues)
Determining Acceptable Evidence
3rd Grade Nutrition Unit
What evidence will show that students understand elements of
good nutrition?
Performance Tasks/Projects
· Family Meals. Students analyze a hypothetical family’s
diet for one week and make recommendations for improving its
nutritional value.
· You Are What You Eat: Students create an illustrated
brochure to teach younger children about healthy eating.

10. · Chow Down. Students develop a three-day menu for
meals and snacks for an upcoming Outdoor Education camp
experience. Their menu must be tasty while meeting the USDA
food pyramid recommendations.
Quizzes. Tests, Academic Prompts
Quiz 1
The Food Groups
Prompt: Describe two health problems that could arise as a
result of poor nutrition and explain how these could be avoided.
Quiz 2
The USDA Food Pyramid
Other Evidence
Student Self-Assessment
(e.g., observations, work samples, dialogues)
Informal observations/discussions 1. Self-
assess your brochure.
during work on the performance tasks 2. Self-
assess the camp menu.
and the camp menu project. 3. Self-
assess the extent to which you “eat healthy” two times: at the
start and at the end of the unit.
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