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    attached – 2 years ago **files (2)** – ## CriticalResponse2.docx – ## The_case_for_lo_pro_why_Americ.pdf **## CriticalResponse2.docx** Critical Response 2 Top of Form | | | | — | — | | | | Instructions | | | **Objective:** In this assignment, you will analyze the rhetorical situation of an…

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    – ## The_case_for_lo_pro_why_Americ.pdf

    **## CriticalResponse2.docx**

    Critical Response 2

    Top of Form

    | | |
    | — | — |
    | |
    | Instructions | |
    | **Objective:** In this assignment, you will analyze the rhetorical situation of an assigned article, considering how the author’s choices impact the effectiveness of their message. This response will help you develop critical reading and analytical writing skills by examining how purpose, audience, context, and rhetorical appeals shape communication.<br> <br>**Prep Steps: To prepare for this assignment, be sure that you have** [**practiced the targeted skill**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593542) **and that you have** [**read the assigned observation texts**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593541) **for Week 5.**<br>**Instructions:**<br>1. <br>**Read the assigned article carefully.**<br>· <br>[Link: “The Case for Lo Pro” by Maddie Oatman](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593509)<br>· Identify the author’s main argument and key points.<br>· Take notes on how the author supports their claims with evidence, reasoning, and rhetorical strategies.<br>2. <br>**Analyze the Rhetorical Situation**<br>Observe the following elements of the rhetorical situation as you read. Use these observations to form the foundation of your writing. Remember, you can use <br>[your chapter as a guide](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593221) for these observations!<br> <br>· Author & Purpose<br>· Audience<br>· Context<br>· Exigence & Constraints<br>· Effectiveness: Do the author's choices strengthen or weaken their argument? Why or why not?<br>3. <br>**Draft Your Response**<br>· Begin with an introduction that briefly summarizes the article and states your thesis (your overall assessment of the author’s rhetorical effectiveness).<br>· Develop your analysis in well-organized paragraphs, using examples from the article to support your points.<br>· Conclude by reflecting on the impact of the rhetorical strategies this author incorporated.<br>4. <br>**Edit, revise, and submit.**<br>· Review your writing carefully to adjust any unclear language, grammar or spelling errors, or citation formatting.<br>**Formatting & Submission:**<br>· Length: 1-2 pages, double-spaced<br>· Font: Times New Roman, 12pt<br>· MLA citation style<br>· <br>_For support with MLA style, click this link:_ [_Purdue OWL – MLA – General Format_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)<br>_Grading Criteria:_<br>_Your response will be evaluated based on:_<br>· <br>_Depth of Analysis: Thoughtful examination of the rhetorical situation and strategies_<br>· <br>_Use of Evidence: Clear, relevant examples from the article to support your points_<br>· <br>_Remember to incorporate in-text citations when quoting. Click this link for support:_ [_MLA In-Text Citations: The Basics_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html)<br>· <br>_Organization & Clarity: Logical structure, clear thesis, and smooth transitions_<br>· <br>_Mechanics & Formatting: Proper grammar, punctuation, and adherence to assignment guidelines_ |

    Bottom of Form

    **## The_case_for_lo_pro_why_Americ.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
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    generated PDF functionality and any output derived therefrom.

    The case for lo pro: why America's latest dietary fetish is bad
    for just about everybody
    Author: Maddie Oatman
    Date: September-October 2016
    From: Mother Jones(Vol. 41, Issue 5)
    Publisher: Foundation for National Progress
    Document Type: Article
    Length: 945 words

    Full Text:
    [ILLUSTRATION OMITTED]

    YOU MIGHT NOTICE, the next time you go grocery shopping, that supermarket aisles are turning into one big advertisement for
    protein. The health claims are everywhere. Wheyhey ice cream–"20 g of protein per pot"–promises to help with "losing weight" and
    "skin anti aging." P28 high-protein sliced bread wants to be "part of your journey to a healthy lifestyle." Kellogg's Special K Protein
    cereal "satisfies hunger longer." Everyone at work seems to be on a high-protein Paleo diet. And American consumers, according to
    one business analytics firm, spend about $250 million a year on protein powder alone.

    Given all the hype, it might come as no surprise that American adults are eating roughly double the average daily protein
    recommendation of 60 grams for women and 70 grams for men. "If you have enough calories in your diet, not getting enough protein
    would be very, very hard," journalist Marta Zaraska told me when I interviewed her for Bite, Mother Jones food podcast.

    So what's driving the overconsumption? In her recent book, Meathooked: The History and Science of Our 2.5-Million-Year Obsession
    With Meat, Zaraska traces the origins of America's love affair with protein back to a shaky research finding from the 1800s: German
    scientist Carl von Voit set out to determine how much protein soldiers and hard laborers required by observing how much protein they
    consumed (150 grams a day). "It's a bit like observing children stuffing themselves with cookies and concluding that young humans
    require tons of sugar to grow," Zaraska writes. By 1944, the US Department of Agriculture had halved the von Voit recommendation,
    but the myth persisted.

    Most of the protein we eat comes from animals: The average American adult ate roughly 225 pounds of meat and fish last year. Until
    fairly recently, conventional wisdom held that meat, which contains large amounts of essential amino acids, provides our bodies with
    "complete" proteins, whereas plants cannot. But that's not really true. Zaraska credits part of the misunderstanding to, ironically
    enough, the 1971 bestseller Diet for a Small Planet. Frances Moore Lappe's seminal manual for low-impact living encouraged
    vegetarians to (painstakingly) chart the amino acid content of the plant foods they consumed and "complete" the proteins by eating
    those foods in complementary combinations.

    It's true that some plant foods are low in certain essential amino acids. Beans, for instance, are lacking in methionine, whereas grains
    have plenty. But by the 1980s, scientists had figured out that "the liver can store the amino acids so we don't have to combine them in
    one meal," explains the Academy of Nutrition and Dietetics. And plant-derived foods such as buckwheat, quinoa, and soy can deliver
    complete proteins in one fell swoop. Lappe apologized in her 20th-anniversary edition for reinforcing a "myth"–one perpetuated by
    websites like Paleo Leap, which touts meat's protein benefits and claims "the only people who have to worry about mixing and
    matching specific protein sources are vegetarians."

    Many health experts now say that if you eat a broad range of foods, vegetarian or otherwise, you needn't give protein a second
    thought. The Institute of Medicine's latest intake recommendation is 0.36 grams of protein daily per pound of body weight, and slightly
    more if you're pregnant or lactating. Being neither, and a bit lighter than average, I need about 44 grams a day. But when I tallied up
    everything I ate one day this past spring, I was startled to discover I had downed 64 grams of protein without even trying. Cashew
    milk with my morning oatmeal (15 grams total), black beans (7 grams), and cheese ravioli (12 grams) easily put me over the top, and
    I don't even eat meat! Considering the protein content of a four-ounce serving of chicken breast (35 grams) or skirt steak (29 grams),
    it's easy to see how we well-fed Americans overshoot our daily needs.

    It's not that a little extra protein will hurt you, says Christopher Gardner, a professor of medicine at Stanford University. For most
    people, it's fine. But "high protein" food products often come packed with other, less healthy ingredients. Consider Cheerios Protein:
    When the cereal launched in 2014, General Mills claimed its new O's would provide "long-lasting energy," but that likely had more to
    do with the fact that Cheerios Protein contains 14 times as much added sugar as regular Cheerios–with just a touch more protein.

    But while Gardner worries that our protein obsession is edging out real foods–"We're saying, I'm going to have a bar as a meal,'
    which means it's coming with fewer of the natural nutrients"–his bigger concern is the environmental impact. Some two-thirds of the
    protein we eat is from animals, which are resource intensive. Producing a one-third-pound hamburger, for instance, requires 660
    gallons of water–to say nothing of the deforestation, water pollution, habitat loss, and desertification related to meat, egg, and dairy
    operations. The food system is responsible for roughly a quarter of global greenhouse gas emissions–and most of that comes from
    raising livestock.

    In 2015, the advisory committee for federal dietary guidelines urged a shift away from meat and toward a plant-heavy diet that is
    "more health promoting" and "associated with lesser environmental impact." The meat industry's friends in Congress made sure the
    environmental precautions were left out of the final guidelines. But Oxford University researchers upped the ante this year, estimating
    that a global shift from animal proteins to a more plant-based diet could slash food-related emissions by up to 70 percent by 2050. So
    the next time you hit the steakhouse or stock up on beef jerky, just be aware that your amino habit could, in the words of the Oxford
    team, have "major ramifications" for the planet's health.

    Copyright: COPYRIGHT 2016 Foundation for National Progress
    http://www.motherjones.com
    Source Citation (MLA 9th Edition)
    Oatman, Maddie. "The case for lo pro: why America's latest dietary fetish is bad for just about everybody." Mother Jones, vol. 41, no.

    5, Sept.-Oct. 2016, pp. 66+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
    GCCO&xid=eb510109. Accessed 18 Feb. 2025.

    Gale Document Number: GALE|A462045844

    [http://www.motherjones.com](http://www.motherjones.com/)

    **## The_case_for_lo_pro_why_Americ.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    The case for lo pro: why America's latest dietary fetish is bad
    for just about everybody
    Author: Maddie Oatman
    Date: September-October 2016
    From: Mother Jones(Vol. 41, Issue 5)
    Publisher: Foundation for National Progress
    Document Type: Article
    Length: 945 words

    Full Text:
    [ILLUSTRATION OMITTED]

    YOU MIGHT NOTICE, the next time you go grocery shopping, that supermarket aisles are turning into one big advertisement for
    protein. The health claims are everywhere. Wheyhey ice cream–"20 g of protein per pot"–promises to help with "losing weight" and
    "skin anti aging." P28 high-protein sliced bread wants to be "part of your journey to a healthy lifestyle." Kellogg's Special K Protein
    cereal "satisfies hunger longer." Everyone at work seems to be on a high-protein Paleo diet. And American consumers, according to
    one business analytics firm, spend about $250 million a year on protein powder alone.

    Given all the hype, it might come as no surprise that American adults are eating roughly double the average daily protein
    recommendation of 60 grams for women and 70 grams for men. "If you have enough calories in your diet, not getting enough protein
    would be very, very hard," journalist Marta Zaraska told me when I interviewed her for Bite, Mother Jones food podcast.

    So what's driving the overconsumption? In her recent book, Meathooked: The History and Science of Our 2.5-Million-Year Obsession
    With Meat, Zaraska traces the origins of America's love affair with protein back to a shaky research finding from the 1800s: German
    scientist Carl von Voit set out to determine how much protein soldiers and hard laborers required by observing how much protein they
    consumed (150 grams a day). "It's a bit like observing children stuffing themselves with cookies and concluding that young humans
    require tons of sugar to grow," Zaraska writes. By 1944, the US Department of Agriculture had halved the von Voit recommendation,
    but the myth persisted.

    Most of the protein we eat comes from animals: The average American adult ate roughly 225 pounds of meat and fish last year. Until
    fairly recently, conventional wisdom held that meat, which contains large amounts of essential amino acids, provides our bodies with
    "complete" proteins, whereas plants cannot. But that's not really true. Zaraska credits part of the misunderstanding to, ironically
    enough, the 1971 bestseller Diet for a Small Planet. Frances Moore Lappe's seminal manual for low-impact living encouraged
    vegetarians to (painstakingly) chart the amino acid content of the plant foods they consumed and "complete" the proteins by eating
    those foods in complementary combinations.

    It's true that some plant foods are low in certain essential amino acids. Beans, for instance, are lacking in methionine, whereas grains
    have plenty. But by the 1980s, scientists had figured out that "the liver can store the amino acids so we don't have to combine them in
    one meal," explains the Academy of Nutrition and Dietetics. And plant-derived foods such as buckwheat, quinoa, and soy can deliver
    complete proteins in one fell swoop. Lappe apologized in her 20th-anniversary edition for reinforcing a "myth"–one perpetuated by
    websites like Paleo Leap, which touts meat's protein benefits and claims "the only people who have to worry about mixing and
    matching specific protein sources are vegetarians."

    Many health experts now say that if you eat a broad range of foods, vegetarian or otherwise, you needn't give protein a second
    thought. The Institute of Medicine's latest intake recommendation is 0.36 grams of protein daily per pound of body weight, and slightly
    more if you're pregnant or lactating. Being neither, and a bit lighter than average, I need about 44 grams a day. But when I tallied up
    everything I ate one day this past spring, I was startled to discover I had downed 64 grams of protein without even trying. Cashew
    milk with my morning oatmeal (15 grams total), black beans (7 grams), and cheese ravioli (12 grams) easily put me over the top, and
    I don't even eat meat! Considering the protein content of a four-ounce serving of chicken breast (35 grams) or skirt steak (29 grams),
    it's easy to see how we well-fed Americans overshoot our daily needs.

    It's not that a little extra protein will hurt you, says Christopher Gardner, a professor of medicine at Stanford University. For most
    people, it's fine. But "high protein" food products often come packed with other, less healthy ingredients. Consider Cheerios Protein:
    When the cereal launched in 2014, General Mills claimed its new O's would provide "long-lasting energy," but that likely had more to
    do with the fact that Cheerios Protein contains 14 times as much added sugar as regular Cheerios–with just a touch more protein.

    But while Gardner worries that our protein obsession is edging out real foods–"We're saying, I'm going to have a bar as a meal,'
    which means it's coming with fewer of the natural nutrients"–his bigger concern is the environmental impact. Some two-thirds of the
    protein we eat is from animals, which are resource intensive. Producing a one-third-pound hamburger, for instance, requires 660
    gallons of water–to say nothing of the deforestation, water pollution, habitat loss, and desertification related to meat, egg, and dairy
    operations. The food system is responsible for roughly a quarter of global greenhouse gas emissions–and most of that comes from
    raising livestock.

    In 2015, the advisory committee for federal dietary guidelines urged a shift away from meat and toward a plant-heavy diet that is
    "more health promoting" and "associated with lesser environmental impact." The meat industry's friends in Congress made sure the
    environmental precautions were left out of the final guidelines. But Oxford University researchers upped the ante this year, estimating
    that a global shift from animal proteins to a more plant-based diet could slash food-related emissions by up to 70 percent by 2050. So
    the next time you hit the steakhouse or stock up on beef jerky, just be aware that your amino habit could, in the words of the Oxford
    team, have "major ramifications" for the planet's health.

    Copyright: COPYRIGHT 2016 Foundation for National Progress
    http://www.motherjones.com
    Source Citation (MLA 9th Edition)
    Oatman, Maddie. "The case for lo pro: why America's latest dietary fetish is bad for just about everybody." Mother Jones, vol. 41, no.

    5, Sept.-Oct. 2016, pp. 66+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
    GCCO&xid=eb510109. Accessed 18 Feb. 2025.

    Gale Document Number: GALE|A462045844

    [http://www.motherjones.com](http://www.motherjones.com/)

    **## CriticalResponse2.docx**

    Critical Response 2

    Top of Form

    | | |
    | — | — |
    | |
    | Instructions | |
    | **Objective:** In this assignment, you will analyze the rhetorical situation of an assigned article, considering how the author’s choices impact the effectiveness of their message. This response will help you develop critical reading and analytical writing skills by examining how purpose, audience, context, and rhetorical appeals shape communication.<br> <br>**Prep Steps: To prepare for this assignment, be sure that you have** [**practiced the targeted skill**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593542) **and that you have** [**read the assigned observation texts**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593541) **for Week 5.**<br>**Instructions:**<br>1. <br>**Read the assigned article carefully.**<br>· <br>[Link: “The Case for Lo Pro” by Maddie Oatman](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593509)<br>· Identify the author’s main argument and key points.<br>· Take notes on how the author supports their claims with evidence, reasoning, and rhetorical strategies.<br>2. <br>**Analyze the Rhetorical Situation**<br>Observe the following elements of the rhetorical situation as you read. Use these observations to form the foundation of your writing. Remember, you can use <br>[your chapter as a guide](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593221) for these observations!<br> <br>· Author & Purpose<br>· Audience<br>· Context<br>· Exigence & Constraints<br>· Effectiveness: Do the author's choices strengthen or weaken their argument? Why or why not?<br>3. <br>**Draft Your Response**<br>· Begin with an introduction that briefly summarizes the article and states your thesis (your overall assessment of the author’s rhetorical effectiveness).<br>· Develop your analysis in well-organized paragraphs, using examples from the article to support your points.<br>· Conclude by reflecting on the impact of the rhetorical strategies this author incorporated.<br>4. <br>**Edit, revise, and submit.**<br>· Review your writing carefully to adjust any unclear language, grammar or spelling errors, or citation formatting.<br>**Formatting & Submission:**<br>· Length: 1-2 pages, double-spaced<br>· Font: Times New Roman, 12pt<br>· MLA citation style<br>· <br>_For support with MLA style, click this link:_ [_Purdue OWL – MLA – General Format_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)<br>_Grading Criteria:_<br>_Your response will be evaluated based on:_<br>· <br>_Depth of Analysis: Thoughtful examination of the rhetorical situation and strategies_<br>· <br>_Use of Evidence: Clear, relevant examples from the article to support your points_<br>· <br>_Remember to incorporate in-text citations when quoting. Click this link for support:_ [_MLA In-Text Citations: The Basics_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html)<br>· <br>_Organization & Clarity: Logical structure, clear thesis, and smooth transitions_<br>· <br>_Mechanics & Formatting: Proper grammar, punctuation, and adherence to assignment guidelines_ |

    Bottom of Form

    **## The_case_for_lo_pro_why_Americ.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    The case for lo pro: why America's latest dietary fetish is bad
    for just about everybody
    Author: Maddie Oatman
    Date: September-October 2016
    From: Mother Jones(Vol. 41, Issue 5)
    Publisher: Foundation for National Progress
    Document Type: Article
    Length: 945 words

    Full Text:
    [ILLUSTRATION OMITTED]

    YOU MIGHT NOTICE, the next time you go grocery shopping, that supermarket aisles are turning into one big advertisement for
    protein. The health claims are everywhere. Wheyhey ice cream–"20 g of protein per pot"–promises to help with "losing weight" and
    "skin anti aging." P28 high-protein sliced bread wants to be "part of your journey to a healthy lifestyle." Kellogg's Special K Protein
    cereal "satisfies hunger longer." Everyone at work seems to be on a high-protein Paleo diet. And American consumers, according to
    one business analytics firm, spend about $250 million a year on protein powder alone.

    Given all the hype, it might come as no surprise that American adults are eating roughly double the average daily protein
    recommendation of 60 grams for women and 70 grams for men. "If you have enough calories in your diet, not getting enough protein
    would be very, very hard," journalist Marta Zaraska told me when I interviewed her for Bite, Mother Jones food podcast.

    So what's driving the overconsumption? In her recent book, Meathooked: The History and Science of Our 2.5-Million-Year Obsession
    With Meat, Zaraska traces the origins of America's love affair with protein back to a shaky research finding from the 1800s: German
    scientist Carl von Voit set out to determine how much protein soldiers and hard laborers required by observing how much protein they
    consumed (150 grams a day). "It's a bit like observing children stuffing themselves with cookies and concluding that young humans
    require tons of sugar to grow," Zaraska writes. By 1944, the US Department of Agriculture had halved the von Voit recommendation,
    but the myth persisted.

    Most of the protein we eat comes from animals: The average American adult ate roughly 225 pounds of meat and fish last year. Until
    fairly recently, conventional wisdom held that meat, which contains large amounts of essential amino acids, provides our bodies with
    "complete" proteins, whereas plants cannot. But that's not really true. Zaraska credits part of the misunderstanding to, ironically
    enough, the 1971 bestseller Diet for a Small Planet. Frances Moore Lappe's seminal manual for low-impact living encouraged
    vegetarians to (painstakingly) chart the amino acid content of the plant foods they consumed and "complete" the proteins by eating
    those foods in complementary combinations.

    It's true that some plant foods are low in certain essential amino acids. Beans, for instance, are lacking in methionine, whereas grains
    have plenty. But by the 1980s, scientists had figured out that "the liver can store the amino acids so we don't have to combine them in
    one meal," explains the Academy of Nutrition and Dietetics. And plant-derived foods such as buckwheat, quinoa, and soy can deliver
    complete proteins in one fell swoop. Lappe apologized in her 20th-anniversary edition for reinforcing a "myth"–one perpetuated by
    websites like Paleo Leap, which touts meat's protein benefits and claims "the only people who have to worry about mixing and
    matching specific protein sources are vegetarians."

    Many health experts now say that if you eat a broad range of foods, vegetarian or otherwise, you needn't give protein a second
    thought. The Institute of Medicine's latest intake recommendation is 0.36 grams of protein daily per pound of body weight, and slightly
    more if you're pregnant or lactating. Being neither, and a bit lighter than average, I need about 44 grams a day. But when I tallied up
    everything I ate one day this past spring, I was startled to discover I had downed 64 grams of protein without even trying. Cashew
    milk with my morning oatmeal (15 grams total), black beans (7 grams), and cheese ravioli (12 grams) easily put me over the top, and
    I don't even eat meat! Considering the protein content of a four-ounce serving of chicken breast (35 grams) or skirt steak (29 grams),
    it's easy to see how we well-fed Americans overshoot our daily needs.

    It's not that a little extra protein will hurt you, says Christopher Gardner, a professor of medicine at Stanford University. For most
    people, it's fine. But "high protein" food products often come packed with other, less healthy ingredients. Consider Cheerios Protein:
    When the cereal launched in 2014, General Mills claimed its new O's would provide "long-lasting energy," but that likely had more to
    do with the fact that Cheerios Protein contains 14 times as much added sugar as regular Cheerios–with just a touch more protein.

    But while Gardner worries that our protein obsession is edging out real foods–"We're saying, I'm going to have a bar as a meal,'
    which means it's coming with fewer of the natural nutrients"–his bigger concern is the environmental impact. Some two-thirds of the
    protein we eat is from animals, which are resource intensive. Producing a one-third-pound hamburger, for instance, requires 660
    gallons of water–to say nothing of the deforestation, water pollution, habitat loss, and desertification related to meat, egg, and dairy
    operations. The food system is responsible for roughly a quarter of global greenhouse gas emissions–and most of that comes from
    raising livestock.

    In 2015, the advisory committee for federal dietary guidelines urged a shift away from meat and toward a plant-heavy diet that is
    "more health promoting" and "associated with lesser environmental impact." The meat industry's friends in Congress made sure the
    environmental precautions were left out of the final guidelines. But Oxford University researchers upped the ante this year, estimating
    that a global shift from animal proteins to a more plant-based diet could slash food-related emissions by up to 70 percent by 2050. So
    the next time you hit the steakhouse or stock up on beef jerky, just be aware that your amino habit could, in the words of the Oxford
    team, have "major ramifications" for the planet's health.

    Copyright: COPYRIGHT 2016 Foundation for National Progress
    http://www.motherjones.com
    Source Citation (MLA 9th Edition)
    Oatman, Maddie. "The case for lo pro: why America's latest dietary fetish is bad for just about everybody." Mother Jones, vol. 41, no.

    5, Sept.-Oct. 2016, pp. 66+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
    GCCO&xid=eb510109. Accessed 18 Feb. 2025.

    Gale Document Number: GALE|A462045844

    [http://www.motherjones.com](http://www.motherjones.com/)

    **## CriticalResponse2.docx**

    Critical Response 2

    Top of Form

    | | |
    | — | — |
    | |
    | Instructions | |
    | **Objective:** In this assignment, you will analyze the rhetorical situation of an assigned article, considering how the author’s choices impact the effectiveness of their message. This response will help you develop critical reading and analytical writing skills by examining how purpose, audience, context, and rhetorical appeals shape communication.<br> <br>**Prep Steps: To prepare for this assignment, be sure that you have** [**practiced the targeted skill**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593542) **and that you have** [**read the assigned observation texts**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593541) **for Week 5.**<br>**Instructions:**<br>1. <br>**Read the assigned article carefully.**<br>· <br>[Link: “The Case for Lo Pro” by Maddie Oatman](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593509)<br>· Identify the author’s main argument and key points.<br>· Take notes on how the author supports their claims with evidence, reasoning, and rhetorical strategies.<br>2. <br>**Analyze the Rhetorical Situation**<br>Observe the following elements of the rhetorical situation as you read. Use these observations to form the foundation of your writing. Remember, you can use <br>[your chapter as a guide](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593221) for these observations!<br> <br>· Author & Purpose<br>· Audience<br>· Context<br>· Exigence & Constraints<br>· Effectiveness: Do the author's choices strengthen or weaken their argument? Why or why not?<br>3. <br>**Draft Your Response**<br>· Begin with an introduction that briefly summarizes the article and states your thesis (your overall assessment of the author’s rhetorical effectiveness).<br>· Develop your analysis in well-organized paragraphs, using examples from the article to support your points.<br>· Conclude by reflecting on the impact of the rhetorical strategies this author incorporated.<br>4. <br>**Edit, revise, and submit.**<br>· Review your writing carefully to adjust any unclear language, grammar or spelling errors, or citation formatting.<br>**Formatting & Submission:**<br>· Length: 1-2 pages, double-spaced<br>· Font: Times New Roman, 12pt<br>· MLA citation style<br>· <br>_For support with MLA style, click this link:_ [_Purdue OWL – MLA – General Format_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)<br>_Grading Criteria:_<br>_Your response will be evaluated based on:_<br>· <br>_Depth of Analysis: Thoughtful examination of the rhetorical situation and strategies_<br>· <br>_Use of Evidence: Clear, relevant examples from the article to support your points_<br>· <br>_Remember to incorporate in-text citations when quoting. Click this link for support:_ [_MLA In-Text Citations: The Basics_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html)<br>· <br>_Organization & Clarity: Logical structure, clear thesis, and smooth transitions_<br>· <br>_Mechanics & Formatting: Proper grammar, punctuation, and adherence to assignment guidelines_ |

    Bottom of Form

    **## The_case_for_lo_pro_why_Americ.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
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    The case for lo pro: why America's latest dietary fetish is bad
    for just about everybody
    Author: Maddie Oatman
    Date: September-October 2016
    From: Mother Jones(Vol. 41, Issue 5)
    Publisher: Foundation for National Progress
    Document Type: Article
    Length: 945 words

    Full Text:
    [ILLUSTRATION OMITTED]

    YOU MIGHT NOTICE, the next time you go grocery shopping, that supermarket aisles are turning into one big advertisement for
    protein. The health claims are everywhere. Wheyhey ice cream–"20 g of protein per pot"–promises to help with "losing weight" and
    "skin anti aging." P28 high-protein sliced bread wants to be "part of your journey to a healthy lifestyle." Kellogg's Special K Protein
    cereal "satisfies hunger longer." Everyone at work seems to be on a high-protein Paleo diet. And American consumers, according to
    one business analytics firm, spend about $250 million a year on protein powder alone.

    Given all the hype, it might come as no surprise that American adults are eating roughly double the average daily protein
    recommendation of 60 grams for women and 70 grams for men. "If you have enough calories in your diet, not getting enough protein
    would be very, very hard," journalist Marta Zaraska told me when I interviewed her for Bite, Mother Jones food podcast.

    So what's driving the overconsumption? In her recent book, Meathooked: The History and Science of Our 2.5-Million-Year Obsession
    With Meat, Zaraska traces the origins of America's love affair with protein back to a shaky research finding from the 1800s: German
    scientist Carl von Voit set out to determine how much protein soldiers and hard laborers required by observing how much protein they
    consumed (150 grams a day). "It's a bit like observing children stuffing themselves with cookies and concluding that young humans
    require tons of sugar to grow," Zaraska writes. By 1944, the US Department of Agriculture had halved the von Voit recommendation,
    but the myth persisted.

    Most of the protein we eat comes from animals: The average American adult ate roughly 225 pounds of meat and fish last year. Until
    fairly recently, conventional wisdom held that meat, which contains large amounts of essential amino acids, provides our bodies with
    "complete" proteins, whereas plants cannot. But that's not really true. Zaraska credits part of the misunderstanding to, ironically
    enough, the 1971 bestseller Diet for a Small Planet. Frances Moore Lappe's seminal manual for low-impact living encouraged
    vegetarians to (painstakingly) chart the amino acid content of the plant foods they consumed and "complete" the proteins by eating
    those foods in complementary combinations.

    It's true that some plant foods are low in certain essential amino acids. Beans, for instance, are lacking in methionine, whereas grains
    have plenty. But by the 1980s, scientists had figured out that "the liver can store the amino acids so we don't have to combine them in
    one meal," explains the Academy of Nutrition and Dietetics. And plant-derived foods such as buckwheat, quinoa, and soy can deliver
    complete proteins in one fell swoop. Lappe apologized in her 20th-anniversary edition for reinforcing a "myth"–one perpetuated by
    websites like Paleo Leap, which touts meat's protein benefits and claims "the only people who have to worry about mixing and
    matching specific protein sources are vegetarians."

    Many health experts now say that if you eat a broad range of foods, vegetarian or otherwise, you needn't give protein a second
    thought. The Institute of Medicine's latest intake recommendation is 0.36 grams of protein daily per pound of body weight, and slightly
    more if you're pregnant or lactating. Being neither, and a bit lighter than average, I need about 44 grams a day. But when I tallied up
    everything I ate one day this past spring, I was startled to discover I had downed 64 grams of protein without even trying. Cashew
    milk with my morning oatmeal (15 grams total), black beans (7 grams), and cheese ravioli (12 grams) easily put me over the top, and
    I don't even eat meat! Considering the protein content of a four-ounce serving of chicken breast (35 grams) or skirt steak (29 grams),
    it's easy to see how we well-fed Americans overshoot our daily needs.

    It's not that a little extra protein will hurt you, says Christopher Gardner, a professor of medicine at Stanford University. For most
    people, it's fine. But "high protein" food products often come packed with other, less healthy ingredients. Consider Cheerios Protein:
    When the cereal launched in 2014, General Mills claimed its new O's would provide "long-lasting energy," but that likely had more to
    do with the fact that Cheerios Protein contains 14 times as much added sugar as regular Cheerios–with just a touch more protein.

    But while Gardner worries that our protein obsession is edging out real foods–"We're saying, I'm going to have a bar as a meal,'
    which means it's coming with fewer of the natural nutrients"–his bigger concern is the environmental impact. Some two-thirds of the
    protein we eat is from animals, which are resource intensive. Producing a one-third-pound hamburger, for instance, requires 660
    gallons of water–to say nothing of the deforestation, water pollution, habitat loss, and desertification related to meat, egg, and dairy
    operations. The food system is responsible for roughly a quarter of global greenhouse gas emissions–and most of that comes from
    raising livestock.

    In 2015, the advisory committee for federal dietary guidelines urged a shift away from meat and toward a plant-heavy diet that is
    "more health promoting" and "associated with lesser environmental impact." The meat industry's friends in Congress made sure the
    environmental precautions were left out of the final guidelines. But Oxford University researchers upped the ante this year, estimating
    that a global shift from animal proteins to a more plant-based diet could slash food-related emissions by up to 70 percent by 2050. So
    the next time you hit the steakhouse or stock up on beef jerky, just be aware that your amino habit could, in the words of the Oxford
    team, have "major ramifications" for the planet's health.

    Copyright: COPYRIGHT 2016 Foundation for National Progress
    http://www.motherjones.com
    Source Citation (MLA 9th Edition)
    Oatman, Maddie. "The case for lo pro: why America's latest dietary fetish is bad for just about everybody." Mother Jones, vol. 41, no.

    5, Sept.-Oct. 2016, pp. 66+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
    GCCO&xid=eb510109. Accessed 18 Feb. 2025.

    Gale Document Number: GALE|A462045844

    [http://www.motherjones.com](http://www.motherjones.com/)

  • [Solved] mnj

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    The purpose of this assignment is to analyze long-term assets in the financial statements, and to consider financial implications associated with long-term assets.

    Complete Problem 10.5 from the textbook.

    Use Microsoft Excel to show the calculations of depreciation prior to and after the recommended changes.

    n addition, in a Microsoft Word document, write a memo from Patty Chu to Patty’s boss comparing the results of the old and new depreciation expense amounts. Within the memo, discuss the impact to the income statement and balance sheet if these changes are approved.

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  • [Solved] Lesson Plan Based on IEP

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    ## **Instructions** Design a Standard Aligned Lesson Plan based on the IEP (written for the previous assignment). Create an account here: [http://pdesas.org/](http://pdesas.org/) It’s free! You will write a lesson plan using the COE lesson plan templated provided below based on your content area or …

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    ## **Instructions**

    Design a Standard Aligned Lesson Plan based on the IEP (written for the previous assignment). Create an account here: [http://pdesas.org/](http://pdesas.org/) It’s free!

    You will write a lesson plan using the COE lesson plan templated provided below based on your content area or one of the core areas (reading, writing, math, science, social sciences, etc.) as well as incorporate accommodations and modifications for the case study student that the IEP was based.  Apply Universal Design for Learning (UDL) principles and guidelines to planning, selection, and use of instructional materials, resources, and tools. Decide on a type of class, grade level, number of students, and a brief description of the case student needing accommodations in that class.  Explain various factors that affect assessment results and potential barriers to instruction. Do not use bullet points and instead write in complete paragraphs.

    View the rubric and exemplar below for more information on how the assignment will be graded.

    ## Attachments

    [8.11.2024 COE Lesson Plan Template.docx](https://eastern.brightspace.com/d2l/le/dropbox/111777/203948/DownloadAttachment?fid=5736716)(292.45 KB) [Assessment + Evaluation Exemplar Lesson Plan_EDUC 502.pdf](https://eastern.brightspace.com/d2l/le/dropbox/111777/203948/DownloadAttachment?fid=5736717)(494.09 KB)

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  • [Solved] Labor Relations week 2

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) – 2 years ago **files (5)** – ## discussionweek2.docx – IPPT_Ch05_Budd6e.pptx – IPPT_Ch06_Budd6e.pptx – IPPT_Ch07_Budd6e.pptx – IPPT_Ch04_Budd6e.pptx **## discussionweek2.docx** P…

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    – 2 years ago

    **files (5)**

    – ## discussionweek2.docx

    – IPPT_Ch05_Budd6e.pptx
    – IPPT_Ch06_Budd6e.pptx
    – IPPT_Ch07_Budd6e.pptx
    – IPPT_Ch04_Budd6e.pptx

    **## discussionweek2.docx**

    Please have complete and well thought out initial responses that are supported by the literature. I am looking for original input, so please share your own experiences and then add support from our book our outside resources. Your thoughts and experiences are important to our discussions, so we can all learn from them. Please make sure that you back up the posts with factual information from the book, work/life experiences, or elsewhere. A big part of management is convincing people about your point of view so this exercise should help. I am looking forward to some great discussions!

    **Question:**

    **ANSWER ALL QUESTIONS:**

    1. Should soldiers be allowed to join unions? (Hint: consider both the environment and ethics.) Support your answer with a couple of reasons why/why not.

    2. Can an employer refuse that a Union is created in an organization? Why or why not?

    3. Is joining a Union free to employees?

    4. How can this information benefit you in the workplace?

    **IPPT_Ch05_Budd6e.pptx**

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    **## discussionweek2.docx**

    Please have complete and well thought out initial responses that are supported by the literature. I am looking for original input, so please share your own experiences and then add support from our book our outside resources. Your thoughts and experiences are important to our discussions, so we can all learn from them. Please make sure that you back up the posts with factual information from the book, work/life experiences, or elsewhere. A big part of management is convincing people about your point of view so this exercise should help. I am looking forward to some great discussions!

    **Question:**

    **ANSWER ALL QUESTIONS:**

    1. Should soldiers be allowed to join unions? (Hint: consider both the environment and ethics.) Support your answer with a couple of reasons why/why not.

    2. Can an employer refuse that a Union is created in an organization? Why or why not?

    3. Is joining a Union free to employees?

    4. How can this information benefit you in the workplace?

    **IPPT_Ch05_Budd6e.pptx**

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    **IPPT_Ch06_Budd6e.pptx**

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    **IPPT_Ch04_Budd6e.pptx**

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    **## discussionweek2.docx**

    Please have complete and well thought out initial responses that are supported by the literature. I am looking for original input, so please share your own experiences and then add support from our book our outside resources. Your thoughts and experiences are important to our discussions, so we can all learn from them. Please make sure that you back up the posts with factual information from the book, work/life experiences, or elsewhere. A big part of management is convincing people about your point of view so this exercise should help. I am looking forward to some great discussions!

    **Question:**

    **ANSWER ALL QUESTIONS:**

    1. Should soldiers be allowed to join unions? (Hint: consider both the environment and ethics.) Support your answer with a couple of reasons why/why not.

    2. Can an employer refuse that a Union is created in an organization? Why or why not?

    3. Is joining a Union free to employees?

    4. How can this information benefit you in the workplace?

    **IPPT_Ch05_Budd6e.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ippt-ch05-budd6e-pptx)

    **IPPT_Ch06_Budd6e.pptx**

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    **Discuss whether you think administrative law judges should be appointed for life like U.S. District Court judges. What are the considerations for and against lifetime appointment?**

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    ## Touchstone: Ionic and Covalent Bonds Lab Report **ASSIGNMENT:** In this unit, you will complete the lab titled [_Ionic and Covalent Bonds_](https://app.sophia.org/spcc/introduction-to-chemistry-lab-activity-2-5). Now it is time to write up your lab report describing the hypothesis and conclusions…

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    ## Touchstone: Ionic and Covalent Bonds Lab Report

    **ASSIGNMENT:** In this unit, you will complete the lab titled [_Ionic and Covalent Bonds_](https://app.sophia.org/spcc/introduction-to-chemistry-lab-activity-2-5). Now it is time to write up your lab report describing the hypothesis and conclusions you drew from the lab experience.

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    – Discuss the conclusions and implications

    **Download the lab report file. IMPORTANT: You must submit this completed template file as your Touchstone.**

    [Lab Report – Ionic and Covalent Bonds](https://app.sophia.org/download/attachment/32347-Lab%20Report_Ionic%20and%20Covalent%20Bonds%20(21).docx)

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    **In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review** [**Touchstones: Academic Integrity Guidelines**](https://app.sophia.org/tutorials/touchstones-academic-integrity-guidelines) **for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review**

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    – 2 years ago

    **files (4)**

    – ## LessonPlanFormat.doc

    – ## Untitleddocument70.pdf

    – ## SampleLessonPlan2023.pdf

    – PHE448-Chapter5.ppt

    **## LessonPlanFormat.doc**

    [removed]

    **## Untitleddocument70.pdf**

    #4 Ten Lesson Plans of
    55 minutes EACH
    Develop 10 lesson plans which include: Teaching-learning activities, teaching materials,
    tests/quizzes or other forms of unit/lesson evaluation. Sample lesson plan form is on
    Canvas Announcement page. Please USE THIS FORMAT FOR ALL LESSON
    PLANS!

    Each of this assignment is explained in detail in the Gilbert textbook Chapter 5
    PowerPoint posted under Announcements. The PowerPoint posted has the exact way
    the Lesson Plans are to be done. When you are confused or lost, email me, AND check
    the Chapter 5 PowerPoint listed under Canvas Announcements!

    – #4 Ten Lesson Plans of 55 minutes EACH

    **## SampleLessonPlan2023.pdf**

    Grade Level: 12th grade
    Topic/Unit: Healthy Behaviors
    Lesson Title: Managing Stress
    Age of Target Population:17/18
    Standard(s) Code: Standard 1, Standard 7
    1.12.1 Predict how healthy behaviors can affect health status.
    7.12.1 Analyzing the role of individual responsibility in enhancing health such as strategies in
    stress management.

    Objectives: Students will be able to identify stressful situations, describe how it impacts their
    health, and learn coping strategies to manage it.

    Students will learn how stress impacts their personal health and ways of managing it to
    promote a healthier well-being. They will be introduced to de-stressing actives like deep
    breathing and will create a project presentation on their own research about stress to present
    to the class.

    Content Method/ Estimated Materials
    Strategy Time Needed

    Begin the lesson by showing students statistical data
    regarding excessive teen stress levels. Discuss how stress
    levels are higher than what is believed to be healthy and
    discuss with students what may be causing it.

    Explain to students the ways of managing stress. Describe
    how sleep, exercise, nutrition are important for lessening
    stress levels. Cover ways on how to de-stress such as
    meditation, guided imagery, and simple deep breathing
    techniques and the role psychological stress has on our
    health on how reducing stress levels can contribute to both
    positive physical and mental health.

    Students will watch a video on simple breathing exercises
    to help lessen stress. At the end of the video follow up with
    them on what they thought of it and if they have ever done
    something similar.
    httns : / lwww.voutu be. com/watch ?v=1 Dv- I dG Ln lY

    Group students into 2 or 3 and let them know they will be
    creating a powerpoint project presentation on stress
    management tools to present next class. They will have
    the remainder of class to work on it. Their project will
    include a demonstration of a psychological stress
    management strategy, and slides covering facts about
    stress, how stress impacts our health, the physiological
    response of our body on stress, as well as three strategies
    to reduce stress.

    Lecture 15 min Projector

    Video 5 min. Video
    PIayer

    Project 20 min Computers

    Group 15 min
    Discussion

    Whiteboard

    Anticipated Problems and possible solutions: Possible problems with this activity could be
    disinterest in the breathing exercise, or lack of participation in the project. lnforni students that
    all are expected to equally participate in the project.

    Evaluation: This lesson can be evaluated for effectiveness by the final results of students'
    projects to see how much they learned as well as final appearance to see how much effort they
    put in.

    **PHE448-Chapter5.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phe448-chapter5-ppt)

    **PHE448-Chapter5.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phe448-chapter5-ppt)

    **## LessonPlanFormat.doc**

    [removed]

    **## Untitleddocument70.pdf**

    #4 Ten Lesson Plans of
    55 minutes EACH
    Develop 10 lesson plans which include: Teaching-learning activities, teaching materials,
    tests/quizzes or other forms of unit/lesson evaluation. Sample lesson plan form is on
    Canvas Announcement page. Please USE THIS FORMAT FOR ALL LESSON
    PLANS!

    Each of this assignment is explained in detail in the Gilbert textbook Chapter 5
    PowerPoint posted under Announcements. The PowerPoint posted has the exact way
    the Lesson Plans are to be done. When you are confused or lost, email me, AND check
    the Chapter 5 PowerPoint listed under Canvas Announcements!

    – #4 Ten Lesson Plans of 55 minutes EACH

    **## SampleLessonPlan2023.pdf**

    Grade Level: 12th grade
    Topic/Unit: Healthy Behaviors
    Lesson Title: Managing Stress
    Age of Target Population:17/18
    Standard(s) Code: Standard 1, Standard 7
    1.12.1 Predict how healthy behaviors can affect health status.
    7.12.1 Analyzing the role of individual responsibility in enhancing health such as strategies in
    stress management.

    Objectives: Students will be able to identify stressful situations, describe how it impacts their
    health, and learn coping strategies to manage it.

    Students will learn how stress impacts their personal health and ways of managing it to
    promote a healthier well-being. They will be introduced to de-stressing actives like deep
    breathing and will create a project presentation on their own research about stress to present
    to the class.

    Content Method/ Estimated Materials
    Strategy Time Needed

    Begin the lesson by showing students statistical data
    regarding excessive teen stress levels. Discuss how stress
    levels are higher than what is believed to be healthy and
    discuss with students what may be causing it.

    Explain to students the ways of managing stress. Describe
    how sleep, exercise, nutrition are important for lessening
    stress levels. Cover ways on how to de-stress such as
    meditation, guided imagery, and simple deep breathing
    techniques and the role psychological stress has on our
    health on how reducing stress levels can contribute to both
    positive physical and mental health.

    Students will watch a video on simple breathing exercises
    to help lessen stress. At the end of the video follow up with
    them on what they thought of it and if they have ever done
    something similar.
    httns : / lwww.voutu be. com/watch ?v=1 Dv- I dG Ln lY

    Group students into 2 or 3 and let them know they will be
    creating a powerpoint project presentation on stress
    management tools to present next class. They will have
    the remainder of class to work on it. Their project will
    include a demonstration of a psychological stress
    management strategy, and slides covering facts about
    stress, how stress impacts our health, the physiological
    response of our body on stress, as well as three strategies
    to reduce stress.

    Lecture 15 min Projector

    Video 5 min. Video
    PIayer

    Project 20 min Computers

    Group 15 min
    Discussion

    Whiteboard

    Anticipated Problems and possible solutions: Possible problems with this activity could be
    disinterest in the breathing exercise, or lack of participation in the project. lnforni students that
    all are expected to equally participate in the project.

    Evaluation: This lesson can be evaluated for effectiveness by the final results of students'
    projects to see how much they learned as well as final appearance to see how much effort they
    put in.

    **PHE448-Chapter5.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phe448-chapter5-ppt)

    **## LessonPlanFormat.doc**

    [removed]

    **## Untitleddocument70.pdf**

    #4 Ten Lesson Plans of
    55 minutes EACH
    Develop 10 lesson plans which include: Teaching-learning activities, teaching materials,
    tests/quizzes or other forms of unit/lesson evaluation. Sample lesson plan form is on
    Canvas Announcement page. Please USE THIS FORMAT FOR ALL LESSON
    PLANS!

    Each of this assignment is explained in detail in the Gilbert textbook Chapter 5
    PowerPoint posted under Announcements. The PowerPoint posted has the exact way
    the Lesson Plans are to be done. When you are confused or lost, email me, AND check
    the Chapter 5 PowerPoint listed under Canvas Announcements!

    – #4 Ten Lesson Plans of 55 minutes EACH

    **## SampleLessonPlan2023.pdf**

    Grade Level: 12th grade
    Topic/Unit: Healthy Behaviors
    Lesson Title: Managing Stress
    Age of Target Population:17/18
    Standard(s) Code: Standard 1, Standard 7
    1.12.1 Predict how healthy behaviors can affect health status.
    7.12.1 Analyzing the role of individual responsibility in enhancing health such as strategies in
    stress management.

    Objectives: Students will be able to identify stressful situations, describe how it impacts their
    health, and learn coping strategies to manage it.

    Students will learn how stress impacts their personal health and ways of managing it to
    promote a healthier well-being. They will be introduced to de-stressing actives like deep
    breathing and will create a project presentation on their own research about stress to present
    to the class.

    Content Method/ Estimated Materials
    Strategy Time Needed

    Begin the lesson by showing students statistical data
    regarding excessive teen stress levels. Discuss how stress
    levels are higher than what is believed to be healthy and
    discuss with students what may be causing it.

    Explain to students the ways of managing stress. Describe
    how sleep, exercise, nutrition are important for lessening
    stress levels. Cover ways on how to de-stress such as
    meditation, guided imagery, and simple deep breathing
    techniques and the role psychological stress has on our
    health on how reducing stress levels can contribute to both
    positive physical and mental health.

    Students will watch a video on simple breathing exercises
    to help lessen stress. At the end of the video follow up with
    them on what they thought of it and if they have ever done
    something similar.
    httns : / lwww.voutu be. com/watch ?v=1 Dv- I dG Ln lY

    Group students into 2 or 3 and let them know they will be
    creating a powerpoint project presentation on stress
    management tools to present next class. They will have
    the remainder of class to work on it. Their project will
    include a demonstration of a psychological stress
    management strategy, and slides covering facts about
    stress, how stress impacts our health, the physiological
    response of our body on stress, as well as three strategies
    to reduce stress.

    Lecture 15 min Projector

    Video 5 min. Video
    PIayer

    Project 20 min Computers

    Group 15 min
    Discussion

    Whiteboard

    Anticipated Problems and possible solutions: Possible problems with this activity could be
    disinterest in the breathing exercise, or lack of participation in the project. lnforni students that
    all are expected to equally participate in the project.

    Evaluation: This lesson can be evaluated for effectiveness by the final results of students'
    projects to see how much they learned as well as final appearance to see how much effort they
    put in.

    **PHE448-Chapter5.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phe448-chapter5-ppt)