Lesson 1: Introduction to the Nutrition Competition
Essential Question: What do we prefer to eat? Do we mostly prefer foods that are low in fat content or high in fat content?
Comparing Nutritional Labels:
Students will compare the nutrition labels of two similar products with a partner.
They will answer the questions on Comparing Nutrition Labels.·
As a group, the class will discuss the comparisons and try to determine what products were represented.
The teacher will reveal the actual products and talk about the different parts of a nutritional label.
Favorite Foods Line Plot:
Students will write one food they love to eat on a post-it note.
The teacher will show them how they can determine the amount of fat in a serving using web-based programs.
The teacher will help students figure out what fraction of the calories come from fat.
They will create a line plot graph to illustrate the amount of fat in their favorite foods.
Healthy vs. Unhealthy
To get a general idea of how the students feel about their eating habits, they will post a sticky under "Healthy" or "Unhealthy." This will be used to create a bar graph.
HOMEWORK: Students will also be asked to complete a food/activity log for one day before they come to the next class.
Comparing Nutritional Labels:
Students will compare the nutrition labels of two similar products with a partner.
They will answer the questions on Comparing Nutrition Labels.·
As a group, the class will discuss the comparisons and try to determine what products were represented.
The teacher will reveal the actual products and talk about the different parts of a nutritional label.
Favorite Foods Line Plot:
Students will write one food they love to eat on a post-it note.
The teacher will show them how they can determine the amount of fat in a serving using web-based programs.
The teacher will help students figure out what fraction of the calories come from fat.
They will create a line plot graph to illustrate the amount of fat in their favorite foods.
Healthy vs. Unhealthy
To get a general idea of how the students feel about their eating habits, they will post a sticky under "Healthy" or "Unhealthy." This will be used to create a bar graph.
HOMEWORK: Students will also be asked to complete a food/activity log for one day before they come to the next class.
Lesson 2: What is My Food Made Of?
STATION 1: Students will use the information collected from last week's survey and line plot to determine how many students in Math AIG currently think they have a healthy diet, and to determine what portion of the class prefers foods that are made up of 0, 1/8, 1/4, 3/8, 1/2, 5/8, or 3/4 fat.
STATION 2:
Students will take out their Food/Activity Logs for the day they chose.
Students will use the computers to enter in their food logs into the spreadsheet.
To Look up Food Information: Go to http://www.myfitnesspal.com, or use the link below. Use the login: GHEStudent1 PW: ghe831
STATION 2:
Students will take out their Food/Activity Logs for the day they chose.
Students will use the computers to enter in their food logs into the spreadsheet.
To Look up Food Information: Go to http://www.myfitnesspal.com, or use the link below. Use the login: GHEStudent1 PW: ghe831
Be sure when you are typing into the spreadsheet that you only type numbers in the left hand columns NOT WHERE THE 0s are. If you replace the 0s with numbers the formulas WILL NOT WORK.
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Lesson 3: What is My Food Made Of? (Part II)
Students will use Chapter 2 text from the Dietary Guidelines for Americans 2010 to help answer questions about dietary recommendations for children their age.
They will use the information they gathered in Lesson 2 to help determine how their current diet matches up to the recommendations.
If time perimts, students will watch the video: Foods and Nutrition Part 2 from Discovery Education.
They will use the information they gathered in Lesson 2 to help determine how their current diet matches up to the recommendations.
If time perimts, students will watch the video: Foods and Nutrition Part 2 from Discovery Education.
Lesson 4: Understanding Serving Sizes and Measurement Systems
Essential Question: How do you determine the proper measuring tools for various foods and liquids or weight and capacity? Why is some nutritional information given in grams, while others are given in milligrams? Is a cup always equal to 8 ounces? Is the amount I typically eat more, less, or equal to the actual serving size? How can I determine a serving size in customary measurement systems if they are given in the metric measurement system? What types of objects can I compare various serving sizes to in case I do not have a measuring tool handy?
Students will conduct several small experiments to discover the answers to these questions.
Students will conduct several small experiments to discover the answers to these questions.
Lesson 5-8: Designing an Appropriate Meal Plan
Essential Question: How can we use what we have learned to develop a better meal plan for our day.
Teacher will help brainstorm ideas for meal options and guide students through how to plan a day's meal using some of the on-line planning tools we have explored.
Teacher will help brainstorm ideas for meal options and guide students through how to plan a day's meal using some of the on-line planning tools we have explored.
Lesson 9: Project Presentations
Nurtition Competition winners will be determined from each class.