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Primary Subject Area: Health Education |
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Grade Level: 9 - 12
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Overview:
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In this lesson, students will learn about the importance of a healthful diet based on the USDA MyPyramid. Students will be required to keep a food diary and to create multi-media projects to analyze and compare their diets to the recommended daily servings as outlined in MyPyramid. This lesson is dependent on the use of technology; it can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 10 class periods (50 minutes each) |
Content Standards:
- Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
- Standard 2
Students will demonstrate the ability to access and evaluate the
validity of health information and health promoting products and services.
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Benchmarks:
- 1-H-1
analyze the impact of behavior on health maintenance and disease prevention; (1,2,3,4,5)- 2-H-1
evaluate the validity of health information, products, and services using a
variety of resources;
(2,3,4)
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Interdisciplinary Connections:
- English/Language Arts : Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge. - Science : Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities. - Science : Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
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Educational Technology Standards:
- Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).
( 1, 3 )- Collaborate (e.g., desktop conferencing, e-mail, on-line discussions) with peers, experts, and others to compile, synthesize, produce and disseminate information, models, and other creative works.
( 1, 2, 3, 5 )- Evaluate technology-based options for lifelong learning.
( 4 )- Use appropriate technology to locate, retrieve, organize, analyze, evaluate, and communicate information for problem solving and decision making.
( 1, 2, 4 )
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Objectives:
The students will identify foods that are important for a nutritious and healthful diet, analyze healthy and unhealthy food choices from a fast food restaurant, gather, record, and create a graph using nutrition data for comparative purposes, critically interpret information, and produce and present a PowerPoint presentation based on their research. |
Lesson Materials and Resources:
Paper for brochures |
Technology Tools and Materials:
Hardware:
computer with Internet access
large screen projector or Destination Station or Computer on Wheels for PowerPoint presentations
Software:
Spreadsheet program such as Microsoft Excel
Word processing program such as Microsoft Word or Publisher
Presentation program such as Microsoft PowerPoint
Websites:
•MyPyramid
www.mypyramid.gov
•U.S. Dietary Guidelines for Americans
health.gov/dietaryguidelines/dga2005/document/
•NutritionData.com
www.nutritiondata.com
Other:
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Background Information:
Students need a basic knowledge of
- creating worksheets in MS Excel, including formatting cells, calculating averages, and creating and modifying charts,
- using MS Word, including formatting and editing text,
- importing MS Excel charts into MS Word,
- using a publishing program such as MS Publisher (may create a pamphlet using MS Word), and
- basic computer operations.
Students may work in groups if time is limited.
This lesson could serve as an enhancement to a lesson on calories and nutrients, such as "The ABCs of Healthy Eating." |
Lesson Procedures:
- Share the "Daily Food Journal" sample activity sheet to model how to complete the "Daily Food Journal." Note to students that some food choices in these food groups can be high in fat or added sugar.
- The students will complete a nutrition log for five days using the "Daily Food Journal."
- The students will visit the U.S. MyPyramid Web site to identify the recommended number of servings needed for their specific age group and activity level. Using the nutrition log and the USDA MyPyramid, the students will compare the number of servings eaten to the number of servings recommended.
- The students will share the "Daily Food Journal" at the end of the week.
- Each student will write a paper by traditional methods or by using Microsoft Word to summarize his/her thoughts, feelings, and findings related to healthful eating. The student should use the MyPyramid website to evaluate his/her diet. Each summary should include a paragraph for each of the following questions:
- Foods from which groups make up the majority of your diet?
- Was your diet over the limit in some food groups?
- How many discretionary calories did you eat and drink? If you had too many discrectionary calories, what adjustments could you make?
- Did you take in the recommended servings from each of the food groups?
- Was the food journal representative of your food intake or did
you try to eat more healthfully?
- Did keeping a food diary affect how much and what you ate?
- What did you learn about portion sizes?
- Was keeping the journal a positive experience?
- What is your overall opinion of proper eating habits?
- The students will create a graph, using Microsoft Excel or another spreadsheet program, comparing their five-day average number of servings from each of the food groups to the USDA MyPyramid for recommendations. (See the Excel spreadsheet sample.)
- Using the Web site NutritionData.com, the students will investigate facts concerning the nutritional content of various fast foods. They will identify the calorie and nutrient content of a meal from the student’s favorite fast food restaurant. The students will use Microsoft Publisher or MS Word to create a brochure using the nutritional information of a meal from a popular fast food restaurant. The brochure should include healthful eating choices at fast food restaurants. A sample brochure is included in the reproducible materials.
- The students will use Microsoft PowerPoint to create a slide show and presentation concerning healthful eating habits based upon the investigations conducted. The presentations should describe all food groups. The students will create five to seven slides, add clipart, and change the background.
- The students will write summary papers using a word processing program or conventional methods.
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Assessment Procedures:
The students will develop a rubric addressing these areas:
- "Daily Food Journal": completeness for all five days, accuracy of identification of food groups, proper portions, and written personal assessment of his/her diet habits when compared to MyPyramid.
- Technology component: accurate and workable spreadsheet, a document using word processing skills, a multimedia project, and a pamphlet using desktop publishing software.
- Food brochure: aesthetically pleasing, graphic art components included, an appropriate and accurate nutrition message conveyed, and grammatically correct.
- PowerPoint document: five to seven slides containing accurate information, including descriptions of all food groups, clipart, and varied backgrounds.
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Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson
----- written by Division of Nutrition Assistance
TEACHERS MUST FOLLOW SPECIAL NEEDS STUDENT’S INDIVIDUALIZED EDUCATION PLAN (IEP) OR 504 MODIFICATION PLAN (IAP).
NON-READER (BELOW GRADE-LEVEL READER/WRITER)
Procedure #2: Nonreaders may make a Daily Food Journal using pictures, tape recorder, assigned notetaker, or speech to text software (Dragon/Naturally Speaking version 6, or
ViaVoice, Windows has this feature in the XP version).
Procedure #3, 6, 7, & 8: A non-reader should be paired with a fluent reader or use available software (E Reader or ReadPlease which is available free at http://readplease.com).
Procedures #4, 5 & 9: In these writing activities, speech to text software (Dragon/Naturally Speaking version 6 or ViaVoice) may also be used as in Procedure 2. The Nonreader may be paired with a fluent reader if software is not available. In oral presentation of written material, text to speech word processing programs (Write OutLoud, Read and Write Gold, Kurzweil 3000) may be helpful.
STUDENTS WITH PHYSICAL IMPAIRMENTS
Student may use speech to text software program (ViaVoice, Dragon-Naturally Speaking, MS Windows accessibility feature) depending on degree of physical impairment. A screen reader (Cast E-Reader or ReadPlease http://readplease.com) may also be used as well as a peer notetaker.
ADDITIONAL GENERAL CLASSROOM ACCOMMODATIONS FOUND IN “HELPFUL LINKS”
----- written by Patsy Hennessy
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Reproducible Materials:
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Explorations and Extensions:
Compare the nutritive value of a fast food meal to that of a school lunch.
Partner with a journalism class to edit brochures for publication and distribution. |
Lesson Development Resources:
Web sites:
Ask the Dietitian
http://www.dietitian.com
USDA National Agricultural Library-Food Labels -http://www.nalusda.gov/fnic/wf.label.html
American Egg Board
http://www.aeb.org
International Food Information
http://www.ific.org
Kelloggs
http://www.kelloggs.com
Sharon D. Southall
ssouthall@mail.doe.state.la.us
Office: Louisiana Department of Education
Louisiana Center for Educational Technology |
Reflections:
Students will be able to use their "Daily Food Journal" to compare it with the MyPyramid website and evaluate his/her diet. After researching the internet the students will be able to distinguish between healthy and unhealthy foods from fast food restaurants. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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