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Primary Subject Area: Physical Education |
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Grade Level: 5 - 6
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Overview:
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Students will become familiar with the relationship between balancing caloric intake and output by calculating the number of calories an individual needs each day and the number of calories used in various physical activities. This lesson can be used to teach math, health, nutrition, or food - related topics. |
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Approximate Duration: 2 class periods (50 minutes each) |
Content Standards:
- Standard 3
Exhibits a physically active lifestyle. - Standard 4
Achieves and maintains a health-enhancing level of physical fitness.
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Benchmarks:
- 3-E-1
Describes the physical, emotional, and psychological benefits of participation in health-related activities. (1,5)- 4-M-3
Participates in self-assessment for health-related fitness and meets the standards for that particular test for their appropriate age group. (3,4)
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Interdisciplinary Connections:
- Mathematics : Measurement
In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement. - Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
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Educational Technology Standards:
- Understand Internet concepts (e.g., website, hypertext link, bookmarks, URL addresses) and apply intermediate on-line searching techniques (e.g., employ keyword, phrases, and Boolean Operators).
( 1, 4 )- Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
( 2 )
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Objectives:
The students will identify the relationship between the need to balance calories: that is, the amount of calories ingested vs. the calories used for activity, use Web sites or nutrient analysis software to identify caloric content of foods, and use Web sites or computer software to identify the number of calories used in various physical activities. |
Lesson Materials and Resources:
Scales to weigh students |
Technology Tools and Materials:
Hardware:
computer with Internet access
Software:
Nutrition Connection
Websites:
•USDA Nutrient Database for Standard Reference, Release
www.nal.usda.gov/fnic/cgi-bin/nut_search.pl
•Calorie Control
www.caloriecontrol.org/exercalc.html
•MyPyramid Tracker
www.mypyramidtracker.gov/
Other:
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Background Information:
Students should have a basic understanding of caloric value of foods and how calories are burned. |
Lesson Procedures:
- Define Calorie. Calories, in nutrition, refers to kilocalories, (kcal or Calories with a capital "C"). A kilocalorie is the heat needed to raise the temperature of 1,000 grams (1 liter) of water 1 degree Celsius. Following standard usage of the term calorie in nutrition articles, lower case "c" is used unless the reference is to a specific caloric amount. Most students are familiar with the term calories listed on food labels. Fresh fruits and vegetables are not packaged with nutrient information.
- Using a nutrient analysis software program such as Nutrition Connection or the USDA Nutrient Database for Standard Reference (http://www.nal.usda.gov/fnic/cgi-bin/nut_search.pl), students will look up the calories for these four snack choices:
- 1 ounce (28.350 grams) "Snacks, potato chips, plain, salted" (The answer is 152 Calories.)
- 1 bag (42 grams ) of candies, "M&M MARS," "M&M's" Mini Milk Chocolate Candies" (The answer is 209 Calories.)
- 1 cup strips of "Carrots, raw" (The answer is 52 Calories.)
- 1 cup seedless, raw "Grapes, red or green (European type varieties, such as, Thompson)" (The answer is 114 Calories.)
Have students determine which two foods are the best choices for snacks. Why?
- MyPyramid estimates how many calories are needed by an individual based on age, gender, and level of physical activity. Weigh the students and have them determine how many calories are needed each day. (Provide privacy when students are being weighed).
- __________ /2.2 kg/pound = _____kg of body weight
(weight in pounds)
Using the chart below, each student determines how many calories are needed each day to have an energy balance.
- ____________ X ____ Calories/kg of body weight = ______ (kg of body weight)
| Age | Calories/kg |
| Boys | 7-10 | 70 |
| 11-14 | 55 |
| 15-18 | 45 |
| Girls | 7-10 | 70 |
| 11-14 | 47 |
| 15-18 | 40 |
Figures are from the Recommended Dietary Allowances, 10th ed., 1989, National Academy of Sciences, National Academy Press, Washington, D.C.
Explain that on the average a 12 year-old girl who is physically active more than 60 minutes a day needs about 2,200 Calories daily.
- 10% (220) of those calories are used for maintaining body temperature, muscle tone, breathing, and digestion.
- 60% (1,320) are used for resting activities.
- 30% (660) are used for physical activities such as running, walking, biking, and playing sports.
Most young people do not get enough exercise, thereby using fewer calories than are eaten. Excess calories are stored as fat. Excess body fat results in obesity. Obesity can lead to cardiovascular disease, cancer or diabetes.
Stress that students in fifth through eighth grades should not try to lose weight unless under the supervision of a professional health care provider. Instead, the goal should be to maintain the weight as the body grows taller and matures.
- Use the following problems for students to determine how many minutes it takes to burn calories in various activities.
Using your weight in pounds, determine how many calories you use or burn per minute in three levels of physical activity.
- Sitting quietly
_________ X 0.01 Calories/ minute = _________
weight in pounds C burned /minute
- Walking moderately
_______ X 0.036 Calories/ minute = _______
weight in pounds C burned /minute
- Jogging at 9 minutes per mile
________ X 0.086 Calories/ minute = _______
weight in pounds C burned /minute
Answer: a 100 pound boy would burn 1 Calorie per minute sitting, 3.6 Calories walking, and 8.6 Calories jogging.
- One cup of grapes provides 114 Calories. (Exact amounts may vary based on the source.) How long would it take when sitting, walking or jogging to burn off the 114 Calories? (Use the answers in #4 for the Calories burned /minute.)
Example
Number of Calories in a serving of food/ Figure from step number 4= Number of minutes to burn off those calories
- Sitting quietly
114 Calories per cup of grapes/ ______ = ____
- Walking moderately
114 Calories per cup of grapes / ______ = _____
- Jogging at 9 minutes per mile
114 Calories per cup of grapes / _____ =______
Answer: For a 100 pound person, 114 minutes sitting, 32 minutes walking, and 13 minutes jogging
- Taking it further:
George is 11 years old, weighs 100 pounds and eats 2,500 Calories/day. We know that a person uses about 30 percent of his calories for physical activity. In George's case, he would need to get enough physical activity to burn 750 Calories. How many minutes per day would George take to burn 750 Calories by sitting only, walking only, jogging only?
Answer: 750 minutes (12 hours and 30 minutes) - sitting
208 minutes (3 hours and 28 minutes) - walking
87 minutes (1 hour and 27 minutes) - jogging
The more physically active a person is, the more calories he burns. If George needs to eat only 2,125 Calories per day and continues to eat more calories than he burns up, he will store the extra calories as fat.
- How many calories do other activities use?
Are you getting enough physical activity? The U.S. Dietary Guidelines recommend that students under 18 years of age get a at least 60 minutes of physical activity per day: for example, 20 minutes of walking briskly, 15 minutes of basketball, 10 minutes of jumping rope, and 15 minutes of dancing. Obesity is a problem nationwide. Rather than limiting calories to lose weight, a person should increase his or her level of physical activity.
- Visit a Web site such as the one listed below to see how many calories other physical activities burn.
Calorie Control web site
http://www.caloriecontrol.org/exercalc.html
Also visit the MyPyramid Tracker site http://www.mypyramidtracker.gov/ to assess your food intake and physical activity.
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Assessment Procedures:
Students will be assessed on completion and accuracy of the activity sheet. Does the student grasp the main concept of energy balance? |
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 Individual Education Plan (IEP) or Modification Plan.
SENSORY IMPAIRMENTS:
Vision
1. For activity sheet, use black print (negative effect) or change color of font; enlarge the activity sheet print size and/or use a text magnifier.
2. Students with limited vision can use the magnifier feature of MS Windows to enhance the text of the online documents.
Hearing
1. Seat student close to the front so that he/she can see the teacher’s mouth. Teacher needs to restrict his/her own mobility so that the student with a hearing impairment has good visual proximity of the teacher at all times.
2. Pair student with non-disabled student to insure understanding of directions.
3. Abbreviate verbal instructions. Speak clearly and avoid long-winded verbalizations when possible.
ATTENTION/BEHAVIOR DIFFICULTIES:
1. During class, arrange for a “break” for the student to release energy (errand, trip to water fountain) or allow physically active student to kneel or stand by desk, as long as it in not disruptive to others.
2. Establish and maintain eye contact for all oral directions and during class discussions. Use close proximity to assist the student in keeping focused on directions and staying seated.
3. Cut or fold activity sheet to present question one at a time or shorten length of assignment to reduce amount of questions presented.
4. Establish a hand/body signal to redirect student’s attention back to the task.
5. On activity sheet, allow the student to underline or highlight the key words in the directions before beginning assignment.
Additional General Classroom Accommodations found in “Helpful Links”.
----- written by Sandi Stafford
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Reproducible Materials:
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Explorations and Extensions:
Students can obtain and review the nutrient analysis information about school lunch from the School Food Service Supervisor.
Students can identify high and low calorie food items and determine which choices are best to meet their individual energy needs. |
Lesson Development Resources:
Every Day, Lots of Ways. Pennsylvania Department of Education, 1993 (revised 1996) Developed by Penn State Nutrition Department for the Pennsylvania Department of Education. Funded by a grant from USDA, NET Program.
Recommended Dietary Allowances. 10th ed. (1989) National Academy Press, Washington, D.C.
USDA Nutrient Database for Standard Reference, Release 13 http://www.nal.usda.gov/fnic/cgi-bin/nut_search.pl" target="_top">http://www.nal.usda.gov/fnic/cgi-bin/nut_search.pl
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Reflections:
The actual number of calories we burn depends on many factors such as age, size, gender, amount and type of physical activity, and individual needs. Most students in each grade will burn approximately the same number of calories when engaged in "resting activities," such as sitting in class, watching television, playing video games, working on the computer, sleeping. Differences will occur when students burn extra energy through physical activity. There are different levels of physical activity. Some physical activity requires lots of energy and may be engaged in for less time and less frequently, such as running or playing soccer. Other physical activities may require a moderate amount of energy, but can be engaged in more regularly for longer periods of time each day, such as walking, biking, and playing outside.
"Larger people burn more calories than smaller people, particularly with activities like walking or stair climbing, where they have to carry their own weight," says Robert McMurray, professor of exercise and sports science at the University of North Carolina at Chapel Hill. "Exercisers are often misled by workout equipment or charts that don't factor in weight when they proclaim how many calories are being burned by an activity," he says. "If an exercise machine or chart calculates the calories burned by an 'average' 150-pound person, the results would be vastly inaccurate for much larger or smaller exercisers."
However, for the purpose of this lesson, factors for sitting, walking, and jogging that reasonably represent the number of calories burned per minute were determined.
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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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