|
Primary Subject Area: Health Education |
|
Grade Level: 9 - 12
|
|
Overview:
|
|
Students will use the Internet to research the fat content of fast foods and a spreadsheet program to graph and analyze the results. This lesson can be used to teach health, nutrition, or food - related topics. |
|
Approximate Duration: 2 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.
|
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)- 2-H-2
identify factors that influence personal selection of health products and
services;
(2,3)
|
Interdisciplinary Connections:
- Mathematics : Data analysis, Probability, and Discrete Math
In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions.
|
Educational Technology Standards:
- Use appropriate technology to locate, retrieve, organize, analyze, evaluate, and communicate information for problem solving and decision making.
( 1, 2, 4 )
|
Objectives:
The students will use the Internet to identify fat grams in various fast food items, create a spreadsheet illustrating the number of fat grams contained in fast foods, and plan a fast food meal that contains less than 30% of the calories from fat. |
Lesson Materials and Resources:
Examples of videos are Fast Food: What's in It For You? or Janey's Junk Food Adventure which can be purchased from Foodplay at http://www.foodplay.com/videos/videoshome.html.
Fast food restaurant pamphlets |
Technology Tools and Materials:
Hardware:
Computer with internet access
Software:
Excel or other comparable spreadsheet software
Nutrition Connection or other comparable nutrient analysis software
Websites:
•Nutritiondata
nutritiondata.com
Other:
|
Background Information:
The studentshould have a knowledge of the Recommended Daily Allowances and the ability to utilize spreadsheet programs for graphing, such as Microsoft Excel. |
Lesson Procedures:
- If available, show one of the suggested videos on fast foods. Ask students to share their favorite fast food meals.
- Review that one (1) gram of fat provides nine (9) Calories. Protein and carbohydrates each yield four (4) Calories per gram.
- Explain that, according to the US Dietary Guidelines, no more than 30% of a person’s daily caloric requirements should come from fat.
- Working in pairs, students will write down a commonly eaten fast food lunch, indicating serving size. (Don’t forget the drink!)
- Using the Internet, Nutrition Connection, or local fast food restaurant pamphlets and charts, the students will research the grams of fat, protein, carbohydrates, and total calories contained in the fast food lunches they chose. For each food item, students will calculate the percent of calories provided from fat, protein, and carbohydrates.
Grams of fat per serving x 9 Calories/gram = _________ Calories from fat per serving
Grams of protein per serving X 4 Calories/gram = ________ Calories from protein per serving
Grams of carbohydrates per serving X 4 Calories/gram = ________ Calories from carbohydrates per serving
Add the number of calories from fat, protein, and carbohydrates per serving.
Determine the percent of calories from fat by:
(# Calories from fat/Total # Calories) X 100 = % Calories from fat
- The students will create a spreadsheet and pie chart of the percentage of calories from fat, protein, and carbohydrates contained in the fast food meal. They will generate similar graphs from Nutrition Connection and analyze the results.
- The students will compare results to the US Dietary Guidelines. Does the meal contain more than 30% of its calories from fat?
- Using the "Make Healthier Fast Food Choices!" information sheet, students will modify their meals to make healthier, low-fat choices and will prepare another graph to compare the percent of calories from fat in the original to the modified meal. (The students may have additional suggestions!)
- The students will share the results with the class and will post their graphs in the classroom.
- Invite a dietitian to speak to the class about making healthful fast food choices, as well as the consequences of poor food selections.
|
Assessment Procedures:
Students will share spreadsheets and charts.
Students, with the teacher, will develop and complete a rubric for self-evaluation and teacher evaluation.
Students will accurately calculate the percentage of calories from fat, protein, and carbohydrates in a meal. |
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 504 MODIFICATION PLAN (IAP).
NON-READER (BELOW GRADE-LEVEL READER/WRITER)
* This is a great lesson plan accommodating both the reluctant reader and the reluctant writer.
* For the activities that require a student to read (steps 5, 6, 7, and 8), teachers may use a text-to-speech (EReader) software that will read directly from a web page. This will help the reluctant reader to complete the assignments.
* For the worksheet and the reluctant reader, the teacher could use software programs such as ReadPlease to read plain text to students. ReadPlease is a FREE downloadable software. The website is www.readplease.com.
* The teacher may wish to pair reluctant readers with fluent readers in step 5.
* A reluctant reader may need a different color background or font used for their worksheets to aid in reading. A colored overlay may also be used to aid the reluctant reader.
* The reluctant writer can be helped in step 4 by using a speech-to-text software (Dragon Naturally Speaking and ViaVoice) which would allow them to speak to the computer and the computer to type their responses for them if the team needs additional assistance to complete the assignment or by a software program named CoWriter that will help the student who does not spell well or just needs help writing. In CoWriter, the student types one or two letters of the word they are trying to write. The program then gives the student a list of words that might be the word the student wishes to write. The student is better able to identify and spell the word that he or she may wish to use.
* The teacher may use peer scribes for the reluctant writers or use a tape recorder to record the answers of the reluctant writer to complete the activities in steps 4, 5, 6, and 8.
* The amount of time allowed to complete the assignment may be altered to accommodate students.
STUDENTS WITH PHYSICAL IMPAIRMENTS
* When the activities call for writing responses, the students may be allowed to use speech-to-text computer software to record their responses. This may be used with students who have trouble writing.
* Another accommodation for the writing assignments is using the Windows Accessibility. This allows the teacher to alter the rate of the keys of the keyboard. Also, the student may be allowed to use a keyboard overlay which enables the students to control the key they touch.
* Students may need extended time to complete writing activities.
* Students may also be able to use a touch window computer screen to answer questions in activities 5 and 7.
* Students may be allowed to use a big button calculator to calculate percentages in activity 5.
* The student who has trouble holding a writing utensil may be helped by the use of a pencil grip. The pencil grips are available in many different sizes and styles.
ADDITIONAL GENERAL CLASSROOM ACCOMMODATIONS FOUND IN “HELPFUL LINKS”
----- written by Delasber Griffin
|
Reproducible Materials:
|
Explorations and Extensions:
Students will review the school lunch nutrient analysis, noting that the value for fat is the average of five days or one week of lunches.
Students will identify foods served that are high and low in fat that the students eat every day. They will calculate the fat percentages.
Students will write a short essay on how teenagers can be better informed about the fat content of fast foods.
Students will clip magazine ads that promote fast foods or high fat foods and analyze how the media is trying to influence food choices of youth.
|
Lesson Development Resources:
Georgiana Bankston
Springfield High School
Springfield, Louisiana |
Reflections:
Students need to think about fast foods that they consume, especially in terms of fat and sugar content. Unhealthful eating patterns of youth can translate to illness and disease especially as these youth age. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
|
Additional Contacts:
|
|
Group: Division of Nutrition Assistance |
|
MarcoPolo Lesson: No
|
Best Practices
Do you have any comments or suggestions to share about this lesson?
Would you like to view what others have experienced?
Add or View Teacher Comments.
|
