|
|
|
|
Primary Subject Area: Mathematics |
|
Grade Level: 5 - 6
|
|
Overview:
|
|
Students will identify and compare various food measuring utensils and containers and use them properly to measure food quantities. This lesson can be used to teach health, nutrition, or food - related topics. |
|
Approximate Duration: 1–2 class periods (50 minutes each) |
Content Standards:
- Measurement
In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.
|
Benchmarks:
- M-3-M
selecting appropriate units and tools for tasks by considering the purpose for the measurement and the precision required for the task (e.g., length of a room in feet rather than inches); (2,3,4)- M-4-M
using intuition and estimation skills to describe, order, and compare formal and informal measures (e.g., ordering cup, pint, quart, gallon; comparing a meter to a yard); (1,2,4)- M-6-M
demonstrating the connection of measurement to the other strands and to real-life situations. (1,2,3,4,5)
|
Grade-Level Expectations (GLEs):
- Grade 5
19.
Compare the relative sizes of common units for time, temperature, weight, mass, and length in real-life situations
(M-2-M) (M-4-M)
20.
Identify appropriate tools and units with which to measure time, mass, weight, temperature, and length
(M-3-M)
|
Interdisciplinary Connections:
- Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
|
Educational Technology Standards:
- Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
( 1, 3, 4 )
|
Objectives:
The students will identify proper utensils to measure food, demonstrate the ability to accurately measure food quantities, identify serving sizes using the Food Guide Pyramid. |
Lesson Materials and Resources:
Transparencies
Various measuring utensils (suggestion: borrow utensils from cafeteria)
Teaspoons
Tablespoons
Cups: 1/4 , 1/3, 1/2, 1 cup (dry and liquid measures)
Straight edge spatula |
Technology Tools and Materials:
Hardware:
Video camera, TV, VCR
Software:
Websites:
•USDA: Food Guide Pyramid
www.nal.usda.gov:8001/py/pmap.htm
Other:
|
Background Information:
The students should have a basic knowledge of measurement and its application. |
Lesson Procedures:
- Instruct the class that whenever we follow a recipe to prepare food, we use different utensils to measure food and beverages. See "Equivalent Volume Measures" and "Standard Measuring Equipment" reproducibles for further information. Ask the students, "What are some of the utensils that you can name that are used to measure food or beverages?" (Answer: teaspoon, tablespoon, cup)
"Which is larger, a tablespoon or a teaspoon?" (Answer: tablespoon - think of tables being larger than a glass of tea.)
The abbreviation for tablespoon is "T" or "Tbsp." There are three teaspoons in one tablespoon. The word teaspoon is abbreviated "t" or "tsp." (3 tsp = 1 T)
- Tell the class that sometimes we need to use something larger than a teaspoon or a tablespoon; at that time, we use a measuring cup. The abbreviation for cup is "c." Holding a liquid measuring cup, note that there are different types of foods that we measure. We also use different types of measuring containers. Some are used for liquid and others are used for dry ingredients. See "Rules For Measuring Ingredients" for more information. Generally we can see through a liquid measuring cup and read the markings on the cup. These markings tell us many things. First, we do not always need a full cup, so the markings tell us fractions of a cup (1/3, 1/4, 1/2, etc.).
When a person drinks a carton of milk, he/she is given another measure on the side of the carton: the fluid ounce. Remember how one measures with a tablespoon? There are two tablespoons in each fluid ounce. In one cup, there are eight (8) fluid ounces or sixteen (16) tablespoons. Measuring a cup is much quicker than measuring 16 tablespoons.
- Holding up a dry measuring cup, note that another type of measurement is a dry measuring cup. Dry measuring cups generally come in groups of four (4) different sizes: 1/4, 1/3, 1/2, and 1 cup.
We use these measuring cups for foods which are not liquid, such as fruits, vegetables, cereals and sugars.
- Write this example of a recipe on the board:
| 4 cups | | | Water
| 1-1/2 cups | | | Brown Rice
| |
Ask the students, "What type of measuring utensils do you need?" (Answer: quart, liquid measuring container for water, and dry measuring cups, 1 cup and 1/2 cup for the rice.)
- Note to the students that teaspoons, tablespoons, and cups all are used when one wishes to describe the amount of volume of food he/she eats. The volume of a food is really the amount of space that a food takes up. Refer to the teaspoon, the tablespoon and cups as volume measures. A general guide to use to select a volume measure is whether the food can be poured. Is it soft and can it change shape? Will a small amount of it fit into a spoon and a large amount fit into a cup?
- Show a video to demonstrate proper measuring techniques. (See the school system's Family and Consumer Science Supervisor or Extension Agent to borrow a video.)
- Prepare centers for student rotation. Each center will provide materials for students to apply proper measuring skills (i.e., flour, sugar, water, peanut butter, rice, salt, milk, etc.).
- Videotape each group’s demonstration and explanation of the different forms of measurement.
- Have students use the website to identify serving sizes based on the Food Guide Pyramid and compare with serving sizes actually consumed. (Use the Food Guide Pyramid in the reproducibles, if internet access is limited.) Discuss how consuming super-sized proportions can lead to various diseases, including obesity, cancer, diabetes and heart disease.
|
Assessment Procedures:
Based on their videotape presentations, the students will correctly identify and demonstrate the appropriate method to measure various foods.
The students will correctly identify portion sizes based on the Food Guide Pyramid.
|
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.
STUDENTS WITH READING DISABILITIES- NON READER (BELOW GRADE-LEVEL READER/WRITER:
1.Procedure 1 and Assessment Procedures: During these and all activities, the teacher should allow the reluctant reader to pair up with a fluent reader to insure comprehension of written materials during all procedures that require reading skills. Also the below grade-level reader/writer can cut and paste graphics and/or information, determined by the partner(s), from Web resources to PowerPoint slideshow for presentation and discussion.
2.Procedure 4: During this activity, teacher should read the recipe aloud while writing it on the board; the teacher should also use pictures for the key words of the recipe.
3. Procedure 8: During this activity, the teacher should allow the reluctant reader to use visual aids (e.g., bulletin boards, pictures, slides, videos, etc.) or graphic aids (charts, graphs, map illustrations, models, or other hands-on materials) to present his/her portion of the demonstration and explanation.
4.Procedure 9: During this activity, the teacher should allow the reluctant reader to utilize a text to speech computer software (ReadPlease, Write OutLoud, CoWriter, Read and Write Gold, Kurzweil 3000) to assist with reading the webpage.
STUDENTS WITH PHYSICAL IMPAIRMENTS:
1.Procedures 1-9 and Assessment Procedures: During these activities, pair student with non-disabled student to assist. The teacher should also provide the student with a physical impairment: an adapted stamp for marking desired response (letter
and number stamps); provide a paper stabilizer (clipboard, non-slip writing surface); provide a computer with word processing software with adaptive software (Co-Writer) and/or voice dictation software (Dragon Naturally Speaking).
Additional General Classroom Accommodations found in “Helpful Links”
----- written by Tonya Aaron
|
Reproducible Materials:
|
Explorations and Extensions:
Cafeteria Connection: Ask a cafeteria worker to demonstrate measuring, using dry and liquid measures.
The teacher can develop mathematics activities for each center (i.e., one cookie contains 11/2 teaspoons of sugar and 3/4 teaspoon of fat. Measure how much sugar and fat would be found in three cookies.)
Have students visit the USDA website to learn more about serving sizes. |
Lesson Development Resources:
Health Ahead/Heart Smart Curriculum (1994) Tulane Center for Cardiovascular Health
Video regarding proper measuring techniques, On the Road to Professional Development, National Food Service Management Institute |
Reflections:
Proper measuring techniques are essential to successful food preparation. Different utensils are used to measure food. Different sizes are needed. Different types or forms of food often need different utensils in order to be measured properly.
Student's knowledge of serving sizes based on the Food Guide Pyramid can promote healthy eating and lessen chance of disease. |
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.
|
|
|
