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Primary Subject Area: Health Education |
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Grade Level: 3 - 4
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Overview:
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Students will demonstrate an understanding of fast foods and fat grams. They will use addition, subtraction, multiplication, and division to solve problems using data from nutrition charts. This lesson can be used to teach health, nutrition, or food-related topics. |
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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.
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Benchmarks:
- 1-E-2
demonstrate personal health habits that promote optimal health;
(i.e., good nutrition, brushing teeth, washing hands, exercise, etc.)
(1,2,3)- 1-E-3
compare and contrast personal health behaviors and individual well being; (1,2,4)
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Interdisciplinary Connections:
- Mathematics : Number and Number Relations
In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools. - English/Language Arts : Standard 2
Students write competently for a variety of purposes and audiences. - English/Language Arts : Standard 3
Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting.
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Educational Technology Standards:
- Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools,digital cameras,graphing software) for communication,presentation,and illustration of thoughts, ideas,and stories.
( 1, 3, 4 )- Gather information and communicate with others using telecommunications (e.g., email, video conference, internet) with support from teachers, family members, or peers.
( 1, 4, 5, 6 )- Use technology resources to assist in problem-solving, self-directed learning, and extended learning activities.
( 2, 4 )
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Objectives:
The students will discuss calories and fat grams recommended for their age group,compare and contrast calories and fat grams of different foods from fast food restaurants,select healthful foods from a fast food menu, demonstrate an understanding of addition, subtraction, multiplication, and division by solving problems using data from nutrition charts, and prepare graphs comparing the recommended fat grams and calories of students their age with the nutritional values of the selected fast foods. |
Lesson Materials and Resources:
Copies of the Dietary Guidelines
MyPyramid
Nutrition information from a fast food restaurant or restaurants (optional)
Calculator
Fast Food Facts and Number Operations
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Technology Tools and Materials:
Hardware:
computer with Internet access
Printer
Software:
Graph Club or other spreadsheet program such as Microsoft Excel
Word processing program such as Microsoft Word
Websites:
•MyPyramid
www.mypyramid.gov
•2005 Dietary Guidelines
www.health.gov/dietaryguidelines/dga2005/document/
•NutritionData.com
www.nutritiondata.com
Other:
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Background Information:
The students should have knowledge of MyPyramid and its recommendations, and healthier fast food choices. |
Lesson Procedures:
- Discuss the Dietary Guidelines, using the Web site 2005 Dietary Guidelines for Americans or the 2005 Dietary Guidelines summary in the reproducible section to learn more about the the recommended grams of fat and saturated fat. The Dietary Guidelines recommend that only 25 - 35% of our calories come from fat -- the average being 30%. Note that MyPyramid recommends different calorie levels based on age, gender, and activity level. However, for this class, the activity will use an 1,800 calorie diet. For a 1,800-calorie diet, approximately 540 calories should come from fat. At 9 calories per gram, no more than approximately 60 grams of total fat should be consumed in one day. No more than 20 of those fat grams should come from saturated fat.)
- Give each student a copy of the nutrition information from a fast food restaurant, or use information from the Nutritiondata.com site. Have students find the number of calories and fat content (in grams) of a regular hamburger. Using the Fast Foods Facts and Number Operations handout, students will identify which sandwiches have the least amount of fat grams.
- The students will calculate the combined value of calories of a certain meal (hamburger, small French fries, cola).
- The students will compare the difference in calories between certain foods. (For example, "How many more calories does a grilled chicken sandwich have than a chef salad?" )
- The students will visit MyPyramid Web site listed in the Technology Connection section or use the 2005 Dietary Guidelines and MyPyramid in the reproducible section to discuss healthy eating recommendations.
- Divide students into groups. Have each student plan a menu of three well-balanced meals eaten at a fast food restaurant. Tell them they must eat well-balanced meals, choosing from all food groups. Students may use their copies of Nutrition Fact guides from the restaurants or website to calculate their daily intakes of calories and fat grams. They should try to not exceed the amount specified for 1800.
- Each group will make graphs of fast foods calories and fat grams using Graph Club or Excel and print the graphs. Post the graphs and lead the students in a discussion of the graphed data.
- Discuss comparisons. Which group had the fewest calories? Most calories? Most fat grams? How can they change their food selections to include less fat and calories to meet 2005 Dietary Guidelines recommendations?
- Each student will write a paragraph about the fast food meals chosen, answering the following questions:
- "How did you decide what you would eat?"
- "What steps did you take to calculate the calories and fat grams?"
- "How do your meal choices for the day compare to MyPyramid recommendations?"
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Assessment Procedures:
Correct calculations
Correct graphs
Comparison of their menus for the day with MyPyramid
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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 Individual Education Plan (IEP) or 504 Modification Plan.
Students with Sensory Impairments:
Vision:
1. Procedures # 1,2,5, & 7: Enlarge the font size of the text on the handout sheets used by a student, or a text magnifier (bar and page) could be used.
2. Procedures # 6 & 9: A speech to text software (ViaVoice, Dragon-Naturally Speaking, MS Windows accessibility feature) and text to speech software (ReadPlease, EReader, Kurweil 3000) can be used to create menu. Student with limited vision can use the magnifier feature of MS Windows to enhance the text.
3. A ‘reading buddy’ can be assigned to read text and record students answers for each part of the lesson.
4. Procedures # 3 & 4: A large number/display calculator can be used to calculate calories.
Hearing:
1. Introduction (discussion): A student with limited hearing is seated in close proximity to the teacher. The light source will be in front or beside the teacher. The teacher will restrict head and body movements during communication and establish eye contact before speaking directly to student.
2. Procedures # 2,3,4,5,6,7,8, &9: A copy of all directions, with examples should be provided to the student.
3. Procedure # 6 & 7: A student who does not effectively communicate orally will type menu and information for graph and have group member read it to the group/class. Student can use a text to speech software program (Help Read, Text Aloud, Wordsmith) to read written text for presentation or a dynamic display, digitalized speech computer (Dynamyte, DynaVox) to present prearranged/preprogrammed presentation.
4. The student may be paired with non-disabled student to insure understanding of directions.
Student with Attention/Behavior Difficulties:
1. Before lesson begins, the teacher and student can establish a predetermined teacher hand/body signal that redirects the student’s attention back to the task. The teacher should endeavor to maintain good eye contact with student during all oral directions and discussion activities. During the lesson, the teacher can ‘catch’ the student being good or doing the right thing and give immediate praise or reward.
2. Procedures # 1,7, & 8: Use FM system (Phonic Ear, Phonak) for discussion and instructions.
3. Procedures # 2,3, 4,5 &9: The teacher can provide alternate work locations (library, quiet area of class) for the student. This will limit the surrounding distractions. Weighted hand or wrist equipment of a weighted stuffed animal in the lap may help the student in focusing on the written activities. (Consult with the student’s IEP and Occupational Therapist about the use of these devises).
4. During research and comparison activities, the student is allowed to stand or kneel while using the computer. The teacher may also allow student to have periodic “water” or bathroom breaks for movement during these procedures.
5. Cut or fold data collection sheet to present questions one at a time for research procedure and paragraph.
6. Procedure # 6,7,& 8: Assign a ‘buddy’ to redirect student’s attention to discussion and group activities.
Additional General Classroom Accommodations found in ‘Helpful Links’.
----- written by Karen Cherry
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Reproducible Materials:
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Explorations and Extensions:
Numerical Intuition - More advanced students can figure the exact amount of calories they should have by using the following formula: C/100=45-(1.4x10).
Given specific food items, ask the students to figure the caloric value of the meal. If they are allowed only 2,500 calories a day, how many more calories can they eat for the day after eating this meal?
Compare a hamburger from a fast food restaurant to one made from home. Which has the highest fat grams? Which is the healthier food choice?
Compare the nutritional value of different fast food restaurants. Identify the most healthful place to eat.
Ask the cafeteria manager for the menus for the next month. Compare the menus with the calorie and fat guidelines for their specific age group. |
Lesson Development Resources:
The Real Truth About Fast Foods and Nutrition, ThinkQuest Web site |
Reflections:
This lesson focuses on the caloric value and fat content of each food. This lesson was adapted from a Think Quest Junior Project, The Real Truth About Fast Foods and Nutrition, which can be used when teaching this lesson. Students should understand the importance of selecting foods that are low in fat, especially saturated fat, and how this can impact their health status and prevent diseases such as diabetes, cancer and heart disease. |
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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