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Primary Subject Area: Mathematics |
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Grade Level: 3 - 4
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Overview:
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The students will graph and compare information on cereal nutrition facts labels. 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:
- Measurement
In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement. - 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. - Patterns, Relations, and Functions
In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.
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Benchmarks:
- M-1-E
applying (measure or solve measurement problem) the concepts of length (inches, feet, yards, miles, millimeters, centimeters, decimeters, meters, kilometers), area, volume, capacity (cups, liquid pints and quarts, gallons, milliliters, liters), weight (ounces, pounds, tons, grams, kilograms), mass, time (seconds, minutes, hours, days, weeks, months, years), money, and temperature (Celsius and Fahrenheit) to real-world experiences; (1,2,3,4)- M-3-E
using estimation skills to describe, order, and compare measures of length, capacity, weight/mass, time, and temperature; (1,2,3,4,5)- M-5-E
demonstrating the connection of measurement to the other strands and to real-life situations. (1,2,3,4)- D-2-E
constructing, reading, and interpreting data in charts, graphs, tables, etc; (2,4,5)- P-3-E
recognizing the use of patterns, relations, and functions in other strands and in real-life situations. (2,3,4,5)
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Grade-Level Expectations (GLEs):
- Grade 3
21.
Measure weight using grams and ounces
(M-1-E)
42.
Match a data set to a graph, table, or chart and vice versa
(D-2-E) - Grade 4
22.
Select and use the appropriate standard units of measure, abbreviations, and tools to measure length and perimeter (i.e., in., cm, ft., yd., mile, m, km), area (i.e., square inch, square foot, square centimeter), capacity (i.e., fl. oz., cup, pt., qt., gal., l, ml), weight/mass (i.e., oz., lb., g, kg, ton), and volume (i.e., cubic cm, cubic in.)
(M-1-E) (M-2-E)
24.
Recognize the attributes to be measured in a real-life situation
(M-2-E) (M-5-E)
36.
Analyze, describe, interpret, and construct various types of charts and graphs using appropriate titles, axis labels, scales, and legends
(D-1-E) (D-2-E)
37.
Determine which type of graph best represents a given set of discrete data
(D-1-E) (D-2-E)
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Interdisciplinary Connections:
- Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
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Educational Technology Standards:
- Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.
( 1, 3 )- 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 construct graphs based on information provided on food labels, formulate questions based on graphs, interpret data from graphs, identify serving sizes as indicated on food labels, explain what nutrients are provided in cereals that are necessary for good health, and identify healthful cereals. |
Lesson Materials and Resources:
Cereal boxes and samples of these cereals
Measuring cups
Chart paper
Markers
Cereal bowls
Milk and spoons (optional) |
Technology Tools and Materials:
Hardware:
computer with Internet access
Software:
Graph Club or other spreadsheet application
Websites:
•FDA Web site
vm.cfsan.fda.gov/~dms/foodlab.html
Other:
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Background Information:
The students need to have a basic knowledge of graphs and how to construct graphs. In addition, student should be aware of food labels and know some basic nutrition concepts. |
Lesson Procedures:
1. Poll the students to determine which cereals are the most popular. Record the cereal names and number of responses. Graph these results in a bar chart or a pie graph. Explain the importance of and procedures for making various types of graphs.
2. Discuss with the class the Nutrition Facts Label and visit the websites in the technology section for review. Divide the class into teams and distribute an assortment of cereal boxes (2-3 cereals per team) for students to obtain information from the Nutrition Facts Labels.
3. Ask each team to graph the following information found on the labels using spreadsheet software or graph paper:
fat content - explain that fat is an important nutrient, but should be limited in the diet;
fiber - explain that fiber is good for you and can help prevent diseases later in life;
sugar - explain that too much sugar can cause tooth decay;
vitamins - vitamins keep us well; explain that manufacturers often add vitamins to cereals. Often doctors recommend vitamins for children.
4. Each team will make a graph including the above information from each cereal label using a spreadsheet application. They may use a bar chart or a pie chart. (Use graph paper if a spreadsheet application is not available.)
5. Each team will share the finished graphs with the class.
6. The teams will use the information from all graphs to make cereal recommendations, such as cereals that are low in fat or high in fiber.
Record the recommendations on chart paper.
7. On chart paper, the teams will make a list of questions that can be answered by looking at the charts. For example, which cereals have the most fiber?
8. Instruct the students to examine the serving sizes on the labels. Ask, "Do the serving sizes represent the amounts you normally eat?"
9. The students will investigate by measuring and pouring the serving sizes into cereal bowls.
10. Conduct a class discussion to answer, "How do the serving sizes affect the recommendations made earlier? Do the students want to revise any of their recommendations?"
11. Ask the students to refer to their cereal popularity graph and rate the class's favorite cereal according to fat, fiber, sugar, and vitamin content. (Students should know that cereals high in fiber and low in sugar are more healthful cereal choices.) |
Assessment Procedures:
Design a rubric with the students to assess the graphs.
Assign students to graph nutritional information from another Nutrition Facts Label and write three to five sentences interpreting the information (individuals or groups). |
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.
(THIS CAN BE A VERY GOOD LESSON FOR STUDENTS WITH ATTENTION/BEHAVIOR IMPAIRMENTS.)
For STUDENTS WITH SENSORY IMPAIRMENTS (Hearing and Vision):
VISION:
Seat the student close to the front of the room;
in lesson procedures 1, 2, 3, 10 and 11,
display large posters showing bar charts, pie graphs, and an enlarged nutrition panel taken from a box of cereal;
for viewing web pages use magnifying software that enlarges print or print out web pages and enlarge on a copy machine;
in lesson procedures 3 through 9, student should use a text magnifier bar or page;
use colored overlays;
or have peer tutors who read text parts aloud to them;
web pages can be read with text to speech software (ReadPlease, EReader, Kurzweil 3000).
HEARING : This student should be seated close to the teacher and the teacher should establish eye contact before speaking directly to the student. Also, it would be very helpful for the teacher to have a microphone which sends what she says to a receiver for the child. An example of this is the LEXIS wireless personal communication system. For information, send an email to, nsaudio@networktel.net. There is also a toll free number, 800.227.0735.
For a student who does not effectively communicate orally will type presentation and have group member read it to the class. Other accommodations are using text to speech software (Help Read, Text Aloud, Wordsmith), to read written text for presentation or dynamic display, digitialized speech computer software (Dynamyte, DynaVox) to present prearranged/preprogrammed presentation.
STUDENTS WITH ATTENTION/BEHAVIOR IMPAIRMENTS:
The student or students with attention/behavior impairments could hand out papers, the cereal boxes or put posters on the bulletin board.
They could also handle the overhead projector.
The secret to working with these students is to keep them active and busy.
This student could outline this/her collected research in a graphic organizer (Inspiration or Kidspiration software).
Have a preplanned hand/body signal that the student knows to look for , that will be used to direct the student's attention back to the discussion.
Assign a 'buddy' to redirect student's attention to discussion or prearrange reward system for good/attentive behavior during activities.
Allow student to hold a worry ball to keep hands busy.
Allow student to repeat the question before answering orally during the discussion part of the lesson.
ADDITIONAL GENERAL CLASSROOM ACCOMMODATIONS FOUND IN "HELPFUL LINKS"
----- written by Janie Robison
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Explorations and Extensions:
Visit a grocery store to choose cereals based on nutritional information.
Cafeteria Connection: Ask the cafeteria manager to provide the class with labels or nutrient information from food products served in the cafeteria. |
Lesson Development Resources:
Scholastic - Food Works, Grades 3-5, USDA, 1996
Dole 5-A-Day http://www.dole5aday.com
Fresh Start http://www.freshstarts.com (Accessed online, June 2003) |
Reflections:
This lesson helps student to be more cognizant of what is in the foods that they consume. In addition, it helps them to have a realistic understanding of servings sizes. Students will be aware of the importance of reading food labels. This lesson promotes students making healthy food choices. |
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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