|
|
|
|
Primary Subject Area: Mathematics |
|
Grade Level: 3 - 4
|
|
Overview:
|
|
Using the Food Guide Pyramid, the students will write a menu, obtain needed recipes, make a grocery list, select appropriate coupons, and calculate the cost of each item minus the amount of the coupon. They will then calculate the cost of the entire meal. This lesson can be used to teach health, nutrition, or food - related topics. |
|
Approximate Duration: 2–3 class periods (50 minutes each) |
Content Standards:
- 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. - Algebra
In problem-solving investigations students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations. - 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.
|
Benchmarks:
- N-2-E
demonstrating number sense and estimation skills, giving particular attention to common equivalent reference points (i.e., 1/4 = 25% = .25; 2 = 50% = .5; $1 = 100%, etc.); (1,4)- N-4-E
demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply, and divide) and their relationships to each other; (1,2,3,4)- N-5-E
selecting appropriate operation(s) (add, subtract, multiply, and divide) for a given situation; (4,5)- A-1-E
demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., use letters or boxes to represent values; understand =, …, <, and > symbols); (1,3,4,5)- A-2-E
modeling and developing strategies for solving equations and inequalities; (1,2,3,4)- A-3-E
recognizing the connection of algebra to the other strands and to real-life situations (e.g., number sentences or formulas to represent real-world problems). (2,3,4)- D-1-E
collecting, organizing, and describing data based on real-life situations; (1)- D-2-E
constructing, reading, and interpreting data in charts, graphs, tables, etc; (1)- D-3-E
formulating and solving problems that involve the use of data; (2,3,4)
|
Grade-Level Expectations (GLEs):
- Grade 3
8.
Recognize, select, connect, and use operations, operational words, and symbols (i.e., +, -, x, ¸) to solve real-life situations
(N-5-E) (N-6-E) (N-9-E)
9.
Know basic multiplication and division facts [0s, 1s, 2s, 5s, 9s, and turn-arounds (commutative facts), including multiplying by 10s]
(N-4-E) (N-6-E)
15.
Use objects, pictures, numbers, symbols, and words to represent multiplication and division problem situations
(A-1-E)
16.
Use number sentences to represent real-life problems involving multiplication and division
(N-4-E) (A-1-E)
17.
Analyze and describe situations where proportional trades or correspondences are required (e.g., trade 2 pieces of candy for 3 pieces of gum, make equivalent actions on pans to keep balance scale in equilibrium, plan for the number of pieces of bread needed for x sandwiches)
(N-4-E) (A-1-E)
18.
Use letters as variables in mathematical statements that represent real-life problems (e.g., 2 x n = 8)
(A-2-E)
43.
Represent and solve problems using data from a variety of sources (e.g., tables, graphs, maps, advertisements)
(D-3-E) - Grade 4
7.
Give decimal equivalents of halves, fourths, and tenths
(N-1-E) (N-2-E)
10.
Solve multiplication and division number sentences including interpreting remainders
(N-4-E) (A-3-E)
15.
Write number sentences or formulas containing a variable to represent real-life problems
(A-1-E)
16.
Write a related story problem for a given algebraic sentence
(A-1-E)
19.
Solve one-step equations with whole number solutions
(N-4-E) (A-2-E)
38.
Solve problems involving simple deductive reasoning
(D-3-E)
|
Interdisciplinary Connections:
- 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. - 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., 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 )- 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 )
|
Objectives:
The students will plan a menu using the Food Guide Pyramid as a guide, use cookbooks to determine ingredients needed for the menu, prepare a grocery list of items needed for the menu,clip coupons from magazines and newspapers, calculate the cost for each item on the menu and create and write a story about a family dinner or class party |
Lesson Materials and Resources:
Newspapers and magazines for clipping coupons or grocery receipts
Cookbooks
Scissors
Paper and pencil
Poster board
Glue
Calculator |
Technology Tools and Materials:
Hardware:
computer with Internet access
Software:
KidPix or similar software
Websites:
•Food Guide Pyramid
www.nal.usda.gov:8001/py/pmap.htm
Other:
|
Background Information:
The student should have knowledge of what constitutes a well-balanced meal based on the Food Guide Pyramid. |
Lesson Procedures:
- As a class, students will design a menu for a special occasion - perhaps a holiday or a class party or select a popular menu from the school lunch program. They will go to the Food Guide Pyramid Web site, or refer to a printed source; review the recommendations and foods from each of the food groups. The menu must follow the guidelines for a balanced meal. Write the menu on the board and have each student copy it onto a sheet of paper.
- Divide the class into small groups. Give each group a cookbook. Discuss how to use the table of contents and index. Have the students find the recipes necessary for the menu and make a list of the ingredients needed. This list will be their grocery list. (You may want to have the students use only the most important ingredients of each item on their menu or assign each group one item from the menu for which to "shop".)
- Determine how many batches of each recipe you will need to prepare for all students to get a serving. (Calculators may be used.) When the students go the "grocery store," they will need to "buy" enough food to prepare that number of servings.
- Using newspapers and magazines, have students look for coupons for the items on the grocery list. Ask students to clip these coupons and save them to make posters later. They can add pictures of the prepared food if possible.
- Each group will design a poster to exhibit its menu items. They should add pictures and coupons.
- The students will figure the cost of each item minus the coupon by using an algebraic equation (example: original cost - coupon = actual cost or n -.50 = 2.49). Practice with several problems. The prices can come from newspaper ads or old grocery store receipts. Students should add the algebraic problems to the posters.
- The students will calculate the cost of the entire meal and put the total cost on the poster.
- Examine the posters and have a class discussion for students to compare results.
- Have each student write and illustrate a story about the family dinner or class party using KidPix. Students should write about their selection of foods and how it relates to the principals of healthy eating and the Food Guide Pyramid. Regroup students into reading and responding groups for editing and feedback.
- Have students "publish" their stories.
|
Assessment Procedures:
Teacher/student designed rubric for assessing the posters, including cost calculations
Teacher/student designed rubric to evaluate stories written by students |
Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
Teachers must follow special needs students' Individual Education Plan (IEP) or 504 Modification Plan
Non-Readers/Below Grade-Level Readers
1. Procedure #1-Use text to speech software (Write OutLoud, Co Writer, Read Please)
2. Procedure #2-Pair with a fluent reader to help with the reading of ingredients
3. Procedure #3Cut and paste graphics and/or information from resources to Kid Pix or windows Paint Program to help them read the food they will "buy" at the store.
4. Procedure #9-Tape record their “publish” stories
Students with Physical Impairments
1. Procedure #7-Writing aids: adapted markers, pencil grip, weighted hand patch, raised line paper, paper stabilizer, etc. to complete “published” stories for computating amount saved with coupons.
2. Procedure #10-Computer modifications: modify key repeat rate, use a touch screen window (Discover Screen), keyboard over-lays, modified keyboard or buttons, adaptive/enlarged keyboard (Inteelikeys), etc. for publishing student work
3. Procedure #2-Use word processor software for recording ingredients needed for their grocery list.
4. For entire activity, pair with non-disable student.
Additional General Classroom Accommodations found in "Helpful Links"
----- written by Cathi McMorris
Teachers must follow special needs student's Individual Education Plan (IEP) or 504 Modification Plan.
SENSORY IMPAIRMENTS
1. Provide a large colored copy of the Food Pyramid and assign a peer helper to assist a visually impaired student when needed in identifying various food items.
2. Procedure #'s 1and 4: The teacher can allow the student(s) with visual impairments and or non-readers to use colored pictures from food magazines to develop a picture menu instead of a written menu. Students can use these pictures as a grocery-shopping list for procedure #4.
3. Procedure #'s 6 and 7: A student who is visually impaired and or a non-reader may need peer assistance to help calculate the cost of each item.
4. Procedure #9: Allow the student(s) to present an oral presentation about their family dinner instead of a written story. Digital pictures can be taken and enlarged to allow students to illustrate the class party.
5. All procedures: provide various cues to indicate beginning and ending points (color base paper, color dots, checks, etc.)
ATTENTION/BEHAVIOR DIFFICULTIES
1. All procedures: Assign the student a peer helper when and if the student is unable to work in acceptably in a group.
2. Procedure #1: Allow the student periodic breaks for movement while doing research on the Food Guide Pyramid Web site.
3. All procedures: Use a predetermined signal to redirect the attention of the student when needed while he/she maybe working on their menu, reports, etc.
4. Procedure #2: Maintain eye contact
when providing instructions on how to use the table of contents, index, etc.
5. All procedures: provide optional work areas that have fewer distractions.
Additional Accommodations/Modifications suggestions found under "helpful Links General Classroom Accommodations".
----- written by Cheryl Major-Brandon
|
Explorations and Extensions:
Give each pair of students an actual cash register receipt showing items bought during one visit to the grocery store. Have them classify the items into food categories based on the Food Guide Pyramid. Let them use calculators to find the total amount of money spent on each category. Have them make a table and a graph from the data.
Have each student create a story about a family who might use the items on the grocery receipt. Although the story will be fictional, it should be based on the data collected and organized. The family should have a name; and the story should indicate the number of people in the family, and their ages, pets, eating habits, and any of the information that the data may reveal. Each story should be illustrated.
Have students take a field trip to a grocery store with a list of ingredients, locate these foods, get prices, and use calculators to sum costs. |
Lesson Development Resources:
|
Reflections:
Use of the Food Guide Pyramid and guidelines for healthy eating can assist students in planning menus that are more beneficial to their health. Students who eat regular healthful meals are able to learn better. Eating healthfully can be economical. |
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.
|
|
|
