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Primary Subject Area: Science |
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Grade Level: 9 - 12
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Overview:
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Students will use a nutrient analysis program to analyze the diets of five persons in various stages of the life cycle. The diets are compared to the Recommended Dietary Allowances (RDAs), the U.S. Dietary Guidelines, and the MyPyramid to make recommendations. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 10 class periods (50 minutes each) |
Content Standards:
- Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
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Benchmarks:
- LS-H-C6
comparing and contrasting life cycles of organisms; (1,2,3,4)- LS-H-F3
recognizing that behavior is the response of an organism to internal changes and/or external stimuli; (1,3,4)- LS-H-G1
relating fitness and health to longevity; (1,3,4,5)
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Grade-Level Expectations (GLEs):
- Grade 9-12
20.
Analyze differences in life cycles of selected organisms in each of the kingdoms
(LS-H-C6)
35.
Explain how selected organisms respond to a variety of stimuli
(LS-H-F3)
37.
Explain how fitness and health maintenance can result in a longer human life span
(LS-H-G1)
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Interdisciplinary Connections:
- English/Language Arts : Standard 4
Students demonstrate competence in speaking and listening as tools for learning and communicating. - English/Language Arts : Standard 5
Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge. - English/Language Arts : Standard 7
Students apply reasoning and problem solving skills to reading, writing, speaking, listening, viewing, and visually representing. - Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
- Health Education : Standard 3
Students will demonstrate the ability to practice positive health
behaviors and reduce health risks.
- Health Education : Standard 6
Students will demonstrate the ability to advocate personal, family,
and community health.
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Educational Technology Standards:
- Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).
( 1, 3 )- Collaborate (e.g., desktop conferencing, e-mail, on-line discussions) with peers, experts, and others to compile, synthesize, produce and disseminate information, models, and other creative works.
( 1, 2, 3, 5 )- Use appropriate technology to locate, retrieve, organize, analyze, evaluate, and communicate information for problem solving and decision making.
( 1, 2, 4 )
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Objectives:
The students will - analyze a one-day diet of one of five case studies to make five dietary recommendations using the RDAs, U.S. Dietary Guidelines, MyPyramid, and food nutrition labels; and
- present group projects illustrating dietary recommendations from the research.
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Lesson Materials and Resources:
- Labels from foods commonly eaten
- Evaluation Rubric
- Student Activity Sheet
- Janine's Food Diary
- Ann's Food Diary
- Bob's Food Diary
- Fred's Food Diary
- Ricky's Food Diary
- Food Diary
- Alphabet Soup
- Case Study 1 - Janine
- Case Study 2 - Ann
- Case Study 3 - Bob
- Case Study 4 - Fred
- Case Study 5 - Ricky
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Technology Tools and Materials:
Hardware:
computer with Internet access
Software:
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Background Information:
Students should have a knowledge of MyPyramid, U.S. Dietary Guidelines, RDA's, and food nutrition labels. Students should also be familiar with the Internet for research purposes.
The case studies included in this lesson are of a 9-year old boy, a 16-year old girl, a 30-year old woman, a 50-year old man, and a 70-year old man. Nutrition issues for pregnancy or children, two years old and under, are not addressed in this lesson.
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Lesson Procedures:
Students will work in groups of five to analyze the diets of persons representing various stages of the life cycle. Each group will take one of five case studies. Students may use the "Student Activity Sheet" (three pages) to record data. (See Reproducible Materials.)
NOTE: The Web site addresses can be found in the Technology Connection section of this lesson.
- Model the process for conducting nutrient analysis.
- Assign students to groups; each group will conduct a nutrient analysis of the case study’s diet, by using either Nutrition Connection, a CD-ROM, or by visiting one of these Web sites: Nutrient Analysis Tool, Volume 2 or Diet Site. They will compare the diet to the RDAs and make recommendations. Using a nutrient analysis program, they will determine the case study’s daily caloric needs, and describe how the number of grams of protein needed each day was determined.
- For the most recent version of the Dietary Guidelines, students will visit the USDA Web site and answer the following question:
According to the Dietary Guidelines, what is the recommended percent of calories from fat? Note: Most nutrition experts recommend eating no more than 20-35% of total calories from fat, 10-35% from protein, and 45-60% from carbohydrates.
- Groups will review the handout, "Alphabet Soup," to obtain the definitions of
- Dietary Reference Intakes (DRI),
- Estimated Average Requirements (EAR),
- Recommended Dietary Allowances (RDA), and
- Tolerable Upper Intake (UL).
After students have reviewed the definitions, ask them how does DRI relate to RDA, EAR, and UL?
Note that the RDAs and DRIs are updated every few years. The nutrient analysis program used may or may not be completely up-to-date. The percentage of the RDAs are only averages that are to be used as guides
- The groups will use the nutrient analysis information on each case study to answer the following questions:
- What recommendations can you make from the analysis?
- What is the person’s daily caloric need?
- What is the percent of calories from fat, carbohydrates, and protein?
- How do those figures compare to the recommended daily values?
- Which vitamins and minerals are lacking?
- Were any nutrients over consumed?
- What is the food source of that nutrient?
- Which nutrients were consumed in the correct amounts?
- What are some good food sources of the vitamins and minerals lacking in the diet? Students may us either the Healthfinder or USDA Food and and Nutrition Information Center websites or they may find references in a nutrition textbook.
- Make five recommendations to improve the diet. Are these recommendations realistic: that is, does the food look good and taste good? Explain.
- Using the case study’s one-day food diary, students will use MyPyramid to determine how many servings of each food group are needed. How does the MyPyramid relate to the Dietary Guidelines?
- To study food labels, students will visit the Food and Drug Administration (FDA) site and answer the following questions:
- Why aren’t RDAs used in the food labels?
- Instead of RDAs, what are used?
- How do the DRIs compare to the RDAs.
- How can using DVs promote overnutrition?
Each team will read food labels on various food items that the team would recommend for its case study to eat to improve the diet. Why were those food items recommended?
- Each student will complete a student activity sheet. Using information from the case studies and activity sheets, each group will prepare and present to the entire class its recommendations using Power Point or other presentation software.
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Assessment Procedures:
- Teachers will use the "Evaluation Rubric" and individual "Student Activity Sheet."
- Group presentations will make five recommendations for the case studies based upon a comparison of the nutrient analysis to the RDAs, the Dietary Guidelines, and MyPyramid.
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Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
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Reproducible Materials:
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Explorations and Extensions:
- Students may analyze their own diets and make recommendations using the same process used in the case studies.
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Lesson Development Resources:
- Initially, this lesson was created as a WebQuest project as an enhancement to Chapters 1 and 2 in the following textbook:
Wardlaw. Perspectives in Nutrition. [Online]. Available: http://www.mhhe.com/hper/nutrition/wardlawper/ , 1999. Description: This textbook is being used in a freshman nutrition class at Louisiana State University. (Human Ecology 2010) The Web site provides further reference information.
- USDA. yourSELF. [Available online 1999]. Available: http://teamnutrition.usda.gov/Resources/yourself.html, 1999. Description: A teaching kit from the USDA for middle school students, yourSELF. Teachers may download information sheets and teacher’s guides from this Web site.
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Reflections:
If additional information is needed, see the Web site reference list. Instructors can use the lesson "Where Will We Eat?" as an introduction to this lesson. |
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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