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UNIT ACTIVITIES

Part 1 : Math - Data and Statistics with Nutritional Labels
 
Step #1

Intro to data and surveys

  • Introduce the idea of survey to get data. First need to decide what kind of data you want.
  • Take a survey of the class of students favorite snacks, write them on the board.
  • As a class, select the 5 that seem most popular.
  • Review tally table and make one for the 5 foods.
  • Review how to turn data into a graph and do as class or in seats
Step #2

Intro to Serving Size (multiplicaton)

  • Choose one of the popular snacks to evaluate (ex:M&M's)
  • Introduce on overhead the nutrition label for the food. What is a serving size?
  • Take out the number of M&M's in one serving and compare to the amount a kid might actually eat at once. How much more? Twice, three times?
  • Now ask class how we could calculate the total number of calories, fat, protein, etc in the serving size we would actually eat (multiply).
  • Use calculators (4 th ) or review of multiplication (5 th ) to find totals.
  • Now find similar totals for a healthy snack (ie: apple or ?) compare. How many apples would we have to eat to get the same amount of calorie? Fat? Which snack would make us feel fuller? Which one would be healthier?
Step #3

Calculate Nutrition for Standard Serving Size

  • Mental math: Teaching how to find the unit cost of something. Ex: 3 melons cost $6. I want to know how many 5 melons will cost.
  • Of the favorite student snacks, choose 6-10 for closer evaluation.
  • On overhead, demonstrate where serving size is listed. Look at labels for all 6-10 snacks. What serving size do they list? Are they the same?
  • Can we compare the # of calories per serving of these different snacks? Why or why not? What would we have to do so that we could?
  • Review mode and median and find both for the 6-10 snack serving size. From this information, have students choose the serving size they think we should use to compare the snacks.
  • With the snack nutrition label on the overhead, demonstrate how to divide and multiply to get nutrition data per standard serving size using a calculator.
  • In small groups, students determine nutritional value (determine nutrition - calories, total fat, protein, sugar, sodium, fiber ) per standard serving size using calculators.
Step #4

Making and Using Graphs

  • Review: How to use data to make a graph.
  • Post nutritional value for each snack food either on board or photocopied copies for each of 6 groups.
  • Each group   (7 groups) is responsible for making a graph (poster) comparing the nutritional (ie: one group compares calories, another fat etc.) value of the different snacks .
  • Review: How to use a graph to make comparisons.
  • Each group makes comparisons and statements about the different snacks based on the information in their graph.
  • Groups present to class.
  • Class discussion comparing different graphs.
Step #5

Independent Practice:

  • Each student should bring in a nutrition label from something they have eaten.
  • Ask questions about nutrition, students have to answer by moving to the correct part of the room. (Have 4 students with placards for each answer in each of 4 corners: ie. Calories are between 40-60, 60-80. 80-100, 100-120...)
  • In groups of 6-8- students gather data about the number of ingredients in classmates' food.
  • Individually, students make their own graphs and statements.
Home- work As homework, students will keep track of the snacks that they eat during the week/weekend/3-4 days. They will document the snack, grams in serving, calories, fat, total carbs, sugar, # of ingredients and type of garbage (paper, plastic, metal, glass, compostable)
Part 1: Science - Nutritional Elements of Food
 
Step #1

Review of RT intro to health

  • Review the steps for RT together.
  • Do SR of the first paragraph of health article together on rug, classroom teacher will play role of teacher.
  • Next paragraph, ask for a student teacher to help.
  • Students go back to their desks to continue with photocopy of article. Read 3 rd part of the article using RT steps.
  • In groups, share questions students have about health, nutrition, what do they want to know more about?
  • As class, KWL chart about nutrition.
Step #2

Intro to the nutrition label

  • Look at big nutrition label on overhead. What do students already know? Explain parts they don't understand.
  • Choose one component of nutrition label (fat, protein, or FOOD Pyramid etc) to study. Read first paragraph using RT steps together as class.
  • Students finish article in RT groups.
  • On rug, teacher models going back to take notes. Students help teacher. Then students return to desk to take notes with teacher for later use.
Step #3
  • Next component. First paragraph RT steps as a class on rug. Finish article in RT groups.
  • As a class, discuss what the main ideas of the article were.
  • For first main idea, class decides together on the details to take notes.
  • In RT groups, students copy notes already taken and finish deciding on the details for main ideas.
Step #4

Independent RT

  • Each group takes one component of the nutrition label to study. Some components may be broken into two separate topics.
  • Student will try to find the answers to the following questions: 1) What is it? 2) Why do our bodies need it? 3) What happens if we get too much? 4) What kinds of food is it generally found in. 5) How much should we eat every day?
  • Student RT groups may read 1-2 articles about their component. Then prepare a short presentation for class.
  • During presentation, students should have a nutrition label from something they ate to analyze their food.
Part 2: Math - Review/Preview of Measurement
 
Step #1

Garbage

  • Have students add up the total amount of garbage their snacks produced during the homework period for different types (paper, plastic, metal, glass, compostable). What types of garbage are recyclable?
  • Make a class tally table for totals in each area.
  • Demonstrate/Review how to deal with BIG numbers on a graph (counting by 2,5,10 etc).
  • Each student makes or finishes their own graph of student data.
  • Work in pairs to come up with comparisons, statements and questions based on the graph.
Step #2

Intro to Measurement

  • In what ways can we compare the amounts of garbage that our food produces? Does number of pieces tell us much? Is each piece the same size?
  • Introduce the concept of weight. How to we measure weight? Often in pounds, but in science we use grams.
  • Demonstrate how to use a balance to calculate the waste.
  • In groups: each group calculates the weight of a given piece of garbage:
Step #3

Lunch Garbage

  • Students eat inside for lunch and collect all garbage produced and sort it into the 5 types of garbage.
  • Then students figure out how to weigh each type of garbage (problem-solving may be important: ie- dividing total into groups and measuring each part separately, then adding together for the total.)
  • Make a class tally table.
  • Each student makes own graph.
  • In groups or pairs, make comparisons, statements, questions based on the graph.
Step #4

Intro to Volume

  • Ask class: Where does our garbage go? Why do you think the weight of garbage might matter in the disposal of our garbage? Does it tell us everything?
  • Hold up a styrafoam platter and a piece of heavy plastic or... (something small and heavier then the styrafoam). Which one do you think is worse for the environment?
  • If garbage is going into the dump, the amount of space it takes up is very important. In math, we measure the amount of space an object takes up by volume. Units are expressed in units cubed. Found by multiplying the height, by the length by the width.
  • We can get an approximate volume for our garbage by measuring length, height, width... demonstrate with a stack of styrafoam platters.
  • Students practice measuring H., L., W., with measuring tape and finding volume (with calculators) of stacks of styrafoam platters or groups of soda cans.
  • Class discussion
Part 2: Science - Health Problems
 
Step #1

Intro to Health Problems

  • As a class, brainstorm health problems students think could be related to poor nutrition (ideas: developing diabetes, obesity, heart disease, high blood pressure, bone density, ability to fight colds, developing cancer, alertness for learning etc...)
  • Choose one topic to study together (food pyramid for good health)
  • RT together start as a class, break into groups, then come back together. At the end, take notes.
  • What else do we want to know?
Step #2

Groups start research on assigned topic

  • Each RT group chooses or is assigned to a health topic.
  • Reads with RT steps and takes notes.
  • At the end, develops a list of other questions they have about the topic.
Step #3

Using other sources

  • How can we find the information to answer our questions? Make a list (library book, encyclopedia, internet, ask an expert etc...)
  • Teacher models using an encyclopedia or reading a different article on food pyramid.
  • Students do search in library books, or within other articles teacher makes available... can also decide on an expert to ask and write a draft of a letter to that person.
Step #4

Using the internet

  • Teacher models how to do a search on the chosen website(s) for the topic class is studying together (In Class) and together take notes, evaluate if the information answered questions.
  • Students in RT groups do web searches and read information together
Step #5

Making a presentation

  • Teacher models how to use notes to make a quick presentation about the topic.
  • RT groups decide on who is going to present which main ideas and practice using notes to make a presentation.
  • RT groups make a clean copy of their notes for photocopying so that students can have the information afterwards for studying.
Part 3 - Food Advertisements
 
Step #1

Intro to TV affects on kids

  • All RT groups read the article about TV affects on kid health.
  • Discuss as a class
Step #2

Learning to read TV ads

  • Discuss how big companies pay TONS of money to make advertisements to convince consumers to buy their product. Important to know how to "read" and understand these ads.
  • Model "reading" a TV ad using the RT steps. Ask questions such as, "What does skateboarding have to do with yogurt? Who paid for this ad? How much does it cost? How healthy is it? What did it mean when ____________ happened?
  • Talk about how ads always have a "hidden message" that often has little to do with the product.
  • Students sit in RT groups where they can see the T.V., groups go through the RT steps with different ads.
  • Take notes about questions and what they think the "hidden meaning" is for each ad.
  • Class discussion
Home- Work

How many ads are there (math and science)? Students keep a tally table of the number of ads for food they see while watching kid programming. Need to document: Show/ Food Item/ "Message"/ Type of Garbage/ Healthy?

Part 4 - Taking It Home
 
Step #1

Preparation for final

  • Students use knowledge they have learned to brainstorm healthy lunch ideas.
  • Evaluate which choices would be cheaper.
Step #2
  • Teacher brings in model lunch. Demonstrates how to read the labels from the food or look up nutrition information in food index.
  • Demonstrates how to calculate the cost by dividing to find unit cost and then multiplying.
  • Students work in pairs or small groups to plan out an idea for their healthy lunch for the fieldtrip.
Step #3

Parent Presentations

  • Students brainstorm a list of health topics they have learned about that they think their parents should know about. Students choose topic they would like to work on in groups.
Step #4
  • Teacher chooses a health topic; such as healthy lunch at Hidden Villa guidelines or family walk across the nation.
  • Models how to brainstorm information teacher/students feel parents should know about the topic.
  • Design elements: Teacher models how to choose graphics to include, where to put main notes, color choice...etc.
  • Students work on project- simple rough draft first. Student may either make a powerpoint slideshow (1-3 slides) and an oral presentation for their parents OR a poster with written summaries of information.
Step #5
  • Students make final, practice presentation (1-3 days)

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