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EVERGREEN MIT 2008 - Lesson plan: Free Lunch

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1. Tell students they are going to use their knowledge of foods and nutrition to plan a lunch. They will have 20 food items from which to choose a menu for their make-believe lunches. But there’s a catch: the only information they hjave about the food items is a list of ingredients in the foods. Tell students that their first challenge is to look at the lists and try to figure out what the foods are.Closure and Conclusion18. If you wanted to reduce the number of calories in a meal, what kinds of foods would you cut back on and why?19. Why do you think parents are always telling their children to eat their vegetables20. How do you think you might change your eating habits as a result of what you are learning in this activity?Stacee AndersonMay 22, 2007LESSON PLANTITLE: Free Lunch (source: Foss Food and Nutrition unit)CONTENT AREAS (What areas of science does this lesson cover?): NutritionGRADE LEVEL: 5-6MATERIALS NEEDED: For each student:1 student sheet (2 pages) called What Food is It?1 student sheet called Lunch Work Sheet1 student sheet (2 pages) called Nutrition InformationFor the class20 food product packages (or 20 food posters in kit)KEY CONCEPTS: PatternsSystemsEALR'S and GLE'S (Make the connections clear and specific) 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects; and how characteristics are used to categorize living things. 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems.2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.Learning Goals: (What do you expect students to learn and be able to do from this lesson.) Students will:Be introduced to the concept of caloriesLearn to read labels on packaged food for nutritional informationPlan hypothetical lunches based on nutritional informationLearn concepts that will contribute to understanding patterns and systemsPROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization) - Introduction/Preassessment (Do some activitiy to see what your students know.1. Tell students they are going to use their knowledge of foods and nutrition to plan a lunch. They will have 20 food items from which to choose a menu for their make-believe lunches. But there’s a catch: the only information they hjave about the food items is a list of ingredients in the foods. Tell students that their first challenge is to look at the lists and try to figure out what the foods are. - Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.) 2. Divide students into groups of 3 or 4.3. Discuss order of ingredients. Tell students that the ingredients in products are always listed on the packages in order, starting with the ingredient that is most abundant down to the least abundant ingredient.4. Pass out the What Food Is It? 5. Work our number 1 together. Have everyone read the first item and look at the major ingredients. (Potato, vegetable oil, salt) Ask what kind of food is made from these ingredients? (Potato chips) Have everyone write that next to the number 1. Then let the students work on the lists in groups.6. Bring out food packages represented on list. Give students time to match products to the lists of ingredients. The students should not be allowed to read the ingredient list on the packages.7. Discuss the results. Ask students to volunteer their idea for foods on the list and tell why they think it is that food. Then ask for a show of hands to find out how many agree. Confirm if guess is correct or ask for another volunteer it it is incorrect.8. Find the sugar and fat. Each ingredient of the food list has a box beside it. Ask students to put an s in the boxes that they think are sugars, and an f in the boxes or a ? if they have no idea. Ask the students which products they suspect are high in either sugar or fat.9. Assemble a typical lunch. Pass out a copy of the Lunch Work Sheet. Tell students to plan a lunch menu using the 20 lunch items discussed. They can select up to six items and write their selections in the “lunch item” coluymn of part1 of the sheet.10.Introduce nutrition: Tell the students nutrition is the process by which organisms get the building materials and energy they need to stay alive. Animals, including humans, get their nutrition by eating food.11.Discuss analysis of the lunch. In addition to lists of ingredients most packages have nutritional information. This includes the amount of fat, carbohydrate (sugarand starch) and protein in a typical serving. Tell students that starch is a complexcarbohydrate. In the body it is broken down into sugar which provides energy.12.Use nutrition information sheets: tell students to use the sheet to fill in the protein, carbohydrate, and fat columns on their lunch work sheets for each item planned. Allow plenty of time for this activity. Visit each group as they work, offering help as needed.13.Introduce calories: Once the students have entered all of the nutritional information, tell them that labels often tell how many calories are in a serving of food. People get the energy they need for life from the food they eat. Theamount of energy in food is measured in calories. Every gram of carbohydrate we eat gets converted into 4 calories, every gram of protein gives 4 calories, and every gram of fat gives 9 calories.14.Add up the pieces: Ask students to tal the number of grams of protein, carbohydrate, and fat in their lunch selections, multiply and write those numbers of the calorie line. Finally, they should add together all the calories to arrive at the total number of calories in the lunch.15.Provide information about calories: Tell students that the recommended dily consumption of calories for 5th grade student girls is about 2200 and for boys it is 2600 calories. Lunch should contribute about 30% of the daily calories, so lunch should not exceed 660 calories (girls) and 780 (boys).16.Review the first lunch: Have students check their lunches to see how well their selections measure up to the recommended guidelines. Have a discussion abouthow lunch menus could be changed to bring them more in line with guidelines.17.Order lunch again: Let the students select items for a second lunch, this time using the nutrition information to guide choices.- Closure and Conclusion18.If


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EVERGREEN MIT 2008 - Lesson plan: Free Lunch

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