Chapter 10 Lesson 2 "Good Nutrition"
Materials:
Objective:
Anticipatory Set: * Students will discuss this menu. Students will each pick out a meal that they would like best and write it down. Then students will pick out the food that they think is the most nutritious. The teacher will then keep a tally on which food was the most popular and which food was the most popular nutritious meal. The teacher will then ask about the nutrition of each item on the menu. What types of nutrients does the food contain. The menu will then be kept until the end of the lesson to see how accurate the students knowledge was.
Teacher Input: * Have the students take out the piece of scratch paper that they have. Students will then draw a table that lists their five favorite foods. In the second column students will list the nutrients found in each food. Remind students of the time in Africa and the limited food. A favorite pastime was dreaming about favorite American foods. Now I think about the Alaska foods such as dried salmon and moose meat.
Have the students try to name the six different types of nutrients that your body needs everyday. (carbohydrates, fats, proteins, water, vitamins, and minerals. How are these types of nutrients used by your body in other words, ( What does your body use carbohydrates for? What does it use ...) Here is the list:
Carbohydrates - bodies main energy; fats and oils- stored energy; proteins - build and repair cells, water is used for a variety of activities, Vitamins and Minerals are used for a variety of reasons. Take a look at this vitamin supplement label. Now look at page 250, What nutrients on P 250 are also in the multivitamin. What are the different vitamins and minerals used for. Cover some of the minerals not found in the chart: calcium and phosphorus - strong bones and teeth; Sodium and potassium - cells communication;
Can vitamins and minerals be stored in your body? (some can and some can't, discuss it)
Bring up the term calorie. Discuss how body temperature is maintained higher than room temperature by these calories. Different activities take different amounts of calories. show the students this chart:
Exercise |
Calories burned per hour |
sleeping |
60 |
reading, watching TV |
60 |
playing computer game |
100 |
playing computer game |
100 |
playing musical instrument |
120 |
dancing |
210 |
swimming |
220 |
softball |
230 |
walking |
240 |
bicycling |
250 |
basketball |
348 |
soccer |
480 |
Ask the students what happens to the extra energy if you eat more calories then you use up. Ask the students what happens if you use more energy than you take in. Have the students determine based on this chart how many calories they use an average day. Today students will start a calorie count. Have the students take out another piece of scratch paper and list everything they eat until tomorrow at this time. Also have them list their activities for one 24 hour period.
Independent Practice: * Keep a daily log of food taken in and calories used. Have the students find the nutrient information for each of their favorite foods. Work on the worksheet "Eat Right for Health"
Anticipatory Set: * Go through the teachers list of activities and calories eaten. Have some of the students give their examples.
Teacher Input: * Go through the food guide pyramid. Here is a Native American Good Guide Pyramid. Discuss how it fits with a healthy diet.
Bring in several items with food labels on them and discuss the different components of the labels.
Discuss eating disorders with students. By asking, "What types of eating disorders can lead to poor health?" Discuss anorexia and bulimia.
Guided Practice: *
Independent Practice: * Have the students complete their worksheets Eat Right for Health and take the quiz over chapter 10 lesson 2.
Check for Understanding: * quiz over chapter 10 lesson 2.
Duration:
(2) 30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).
Alaska Content Standards Addressed in this lesson:
