Reading Nutrition Facts
AUTHOR: Melissa Mendoza
DATE LESSON TO BE TAUGHT: Week 1, Tuesday
GRADE LEVEL: 9th
We will be looking at nutrition labels of various types of food and compare their nutritional content with other groupsÕ labels. We will be comparing fat, protein, carbohydrate, calcium, and sugar content of these foods. We will also be introducing ÒBobÓ who is our fictional friend who only likes to eat fast food! Later in the week, we will be looking at his diet and health based on his eating habits.
á Students will be able to read and interpret the nutrition labels of various types of food. They will be able to understand the nutrition facts, serving sizes, and percent of daily value. They will also compare and contrast the content levels of fat, protein, carbohydrates, calcium, and sugar in these foods.
¤111.24. Mathematics
(15) Underlying processes and mathematical tools. The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models. The student is expected to:
(A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and
(B) evaluate the effectiveness of different representations to communicate ideas.
(16) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to:
(A) make conjectures from patterns or sets of examples and nonexamples; and
(B) validate his/her conclusions using mathematical properties and relationships.
¤115.32. Health 1, Grades 9-10
(b) Knowledge and skills.
(1) Health information. The student analyzes health information and applies strategies for enhancing and maintaining personal health throughout the life span. The student is expected to:
(B) examine the relationship among body composition, diet, and fitness;
MATERIALS LIST and ADVANCED PREPARATION
1. Nutrition facts label for each group of 3 people:
Examples of labels include:
- Fried chicken label (high fat, carbohydrate, protein)
-grilled chicken label (high protein, low fat, and carbohydrate)
- peanut butter (high in protein and fat)
-cookie label (high is sugar)
-pasta label (high in carbohydrates)
-milk (high in calcium)
2. Butcher paper for graphs
3. Markers
4. calculators
ENGAGEMENT - Get the StudentsÕ Attention and Check for Prior Knowledge
á Begin by asking students what their favorite type of food is. While students are giving responses I will list them on the board. After hearing their various responses, continue by placing students into groups of 3 by their favorite foods.
EXPLORATION (Procedure)
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What the Teacher Will Do |
What the Students Will Do |
Formative Assessment |
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Sit together in their groups and wait for further instruction |
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After the students are in their groups I will place a nutrition facts label on their table. |
Students do not know what the food is. |
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Instruct them to look at the label and tell me what they see. |
They will look at the label and begin to have an idea of what all is in the food, and how much of it. |
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Ask them to raise their hands and tell me interesting things they see. |
Students will raise hands and tell me things they find interesting. |
Ask them questions like ÒIn your opinion, how much is a lot of fat content?Ó ÒWhat do you know about the composition of food?Ó ÒIs there any ingredient/substance that you have never heard before?Ó |
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Continue listening to groupÕs responses |
Continue studying their label, and listening to other groupÕs findings. |
Based on what you see can you make an educated guess on what your food label belongs to? |
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Tell the students that now we have an idea of what is in your particular food discuss the possible identities of the food with your group and write them down. |
Students will discuss, and gather ideas for what the food may be. |
Tell them to pay close attention to the amounts of fat, carbohydrate, sugar, calcium and protein and serving sizes. |
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I will pass out butcher paper to each group so they can make bar graphs of the foodÕs contents. |
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Instruct them to graph the amounts of fat, calories, carbohydrates, protein, sugar, and calcium. |
Students will work in their groups to make the graphs. |
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After the graphs are finished IÕll have them post the graphs and estimations of the identity on the wall so that everyone can see them. |
Students will look at other groupÕs graphs and compare them to their own graph. |
ÒWhat differences do you see?Ó ÒCan you make estimations on the identity of the other groups food?Ó |
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Ask students to explain what they see among the other graphs. |
Students will tell me the differences they see in the amounts of the various contents. |
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Tell them to think about what they know about food, and make estimations within their group on at least 1 other graph. |
Students will discuss with their group members and come up with an estimation for another groupÕs food. |
They should be thinking about what types of food have high carbohydrate amounts, high fat amounts, high sugar amountsÉetc. |
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Ask students to share their estimations and their logic behind them. |
Students will volunteer and share what they think the identity of another groupÕs food is, and discuss what went on in their group as they came up with that particular decision. |
What clues did you use to help with your estimations? What types of food have more of a particular substance? Ex: pasta has high carbohydrate counts.
Does any other group disagree with an estimation? |
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After we have listened to all of the estimations I will reveal the identities of the food. |
Students will see if they were right or a least close to the real identity. |
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Next we will take a look at the labels and their serving sizes and percent daily values. |
Students will look at the label and discuss with me what they notice about the sizes and percent values. |
How big is a serving? Do you eat more than a ÒservingÓ for your own portions?
ÒWhat do you notice about the daily value amounts?Ó ÒDo any seem extremely high or low?Ó |
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Next I will pass out a wrap-up assignment dealing with serving sizes and percent of daily values (p. 5). |
Students will use calculators to answer the given questions |
Questions like: using this nutrition label, how much of your daily sugar value would be in 2 servings?
How much is a serving of this food? |
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Walk around the room and answer any questions they may have |
Work on the assignment for the duration of the period |
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Formative assessment: on-going throughout the lesson. Are students making progress toward an understanding of the concept? Is reteach or acceleration necessary? How will you know?
WRAP-UP (Explain, Elaborate)
As a class we can discuss what the students noticed about the other groupÕs foods. How did it compare to your own food? From our findings we can discuss our findings and conclusions about the general make up of foods. We will also discuss what they found about percent daily values of foods. Do they think they are eating more than the recommended daily amount of a substance? We will also discuss anything they found surprising about serving sizes or percent daily value amounts.
SUMMATIVE ASSESSMENT (Evaluate):
What did we learn today? Can you sum up what kinds of foods have a high/low amount of a particular material? I can name a particular food and ask them to tell me what they think it will have a high or low amount of. This will let me know if they have understood that meats are high in proteins, dairy is high in calcium, and sweets are high is sugarsÉetc.
MATH CONNECTION:
This lesson has a math connection by integrating the percentage of the daily value an ingredient has. They answer questions like Òwhat if you wanted to eat 2 cookies, how much of your daily fat count would that be? The graphs are also a good way to visualize the levels of content these foods have. I think my having them graph these amounts they can have a better idea of how much the substance (fat, sugarÉ) really is.
Wrap-Up Assignment
1. A slice of bread contains 21g of carbs which is 7% of the recommended daily value. How many carbs are you supposed to have in 1 day?
2. Becca is going on the Adkins diet. She is only allowed 8 carbs per meal. If she eats 3 meals a day, what is her % daily value of carbs eaten?
3. Chef Lus is preparing a banquet for 100 people. He plans to serve turkey as part of his main dish. Each turkey weighs 18lbs and only 70% of it can be used, how many turkeys does Luis need to buy if each person gets an 8oz serving?
4. Luis buys 20lbs of Ham for $.99 a pound at a whole sale store. He is looking to make a 70% profit after he sells the ham to his customers. How much should he sell each 8oz serving for?