Wednesday, October 22, 2008
What Most Kids Do!
I disagree with all that has been said about what "we need to teach to the students!" I believe that what most kids do is follow what they have been given for examples by parents and our government. What we need to do is teach the parents on how to display the right examples for their children. We can teach kids on how to eat healthy all day long but at the end of the day the people who work 40hrs plus and put food on the table, are the ones who have the say in the end. All we as teachers can do is try and teach our kids the basics of a healthy diet and exercise and hope that they can influence the parents on how to live better. It is not until our Government actually steps up and realizes that by helping our economy and the environment will we help our future, and our future are our students.
Wednesday, October 8, 2008
Five Kinds of Unhealthy Breakfast for Kids
1. Leftovers: It is very convenient to heat leftovers as breakfast. However, some leftovers such as vegetable may produce nitrous acid which is a kind of carcinogen.
2. Fast food: Many kids like the fast food, such as hamburger and fried chicken which taste well. But they contain more caloric which is hard to be digested and lack vitamin, mineral, and fibrin. Sometimes, the fried food also includes the carcinogen.
3. Sock: Some children prefer cookies or chocolate as their breakfast. Sock is belonged to dry food. In the morning, if we only eat dry food, it doesn't digest easily. Therefore, children will feel hungry very soon! This would lead the inanition for child.
4. “Motile” breakfast: Children may buy some breakfast along the roadside. They eat and go to school at the same time. Experts point out that this behavior is very bad for stomachs, which goes against digesting.
5. “Nutrition” breakfast: Some children only eat fruit, vegetable, and milk as their breakfast. They don’t eat any staple food to avoid being fat. This kind of breakfast is unscientific. If children don’t eat staple food for a long time, they will suffer from severe malnutrition. What’s more, many fruit is inadvisable to eat if limosis.
2. Fast food: Many kids like the fast food, such as hamburger and fried chicken which taste well. But they contain more caloric which is hard to be digested and lack vitamin, mineral, and fibrin. Sometimes, the fried food also includes the carcinogen.
3. Sock: Some children prefer cookies or chocolate as their breakfast. Sock is belonged to dry food. In the morning, if we only eat dry food, it doesn't digest easily. Therefore, children will feel hungry very soon! This would lead the inanition for child.
4. “Motile” breakfast: Children may buy some breakfast along the roadside. They eat and go to school at the same time. Experts point out that this behavior is very bad for stomachs, which goes against digesting.
5. “Nutrition” breakfast: Some children only eat fruit, vegetable, and milk as their breakfast. They don’t eat any staple food to avoid being fat. This kind of breakfast is unscientific. If children don’t eat staple food for a long time, they will suffer from severe malnutrition. What’s more, many fruit is inadvisable to eat if limosis.
Monday, October 6, 2008
Calorie Calculator
Calorie Calculator for daily activities
http://health.msn.com/fitness/articlepage.aspx?cp-
documentid=100106088
http://health.msn.com/fitness/articlepage.aspx?cp-
documentid=100106088
"This interactive tool measures how many calories are burned during common activities. The food you eat is measured in calories. The energy you use every day is also measured in calories. You are using energy all the time, even at rest. The more vigorous the activity and the longer the time you do it, the more calories you burn.
This tool also uses your weight to calculate calories burned, because a heavier person burns more calories during activity than a lighter person."
Thursday, October 2, 2008
Rough Notes from Harry Boyte lecture
Harry Boyte boyte001@umn.edu http://www.hhh.umn.edu/people/hboyte/ -- Dr. Boyte, Senior Fellow, University of Minnesota, has authored nine books and multiple publications on democracy, citizenship, community organizing, and citizen action. His most recent book is The Citizen Solution: How You Can Make a Difference. He also worked with Martin Luther King, Jr in the 1960's as a field secretary
9/17/2008 “Change Agents: Developing a Renewed Place for Civic Engagement” lecture by Dr. Harry Boyte’s at Fort Hays State University (rough notes taken by Dr. Rita Hauck with some comments from "lch")
Civic agency initiative – how we can be agents of change – next wave of education – work together making a better society – architects of civic change and civic life – different pockets – shift from things as activities to identity. A group of schools (colleges and universities) will become . . . the group . . . (change agents). Boyte noted he attends a Methodist Church. They have a new building and are now asking, “How shall we use it?”
The Constitution – The most important part is on this theme of civic agency. The preamble to our constitution begins with “We the people. . . “There are limits in the “we.” They were older white men. [They envisioned their project as an] ongoing evolving work . . . “to create a more perfect union.” This “we” was very diverse, a public “we” as it was practiced in public forums, taverns, debates, and discussions. People were able to engage themselves across differences. Jefferson: “If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.” He had a passion for learning and education – expanding the mind. Feudal societies had a commitment to keep people ignorant. Creating a vibrant “we” – bringing a public spirit, public habit, public identity. Founding Fathers soon disillusioned. Alexander Hamilton very disillusioned. What happened in practice as 19th century developed. American democracy tied to productive activity – “First Portable democracy” People took it with them as they set up communities – buildings, schools, libraries, city halls, associations, churches. De Tocqueville wrote Democracy in America. Americans were learning how to work together – to dig wells, etc. Balance between private and public pursuits. As they built things together, there was a sense of identity.
Largest women’s organization in the 19th century (1874) was the Women’s Temperance Union. It developed a theme that women should do everything. Through the efforts of community organizing, women in power. Most significant outcome of this movement – realized their power stronger sense of their full citizenship – helped build the nation – also the foundation of the African-American freedom struggle.
3rd theme – the tie of democracy to particular occupations. Universities, agriculture, and education – educating teachers to model citizenship – nurses, armed service, police – all saw themselves as civic leaders.
Hubert Humphrey Center – Humphrey wrote Education of a Public Man about his father. His father’s drug store was the civic center of the town (Dolan, South Dakota). These were “citizen businessmen.”
Settlement Houses – integrated new immigrants – celebrate themselves as hypehated Americans. Twelve settlements across the Twin Cities. The Phyllis Weekly (spelling?) settlement was made into a democratic center, different kinds of knowledge – many kinds of knowledge was respected, neighborhood knowledge, entertainers, vital culture in Black Community. It created a culture of citizenship – baseball league, boxing. Every sport league seen as way for young people to know they could make a difference. It developed key leaders. It had collective accountability. – shooting out street lights – [lch Pittsburg anecdote] Black athletes were not allowed to stay in the residence halls at the University of Minnesota, so they stayed at Phyllis Weekly. Now the Black Athletes are interviewing the elderly athletes about their experiences and history.
Boyte’s experience in the civil rights movement: generations passed on wisdom. We’ve seen an erosion of our civil life – erosion of Americans’ sense of community. A research study revealed that there are fewer than one-third close relationships – increasingly lonely society. There are significant counter trends. We’ve become a more private society.
Schools are much less attached in the life of the society. In 1958, a professor at the University of Minnesota, whom Boyte knew, was a model of engagement. Every year until his retirement in 1998, the professor was encouraged [by administration] to have more detachment. It is a devaluation of knowledge of elders of experience – resulting in changes in the institution. [lch: It becomes a burden if one shares those values (of engagement)]. Universities began dropping courses. There was a janitor at Duke University who led the Civil Rights Movement. He could take on any professor in debate. [lch: It’s worse now – with Distant Learning “no one has to be engaged.” – result postmodern education]
The New Deal, considered as the people’s instrument – government working for the people. Franklin Roosevelt, 1933. We have all these people with talent. Boyte likes the brick roads in Hays. It reminds him of this.
1. Alden Krider painting (people working in Kansas, looking enthusiastic but note people at wall without any work) National Youth Administration
2. Roosevelt Memorial (she’s sitting, he’s standing)
3. The Rural Couple
4. The Breadline “sad faces – no energy”
These photographs and statues are the public memory of the New Deal.
[lch: what Sunflower could do for western KS communities. Even the passive engagement, is it enough to make it a better community – faculty having students in the public schools. . . ]
We are a culture that has become a service delivery culture – consumers rather than creators and co-creators. [lch: The government took over AIG yesterday, one of the most powerful and investment cultures is gone – Lehman Brothers] [lch: Colorado Ute “youth” in NYC]
Song “We are the ones we’ve been waiting for” -- Obama accused of it being a recent protestor ditty that he was quoting or using – but it was part of the Civil Rights Movement in 1956.
Public work is the sustained effort of a mix of people who learn to work together across differences. . . could be curriculum. . . lasting civic memory. How do you work without a pre-defined goal or predictable outcome? New attention to place and renewed sense of public purpose. Politics from politico Greek – learning how to engage people who are different – how to understand other peoples’ interests, background, . . . [lch: “Yes, we were!”] [lch: Poverty – only thing of value relationships]
Public achievement initiative started in 1990 – 4H, . . .
teens surveyed every group said, Yes, they had major problems. It was a myth that young people are apathetic. What could you do about these problems? Over 300 teenagers said, “No one ever asked them that question. A way for young people to learn is by 1:1 interviews with people who are unlike you. Learn to work with people outside of comfort zone.
7th grade Catholic girls – What should a person be called who works with you? A coach – pushing people to get out and do things, not “director” but working with students – resulted in change of culture in the school and transformation in the girl Rachel who developed a public life, public happiness, and public freedom. Her parents had died of overdose.
[lch – civilians afraid to be mentors but “coaches”-- I can do that.
Denver University and Colegate University adapted public achievement concept.
Need new generation of students who become civic professionals – citizen recreation worker, citizen health worker,
Neighborhood Learning community in St. Paul has citizen librarians working with immigrants
3r theme – Question of basic purposes. 1968 MLK speech – the “Drum major instinct” People want to do well, but for what? What is the larger public purpose for doing well? MLK was worried of it becoming private achievement, private wealth, a cult of efficiency, loss of what it means to be a person. Students say we live over-scheduled lives so no time to think about purpose.
Who we are a democratic society. Recover the sense of “We the people” balance public things with private things. Challenges to a “me first” culture.
American Civil Health Index
9/17/2008 “Change Agents: Developing a Renewed Place for Civic Engagement” lecture by Dr. Harry Boyte’s at Fort Hays State University (rough notes taken by Dr. Rita Hauck with some comments from "lch")
Civic agency initiative – how we can be agents of change – next wave of education – work together making a better society – architects of civic change and civic life – different pockets – shift from things as activities to identity. A group of schools (colleges and universities) will become . . . the group . . . (change agents). Boyte noted he attends a Methodist Church. They have a new building and are now asking, “How shall we use it?”
The Constitution – The most important part is on this theme of civic agency. The preamble to our constitution begins with “We the people. . . “There are limits in the “we.” They were older white men. [They envisioned their project as an] ongoing evolving work . . . “to create a more perfect union.” This “we” was very diverse, a public “we” as it was practiced in public forums, taverns, debates, and discussions. People were able to engage themselves across differences. Jefferson: “If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.” He had a passion for learning and education – expanding the mind. Feudal societies had a commitment to keep people ignorant. Creating a vibrant “we” – bringing a public spirit, public habit, public identity. Founding Fathers soon disillusioned. Alexander Hamilton very disillusioned. What happened in practice as 19th century developed. American democracy tied to productive activity – “First Portable democracy” People took it with them as they set up communities – buildings, schools, libraries, city halls, associations, churches. De Tocqueville wrote Democracy in America. Americans were learning how to work together – to dig wells, etc. Balance between private and public pursuits. As they built things together, there was a sense of identity.
Largest women’s organization in the 19th century (1874) was the Women’s Temperance Union. It developed a theme that women should do everything. Through the efforts of community organizing, women in power. Most significant outcome of this movement – realized their power stronger sense of their full citizenship – helped build the nation – also the foundation of the African-American freedom struggle.
3rd theme – the tie of democracy to particular occupations. Universities, agriculture, and education – educating teachers to model citizenship – nurses, armed service, police – all saw themselves as civic leaders.
Hubert Humphrey Center – Humphrey wrote Education of a Public Man about his father. His father’s drug store was the civic center of the town (Dolan, South Dakota). These were “citizen businessmen.”
Settlement Houses – integrated new immigrants – celebrate themselves as hypehated Americans. Twelve settlements across the Twin Cities. The Phyllis Weekly (spelling?) settlement was made into a democratic center, different kinds of knowledge – many kinds of knowledge was respected, neighborhood knowledge, entertainers, vital culture in Black Community. It created a culture of citizenship – baseball league, boxing. Every sport league seen as way for young people to know they could make a difference. It developed key leaders. It had collective accountability. – shooting out street lights – [lch Pittsburg anecdote] Black athletes were not allowed to stay in the residence halls at the University of Minnesota, so they stayed at Phyllis Weekly. Now the Black Athletes are interviewing the elderly athletes about their experiences and history.
Boyte’s experience in the civil rights movement: generations passed on wisdom. We’ve seen an erosion of our civil life – erosion of Americans’ sense of community. A research study revealed that there are fewer than one-third close relationships – increasingly lonely society. There are significant counter trends. We’ve become a more private society.
Schools are much less attached in the life of the society. In 1958, a professor at the University of Minnesota, whom Boyte knew, was a model of engagement. Every year until his retirement in 1998, the professor was encouraged [by administration] to have more detachment. It is a devaluation of knowledge of elders of experience – resulting in changes in the institution. [lch: It becomes a burden if one shares those values (of engagement)]. Universities began dropping courses. There was a janitor at Duke University who led the Civil Rights Movement. He could take on any professor in debate. [lch: It’s worse now – with Distant Learning “no one has to be engaged.” – result postmodern education]
The New Deal, considered as the people’s instrument – government working for the people. Franklin Roosevelt, 1933. We have all these people with talent. Boyte likes the brick roads in Hays. It reminds him of this.
1. Alden Krider painting (people working in Kansas, looking enthusiastic but note people at wall without any work) National Youth Administration
2. Roosevelt Memorial (she’s sitting, he’s standing)
3. The Rural Couple
4. The Breadline “sad faces – no energy”
These photographs and statues are the public memory of the New Deal.
[lch: what Sunflower could do for western KS communities. Even the passive engagement, is it enough to make it a better community – faculty having students in the public schools. . . ]
We are a culture that has become a service delivery culture – consumers rather than creators and co-creators. [lch: The government took over AIG yesterday, one of the most powerful and investment cultures is gone – Lehman Brothers] [lch: Colorado Ute “youth” in NYC]
Song “We are the ones we’ve been waiting for” -- Obama accused of it being a recent protestor ditty that he was quoting or using – but it was part of the Civil Rights Movement in 1956.
Public work is the sustained effort of a mix of people who learn to work together across differences. . . could be curriculum. . . lasting civic memory. How do you work without a pre-defined goal or predictable outcome? New attention to place and renewed sense of public purpose. Politics from politico Greek – learning how to engage people who are different – how to understand other peoples’ interests, background, . . . [lch: “Yes, we were!”] [lch: Poverty – only thing of value relationships]
Public achievement initiative started in 1990 – 4H, . . .
teens surveyed every group said, Yes, they had major problems. It was a myth that young people are apathetic. What could you do about these problems? Over 300 teenagers said, “No one ever asked them that question. A way for young people to learn is by 1:1 interviews with people who are unlike you. Learn to work with people outside of comfort zone.
7th grade Catholic girls – What should a person be called who works with you? A coach – pushing people to get out and do things, not “director” but working with students – resulted in change of culture in the school and transformation in the girl Rachel who developed a public life, public happiness, and public freedom. Her parents had died of overdose.
[lch – civilians afraid to be mentors but “coaches”-- I can do that.
Denver University and Colegate University adapted public achievement concept.
Need new generation of students who become civic professionals – citizen recreation worker, citizen health worker,
Neighborhood Learning community in St. Paul has citizen librarians working with immigrants
3r theme – Question of basic purposes. 1968 MLK speech – the “Drum major instinct” People want to do well, but for what? What is the larger public purpose for doing well? MLK was worried of it becoming private achievement, private wealth, a cult of efficiency, loss of what it means to be a person. Students say we live over-scheduled lives so no time to think about purpose.
Who we are a democratic society. Recover the sense of “We the people” balance public things with private things. Challenges to a “me first” culture.
American Civil Health Index
Wednesday, October 1, 2008
Josh, Kayla, Heather, Tyler, Dennis
Assessment
Questioning/ Brainstorming
Nutrition brainstorm- write nutritious foods- write foods into proper food group.
KWL Chart
What do students know about exercise already?
What do the students normally eat?
How much do the students exercise daily? Weekly?
Project Overview and Checklist/Project Journal
Keep a chart of what food they eat -- Where are these foods located on the food pyramid?
Keep a record of their physical activity with comparison to how much they should be getting.
How much time do they spend on inactive activities such as video games and tv?
Students figure out how many calories are in their favorite food with comparison to how many calories they should have per day.
How much water do the students drink -- is it enough?
Teacher Conference
Individually meet with students/groups to evaluate understanding and clarify misunderstandings.
How are they doing? What can th deyo to improve?
Anecdotal Notes
Charts, records, graphs, PowerPoints/notes, journals, etc.
Scoring/Evaluation Guide
Blank food pyramid -- fill in servings sizes and list foods for each serving and category.
Grocery List/Menu Items that would be healthy.
Exercise -- create your own exercise game.
Say a food -- kids rate 1-10 on “healthy” scale.
What do each of the food groups give our bodies? What are the vitamins and other benefits?
Questioning/ Brainstorming
Nutrition brainstorm- write nutritious foods- write foods into proper food group.
KWL Chart
What do students know about exercise already?
What do the students normally eat?
How much do the students exercise daily? Weekly?
Project Overview and Checklist/Project Journal
Keep a chart of what food they eat -- Where are these foods located on the food pyramid?
Keep a record of their physical activity with comparison to how much they should be getting.
How much time do they spend on inactive activities such as video games and tv?
Students figure out how many calories are in their favorite food with comparison to how many calories they should have per day.
How much water do the students drink -- is it enough?
Teacher Conference
Individually meet with students/groups to evaluate understanding and clarify misunderstandings.
How are they doing? What can th deyo to improve?
Anecdotal Notes
Charts, records, graphs, PowerPoints/notes, journals, etc.
Scoring/Evaluation Guide
Blank food pyramid -- fill in servings sizes and list foods for each serving and category.
Grocery List/Menu Items that would be healthy.
Exercise -- create your own exercise game.
Say a food -- kids rate 1-10 on “healthy” scale.
What do each of the food groups give our bodies? What are the vitamins and other benefits?
Possible formative assessment-Portfolio
We would divide students into groups and have the group do a project portfolio where they include everything that they have learned in the lessons on nutrition. Among the things that could possibly be included in the portfolio would be:
-Activities: They could make a fun exercise plan where they come up with fun activities they could do each day instead of playing video games, etc.
-Nutritional Snacks: Students would search for recipes for healthy snacks they could eat after school or snack time
-Drinks: Students would learn about what drinks they should try to stay away from (Sport drinks, fruit juices, soda, etc.) They could study the labels to see if these drinks contain high sugar, high sodium, etc.
-Food: The kids would come up with a full day's menu that reflects their learning on good nutrition.
Resource section: This could include a copy of a food pyramid, a BMI chart, etc.
Research section: The students should research certain nutrition-related topics, such as:
--eating disorders
--calorie intakes
--link between diabetes and nutrition
-We could also have them make a video of them cooking/preparing a healthy dessert
submitted by:
-Anabel Tonche
-Samantha Mcglynn
-Robin Hanna
-Aubrey Hier
-Jon Schnable
-Fay Pan
-Activities: They could make a fun exercise plan where they come up with fun activities they could do each day instead of playing video games, etc.
-Nutritional Snacks: Students would search for recipes for healthy snacks they could eat after school or snack time
-Drinks: Students would learn about what drinks they should try to stay away from (Sport drinks, fruit juices, soda, etc.) They could study the labels to see if these drinks contain high sugar, high sodium, etc.
-Food: The kids would come up with a full day's menu that reflects their learning on good nutrition.
Resource section: This could include a copy of a food pyramid, a BMI chart, etc.
Research section: The students should research certain nutrition-related topics, such as:
--eating disorders
--calorie intakes
--link between diabetes and nutrition
-We could also have them make a video of them cooking/preparing a healthy dessert
submitted by:
-Anabel Tonche
-Samantha Mcglynn
-Robin Hanna
-Aubrey Hier
-Jon Schnable
-Fay Pan
Assessment plan
The students will record what they eat for a week. At the end of the week they will analyze what they ate and decide what was healthy and what wasn't. The students will then develop a balanced diet with a healthy meal plan and healthy snacks for a new week.
Assessment
Erica, Amber, Tiffany, Steffany, Tony
Our group found this website to have the students log their daily nutrition for breakfast, lunch, dinner and three snacks. (Click the picture to link to pdf.)
The log will include their meals, calories, fat, carbs, sugar, protein, and sodium. They will also be logging their exercise and how much time they spend doing their activities and how many calories are burned in that week. The assessment will include figuring out how many calories they are burning versus intaking in their nutrition. Then they will have vocabulary testing over words such as nutrition, calories, carbohydrates, protein, exercise, fat, body mass index, sugar(s), food pyramid, and fiber, etc.
We found this website with an example test:
http://www.glenbrook.k12.il.us/gbssci/team/biounit7/nutritionvocab115.htm
We also found a link to some great healthy snacks:
http://www.keepkidshealthy.com/nutrition/healthy_snacks.html
The second part of the assessment will include the following pyramid in which the students will be labeling and coloring the nutritional food pyramid.
http://www.mypyramid.gov/KIDS/
Our group found this website to have the students log their daily nutrition for breakfast, lunch, dinner and three snacks. (Click the picture to link to pdf.)
The log will include their meals, calories, fat, carbs, sugar, protein, and sodium. They will also be logging their exercise and how much time they spend doing their activities and how many calories are burned in that week. The assessment will include figuring out how many calories they are burning versus intaking in their nutrition. Then they will have vocabulary testing over words such as nutrition, calories, carbohydrates, protein, exercise, fat, body mass index, sugar(s), food pyramid, and fiber, etc.
We found this website with an example test:
http://www.glenbrook.k12.il.us/gbssci/team/biounit7/nutritionvocab115.htm
We also found a link to some great healthy snacks:
http://www.keepkidshealthy.com/nutrition/healthy_snacks.html
The second part of the assessment will include the following pyramid in which the students will be labeling and coloring the nutritional food pyramid.
http://www.mypyramid.gov/KIDS/
Food Intake Pattern Calorie Levels
MyPyramid Food Intake Pattern Calorie Levels
MyPyramid assigns Individuals to a calorie level based on their sex, age, and activity level.
The chart identifies the calorie levels for males and females by age and activity level. Calorie levels are provided for each year of childhood, from 2-18 years, and for adults in 5-year increments.
*Calorie levels are based on the Estimated Energy Requirements (EER) and activity levels from the Institute of Medicine Dietary Reference Intakes Macro nutrients Report, 2002.
SEDENTARY = less than 30 minutes a day of moderate physical activity in addition to daily activities.
MOD. ACTIVE = at least 30 minutes up to 60 minutes a day of moderate physical activity in addition to daily activities.
ACTIVE = 60 or more minutes a day of moderate physical activity in addition to daily activities.
For More Information, Please visit
http://www.mypyramid.gov/
MyPyramid assigns Individuals to a calorie level based on their sex, age, and activity level.
The chart identifies the calorie levels for males and females by age and activity level. Calorie levels are provided for each year of childhood, from 2-18 years, and for adults in 5-year increments.
*Calorie levels are based on the Estimated Energy Requirements (EER) and activity levels from the Institute of Medicine Dietary Reference Intakes Macro nutrients Report, 2002.
SEDENTARY = less than 30 minutes a day of moderate physical activity in addition to daily activities.
MOD. ACTIVE = at least 30 minutes up to 60 minutes a day of moderate physical activity in addition to daily activities.
ACTIVE = 60 or more minutes a day of moderate physical activity in addition to daily activities.
For More Information, Please visit
http://www.mypyramid.gov/
Nutrition and Exercise
I strongly agree with JPeterson's post. I think it is very important for children to begin realizing the labels on food. I think this is one thing that many people don't consider or think about before they begin eating. It could help children have better nutrition if they knew what all they were eating. I also think it is very important for the children to get familiar with the food pyramid. It recently changed and it now includes not only the foods you should eat, but also exercise. They formatted the food guide pyramid and added stepping stairs to it to encourage people to exercise. Therefore, I see that exercising is very crucial to everyone's daily nutrition. Without exercising, eating healthy may not give you the perfect nutrition. I believe now days children tend to watch to much tv and are not as active as they once were. For example, I worked at the pool this summer and I noticed some boys leaving and I asked them what they were going home to do and guess what their answer was..."Play video games!" So instead of swimming which is a fun very benefical exercise, children are choosing to play video games and eat all day! I think our society today needs to look at children's needs more and focus on teaching nutrition as well as exercising to the children.
Exercise and nutrition
From reading the other post I think everybody else has very good ideas. I think elementary kids need to know to how much fat and sugars are in foods. In one of the post somebody mentioned teaching them how to read labels on the foods, and that would be a very good idea. I think it’s also a good idea to teach them about the food chart, and how many servings you are suppose to have from each group. It’s also a very good idea to get kids active in doing things like sports in a young age, or being active in something so they can burn up some of the calories that they are eating instead of watching TV and playing video games all day.
Tuesday, September 30, 2008
Great Minds at Work
What great ideas everyone has been sharing. I agree. Students really do need information on eating disorders, and how they affect the healthy development of our bodies. Information on foods that help protect our bodies from pollutions is very useful, also. There really are valid reasons why we serve the foods we do, and why foods are listed on the food pyramid the way they are. When we give students the knowledge and information they need to make wise choices, many really are listening. What a great topic this has been.
Sunday, September 28, 2008
Five Kinds of Food to Resist the Pollution
Kelp resists radiation: The kelp can reduce the harm from isotope and the rays, and restrain the immune cells from dying. Thus, eating kelp will have an anti-radiation effect.
Millet congee resists yawp: In the noise environment, Vitamin B in human’s body will consume a lot. So we should eat the food which contains Vitamin B, such as Millet congee.
Milk combats lead: Protein in milk can get together with lead in people’s bodies. Then they become a kind of soluble compound and it can discharge out of our bodies.
Jew's-ear stands up against cadmium: Cadmium will cause harm to kidneys. Jew's-ear contains plant colloid which can absorb the cadmium in people’s bodies, and then discharge it out of our bodies.
Garlic resists nitrosamine: Eating the bloating and baking foods are the main reasons for malignancy. However, garlic can resist the synthesis of nitrosamine.
Millet congee resists yawp: In the noise environment, Vitamin B in human’s body will consume a lot. So we should eat the food which contains Vitamin B, such as Millet congee.
Milk combats lead: Protein in milk can get together with lead in people’s bodies. Then they become a kind of soluble compound and it can discharge out of our bodies.
Jew's-ear stands up against cadmium: Cadmium will cause harm to kidneys. Jew's-ear contains plant colloid which can absorb the cadmium in people’s bodies, and then discharge it out of our bodies.
Garlic resists nitrosamine: Eating the bloating and baking foods are the main reasons for malignancy. However, garlic can resist the synthesis of nitrosamine.
Saturday, September 27, 2008
Another side to nutrition
Maybe this is a little off track, but I also think that while we are talking about nutrition, it might be a good idea to talk to kids of this age about eating disorders and what can happen to them if they let the media distort the way they see themselves. Poor nutrition and obesity is a growing problem, but so is lack of nutrition and the obsession to be supermodel thin. By 4th/5th grade, the kids are already becoming more media and socially influenced. I think it is important for them to understand early how lack of calories can be just as harmful as excess calories, because if we just talk about all the food and calories and consumption that is bad for us, that may scare them in the opposite direction. We get hammered into us since we are little with the D.A.R.E. programs that drugs and alcohol are bad for us and on and on, but no one really talks about eating disorders. I knew several classmates that were very unhealthy by the time we were in 5th and 6th grade, just because they wanted to be popular and catch the boys’ attention. We want our students to understand that they need a healthy balance and to not go to either extreme.
Wednesday, September 24, 2008
Food Servings
I agree with everything that has been posted. Since we're doing elementary aged kids, maybe something as simple as identifying how may serving sizes are required in each food group would be appropriate. If I remember right, that was one of the first things I learned in nutrition class.
Read the Labels
Even though they are only 4th graders, they should be able to understand atleast the beginning idea of reading labels. They should possibly have an understanding of the misconceptions of fats, sugar, carbs, and vitamins/minerals. I understand that you probably could not go too in depth with the core "nutrition" facts but a little bit of information about how to read labels on food. Possibly a field trip to the grocery store could be informational and visual for 4th grade level.
I agree with exercise and the objectives noted!
I agree with exercise and the objectives noted!
I think everybody has good ideas so far, one more thing I have thought of is that we are concentrating soley on food nutrition. I think it is also very important for kids to learn about nutritious drinks. Kids don't realize how many calories are in a bottle of pop, or even juice. They are both full of calories and sugar that add several calories without factoring that into your daily diet. Granted, some juices are good for you and have lots of vitamins essential for your body, but several have added preservatives and a lot of added sugar.
What about exercise?
Another aspect to nutrition is exercise. The kids can eat as healthy as they want, but you have to get out there and be active and play and get your heart going to burn some calories. Whether the kids are at recess or at home, finding ways for them to burn up some energy should be a topic we look heavily at as well.
Tuesday, September 23, 2008
Objectives
Since I am a secondary education teacher, please comment if these are too advanced for 4th graders.
Some objectives for our Nutrition lesson plan might be:
Students will identify 2 foods from each group of the food group pyramids.
Students will list the 8 essential vitamins & minerals for a healthy body and give an example of foods that contain these nutrients.
Students will write a menu of healthy food choices for each meal in the day.
Students will demonstrate 2 exercises good for a workout and explain how many calories are burned during a 15 minute workout.
Students will describe why water is important in a healthy diet.
I imagine with the health issues facing America's children today, this will be a lesson plan that gets a lot of use in school. I look forward to reading more objectives.
Some objectives for our Nutrition lesson plan might be:
Students will identify 2 foods from each group of the food group pyramids.
Students will list the 8 essential vitamins & minerals for a healthy body and give an example of foods that contain these nutrients.
Students will write a menu of healthy food choices for each meal in the day.
Students will demonstrate 2 exercises good for a workout and explain how many calories are burned during a 15 minute workout.
Students will describe why water is important in a healthy diet.
I imagine with the health issues facing America's children today, this will be a lesson plan that gets a lot of use in school. I look forward to reading more objectives.
Wednesday, September 17, 2008
Blog on Nutrition
I am also glad that we decided to do these modules as a whole class. It will also make our unit a better unit if everyone contributes the knowledge they already know. I hope we can all learn how to do these and then we will be able to teach others about nutrition as well as the skills we have learned on the computer.
Nutrition is very important to all ages of individuals but starting earlier than later will ensure they will learn the necessary skills and information they will need to live a long, healthy life. Allowing them to construct a weekly blog of their meals, exercise, and sleep will inturn show them how they need to possibly change their regular schedules into a healthier lifestyle.
I agree with Bill, I think that students need to find out how many calories are in the food at their favorite fast food restaurant. I think they should find out and compare them to other fast food restaurants, and see which ones are the worst for you. I think it would also be beneficial for the students to know how many calories a day that your body needs just to survive, and then how many they need after exercising.
Monday, September 15, 2008
Blog on nutrition
I think doing the modules in class will benefit everyone. many minds can create better than one. Some activities we may want to add are that we could have the students check the calories for their favorite fast food. Another activity is figuring out how many calories they burn doing different activities such as watching T.V., running, walking, biking, swimming, etc.
Sunday, September 14, 2008
Am I doing this right?
I am wondering if I am in the right place. I have been checking to see if anyone else has left a post, but I can't find any others. I feel doing the Modules in class is going to be more helpful than doing them independently. Helping everyone see where the information or ideas come from will be so beneficial, especially when each one in this class begins to teach and draft lesson plans for themselves. Robin
Friday, September 12, 2008
I couldn't figure out where the option was to edit the page, so I thought I would at least post some things up here so that I at least have it on the blog, and I can always move it later if I need to.
Essential Question
What effects does nutrition have on our growth and development?
Unit Questions
What is nutrition?
What are some ways we can improve our nutrition?
What happens to your body if poor nutrition practices extend over a long period of time?
Content Questions
What are five ways good nutrition habits impact our overall health and well being?
What are five ways poor nutrition habits impact our overall health and well being?
How many servings of sugars and fats should we have per day?
How many calories should an average person consume per day?
Non-Native English Speaker
Students with English as a secondary language who have difficulty learning because of language barriers should have aids or partners to pair up with to help them through these lessons. I think if a para or tutor is unavailable, this would be a good opportunity to apply a buddy system. A lot of visuals would be helpful for these students, because it isn’t that they don’t have the ability to understand the concept, just how it is presented. In these classrooms there should also be translations on the objects or images to help the children understand what the teacher means in both languages. In our case, we can use a lot of charts and labels on the nutrition facts to help the students understand and follow along. I think it is important for teachers to recognize that a bright student may not be able to write well in English if it is not used often at home, and make arrangements with those students to take the tests differently in a way that allows the student to communicate effectively. Non native English speaking students, while responsible for understanding the material, shouldn’t be penalized or held back from achieving because of this communication block.
Internet Resources
http://www.cfsan.fda.gov/~dms/foodlab.html
http://www.nutrition.gov/nal_display/index.php?info_center=11&tax_level=1
http://www.nutritiondata.com/help/glossary
Thursday, September 11, 2008
Unit Plan Nutrition
Fort Hays State University
Hays, Kansas 67601
TECS 290 Introduction to Instructional Technology
Unit Overview
Unit Title: Nutrition
Unit Summary:
Food Groups
Foods that help the body resist "pollution" or disease
Calories – Students go to a web site to monitor, analyze their food intake over two days
Carbohydrates
Protein
Vitamins
Minerals
Food Labels – Students bring in labels from their favorite cereals to analyze.
Eating Disorders
Exercise
Subject Area:
Health and a Balanced Diet, Good Nutrition Habits, and Exercise
Grade Level:
4th
Approximate Time Needed:
Unit Foundation
Targeted Content Standards and Benchmarks
STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES Grades 3-4
SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES – The student will demonstrate personal health and environmental practices.
Benchmark 1: The student will develop an understanding of personal health.
The student…
1. reads and compares nutrition information found on labels;
discusses healthy foods; identifies or makes a healthy snack.
Student Objectives/Learning Outcomes
(21st century skills to include in our draft objectives: Problem Identification, Formulation, and Solution—Ability to frame, analyze, and solve problems; Self-Direction—Monitoring one's own understanding and learning needs; locating appropriate resources; transferring learning from one domain to another)
Students will identify 2 foods from each group of the food group pyramids.
Students will list the 8 essential vitamins & minerals for a healthy body and give an example of foods that contain these nutrients.
Students will write a menu of healthy food choices for each meal in the day.
Students will demonstrate 2 exercises good for a workout and explain how many calories are burned during a 15 minute workout.
Students will describe why water is important in a healthy diet.
Students will construct a weekly blog of their meals, exercise, and sleep that will in turn show them how they need to possibly change their regular schedules into a healthier lifestyle. (Another aspect to nutrition is exercise. The kids can eat as healthy as they want, but you have to get out there and be active and play and get your heart going to burn some calories. Whether the kids are at recess or at home, finding ways for them to burn up some energy should be a topic we look heavily at as well.)
It is also very important for kids to learn about nutritious drinks. Kids don't realize how many calories are in a bottle of pop, or even juice. They are both full of calories and sugar that add several calories without factoring that into your daily diet. Granted, some juices are good for you and have lots of vitamins essential for your body, but several have added preservatives and a lot of added sugar.
Students will find out and compare amounts of calories from their favorite fast food restaurant to other fast food restaurants, and see which ones are worse.
One group of students will assemble a chart that shows what their friends or family initially knew about calories needed for survival each day and calories needed after exercise that compares to actual quantities reported in research.
Another group will assemble a chart that shows what their friends or family initially knew about requirements for exercise in order to stay healthy.
Students will incorporate nutrition data about the United States as well as from other countries in their conclusions and summaries.
Students learn how to read labels on food. Possibly a field trip to the grocery store could be informational and visual for 4th grade level.
Students will identify how many serving sizes are required in each food group.
Students will collect news articles and recipes about foods that resist pollution.
Students will prepare a healthy meal.
Students will discuss reasons for eating disorders such as stress and media images.
Curriculum-Framing Questions
Essential Question: What effects does nutrition have on our growth and development?
Unit Questions:
What is nutrition?
What are some ways we can improve our nutrition?
What happens to your body if poor nutrition practices extend over a long period of time?
What are some consequences of not having or knowing good nutrition?
How does nutrition aid your body in fighting diseases?
How do we monitor if we are practicing good nutrition?
What are some strategies or tools for monitoring nutrition habits?
Content Questions:
What are the major food groups?
How much of each food group should a person have each day?
What is the relationship between health and nutrition?
What are five ways good nutrition habits impact our overall health and well being?
What are five ways poor nutrition habits impact our overall health and well being?
How many servings of sugars and fats should we have per day?
How many calories should an average person consume per day?
How many calories should an average person consume after exercise?
Assessment Plan
Our assessments will clearly and thoroughly address all targeted standards and learning objectives. The unit will include a variety of assessments that are student-centered, ongoing, and provide valid and reliable information for both students and teacher about learning and teaching.
Assessment Timeline:
Before project work begins
Students work on projects and complete tasks
After project work is completed
Assessment Summary:
Unit Details:
Students check the calories for their favorite fast food. Students figure out how many calories they burn doing different activities such as watching T.V., running, walking, biking, swimming, etc.
Prerequisite Skills:
Instructional Procedures:
Accommodations for Differentiated Instruction
Resource Student
Non-Native English Speaker
Students with English as a secondary language who have difficulty learning because of language barriers should have aids or partners to pair up with to help them through these lessons. If a para or tutor is unavailable, this would be a good opportunity to apply a buddy system. A lot of visuals would be helpful for these students, because it isn’t that they don’t have the ability to understand the concept, just how it is presented. In these classrooms there should also be translations on the objects or images to help the children understand what the teacher means in both languages. In our case, we can use a lot of charts and labels on the nutrition facts to help the students understand and follow along. It is important for teachers to recognize that a bright student may not be able to write well in English if it is not used often at home, and make arrangements with them to take the tests differently in a way that allows the student to communicate effectively. Non native English speaking students, while responsible for understanding the material, shouldn’t be penalized or held back from achieving because of this communication block.
Gifted Student
Materials and Resources Required For Unit
Technology – Hardware (Place an asterisk by equipment needed)
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
VCR
Video Camera
Video Conferencing Equip.
Other
Technology – Software (Place asterisk by software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Image Processing
Internet Web Browser
Multimedia
Web Page Development
Word Processing
Other
Printed Materials
Supplies
Internet Resources
http://www.cfsan.fda.gov/~dms/foodlab.html
http://www.nutrition.gov/nal_display/index.php?info_center=11&tax_level=1
http://www.nutritiondata.com/help/glossary
Other Resources
Eating Disorders (contributed by Heather):
While we are talking about nutrition, it might be a good idea to talk to kids of this age about eating disorders and what can happen to them if they let the media distort the way they see themselves. Poor nutrition and obesity is a growing problem, but so is lack of nutrition and the obsession to be supermodel thin. By 4th/5th grade, the kids are already becoming more media and socially influenced. I think it is important for them to understand early how lack of calories can be just as harmful as excess calories, because if we just talk about all the food and calories and consumption that is bad for us, that may scare them in the opposite direction. We get hammered into us since we are little with the D.A.R.E. programs that drugs and alcohol are bad for us and on and on, but no one really talks about eating disorders. I knew several classmates that were very unhealthy by the time we were in 5th and 6th grade, just because they wanted to be popular and catch the boys’ attention. We want our students to understand that they need a healthy balance and to not go to either extreme.
Five Kinds of Food that Resist Pollution in the Body (contributed by Fay):
1. Kelp resists radiation: The kelp can reduce the harm from isotope and the rays, and restrain the immune cells from dying. Thus, eating kelp will have an anti-radiation effect.
2. Millet congee resists yawp: In the noise environment, Vitamin B in human’s body will consume a lot. So we should eat the food which contains Vitamin B, such as Millet congee.
3. Milk combats lead: Protein in milk can get together with lead in people’s bodies. Then they become a kind of soluble compound and it can discharge out of our bodies.
4. Jew's-ear stands up against cadmium: Cadmium will cause harm to kidneys. Jew's-ear contains plant colloid which can absorb the cadmium in people’s bodies, and then discharge it out of our bodies.
5. Garlic resists nitrosamine: Eating the bloating and baking foods are the main reasons for malignancy. However, garlic can resist the synthesis of nitrosamine.
Hays, Kansas 67601
TECS 290 Introduction to Instructional Technology
Unit Overview
Unit Title: Nutrition
Unit Summary:
Food Groups
Foods that help the body resist "pollution" or disease
Calories – Students go to a web site to monitor, analyze their food intake over two days
Carbohydrates
Protein
Vitamins
Minerals
Food Labels – Students bring in labels from their favorite cereals to analyze.
Eating Disorders
Exercise
Subject Area:
Health and a Balanced Diet, Good Nutrition Habits, and Exercise
Grade Level:
4th
Approximate Time Needed:
Unit Foundation
Targeted Content Standards and Benchmarks
STANDARD 6: SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES Grades 3-4
SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES – The student will demonstrate personal health and environmental practices.
Benchmark 1: The student will develop an understanding of personal health.
The student…
1. reads and compares nutrition information found on labels;
discusses healthy foods; identifies or makes a healthy snack.
Student Objectives/Learning Outcomes
(21st century skills to include in our draft objectives: Problem Identification, Formulation, and Solution—Ability to frame, analyze, and solve problems; Self-Direction—Monitoring one's own understanding and learning needs; locating appropriate resources; transferring learning from one domain to another)
Students will identify 2 foods from each group of the food group pyramids.
Students will list the 8 essential vitamins & minerals for a healthy body and give an example of foods that contain these nutrients.
Students will write a menu of healthy food choices for each meal in the day.
Students will demonstrate 2 exercises good for a workout and explain how many calories are burned during a 15 minute workout.
Students will describe why water is important in a healthy diet.
Students will construct a weekly blog of their meals, exercise, and sleep that will in turn show them how they need to possibly change their regular schedules into a healthier lifestyle. (Another aspect to nutrition is exercise. The kids can eat as healthy as they want, but you have to get out there and be active and play and get your heart going to burn some calories. Whether the kids are at recess or at home, finding ways for them to burn up some energy should be a topic we look heavily at as well.)
It is also very important for kids to learn about nutritious drinks. Kids don't realize how many calories are in a bottle of pop, or even juice. They are both full of calories and sugar that add several calories without factoring that into your daily diet. Granted, some juices are good for you and have lots of vitamins essential for your body, but several have added preservatives and a lot of added sugar.
Students will find out and compare amounts of calories from their favorite fast food restaurant to other fast food restaurants, and see which ones are worse.
One group of students will assemble a chart that shows what their friends or family initially knew about calories needed for survival each day and calories needed after exercise that compares to actual quantities reported in research.
Another group will assemble a chart that shows what their friends or family initially knew about requirements for exercise in order to stay healthy.
Students will incorporate nutrition data about the United States as well as from other countries in their conclusions and summaries.
Students learn how to read labels on food. Possibly a field trip to the grocery store could be informational and visual for 4th grade level.
Students will identify how many serving sizes are required in each food group.
Students will collect news articles and recipes about foods that resist pollution.
Students will prepare a healthy meal.
Students will discuss reasons for eating disorders such as stress and media images.
Curriculum-Framing Questions
Essential Question: What effects does nutrition have on our growth and development?
Unit Questions:
What is nutrition?
What are some ways we can improve our nutrition?
What happens to your body if poor nutrition practices extend over a long period of time?
What are some consequences of not having or knowing good nutrition?
How does nutrition aid your body in fighting diseases?
How do we monitor if we are practicing good nutrition?
What are some strategies or tools for monitoring nutrition habits?
Content Questions:
What are the major food groups?
How much of each food group should a person have each day?
What is the relationship between health and nutrition?
What are five ways good nutrition habits impact our overall health and well being?
What are five ways poor nutrition habits impact our overall health and well being?
How many servings of sugars and fats should we have per day?
How many calories should an average person consume per day?
How many calories should an average person consume after exercise?
Assessment Plan
Our assessments will clearly and thoroughly address all targeted standards and learning objectives. The unit will include a variety of assessments that are student-centered, ongoing, and provide valid and reliable information for both students and teacher about learning and teaching.
Assessment Timeline:
Before project work begins
Students work on projects and complete tasks
After project work is completed
Assessment Summary:
Unit Details:
Students check the calories for their favorite fast food. Students figure out how many calories they burn doing different activities such as watching T.V., running, walking, biking, swimming, etc.
Prerequisite Skills:
Instructional Procedures:
Accommodations for Differentiated Instruction
Resource Student
Non-Native English Speaker
Students with English as a secondary language who have difficulty learning because of language barriers should have aids or partners to pair up with to help them through these lessons. If a para or tutor is unavailable, this would be a good opportunity to apply a buddy system. A lot of visuals would be helpful for these students, because it isn’t that they don’t have the ability to understand the concept, just how it is presented. In these classrooms there should also be translations on the objects or images to help the children understand what the teacher means in both languages. In our case, we can use a lot of charts and labels on the nutrition facts to help the students understand and follow along. It is important for teachers to recognize that a bright student may not be able to write well in English if it is not used often at home, and make arrangements with them to take the tests differently in a way that allows the student to communicate effectively. Non native English speaking students, while responsible for understanding the material, shouldn’t be penalized or held back from achieving because of this communication block.
Gifted Student
Materials and Resources Required For Unit
Technology – Hardware (Place an asterisk by equipment needed)
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
VCR
Video Camera
Video Conferencing Equip.
Other
Technology – Software (Place asterisk by software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Image Processing
Internet Web Browser
Multimedia
Web Page Development
Word Processing
Other
Printed Materials
Supplies
Internet Resources
http://www.cfsan.fda.gov/~dms/foodlab.html
http://www.nutrition.gov/nal_display/index.php?info_center=11&tax_level=1
http://www.nutritiondata.com/help/glossary
Other Resources
Eating Disorders (contributed by Heather):
While we are talking about nutrition, it might be a good idea to talk to kids of this age about eating disorders and what can happen to them if they let the media distort the way they see themselves. Poor nutrition and obesity is a growing problem, but so is lack of nutrition and the obsession to be supermodel thin. By 4th/5th grade, the kids are already becoming more media and socially influenced. I think it is important for them to understand early how lack of calories can be just as harmful as excess calories, because if we just talk about all the food and calories and consumption that is bad for us, that may scare them in the opposite direction. We get hammered into us since we are little with the D.A.R.E. programs that drugs and alcohol are bad for us and on and on, but no one really talks about eating disorders. I knew several classmates that were very unhealthy by the time we were in 5th and 6th grade, just because they wanted to be popular and catch the boys’ attention. We want our students to understand that they need a healthy balance and to not go to either extreme.
Five Kinds of Food that Resist Pollution in the Body (contributed by Fay):
1. Kelp resists radiation: The kelp can reduce the harm from isotope and the rays, and restrain the immune cells from dying. Thus, eating kelp will have an anti-radiation effect.
2. Millet congee resists yawp: In the noise environment, Vitamin B in human’s body will consume a lot. So we should eat the food which contains Vitamin B, such as Millet congee.
3. Milk combats lead: Protein in milk can get together with lead in people’s bodies. Then they become a kind of soluble compound and it can discharge out of our bodies.
4. Jew's-ear stands up against cadmium: Cadmium will cause harm to kidneys. Jew's-ear contains plant colloid which can absorb the cadmium in people’s bodies, and then discharge it out of our bodies.
5. Garlic resists nitrosamine: Eating the bloating and baking foods are the main reasons for malignancy. However, garlic can resist the synthesis of nitrosamine.
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