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.
Subscribe to:
Comments (Atom)