![Picture](/uploads/8/7/3/8/87388910/published/food-labels-the-ticket-to-healthy-eating-722x406.jpg?250)
Food Label Scavenger Hunt: The purpose of this PBL activity is to teach the students how to read nutrition labels, and build an understanding of how to properly establish serving sizes. With an understanding of labels and serving sizes, the students will become a more responsible consumer, and establish a positive foundation for nutritional health habits.
The activity will begin with the teacher having a discussion about food labels, and what information is included on them. The teacher will reference calories, fats, carbohydrates, vitamins, sugars etc... The students will be tasked with carefully reviewing each component, and what each meant with regards to overall nutrition.
In this scavenger hunt activity, the teacher will present various food items, and the students will examine their food labels for their nutritional values. With the guidance of a handout, the students would examine the food items, and their labels, and determine which items are the best source for a specific nutrient. The students simultaneously identify what components each food item may be lacking. For example, the handout may ask the students to identify the item that is the best source of protein, and the students will ideally identify the can of peanuts that are available. At the completion of the scavenger hunt, the students will be placed in groups of 3, and they will discuss their findings, and share their reasoning as to why they made the choices they made. To conclude the activity, the students will write a 1 page reflective essay in which they explain how their knowledge of food labels has changed, and if they believe their knowledge of food labels will change how they choose their nutrition in the future.
The food items to be examined will be chosen by the teacher. Some potential idea could be yogurt, nuts, small fruit packages, granola bars, and trail mix.
The activity will begin with the teacher having a discussion about food labels, and what information is included on them. The teacher will reference calories, fats, carbohydrates, vitamins, sugars etc... The students will be tasked with carefully reviewing each component, and what each meant with regards to overall nutrition.
In this scavenger hunt activity, the teacher will present various food items, and the students will examine their food labels for their nutritional values. With the guidance of a handout, the students would examine the food items, and their labels, and determine which items are the best source for a specific nutrient. The students simultaneously identify what components each food item may be lacking. For example, the handout may ask the students to identify the item that is the best source of protein, and the students will ideally identify the can of peanuts that are available. At the completion of the scavenger hunt, the students will be placed in groups of 3, and they will discuss their findings, and share their reasoning as to why they made the choices they made. To conclude the activity, the students will write a 1 page reflective essay in which they explain how their knowledge of food labels has changed, and if they believe their knowledge of food labels will change how they choose their nutrition in the future.
The food items to be examined will be chosen by the teacher. Some potential idea could be yogurt, nuts, small fruit packages, granola bars, and trail mix.
![Picture](/uploads/8/7/3/8/87388910/published/mti1njqwotg1otm2otgxotg2.jpg?1490068273)
Meal Planning: The students will be tasked with working with a partner and keeping track of their meals for a pre-determined amount of time. The chronicling of the meals will help the students determine whether their meals are balanced, and if there are any noticeable deficiencies in nutrition.
To begin the teacher will distribute a meal plan worksheet that will allow the students to record their daily food choices. (The worksheet can be designed in whatever way needed to help specific students more easily access it.) On the worksheet, the students will not only track each meal consumed, but what constituted each meal. For example, if the students had a chicken dinner, they may list chicken, potato, rice etc... For each food described, the students will indicate whether the item is a vegetable, protein, legume and so on. The students will also identify whether the food is common to their diets, or if its infrequent. Using their research skills, the students will also provide the amount of calories that each food item contains per serving. With all this information in hand, the students will calculate their total amount of calories consumed in the day. At the teacher's discretion, the students will keep track of a food journal for a day, week, or 2 weeks. Regardless of the time, the students, with their content knowledge, will be tasked of maintaining a balanced nutrition plan.
In partnerships, the students will compare plans, and take the time to peer review each others plan. The students will provide one another with advice, questions, and feedback with regards to the plans that were shared. They will communicate such factors as: ease of use, accuracy, and practicality. To conclude, the students will calculate the caloric values to determine how many calories each person is consuming per day. The students, based on their obtained information, will make suggestions to their partner with regards to potential improvements that can be made to the individual plans.
Potential Questions to ask:
A. Were you eating the correct serving sizes?
B. Were your chosen meals balanced? How could you improve them if they were not?
C.Was their one food group that was consumed more than others?
D.What steps can you take in order to balance out the types of food groups used?
E.How did planning make you feel? Good? Worst?
To begin the teacher will distribute a meal plan worksheet that will allow the students to record their daily food choices. (The worksheet can be designed in whatever way needed to help specific students more easily access it.) On the worksheet, the students will not only track each meal consumed, but what constituted each meal. For example, if the students had a chicken dinner, they may list chicken, potato, rice etc... For each food described, the students will indicate whether the item is a vegetable, protein, legume and so on. The students will also identify whether the food is common to their diets, or if its infrequent. Using their research skills, the students will also provide the amount of calories that each food item contains per serving. With all this information in hand, the students will calculate their total amount of calories consumed in the day. At the teacher's discretion, the students will keep track of a food journal for a day, week, or 2 weeks. Regardless of the time, the students, with their content knowledge, will be tasked of maintaining a balanced nutrition plan.
In partnerships, the students will compare plans, and take the time to peer review each others plan. The students will provide one another with advice, questions, and feedback with regards to the plans that were shared. They will communicate such factors as: ease of use, accuracy, and practicality. To conclude, the students will calculate the caloric values to determine how many calories each person is consuming per day. The students, based on their obtained information, will make suggestions to their partner with regards to potential improvements that can be made to the individual plans.
Potential Questions to ask:
A. Were you eating the correct serving sizes?
B. Were your chosen meals balanced? How could you improve them if they were not?
C.Was their one food group that was consumed more than others?
D.What steps can you take in order to balance out the types of food groups used?
E.How did planning make you feel? Good? Worst?
![Picture](/uploads/8/7/3/8/87388910/published/kitchen-measuring-tools-scale.jpg?250)
Measurement: The students will understand, and apply, the use of measurement cups, along with other tools, in order to successfully measure serving sizes. The students will have the opportunity to use use their pre-existing math skills in order to properly measure portions of food.
To begin the activity, the teacher will introduce the students to the different foods they will be measuring, and the different measuring cup sizes that will be used to accomplish this. (Teacher can choose what food items to measure.) The students, in groups, will then determine what food items to put into what measuring cup in order to establish 1 serving. For example, the students may chose the 1C measurement cup to measure a single serving of lettuce. Or, the students may use the 1/2C measurement cup to measure their cooked vegetables. The will build an understanding of of using the appropriate measuring cup for a specific item of food.
To provide students with a visual representation of the measurement values with regards to the cups, the teacher can bring in everyday items for the students to relate to. (EX: Softball=1 C; baseball=1/2 C; etc...) Based on the information the students are learning, the teacher can prompt the students to think about their daily food intake, and whether they believe they are eating according to recommended serving sizes. The students can be asked to consider questions such as:
A. Do you believe you normally eat normal serving sizes? Or do you eat more?
B. What can potentially happen to a person if they eat beyond recommended serving sizes?
C. What steps can you take to ensure you are eating proper serving sizes?
As a closing activity, the students can write a journal entry where they consider what they ate the day before. The students will identify their food intake, and determine whether they are eating according to serving size recommendations.
To begin the activity, the teacher will introduce the students to the different foods they will be measuring, and the different measuring cup sizes that will be used to accomplish this. (Teacher can choose what food items to measure.) The students, in groups, will then determine what food items to put into what measuring cup in order to establish 1 serving. For example, the students may chose the 1C measurement cup to measure a single serving of lettuce. Or, the students may use the 1/2C measurement cup to measure their cooked vegetables. The will build an understanding of of using the appropriate measuring cup for a specific item of food.
To provide students with a visual representation of the measurement values with regards to the cups, the teacher can bring in everyday items for the students to relate to. (EX: Softball=1 C; baseball=1/2 C; etc...) Based on the information the students are learning, the teacher can prompt the students to think about their daily food intake, and whether they believe they are eating according to recommended serving sizes. The students can be asked to consider questions such as:
A. Do you believe you normally eat normal serving sizes? Or do you eat more?
B. What can potentially happen to a person if they eat beyond recommended serving sizes?
C. What steps can you take to ensure you are eating proper serving sizes?
As a closing activity, the students can write a journal entry where they consider what they ate the day before. The students will identify their food intake, and determine whether they are eating according to serving size recommendations.
![Picture](/uploads/8/7/3/8/87388910/images.jpg?250)
Caloric Burning Activities: This PBL activity will task the students with performing various physical activities, and then calculating how much energy is being spent to perform those physical activities. The students draw upon their knowledge of nutrition, physical activity, and and math in order to correctly calculate expenditures, and properly balance out their caloric intake.
The activity will begin with the teacher discussing what a calorie is, and how calories are used in daily human functions as well as physical activities that are designed for health purposes. The students will receive, a teacher designed, Energy Expenditure Chart. The chart will be used to record the student findings. The class will be instructed to make a plan in which they will use 8 different activities in order to burn 1,000 calories. The activities will be pre-determined, and can be chosen from a list provided on the Energy Expenditure Chart. The students will have to determine what combinations of activities to complete, the duration of each activity, and how many calories were burned from each activity in relation to the amount of time it was done. Upon completion of their activities, the students will refer to their charts and add up their calculated calories spent. The instruct the students that if their totals did not reach 1,000, they must go back and adjust their activities and times. The students will be provided sufficient time to research their chosen activities, and what the calorie expenditures are for each activity. At the end of the research time, the students will share their chosen activities, and the duration of each activity.
This activity can be adjusted to the teacher's preferences. For example, the specific activities, and number needed, can decided at the beginning of the activity. The teacher can also determine the length of this activity. They can choose to strictly determine activities and calculations within the span of a day, or they can extend the activity to multiple days where the students can apply the chosen activities practically, and identify what difficulties the plan may present. The chart construction can reflect the teacher needs, and what information they are seeking to produce.
At the conclusion of the activity, after the students have calculated their totals, the teacher can pose some questions that can check for understanding of the content.
A. Did the amount of calories burned vary depending on the activity?
B. If you are burning an increased amount of calories because of physical activity, what are some potential outcomes that you may experience?
C. What will the quality of your physical activity be if you do not consume enough calories?
Resource: www.uen.org/Lessonplan/preview?LPid=103
The activity will begin with the teacher discussing what a calorie is, and how calories are used in daily human functions as well as physical activities that are designed for health purposes. The students will receive, a teacher designed, Energy Expenditure Chart. The chart will be used to record the student findings. The class will be instructed to make a plan in which they will use 8 different activities in order to burn 1,000 calories. The activities will be pre-determined, and can be chosen from a list provided on the Energy Expenditure Chart. The students will have to determine what combinations of activities to complete, the duration of each activity, and how many calories were burned from each activity in relation to the amount of time it was done. Upon completion of their activities, the students will refer to their charts and add up their calculated calories spent. The instruct the students that if their totals did not reach 1,000, they must go back and adjust their activities and times. The students will be provided sufficient time to research their chosen activities, and what the calorie expenditures are for each activity. At the end of the research time, the students will share their chosen activities, and the duration of each activity.
This activity can be adjusted to the teacher's preferences. For example, the specific activities, and number needed, can decided at the beginning of the activity. The teacher can also determine the length of this activity. They can choose to strictly determine activities and calculations within the span of a day, or they can extend the activity to multiple days where the students can apply the chosen activities practically, and identify what difficulties the plan may present. The chart construction can reflect the teacher needs, and what information they are seeking to produce.
At the conclusion of the activity, after the students have calculated their totals, the teacher can pose some questions that can check for understanding of the content.
A. Did the amount of calories burned vary depending on the activity?
B. If you are burning an increased amount of calories because of physical activity, what are some potential outcomes that you may experience?
C. What will the quality of your physical activity be if you do not consume enough calories?
Resource: www.uen.org/Lessonplan/preview?LPid=103
![Picture](/uploads/8/7/3/8/87388910/7de662667e02873da11d33f5a73c22ab.jpg?250)
Physical Activity Log: The purpose of this PBL activity is to enable students to understand physical activity and what effects they have on the human body. The activity will span for a period of a month, and will be documented daily.
At the beginning of the activity, the teacher will distribute a Physical Activity Log Worksheet. (A new sheet will be provided each week.) The students will be instructed that for the duration of a month, they are to fill out their physical activity log, and have their parents sign it. The students are to write a journal entry daily in which they would detail what activities they performed, and for what amount of time. Within their journals, the students would also document what their feelings are with regards to the physical activities that they are performing. The students would explain their perceived positive benefits, and the difficulties they experienced while participating in their physical activities. The students will also have 5 minutes a day to meet with a partner to discuss what they completed the day before, and to provide each other with feedback, suggestions, and advice. The communication between the students will help them confirm their chosen strategies, or make adjustments based on advice given. The students will be tasked with being active for a total of 60 minutes a day.
At the end of 4 weeks, the students will discuss and share their final feelings as they pertained to the month long amount of physical activity. The students will be asked to discuss how they feel physically? If they feel accomplished? What exercise or activity they consider to be their favorite, and why? What difficulties did they encounter with being physically active daily? What adjustments did you make as you went along? Will you continue with your physical activity success?
As a capstone for this particular activity, the teacher can choose to have the students calculate the amount of calories they burned for the duration of the month. The students will be granted access to the internet to help them determine how many calories are burned while completing specific activities.
At the beginning of the activity, the teacher will distribute a Physical Activity Log Worksheet. (A new sheet will be provided each week.) The students will be instructed that for the duration of a month, they are to fill out their physical activity log, and have their parents sign it. The students are to write a journal entry daily in which they would detail what activities they performed, and for what amount of time. Within their journals, the students would also document what their feelings are with regards to the physical activities that they are performing. The students would explain their perceived positive benefits, and the difficulties they experienced while participating in their physical activities. The students will also have 5 minutes a day to meet with a partner to discuss what they completed the day before, and to provide each other with feedback, suggestions, and advice. The communication between the students will help them confirm their chosen strategies, or make adjustments based on advice given. The students will be tasked with being active for a total of 60 minutes a day.
At the end of 4 weeks, the students will discuss and share their final feelings as they pertained to the month long amount of physical activity. The students will be asked to discuss how they feel physically? If they feel accomplished? What exercise or activity they consider to be their favorite, and why? What difficulties did they encounter with being physically active daily? What adjustments did you make as you went along? Will you continue with your physical activity success?
As a capstone for this particular activity, the teacher can choose to have the students calculate the amount of calories they burned for the duration of the month. The students will be granted access to the internet to help them determine how many calories are burned while completing specific activities.