Vitamins. Grade Level: X class period (at the instructor s discretion) HECAT Health Topic:

Transcription

1 Vitamins Grade Level: X 7-9 Time Required: 1 class period (at the instructor s discretion) HECAT Health Topic: Tobacco-Free X Healthy Eating Mental/Emotional Health HEAP Acronym* PA Academic Standards for Health, Safety, and Physical Education Instructional Methodology Used: Essential Question: Lesson Plan Description: Physical Activity Safety Other: Violence Prevention Alcohol and Other Drugs-Free X CC X AI SM X INF IC DM GS AV B, C, E Lecture Guided Practice Cooperative Learning X Discussion Student Debate Student Presentation Lab X Technology Other: What are vitamins, what do they do for my body, and how do I know if I am getting enough? Learn It - This lesson on vitamins familiarizes students with the compounds, their sources as well as their impact. Live It - The CDC Analyze My Plate and introduction to the USDA National Nutrient Database. Share It Work on advocacy project. Learning Objectives: Student will be able to: Materials/Resources Required: Summarize the functions and interactions of essential vitamins. Identify principle dietary sources of vitamins. Apply knowledge of vitamins and related terms to marketing promotion (advertising and supplement sales) and food choices. Defend micronutirient food fortification and its use throughout the world. Computer with Internet access to Access (username and password) to 1 Vitamin student worksheet for each student 2 Vitamin knowledge assessments for each student (Optional-These may be used when the lesson is projected, or when students do not have access to the online pre and post knowledge assessments. See Documents/Knowledge Assessments.) Empty boxes of cereal to illustrate fortified food (optional) *InnerLink uses the HEAP developed health education assessment framework to correlate to the National Health Education Standards. CC- core concepts, AI- assessing information, SM-self management, INF-analyzing influences, IC-interpersonal communication, DMdecision making, GS-goal setting, AV-advocacy

2 1 Food Additives sheet for each student (Optional See Documents/Resources.) Lesson Plan Content: Allow 25 minutes. 1. Say, This lesson is about vitamins. Vitamins are a group of substances that are essential for normal cell function, growth, and development. and good nutrition. Good nutrition means getting enough macronutrients and micronutrients. Macronutrients contain calories (energy): proteins, carbohydrates, and fats. Micronutrients include vitamins and are nutrients needed throughout life in small quantities. 2. Distribute a student worksheet to each student. Instruct students to complete the worksheet as they work through the Vitamin lesson. (#3-5 are not applicable if the lesson is being projected to the class.) 3. Instruct students on how to access the lesson. 4. Tell students to complete the pre-assessment before starting the lesson, and to complete the post-assessment after they have completed the lesson. 5. For students who complete the assignment earlier than others, refer them to: Live It activities Review Live It activity (5-15 min) Ask, Let s review. How many had time to complete the hand washing lesson? [Depending on the response, allow additional time.] Say, Hand washing is the single most effective means of preventing the spread of infections. Many diseases, such as the common cold, influenza (flu), ear infections, strep throat, diarrhea, and other intestinal infections, can be spread by unwashed or improperly washed hands. Ask, When should you wash your hands? [After using the toilet After changing a diaper After helping someone who is ill After blowing your nose, sneezing, or coughing

3 Before, during, and after food preparation, especially raw foods Before eating After handling soiled utensils and equipment and garbage or money After handling animals Always wash your hands before you touch your eyes, nose, mouth, or ears.] Ask, What is the proper way to wash hands? [Wet hands with running water. Lather hands with soap. Wash the palms, back of hands, between fingers, and under fingernails for at least 20 seconds (about the time it takes to sing Happy Birthday twice). Rinse with running water. Pat hands dry with clean towel. Turn off water and open door by using a disposable paper towel.] Say, Proper hand washing is everyone s responsibility. Keeping your hands clean is one of the most important ways you can avoid getting sick and spreading germs to others. Food-borne illness outbreaks often are caused by poor hygiene, usually unwashed or poorly washed hands on the part of the food handler. Discussion/Live It Activity (10-15 minutes) Ask, Let s review. How many had time to play with the CDC s Analyze My Plate interactive tool? [Depending on the response, allow additional time.] Ask, What did you learn from it? Say, This activity did not include information on micronutrients. Vitamins are essential nutrients that contribute to a healthy life. The body uses vitamins for a variety of biological processes. Ask, What are the two categories of vitamins? [Watersoluble vitamins are easily absorbed by the body which does not store large amounts. Fat-soluble vitamins are absorbed into the body with the use of bile acids and the body stores these for use as needed.] Say, Most people rely on the food they eat to provide the nutrients they need. Some people take vitamins to prevent vitamin deficiency.

4 Ask, What would be good reasons to consider taking vitamins? [ A doctor may recommend them for certain health problems pregnant or breastfeeding. ] Ask, Should you take large doses of vitamin C pills to prevent getting sick? [No, vitamin C is a water-soluble vitamin. Excessive amounts are not used by the body and eliminated in urine. There is no research to confirm that taking vitamin C will prevent illness. Good hand washing is a better way to prevent illness.] Say, Micronutrient deficiency is widespread in the industrialized nations, but even more so in developing nations. While macro- and micronutrient deficiencies impact all age groups, young children and women of reproductive age tend to be the most at risk. Worldwide, the three most common micronutrient deficiencies (vitamin A and the minerals iron and iodine) affect at least a third of the world s population. Ask, What would be another term for macronutrient deficiency? [starvation] In the United State the consumption of a diet high in energy-dense but micronutrient-poor processed foods put population groups at risk for the health consequences of the deficiencies. Ask, What is a common term for energy-dense but micronutrient-poor processed foods? [junk food] Say, According to the World Health Organization, an estimated 254 million preschool children are vitamin A deficient. Ask, What are the risk factors for a vitamin A deficiency? [Increased rate of mortality, night blindness, and xerophthalmia] Ask, Does anyone have ideas on how to address the micronutrient deficienies? [food fortification] Say, Food fortification has a long history of use in industrialized countries for the successful control of deficiencies of vitamins A and D and several B vitamins as well as mineral deficiencies (iron and iodine).

5 Since the early 1940s, the fortification of cereal products with thiamine, riboflavin and niacin became common practice. Milk is fortified with vitamin D in the United States. Foods for young children were fortified with iron. In more recent years, folic acid fortification of wheat has become a strategy adopted by the United States. All products containing added nutrients must be appropriately labeled. [Optional: Review Food Additives. See Documents/Resources] Lesson Closure: The Food and Nutrition Board at the Institute of Medicine establish recommended dietary allowances (RDAs) for vitamins. The recommendations reflect how much of each nutrient you should receive on a daily basis, based on the known nutritional needs of practically all healthy people. Specific recommendations for each vitamin depend on age, gender, and other factors (such as pregnancy). Different foods contain different nutrients and other healthful substances. No single food can supply all the nutrients in the amounts you need. For example, oranges provide vitamin C and folate but no vitamin B 12. Cheese provides vitamin B 12 but no vitamin C. If you have questions or want to learn more, explore the USDA s Nutrient Database. Assessment Methodology: Assessment: The best way to get the daily requirement of essential vitamins is to eat a balanced diet that contains a variety of foods. Seek guidance to help ensure that you get all the nutrients you need. A healthy body requires balance, an active lifestyle, and a healthy balanced diet. Guided Learning Student Debate X Other: X Teacher Observation Student Presentation X Cooperative Learning Lab Discussion Technology Completion of the worksheets and participation will validate the learning. Students' written work, student worksheet, completed. Give a lab grade for the Live It chart and written menu analysis. Students engaged in the discussion activity? Students are they assuming responsibility, performing their assigned roles and tasks.

6 Accommodation/Modifications: VISION: 1. Use Windows magnifying function or similar software or change monitor font size and/or background. 2. Use adaptive keyboard with large keys, or pair with a non-disabled student to assist in typing article. HEARING: Maintain eye contact with hearing impaired students particularly when giving oral instruction, making sure maintain a normal pace when speaking during opening discussion. PHYSICAL IMPAIRMENTS: 1. Provide a computer with word processing application with adapted access, adaptations including key repeat rate adjustments, adaptive pointing devise for standard keyboard use, keyguard, enlarged keyboard, touch screen, onscreen keyboard, switch access, trackball, and/or joystick when writing or researching. 2. Provide a computer with word processing software with adaptive software including talking word processing application, word prediction software, and/or voice dictation software. These will be useful to assist students while writing. 3. Adjust Key repeat rate in Windows for students with tremors or shakes. 4. Pair with a non-disabled student who can assist in any physical aspects. Modeling Display modeling to show students appropriate ways of handling situations that deal with choosing foods and fitting physical activity into each day. Role-play Initiate discussion to facilitate the students understanding of the learning in terms of choosing food at the school cafeteria or a restaurant or opportunities to be active. Personal experience

7 Encourage students to describe a situation where they might need to display the targeted eating behavior(s) or initiate physical activity. Extending the Lesson: 1. Expand the lesson by having students compile and record information on food fortification. (See Documents/Resources/Food Fortification PDF) 2. Expand the lesson by distributing the Food Additives sheet (See Documents/Resources) and asking students to take the sheet home, locate products with the specific additives, and write the brand name and product. What types of products do not have additives? Interdisciplinary Connections: Additional Resources: 3. Expand the lesson by asking students to track what they eat for a day then use the USDA s Nutrient Database to analyze the signficant macro and micronutrients. X Math X Reading X Writing Technology Art Other: Vocabulary: Anemia Antioxidant Beriberi Deficiency diseases Dietary Supplements DNA Elements Enriched Fat-soluble Fortified foods micrograms Micronutrients Milligrams Organic compounds Vitamin supplements Water-soluble