Describe the concept of a "fat tax" & significant historical/cultural. articulate personal views about a "fat tax" in the U.S.

Transcription

1 Unit Overview Focal Issue: Should the U.S. consider implementing a "fat tax" on non-nutritious foods to discourage people from unhealthful nutrition choices? Big Idea: Nutrition choices are important because the quality of the body's structure and function is determined by nutrients consumed. Essential (Science) Question: What should a person eat for optimal health and athletic performance? Unit Plan: Lesson Instructional Focus & Activities Learning Goals Materials/Equipment 1 Intro: "Fat Tax": Should the U.S. consider adopting a "fat "tax" to Describe the concept of a "fat tax" & significant historical/cultural Links to reading: abc news article + other supporting resources discourage poor nutritional choices? events related to "fat taxes Paper or Google Sheet for Starter o Starter: read selection of news articles about the issue of "fat articulate personal views about a "fat tax" in the U.S., including Board/Pen or SMART Board for taxes" (e.g., in the U.S., Denmark, pros, cons, and potential Camera (or other means) to Mexico, & the U.K.) & write implications document of discussion response to q; when finished, engage in discussion that read classmates' responses & comment on 2+ o : meaning, characterizes nature of arguments (social, political, economic, etc. any scientific?) implications, pros & cons (teacher identify possible stakeholders in makes notes to document student the issue (who might be affected ideas) by this tax? In what ways? Who o Explicit characterization of might be in favor or opposed? nature of arguments Why?) o Explicit attention to potential stakeholders *Arrive at awareness of complexity of issue, informed by multiple perspectives, of various natures, representing various stakeholders

2 2 Cross-Cultural Comparison of Ntn Recs 3a Starter: Healthful nutrition is... World Food Rec.s Exploration o provide each group with copies of Asian, African, Australian, Mediterranean, Latin American, Vegetarian, USDA myplate resources o For each, identify: source, target audience, purpose; o Compare/contrast rec.s across all o *HW: Students begin recording 3-d Food Diary for later use (input to mfp, other app, or online software) Content Part Ia: Macronutrients Energy in Food: Calorimetry Lab Food Labels Comparison: macronutrients as energy sources Assessment: select 1 meal from food diary identify major food sources of 3 macronutrients demonstrate calculations of energy values & macro ratios (use kcal/g & calculate by hand, then identify various influences on ntn rec.s (e.g., physiological needs, cultural tradition, personal preference, geographic accessibility, financial limitations, etc.) describe variety within food recs: no "one size fits all," yet there must be some bottom line *Arrive at driving question: What constitutes healthful nutrition for humans? What should a person eat for optimal health and athletic performance Identify and calculate kcal as measurement of food energy Create representations of chemical structures of CHO (gluc), Pro (aa), Fat (TG & SFA, MUFA, PUFA) Determine function of macronutrients, correlated to structures Paper or Google Sheet for Starter Assortment of nutrition recommendation tools (MyPlate, Kenyan nutrition pyramid, Australian national nutrition rec.s, etc.) for each group Board/Pen or SMART Board for Camera (or other means) to document discussion

3 compare to app?) 3b Content Part Ib: Micronutrients (Vitamins & Minerals) Vitamin Titration Lab Classify vitamins vs. minerals, 4a Assessment: using same meal from food diary identify major sources of micronutrients describe possible effects of consuming these micronutrients Timeline of USDA Ntn Rec.s Starter: Healthful nutrition is Part I Small groups investigate historical USDA rec.s: Basic 7, Basic 4, FGP, mypyramid, myplate, US Dietary Guidelines, plus own additions to list whole class assembles collaborative timeline, discusses; look for patterns, trends, changes Assessment: analyze 3-d diary and compare to current dietary rec.s according to your research, how does your diary meet "optimal" ntn rec.s? what did you do "well" (explain), and what changes would "improve" your diet-asrecorded (explain)? Select a period on our timeline based on chemical characteristics Identify general functions of these classes of micronutrients Patterns to note: Earliest rec.s emphasized prevention of deficiency-related disease, vs. emphasis on prevention of chronic disease later Presentation varies from eat this to don t eat this to avoid this *Arrive at progression of rec.s; constancy of change *Describe current ntn rec.s Paper or Google Sheet for Starter Board/Pen or SMART Board for For Timeline: o Large white board or other surface o Butcher paper if timeline must be moveable o 5 colors of copy paper (~30 sheets per color) o Masking Tape

4 other than today; how does your record meet recommendations from that time? How would an analysis from that time period compare to a current analysis? 4b What conclusions can you draw? Timeline, Part II Starter: Healthful nutrition is Small Groups add to timeline: political, social, economic, etc. events w/ ntn ramifications (e.g.: Green Rev'n, WWI, Great Depression, WWII, McGovern Committee, 7 Countries Study, diet-heart hypothesis, others discovered in own research) scientific claims underlying recs Whole class discussion: connections to & influence on rec.s? Assessment: How do you think your food choices (as compared to your 3-d diary) might have been different as a result of various historical events on our timeline? Select 2 events and describe the ways your diary might have looked different. What effect might a "fat tax" have Patterns to note: Major historical events (world wars, Great Depression) influenced rec.s in different ways (e.g., availability, nationalism) Beyond food availability, complex political and national-scale economic influences (e.g., global philanthropy in combination w/ utilization of state resources) Scientific influences were present, but not always clear or well understood (e.g., bad science picked up and propagated, sometimes for generations, & sometimes begetting more bad science massive uncontrolled experiment in FGP) *Highlight interconnectedness of social, political, economic, & scientific historical dimensions of issue, and ongoing implications *Identify specific examples of issue s complexity Paper or Google Sheet for Starter Board/Pen or SMART Board for For Timeline: o Large white board or other surface o Butcher paper if timeline must be moveable o 5 colors of copy paper (~30 sheets per color) Masking Tape

5 on your choices now? 5 Content, Part II: Metabolic Pathways & Hormonal Regulation Small group readings: CHO, Fat, Pro metabolism Construct collaborative diagram to include all assigned pathways: o directional arrows o center on pyruvate, ACoA o trace possible paths View metabolism video (~12 min) and/or look at overall metabolism map for comparison to class diagram; revise as needed discuss roll of insulin, glucagon, adrenaline Assessment: using previously selected meal, construct model of metabolic pathways that this meal's nutrient components follow after digestion describe hormonal response to & influence on pathway 6 Content Part III: Energy Systems & Sports Nutrition anaerobic: creatine PO4 (PCr), Lactic Acid Aerobic: glucose ox'n, fat ox'n (as learned previously) ATP as "energy currency" r/t exercise intensity-->revisit

6 metabolic pathways (connect to substrates, dietary sources) Readings (e.g., HCLF vs. LCHF for endurance): compare/contrast 2 rec.s for a given sport --> summary & conclusions 7 Synthesis Project: Using what know about the incidence of obesity-related disease in the U.S., energy in nutrition, metabolic pathways, and the social dimensions of nutrition recommendations, write a position paper that answers the question: Should the U.S. consider adopting a "fat "tax" to discourage poor nutritional choices?