TEKS Based Lesson Plan

Transcription

1 Subject: Biology Weeks: 4 th Nine Weeks Group 1 Unit of Study: Viruses & Microbes Essential Questions: How do diet and exercise affect our health? TEKS/Essence Statements: Biology 11.C/Analyze the importance of nutrition, environmental conditions, and physical exercise on health. Critical Skills/Postsecondary Goals: This section needs to be completed based on the students in your class. Instruction/Classroom Activities: Small Group Direct Instruction: Brainstorm: How do we stay healthy? What can we do everyday to keep our bodies healthy? Balloon Basket Relay: Before beginning this activity, have a few students blow up 15 balloons - to represent the total number of servings students need daily from the Five Food Groups. Place five empty wastebaskets, baskets and/or other containers at the front of the room. Label each container with the name of one of the Five Food Groups. Use a marker to write the name of a food group on each balloon. Designate the appropriate number of balloons to represent the recommended number of servings of that food group (e.g., Milk Group will be written on two balloons, Meat Group will be on two balloons, etc.). Have all students stand, and then distribute the balloons evenly throughout the room. When you say "go," students must work silently and cooperatively to move the balloons into their appropriate baskets. The balloons must be moved in the air, with students keeping them afloat by gently tapping them from beneath, until all food group containers have the correct balloons in them. Play the game with a timer, challenging the class to work as a team to move the balloons as quickly and efficiently as possible each time you play. Discuss the importance of getting your body moving. Stations/Centers: 1) Building Healthy Habits: 2) How Big is a Serving Stations: Gather the items needed for each food group station. Set up the stations with the appropriate food items on a table. Optional: Identify each area with a food group sign. Open by having students copy the chart in their Nutrition Journals. Estimated amount Actual amount Recommended serving size Comparisons and Observations Grain Vegetable Fruit Milk Meat

2 Ask the following questions: 1. Who prepares their own breakfast, snacks or other meals? 2. Who has helped with cooking or baking? 3. What are the measuring cups used for? 4. Why do I have two different kinds of measuring cups? One is for measuring dry foods and one is for measuring liquids. 5. Who has used a measuring cup? What did you use it for? 6. How else do we measure foods besides cups? Ounces; pounds; number of items; size of the food 7. Who has ever looked at the Nutrition Label on a food package, like a box of cereal or crackers? 8. Can anyone tell us what is on that label? It tells us about nutrients in the food and what counts as a serving. 9. How can we be sure we're getting the nutrients we need? Accept all reasonable answers. 10. Explain that one way to make sure we get the nutrients we need is by eating the number of servings we need from the Five Food Groups. We also need to make sure that we get the right amount of food in each serving. Tell students that today they're going to do a fun lab to learn more about serving sizes. 3) Grain Group Station: You need four volunteers. Choose a volunteer to pour a bowl of cereal as if he/she were pouring it for breakfast at home. Have the first volunteer show the bowl to the class. Questions/directions: 1. How much cereal do you estimate is in this bowl? Accept all answers: One cup? Two cups? Half a cup? 3 ounces? A fist full? 2. Have students record the estimated volume in the "Estimated Amount" section of their chart. Record your estimate on the chalkboard. 3. Do you think the bowl represents one serving of cereal, more than one serving, or less than one serving? 4. How do you think we measure cereal? In cups or in ounces? Choose a second volunteer to measure the cereal using dry measuring cups and show it to the class. On the class chart, record the amount in the row marked "Actual Amount." Have students record it in their Nutrition Journals. Have the second volunteer pour the cereal back into the bowl. Choose a third volunteer to show the other students the nutrition panel on the side of the cereal box. Explain that most food packages have nutrition information. This helps people understand the size of a recommended serving and the nutrients that are in each serving for a food item. Have the third volunteer read aloud the serving size and have students record it in the "Recommended Serving Size" section of their charts. Choose a fourth volunteer to measure the recommended serving size and pour it into the second bowl and show it to the class to help them visualize a serving size. Have students compare the difference between the two bowls. 1. Was the recommended serving size larger or smaller than what our first volunteer poured? 2. Were you surprised by the estimated amount vs. the actual amount? If so, why? 3. How does the actual serving size compare to the amount you might actually eat for breakfast?

3 Give students a moment to record their findings in the "Comparisons and Observations" section on the Nutrition Journals chart. 4) Vegetable Group Station: You need four volunteers. Choose a volunteer to select the amount of baby carrots he/she would choose for a serving, place the carrots on a napkin and show them to the class. 1. How many carrots do you estimate are on the napkin? Accept all answers: 10 carrots, 1 cup, 4 ounces, a handful, etc. 2. Have students record their estimates in the "Estimated Amount" section of the chart. 3. How do you think we measure baby carrots? By counting the individual carrots. Choose a second volunteer to count the baby carrots. Share the results and record the information on the class chart. Have students record the information in their journals' "Actual Amount" section. Ask the second volunteer to place the carrots back on the first napkin. Tell students that a serving of baby carrots is about 14 carrots, depending on how big or small they are. Remind students that the package label helps them identify the exact serving size. A general guideline for a serving of vegetables is one-half cup; however, some Vegetable Group foods are measured in ounces, some in cups, and some by pieces. Choose a third volunteer to read the package label aloud. Record the actual serving size in the "Recommended Serving Size" section of the chart. Choose a fourth volunteer to measure the correct amount of baby carrots in a serving, using the measuring cup and/or counting, and place the carrots on the second napkin. Compare the difference and help students visualize a one-half cup serving of baby carrots. 1. Was the recommended serving size larger or smaller than what was served at first? 2. Was the recommended serving size larger or smaller than you thought it would be? 3. What surprised you about this station activity? Give students a moment to record their findings in the "Comparisons and Observations" section on the Nutrition Journals chart. 5) Fruit Group Station: You will need two volunteers for the Fruit Group Station. Ask the first volunteer to choose the apple he/she thinks is a serving and show it to the class. 1. What do you think is a serving size for an apple? Accept all answers: 1 apple, 1 cup, 3 ounces, etc. 2. Do you think this apple represents one serving? Accept all answers. Have students record their responses in the "Estimated Amount" row of the chart. Explain to students that apples are measured by size (small, medium or large), and that one medium apple equals one serving. Write "1 medium apple" on the chart's "Recommended Serving Size" line. Have students do the same in their Nutrition Journals. An easy way to visualize the size of a medium apple is to visualize a tennis ball. Choose a second volunteer to use the tennis ball to determine which of the three apples is the closest in size to one serving. What size is the apple our first volunteer chose? Have students write the apple size on the "Actual Amount" line of the chart.

4 Give students a moment to record their findings in the "Comparisons and Observations" section of the chart in their Nutrition Journals. 1. Was the "recommended serving size" larger or smaller than the apple that was selected at first? 2. What, if anything, surprised you about this activity? Explain that a serving of fruit is also equal to a half cup. When eating sliced fruit, canned fruit, or frozen fruit, use a measuring cup to determine the size of a serving. Whole fruit like apples, pears, bananas, and oranges are measured by size. One medium size fruit is equal to one serving. Milk Group Station: You need four volunteers for the Milk Group Station. Ask the first volunteer to pour a glass of milk and show the glass to the rest of the class. 1. How much milk do you estimate is in the glass? Accept all answers: 1 cup, 1 glass, 8 ounces, etc. 2. Record the estimate in the "Estimated Amount" section of chart. 3. How do you think we measure milk? In cups using a liquid measuring cup. Choose a second volunteer to measure the amount of milk poured using the liquid measuring cup and to share the results with the class. Record the amount in the "Actual Amount" section of the chart and have students record it in their Nutrition Journals. Then ask the second volunteer to pour the milk back into the first glass. Choose a third volunteer to read the Nutrition Label on the milk container to identify the recommended serving size (1 cup). Record the "recommended amount" on the chart and have students record it in their journals. Choose a fourth volunteer to measure the correct serving of milk using the liquid measuring cup. Ask the volunteer to pour it into the second glass. Compare the amounts and help students visualize the amount of milk in a one-cup serving. Give students a moment to record their findings in the "Comparisons and Observations" section in their Nutrition Journals. 1. Was the "recommended serving size" larger or smaller than what was served at first? 2. What, if anything, surprised you about this station activity? Explain that other dairy foods can be measured in cups or ounces. For example, yogurt is measured in ounces; one serving is an eight-ounce container. Cheese is also measured in ounces and one serving is 1-1/2 ounces to 2 ounces. Meat Group Station: You need one volunteer for the Meat Group Station. Explain that students will learn about the size of a serving from the Meat Group in a different way because handling meat can be messy. Show students the objects you have placed at the station: VHS tape, audiotape cassette, and two dice. Ask the volunteer to choose which of these items represents one serving of chicken or steak.

5 1. If the object selected were a piece of meat, what would you estimate is its size? Accept all answers: 2 ounces, 1 cup, etc. Have students record in the "Estimated Amount" section of the chart the item they think best represents one serving of meat, and what size they think is one serving. 2. How do you think we measure meat? In ounces Depending on the item chosen, provide one of the following pieces of information (to be written on the chart and in the journals): If the volunteer selected the two dice, the actual amount of meat would be one-quarter of an ounce. If the volunteer selected the audiotape cassette, the actual amount of meat would be 2-1/8 ounces. If the volunteer selected the VHS tape, the actual amount of meat would be approximately 8-1/2ounces. Explain that a serving size of meat is about two to three ounces of meat, which is about the size of an audiotape cassette or a deck of cards. Record the recommended serving size on the chart and in students' journals. Hold up the audiotape cassette to help students visualize the size of two to three ounces of meat. Give students a moment to record their findings in the "Comparisons and Observations" section in their Nutrition Journals. 1. Was the "recommended serving size" larger or smaller than what was selected at first? 2. What, if anything, surprised you about this station activity? Individualized Communication Planning: The section needs to be completed based on the communication needs of the students in your class. Differentiated Tasks: Level 3 Level 2 Level 1 For the Balloon Activity, students will be able to sort the balloons into the appropriate food group basket based on the number of servings needed each day. Students will make a connection between exercise and diet for a healthy body. For the How Big is a Serving stations, students will predict the amount found in a serving size for each food group. Students will record observations and comparisons between the various food groups. For the Balloon Activity, students will be able to sort the balloons into the appropriate food group basket based on the number of servings needed each day. Students will make a connection between exercise and diet for a healthy body. For the How Big is a Serving stations, students will predict the amount found in a serving size for each food group and compare to the actual serving size. For the Balloon Activity, students will participate in placing the balloons into the appropriate basket (errorless choice). For How Big is a Serving Stations, students will acknowledge the appropriate serving size. Materials/Resources: Balloon Basket Relay: balloons, baskets, labels, timer, markers How Big is a Serving:

6 Grain Group: Box of ready-to-eat cereal (flakes or round cereal), clear bowls, dry measuring cups (1 cup, 1/2 cup, 1/3 cup, 1/4 cup), Optional: Grain Group sign Vegetable Group: Bag of baby carrots, 2 napkins, dry measuring cups (1 cup, 1/2 cup, 1/3 cup, 1/4 cup), Optional: Vegetable Group sign Fruit Group : Three apples (one the size of a tennis ball; one larger; one smaller), tennis ball, Optional: Fruit Group sign Milk Group: Milk (Quart), 2 clear drinking glasses, Liquid measuring cups, Optional: Milk Group sign, Meat Group: VHS tape, Audiotape cassette, Pair of dice, Optional: Meat Group sign Assessment Strategies: The section needs to be completed based on the strategies appropriate for the students in your class. IEP Connections: This section needs to be completed based on the IEPs documented in the students ARDs in your class.