Feel the Burn. Author(s): Chris Garrigues, Pilot Rock, OR; Chris Johnson, Boardman, OR; Adapted from Mathalicious Newtritional

Transcription

1 Feel the Burn Brief Description: Many restaurants post calorie information for their foods. But what does 550 calories really mean? Instead of calories, what if menus were written in terms of exercise? Students will learn about how unit rates and proportional reasoning can connect to making food choices. Author(s): Chris Garrigues, Pilot Rock, OR; Chris Johnson, Boardman, OR; Adapted from Mathalicious Newtritional Info Creative Commons License Type: NonCommercial 4.0 International License Grade Level(s): 6 9 Time Needed: 6 or 7 days Math Class: Pre Algebra, Algebra Context Keywords: Calories, nutrition, fast food, exercise, basketball Student Objective: Calculate and discuss how long it would take to burn off fast food menu items. Mathematical Practices: Make sense of problem and perseverance Reason abstractly and quantitatively X Use appropriate tools strategically Attend to precision Background Information: Concepts: Units, unit rates, unit conversions, unit analysis, proportions, proportional relationships, ratio tables, variables Skills: Order of operations, solving equations Terms: Calorie, formula, variable, literal equation X Construct viable arguments and critique reasoning Model with mathematics Look for and make use of structure Look for and express repeated reasoning Previous lesson connections: MS: Unit Rates, writing and solving proportions, commutative property of multiplication HS: Solving an equation for a variable, evaluating with formulas Content Standards: 6th grade: 6.RP.A.3; 6.NS.B.3 7th grade: 7.RP.A.1; 7.NS.A.2 8th grade: 8.EE.B.5 Algebra: A.CED.4; N.Q.1 Classroom Materials: Internet access, nutritional information/menus from local chain restaurants, tables of constants for exercise calorie/pound burn rate

2 Feel the Burn Procedure: 1. Bellringer: It is recommended that students complete a warmup or quick review of an essential prior skill. For example, 6th graders could simplify sets of fractions or 7th graders could find unit rates. (¼ day) 2. How many laps might it take to burn off a single French fry? (½ 1 day) Make a prediction: low floor guess, high ceiling guess, your tentative guess. Take a few from class, allow them to revise. Show different containers with different foods: protein/whey, fat/crisco, and carbs/sugar at standard kcal amounts like 100 kcal so kids have a common conception of different amounts of calories. Video: A student (probably a school athlete/track team member) runs around the track until calories burned. When you exercise, the number of calories you burn depends on two things: the type of exercise and your weight. Playing basketball for one minute, for example, burns calories for every pound of body weight. Use the table to find out how many calories each celebrity will burn in one minute of exercise. Students should work either independently or in pairs, but not groups as the calculations are pretty straightforward. After some time, have students begin transferring some of their results to a master table on the whiteboard. Do not correct any mistakes. Instead, allow the students to identify any data that appears inconsistent. The teacher reads solutions in the table in every day language such as Every minute that LeBron plays basketball, he burns calories. This may help students assess the reasonableness of any particular rate. Clarifying questions: For a given exercise, who do you think will burn more calories in a minute LeBron or Selena and why? What does the unit rate calories per pound mean? What does the unit rate calories per minute mean? Discourse questions: Why do you think Selena Gomez burns so many fewer calories than LeBron does? Why does playing soccer burn so many more calories per minute than walking does? How long would someone have to walk to burn the same number of calories as a minute of soccer? 3. If you wanted to double the calories you burned while exercising, what could you do? (¼ day) Allow students to discuss with a partner using a strategy such as think pair share. After the whole group shares and responses are recorded, ask, Which options do you think are easy? Highlight (or add) the following responses: exercise harder, gain weight, or exercise longer.

3 Write on the board: 2T = 2c w m = c 2w m = c w 2m Why does doubling one of the terms (c, w, or m) cause T to double? Discourse/Reflection: Which would have a bigger effect on the total number of calories LeBron burned: if he gained a pound, or if he played basketball for one more minute? What would happen if we could double all of the factors (work out twice as long, twice as hard, in a body that weighed twice as much)? Instead of doubling a single term/factor, how else could we double the total number of calories burned? 4. How long would LeBron have to play basketball to burn off the calories of a Big Mac meal? (½ 1 day) McDonald s commercial of LeBron James selling value meals Have students conjecture: How long would LeBron have to play basketball to burn off the calories in a Big Mac? What are some factors that might determine how long it would take someone to burn off calories? Do you think everyone burns the same number of calories when they exercise? Record a running list of responses on the board. NBA games are 48 minutes long. If LeBron eats a Big Mac meal (1360 calories) before a game, would he burn off all the calories by the end? If not, how much longer would he have to play? Suggest that students use a table (or graph) to see how the number of calories LeBron burns changes over time. Minutes Calories Guiding Questions: If LeBron burns calories in one minute, how many calories will he burn in two minutes? Twelve minutes? How many calories will LeBron burn in 48 minutes? Will LeBron burn 1360 calories in 48 minutes? Discourse Questions: An NBA game includes a 15 minute halftime. Should we include that? Will LeBron s teammates also burn 756 calories in a game? Is it possible that LeBron actually burns more than calories each minute when he plays basketball? 5. Different types of exercise burn different numbers of calories. Choose a celebrity (whose weight is known) and three types of exercise. For each activity, how long would it take to burn off the given McDonald s items? (1 day) Students have already seen/used the steps required: pick celebrity; pick exercise; calculate calories burned in one minute of exercise; choose food and calculate time to

4 burn off. Guiding questions: Which foods do you think will take the most time to burn off? The least time? How many times longer does it take to burn off fries than a salad? Discourse questions: Were any of the results unexpected? How so? Why do you think the body burns calories while sitting? What celebrity + exercise combination would burn the most calories per minute? Do you think people should be able to substitute a salad for French fries in an Extra Value Meal? If you wanted dressing with your salad, how many calories do you think that would add? 6. In September 2012, McDonald s began posting calorie information in all of its restaurants in the United States. Listen to the NPR clip about this decision. (½ day) Before listening to the clip: Do you think posting calories will have an effect on the foods people order? Does publishing calories affect what people order? Why do you think this is? According to the clip, what are some reasons that posting calories might not affect people s food choices? When you go to a fast food restaurant, do you pay attention to how many calories the foods contain? Do you know how many calories you re supposed to eat in a day? What do you think would happen if McDonald s rewrote its menu in terms of exercise? Instead of 550 calories, what if a Big Mac were advertised as requiring 98 minutes of biking fast? Would this have an effect on what foods people order? Would rewriting nutritional information in terms of exercise have an effect on what you order? Which McDonald s menu item do you think has the most calories? Which menu item do you think has the fewest calories? If McDonald s rewrote its menu in terms of exercise, would this be good for customers? If McDonald s rewrote its menu in terms of exercise, would this be good for McDonald s? 7. Introduce performance task (½ day) Students will recreate a menu for a favorite restaurant, with minutes of exercise in multiple preferred activities, which they could carry around in their pocket or post digitally as an infographic. Decide whom they want to create a menu for. Themselves? A friend or family member? The whole school? Gather the information they will need: weight, favorite activities, and calorie counts for the specific food. Decide how they will communicate their results on the menu. Decide how they will communicate their calculations/process on the menu. Share their work and any insights with peers or another intended audience so that their menu could be easily converted and used by others.

5 Pre teach rubric and other expectations. For example, show an example menu that illustrates a high quality product. 8. Project workshop (1 2 days) Teachers can bring in printed calorie information from local chain restaurants. Students can also find calorie information on most restaurants websites or fitness websites such as calorieking.com and myfitnesspal. Teachers may want to print or provide links to workout intensity charts that list how many calories are burned per unit of time for a variety of activities. Some of the charts available online may require additional conversions. For example, the Nutristrategy table lists Exercise & Calories Burned per Hour for specific weights (130 lbs, 155 lbs, 180 lbs, 205 lbs). However, there are interesting activities listed such as jazzercise, taking out the trash, and coal mining. This provides a challenging incentive for students who want to consider activities beyond typical recreation. Students should be encouraged to work together. Although each student will have a unique final product, they will benefit from discussion and collaboration as they navigate the restaurant websites, choose preferred activities, and calculate and convert units. 9. Small group presentation, peer feedback and self evaluation (½ day) Break students into groups of three or four, preferably with a variety of ability within each group. Each student will briefly share their menu with the group. The group will then share what they like and what could be improved. Finally, the student will use the rubric to self evaluate, marking the appropriate score 1 4 and after all have shared, they should each pass their menu and a rubric clockwise to the student next to them. Using a different color for each student, they will score each rubric category 1 4 and then provide a reflective statement based on their peer feedback. 10. Exit Task/Assessment (½ day) See below. Exit Task/Assessment: Transfer exercise: On a vacation, Linda's family travels 495 miles. How long will the trip take if she drives 55 miles per hour (mph) for the first two hours and then 70 mph for the rest of the trip? Reflection Survey: Students complete a short multi item survey to give the teacher feedback on the lesson, health and fitness theme, and their math learning. Anticipated Student Solutions, Thoughts and Responses: If students get confused by all the different units, it may be worth demonstrating how Suggested Teacher Responses, Questions and Guidance to Promote Student Thinking: Students should do the thinking, calculating, correcting, and so on. The

6 they simplify. When asked about ways to halve the time it takes to burn calories, students will probably realize that weighing twice as much is pretty unlikely. This is a good moment to iterate that the math holds, even if the results would be unlikely in real life. Some students will have a relatively easy time converting and applying unit rates. Use this as an opportunity for peer tutoring. Ask them to help struggling students connect the use of a ratio table to more efficient strategies. Students may feel uncomfortable using or sharing their personal weight, favorite meals, or activity preferences. Think of alternatives such students could use and still be able to participate fully in the tasks and project. teacher guides with questions and facilitates discourse by managing discussion procedures and norms. Before moving on to a new task, the teacher may want to draw connections between the original conjectures, predictions, calculations, and any strategies demonstrated on the board. The use of color is very helpful to draw attention to these connections. If a standard mathematical method would be helpful to introduce and did not arise naturally from the students, the closing of a particular task would be an apt place to demonstrate. For example, the use of dimensional analysis to keep track of and simplify units is cumbersome and not necessarily desirable to use for every calculation in the table. However, it is a useful technique to keep track of and make sense of the many units. Differentiation: Scaffold Supports Provide calorie data for different restaurants Exercise calorie data Tutorial videos for reference Cross Curricular Supports: Algebra Extension Writing slope intercept form of the equations, rather than a table (CED.A.1, REI.B.3) Recognizing changing provided parameters as changes in resulting rate of change (SSE.A.1.b) Introducing piecewise functions (halftime of a game, for example) (F.IF.C7) Introducing multiple variables: height, weight, activity level, etc. (SSE.A.1.b) Using Estimated Energy Requirement formula to determine calories burned per minute for individual students (SSE.A.1.b) Rewriting literal equations (SSE.A.1.b, CED.A.4) Health & Wellness Extensions Estimated Energy Requirements (EER), and Health Activity level (HA) Analyzing influences of family, culture, media and other factors on health behaviors (HE.2.8.9) Accessing valid information, products, and service to enhance health (HE.3.8.2, HE.3.8.5)

7 Mathalicious.org New tritional Info lesson: info Nutristrategy Calorie Burn Chart: Calorie Burning Chart:

8 Feel the Burn When you exercise, the number of calories you burn depends on two things: the type of exercise and your weight. Playing basketball for one minute, for example, burns calories for every pound of body weight. Use the table to find out how many calories each celebrity will burn in one minute of exercise.

9 Feel the Burn NBA games are 48 minutes long. If LeBron eats a Big Mac meal (1360 calories) before a game, would he burn off all the calories by the end? If not, how much longer would he have to play? Minutes Calories

10 Feel the Burn Select 3 activities from below. Using your weight or the weight of a friend or family member, how long would it take to burn off the given McDonald s items?

11 Feel the Burn Re Create Your Own Menu Instead of knowing calories, it might be more helpful to know the minutes of exercise it would take someone to burn off a Big Mac meal. But what does that mean for you? What if you re a 160 pound runner who likes Taco Time? What if you re a 125 pound wrestler who craves a bacon maple bar from Voodoo Donuts? What about that cafeteria meatloaf you have to eat before volleyball practice this afternoon? In this project, you ll get to explore how long it would take you (or someone close to you) to burn off some of your favorite foods. Driving question How much do I need to exercise to burn off the food that I typically eat? What you ll need to have in your menu At least 3 or 4 menu items that would make a full meal (i.e., an entree, side, drink, and dessert). These can be from any restaurant that provides nutrition facts. Three different types of exercise Work shown for all calculations All necessary information provided and labeled: calories in each food item; calories burned per pound of weight for each exercise; weight of the person eating and exercising; minutes of exercise to burn off the item. Written summary explaining your menu: Why is your menu written in terms of exercise instead of only calories? How could you use the menu? Would your menu work for somebody else? Who and why? Or why not? USE COMPLETE SENTENCES! Alternate ideas to feel even more burn! Create a spreadsheet program or mobile app that lets someone enter their weight, the calories, and a preferred activity, and then tells them how much exercise it will take to burn off the calories. Create a bulletin board for our school cafeteria or re design the menu board.

12 Math Performance Task Rubric Score Conceptual Understanding Mathematical Skills Work Habits 4 Summary explanation shows complete understanding of: using a unit rate comparing rates how others could use menu to proportionally estimate their own exercise times 3 Summary explanation shows some understanding of: using a unit rate comparing rates how others could use menu to proportionally estimate their own exercise times 2 Summary explanation shows little understanding of: using a unit rate comparing rates how others could use menu to proportionally estimate their own exercise times 1 Summary explanation shows no understanding of: using a unit rate comparing rates how others could use menu to proportionally estimate their own exercise times Calculates all unit rates ( burn rates ) accurately. Correctly converts all units between number of calories and total exercise. Labels all units of measurement accurately. Calculates most unit rates ( burn rates ) accurately. Correctly converts most units between number of calories and total exercise. Labels most units of measurement accurately. Calculates some unit rates ( burn rates ) accurately. Correctly converts some units between number of calories and total exercise. Labels some units of measurement accurately. Does not calculate unit rates ( burn rates ) accurately. Does not correctly convert units between number calories and total exercise. Does not label units of measurement. Final product is creative, and all parts of task are complete. All calculations are written fully. Work is neat and easy to follow. Final product is creative, and most parts of task are complete. Some calculations are not shown. Work is neat or easy to follow. Many parts of task are not complete. Many calculations are not shown. Work is sloppy or hard to follow. Does not complete most parts of task. Calculations are not shown. Work is sloppy and hard to follow. Reflection on peer feedback:

13 Examples and Sample Work

14 Student Feedback Survey 1. What resources, students, or adults helped you to complete the menu project? 2. How were those resources or people helpful? In other words, what was missing from the lessons that they were able to help you make sense of? 3. Do you feel that this project helped you learn the math better than a traditional lesson focusing on just calculation skills? 4. Regardless of your answer to the previous question (let's assume you chose no!), which of the following would be the best explanation for that answer? I am more comfortable when I can just focus on "the math" steps. I'm not interested in health/fitness, so the real life context wasn't relevant to me. Sorry, but the math itself just didn t make sense. 5. What else would you like to say about this unit s lessons or the project? Exit Ticket On a vacation, Linda's family travels 495 miles. How long will the trip take if she drives 55 miles per hour (mph) for the first two hours and then 70 mph for the rest of the trip? (Show your calculations and any other ideas/thinking.)