MASTER Digestion and Nutrition: Week 2 of 2

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1 The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. MASTER Digestion and Nutrition: Week 2 of 2 Unit Overview This is a 2-week unit. This unit was created in response to student requests for more high school science and social studies content. Teachers and students will learn together about the digestive system, food nutrients, and dietary recommendations. Nearly all materials for this unit are available online. The pronunciation book, Clear Speech from the Start is in the learning center library. Unit Objectives: Students will be able to name the major organs involved in digestion and their purpose. Students will be able to name the major nutrients our bodies get from food. Students are exposed to pronunciation strategies, including syllable recognition and vowel rules. Students will be able to make informed choices about foods. Students will be able to interpret nutrition information labels. Students will practice using quantifiers (a lot, much, many, a few, a little) Students will practice using comparative adjectives (more, fewer) MATERIALS Gilbert, Judy B., Clear Speech from the Start. Cambridge University Press. Cambridge, ISBN: X Unit Outline Week 1 Monday: The Digestive System -Introduction Tuesday: The Digestive System -Review Wednesday: The Role of Major Nutrients Thursday: Vitamins and Minerals Week 2 Monday: Focus on Calories 1

2 Tuesday: Focus on Fats Wednesday: Focus on Fiber Thursday: Unit Review Digestion and Nutrition, Monday, Week 2 of 2 Focus on Calories Lesson Objectives: Students will be able to read about and discuss calories and how to burn them. Material Energy In Energy Out Calories in Sports Article and lesson plan about calories and restaurant menus (Downloadable as a word/pdf document via link) Chart of U.S. avg. calorie intake Nutrition Grammar Pages: Find following this lesson plan Activity Ideas: Find out what students already know about calories: How many calories do people need (depends on age, size, and weight gain/loss goals, adults = approx. 2000) How are calories used/burned? (through everyday activities, esp. physical activity) What happens if you eat more calories than you use? (gain weight) What if you use more calories than you eat? (lose weight) Create multiple-choice comprehension questions to measure students ability to read the avg. calorie intake chart. Provide students with the list of activities in the Calories in Sports handout. Have them guess which activities burn the most calories before revealing the actual numbers. 2

3 NUTRITION GRAMMAR PAGES a little, a bit, a little bit 1. These words go before an adjective or before an adverb. 2. They all have the same meaning Could you speak slower? Could you speak a little slower? Could you speak a bit slower? Could you speak a little bit slower? The soup is salty. The soup is a little salty. The soup is a bit salty. The soup is a little bit salty. Rewrite the sentences using a little, a bit, or a little bit. 1. After I eat, I feel sleepy. 2. I like desserts that are sweet. 3. I feel sick a bit of, a little of a bit of a bit of a little of + noun cake a problem advice salt + a pronoun + a determiner your cake that coffee the apple pie Write your own sentences with a bit of/ a little of

4 Digestion and Nutrition, Tuesday, Week 2 of 2 Focus on Fats Lesson Objectives: Students will be able to read food labels and analyze fat content. Students will be able to use fewer and less to compare dietary fat. Activity Ideas: Material Article on Good Fats vs. Bad Fats Nutrition Grammar Pages: Find following this lesson plan Bring in a variety of food packages that include trans fats. Have students read and compare the labels Use the Comparison of Dietary Fats chart to practice fewer and less. For example, Which oil has less saturated fat, canola or coconut? Canola has less saturated fat than coconut oil. Have the students ask each other questions about the chart. 4

5 NUTRITION GRAMMAR PAGES Fewer, Less Fewer and less are comparative forms of few and little. If you are comparing two things, add the word than. count I have very little money. I have even less than I did last year. You should eat less salt to lower your blood pressure. non-count My mother eats very few sweets. She eats fewer sweets than my father. Complete the sentences with fewer less fewer than less than 1. The doctor says that I should eat saturated fat. 2. Now I drink more water and sodas. 3. In general, women need calories men. 4. My son exercises my daughter. 5. By next year, I hope to weigh I do now. Use the words below to create a sentence. Add more words, if necessary. 1. less/ sugar/ eat/ should 2. fewer/ sodas/ he 3. eat/ salt/ less/ my husband/ I 4. need/ calories/ my teenage son/ fewer/ I 5

6 Digestion and Nutrition, Wednesday, Week 2 of 2 Focus on Fiber Lesson Objectives: Students will be able to discuss different kinds of beans and how the beans are related to their health. Students will be able to write sentences using too much, too many, and a lot. Material Lesson Materials on Fiber and Beans How Much Fiber Do You Need?: Find following this lesson plan Nutrition Grammar Pages: Find following this lesson plan Activity Ideas: Bring in a variety of canned and dried beans. Ask students which beans they like best. How do they prepare the beans? How many servings do they eat a week? Do they know why beans are good for their diet? (high in protein and fiber, low in fat) Ask students to write sentences about their diet using too much, too many, a lot. Example: This can of beans has too much/ too many/ a lot of/ protein. 6

7 How much fiber do you need? How much fiber do you need each day? The National Academy of Sciences' Institute of Medicine, which provides science-based advice on matters of medicine and health, gives the following daily recommendations for adults: Age 50 and younger Age 51 and older Men 38 grams 30 grams Women 25 grams 21 grams Your best fiber choices If you aren't getting enough fiber each day, you may need to boost your intake. Good choices include: Grains and whole-grain products Fruits Vegetables Beans, peas and other legumes Nuts and seeds Refined or processed foods such as fruit juice, white bread and pasta, and non-whole-grain cereals are lower in fiber content. The grain-refining process removes the outer coat (bran) from the grain, which lowers its fiber content. Similarly, removing the skin from fruits and vegetables decreases their fiber content. So what foods are your best bets? This list shows the amount of dietary fiber in several types of foods. Food item Fiber content in grams* Split peas, cooked, 1 cup 16.3 Red kidney beans, boiled, 1 cup 13.1 Raspberries, raw, 1 cup 8.0 Whole-wheat spaghetti, 1 cup 6.3 Pear, medium with skin 5.1 Broccoli, boiled, 1 cup 5.1 Apple, medium with skin 4.4 Oatmeal, quick, regular or instant, cooked, 1 cup 4.0 Green beans, cooked, 1 cup 4.0 Brown rice, cooked, 1 cup 3.5 Popcorn, air-popped, 2 cups 2.3 Whole-wheat bread, one slice 1.9 7

8 NUTRITION GRAMMAR PAGES Too Much, Too Many Positive Connotation (a good amount) Negative Connotation (more than necessary) singular noun a lot I eat a lot of salt. I eat a lot of sweets. much Do you eat very much salt? too much I eat too much salt. plural nouns many I ate many sweets at the party. too many I ate too many sweets. Complete the sentences with a lot much many too much too many 1. You eat fat. You should eat less. 2. My doctor says that I need of exercise to lose weight. 3. I try to eat fruits and vegetables every day. 4. Eating of fiber will help your digestion. 5. Your body needs some fat, but fat can harm your heart. 6. If you eat calories you will gain weight. Write your own sentences with the words in the chart

9 Digestion and Nutrition, Thursday, Week 2 of 2 Unit Review Lesson Objectives: Students will be able to review vocabulary and grammar from throughout the unit. Students will be able to discuss what they learned and why it is important. Activity Ideas: Create your own game show-style review game. Material Nutrition Grammar Pages (completed in prev. lessons from weeks 1 & 2) Play a review game using vocabulary and/or grammar from throughout the unit Little/Few Little/Bit Fewer/Less Too Much/Too Many Cook a nutritious meal or snack and look at the nutrition information. Lesson plans on this website have lots of recipes with nutritional information: Ask students to review their notes and write about one thing they learned that is going to change the way they eat or act. Talk about main ideas and supporting ideas. Encourage students to elaborate their ideas. Have students work in teams to create posters about one important nutrition fact that they think everyone should know about. 9

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