Carbohydrates Grade Level: X 7-9 Time Required: 1-2 class periods (at the instructor s discretion) HECAT Health Topic: Tobacco-Free X Healthy Eating Mental/Emotional Health Physical Activity Safety Other: Violence Prevention Alcohol and Other Drugs-Free HEAP Acronym* PA Academic Standards for Health, Safety, and Physical Education Instructional Methodology Used: Essential Question: Lesson Plan Description: X CC X AI SM INF IC DM GS X AV 10.1.9 B, 10.1.9 C, 10.1.9 E Lecture Guided Practice Cooperative Learning X Discussion Student Debate Student Presentation Lab X Technology Other: optional lab What are carbohydrates, and why are they an essential part of good nutrition? Learn It - This lesson on carbohydrates provides students with a basic understanding of their structure and function as well health behaviors to support wellness. Live It Includes the Daily Menu and BMI Lab activity. Share It - Identify topic for advocacy project. Learning Objectives: Student will be able to: Summarize the functions and interactions of the macronutrient, carbohydrate. Identify principle dietary sources of carbohydrates. Apply knowledge of carbohydrates to relevant social issues (obesity and diabetes). Materials/Resources Required: Computer with Internet access and projector for instructor lead lesson OR computer lab with Internet access to www.studenthealthforce.com for student access. o Provide (username and password) for students to work at computers individually or in pairs. o Headsets to use the lessons. 1 - Carbohydrates student worksheet per student (See Documents/Student Worksheets) 1 - Nutrition Advocacy Projects sheet per student (Optional-See Documents/Student Worksheets) 1 - Nutrition Advocacy Projects Planner sheet per *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
student (Optional - See Documents/Student Worksheets) 2 Carbohydrates 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.) Measuring stick/scale for students to determine their height and weight for Live It/BMI Lab activity (optional) 1 BMI charts one for each student according to gender (Optional- See Documents/Carbohydrates or have students refer to the charts that follow the BMI Lab.) Lesson Plan Content: Allow 25 minutes 1. Introduce the lesson, Currently, the popular diets reflect Dr. Atkins' low carb craze. The Atkins' diet and South Beach diet propose that by eliminating carbohydrates for you diet, you will lose weight. It s important to remember these diets offer only a shortterm solution. In this lesson you will learn why the macronutrient, carbohydrate, is part of a healthful diet. 2. Distribute the student worksheets to each student. Instruct students to complete the student worksheet as they work through the Carbohydrates 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 postassessment after they have completed the lesson. 5. For students who complete the assignment earlier than others, refer them to the Live It Daily Menu and BMI Lab activities. Allow 10 minutes Say, Carbohydrates are part of a healthful diet because they provide dietary fiber, sugars, and starches that help the body function well. The sugars and starches in foods supply energy to the body in the form of glucose, which is the preferred fuel for your brain and nervous system. Carbohydrates should be 45 to 65 percent of your total calorie intake. Foods in the basic food groups that provide carbohydrates fruits, vegetables, grains, and milk are important sources of many vitamins and minerals.
Currently, the popular diets reflect Dr. Atkins' low carb craze. The Atkins' diet and South Beach diet propose that by eliminating carbohydrates from your diet, you will lose weight. It s important to remember these diets offer only a short-term solution. It s important to choose carbohydrates wisely. Your best carbohydrate-containing foods are nutrient-packed foods in several of the basic food groups: fruits, vegetables, grains, and milk products. Watch for sugars and syrups that are added to foods at the table or during processing or preparation (such as high fructose corn syrup in sweetened beverages and baked products). Although the body's response to sugars does not depend on whether they are naturally present or added to the food, added sugars supply calories but few or no nutrients. Ask the following questions to determine if the class needs to review the Live It activities: How did you do with the Daily Menu activity? Did everyone have a chance to complete it? Were you surprise by your results? Does anyone need help with the math? What about the BMI Lab? Are there any questions? Say, No one formula can predict ideal body weight accurately. There are too many differences in body types (including bone structure or frame size) and body composition (percentage of muscle vs. fat). Body weight should not be a specific number. It should be a range. In the past, life insurance companies provided average weight tables. Today a healthy weight can be estimated in a variety of ways, but weight is a range not just a number. The body mass index (BMI) is a screening tool to identify weight problems within the general population. BMI is a number calculated from an adults s weight and height. BMI provides an indicator of body fatness for most people. For children and teens, BMI is age and sex specific. It is often referred to as BMI-for-age because the amount of body fat changes with age and differs between girls and boys. The CDC s BMI-for-age growth charts (See Documents/Carbohydrates) for girls and boys take into account these differences and allow translation of a BMI
number into a percentile for a child's or teen's sex and age. Calculating and interpreting BMI using the BMI Percentile Calculator involves the following steps: 1. Before calculating BMI, obtain accurate height and weight measurements. 2. Calculate the BMI and percentile using the BMI Calculator. The BMI number is calculated using standard formulas. 3. Review the calculated BMI-for-age percentile and results. The BMI-for-age percentile is used to interpret the BMI number because BMI is both age-and sex-specific for children and teens. These criteria are different from those used to interpret BMI for adults which do not take into account age or sex. 4. Find the weight status category for the calculated BMIfor-age percentile as shown in the tables. These categories are based on expert committee recommendations. 5. Have students write BMI in their Health etracker (pg 4). Ask: Were you surprised by your results? With a show of hands, have you had this done before? Lesson Closure: Allow 10 minutes State, At the conclusion of the Nutrition for Life unit you will complete an advocacy project. Ask, What is advocacy? [Advocacy is a process to influence or bring about change. Advocacy can take many forms.] Can anyone give me an example of and advocate? [U2 s Bono or Angelina Jolie] State, Some people differenciate between advocacy and information, education, communication, and mobilization projects. Some feel that advocacy involves persuading influential people to change whereas information, education, communication, and mobilization projects involve the general public. We will define advocacy to include education, communication, and mobilization projects. Ask, Is Ronald McDonald an advocate? State, You will gain a practical understanding of nutrition by completing an advocacy project. [Here the instructor will state their specific requirements topics, presentation (PSA, poster, food drive, etc), groups, etc.] Advocacy projects can take many different forms They can be written, spoken, sung, or acted. They can vary in the time they take to complete. They can vary in media required. Advocacy work can be completed on your own or with
others. Today you will begin thinking about a topic. Distribute the Nutrition Advocacy Projects Planner and (optional) Nutrition Advocacy Projects. State that the topic must be selected by and the first part of the planner must be completed by. Assessment Methodology: Assessment: Guided Learning X Teacher Observation Student Debate Student Presentation X Other: Assessments Cooperative Learning Lab (optional) X Discussion Technology Completion of the worksheets and participation will validate the learning. Pre and post-assessments Students completed assignments and worksheets. Students engaged in the discussion activity. Students assumed responsibility, and performed their assigned roles and tasks. 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. If writing is a challenge, have students: Experience Digestion of Carbohydrates 1. Ask, Are you getting hungry? 2. Ask students to close their eyes and hold out their hands. Distribute a saltine cracker to each student. Ask the students to smell the cracker but not eat it. Ask, What changes do you feel in your body? What is happening in your mouth? [salivation] 3. Ask the students to chew the cracker and not swallow it until you say so, about 40 seconds. Ask What is your mouth doing? What is your tongue doing? What you re your teeth doing? How is the taste changing? [The taste should shift from salty to sweeter as the starch begins to be broken down into sugar in their mouths.] 4. Ask the students to think about their tongue and what is happening in their mouth as they swallow the cracker and feel what is happening. 5. Explain that within the next hour the cracker, a carbohydrate, will be broken down into sugar and will enter the bloodstream. Ask, How does that happen? [Refer to the online lesson.] Extending the Lesson: Use the Ingredients List (See Documents/Resources) and as students to look for hidden sugars. Use the sample nutrition fact labels (in Documents) and analyze carbohydrates in common foods. CDC s Diabetes Program FAQs Basics About Diabetes http://www.cdc.gov/diabetes/faq/basics.htm Description: This site contains basic information concerning diabetes and is a source for background knowledge to enhance the discussion. It can be used by the teacher for background information. Have students research the impact of exercise and diet of Type 2 diabetes. Have students graph trends in diabetes and obesity prevalence. Cite what age group and populations are most
affected. Interdisciplinary Connections: Additional Resources: Have students work with younger students on carbohydrates. X Math X Reading X Writing X Technology Art Other: See U.S. Documents/Carbohydrates Department of Health and Human Services Choose Carbohydrates Wisely Centers for Disease Control and Prevention Carbohydrates http://www.learningaboutdiabetes.org/englishbooks.html to download and print information on What is Diabetes? and Diabetes and Healthy Eating. Vocabulary: Adipose tissue (body fat) Calorie Carbohydrates Complex carbohydrates Constipation Diabetes Type 1 Type 2 Disaccharides Elements Empty calories Enzymes Fiber Dietary fiber Insoluble fiber Soluble fiber Glucose Glycemic Index Lactose Legumes Macronutrients Metabolism Monosaccharides Nutrient dense Organic compounds Photosynthesis Polysaccharide Simple Carbohydrates Starch