To Eat or Not to
Eat?
Louise
Johnson
Beaufort Elementary
April 22, 2002
Subjects included in this Lesson Plan: Science/Health, Math, Technology
Brief Description: Students will be comparing the mineral contents of cereals to decide which is the more healthful to include in their diet.
Approximate time required: 2 weeks to include the Health and Math text material
Standard Course of Study Goals and Objectives:
Mathematics
4.4 Compare increasingly complex displays of data, including multiple sets of data on the same graph, computer applications, and Venn diagrams
4.3 Systematically collect, organize, display and interpret data both orally and in writing using information from a variety of
content areas.
Health
1.02 Assuming responsibility for own health
5.01 Describe how combination foods fit in the Food Guide
Pyramid.
5.07 Distinguish between healthy and unhealthy patterns of
eating.
Computer/Technology
3.2 Gather, organize and display data
2.8 Create/modify and use spreadsheets
3.4 Select the most appropriate
graph to display data and state reason.
Teacher's Lesson
Goals/Objectives: The student will read the food labels from various cereals to gather specific mineral information to create a double bar graph comparing the amounts. After the comparisons, the student will make a healthier diet decision.
Materials/Resources Needed:
- Cereal nutrition labels,
- Computer-AppleWorks (spreadsheet program),
- Health text-Chapter 5,
- Math text-Chapter 9
Pre Activities:
- Read and discuss Chapter 5 “Food for a Healthy Body”
- Collect nutrition labels from cereals
- Complete Chapter 9 in the Math text
- Create various graphs on paper
(including a double bar graph
Activities:
- Record on Paper the amounts of Magnesium, Phosphorous, Calcium, Iron, Zinc and Vitamin D found in a cereal
- Record the same information from a different cereal
- Classroom discussion and activities associated with the Health and Math text
Guided and Independent Practice
- Computer generated graphs transferring the paper info to the computer spreadsheet program to create the double bar graph
- Students are asked to observe the
changes on the graph as they edit and change data.
- Students are asked to select the
most appropriate graph to display data and state reason.
Closure: After comparing the data the student will make a decision as to which cereal is most beneficial to their healthy diet. They will have the “hard facts” from which to base this decision.
Assessment:
A. Graphing Rubric
- Student entered data correctly
into the spreadsheet.10 points
- Student could create a graph.10 points
- Student choose the appropriate
graph. 10 points
- Student stated the correct reason
he/she choose the graph. 10 points
- Title for graph-10 points
- Correct labeling of the X and Y
axis-10 pts.
- Legend explaining the sets of
data-10 pts.
- Spelling and Capitalization-10 pts.
- Name of student-10 points
- Print only ONE copy-10 pts.
B. Graded paper and pencil activities associated with the Health and Math text
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