Secret to Good Health:
Eating Right and exercise
Boise State University
Time Allotment: Two
50-minute class periods
Subject Matter: Health
Studies and Nutrition
Nutrition and dietary practices are closely related
to many aspects of wellness, including fitness, weight management, cardiovascular
health, and the prevention of diseases such as cancer, osteoporosis, and
diabetes mellitus. Our food selections reflect personal, familial, and
cultural traditions. When considering the wide range of nutrients the
human body needs to grow and be healthy, it may not be surprising that
75% of the population in the United States alone does not meet it daily
recommended dietary allowances.
Through the activities presented in this lesson,
students will become familiar with facts about nutrients, understand the
different food groups, become aware of their recommended daily allowances
for each nutrient, be able to read food labels and make appropriate choices
when it comes to eating healthy and exercising. After examining Web sites
and video clips, students will participate in a hands-on activity in which
they will have to create a seven-day record of all the foods they consumed.
As a class we will analyze what type of food was the most frequent in
everyone's diet. By looking at each food choice the class will individually
be responsible for looking up each food and recording its daily recommended
Students will be able to:
- Identify the significance of eating healthy.
- Describe the nutrients and their sources.
- Differentiate between HDL and LDL fats.
- Explain the advantages and disadvantages of
eating healthy or unhealthy foods.
- Learn how to reduce their percentages of total
calories from fat.
From the United States Health Standards for grades
9-12, available online at http://www.education-world.com/standards/national/nph/health/9_12.shtml#nph-h.9-12.3
- Standard H.9-12.4 Influences on Health
Students will analyze the influence of culture, media, technology,
and other factors on health.
Analyze how cultural diversity enriches and challenges
Evaluate the effect of media and other
factors on personal, family, and community health.
Evaluate the impact of technology on
personal, family, and community health, and analyze how information
from the community influences health.
- Standard H.9-12.6 Setting Goals for Good
Students will demonstrate the ability to use goal-setting and decision-making
skills to enhance health. Demonstrate
the ability to utilize various strategies when making decisions related
to health needs and risks of young adults.
Analyze health concerns that require collaborative
Predict immediate and long-term impact of health
decisions on the individual, family, and community.
Implement a plan for attaining a personal health
Evaluate progress toward achieving personal health
Formulate an effective plan for lifelong health.
From the Idaho State Learning Standards, available
- Standard 841: Students will acquire
the essential skills to lead a healthy life.
- Standard 835: The students will organize,
analyze, and apply health information practices and services appropriate
for individual needs.
Eat Smart Perf. Judy Woodruff, Videocassette Dist. By PBS Home Video,
- Body Needs http://www.pbs.org/wgbh/nova/thin/needs.html#
This Web site is divided into three sections, foods (above), parts of
body (left), and nutrients (below). It allows the students to roll over
any of the forty?two categories within these sections. It provides the
student the opportunity to learn more about each section and see how
it relates to other categories.
- Health Action Guide http://www.healthy.net/nutrit/kitchen/diets/index.asp
This Web site offers a different outlook on improving your dietary health
and ways to reduce the risk of developing heart disease.
|Pencil and paper
Personal Assessment Seven-Day Diet Study
Personal Assessment Do you have Fatty
Habits? (see attached)
One magazine for each student
Glue one per group of two students
Prep For Teachers
Prior to teaching this lesson, make sure that
the Web sites used in the lesson have been bookmarked on each computer
in your classroom. Prepare the handouts;
make sure each student receives both personal assessment handouts. When
using media, provide students with a FOCUS FOR MEDIA INTERACTION, a specific
task to complete and/or information to identify during or after viewing
of video segments, Web sites, or other multimedia elements.
Distribute or email the attached document "Do You Have Fatty Habits?"
http://www.cnn.com/HEALTH/indepth.food/explainers/fat.facts.html to your
students. Ask your students to read over the instructions and begin the
assessment. After your students have completed
the assessment, ask your students for a show of hands regarding who fell
under the category of Excellent fat habits, then ask for those who fell
under the Good fat habits, then the Need to trim some fat, and finally
ask for a show of hands of those that fell under the Very high fat diet.
Discuss results with the whole class.
Ask your students to get on-line and go to the
Body Needs Website. www.pbs.org/wgbh/nova/thin/needs.html#
Provide your students with a FOCUS FOR MEDIA INTERACTION; asking
them to move the computer mouse back and forth across the top and bottom
of the screen, paying attention to what happened when they scrolled over
one of the words, the body, or the foods along the top of the page.
Ask your students write about at least three
of the nutrients they highlighted when on the Body Needs Website. Ask
students to include the name of the nutrient, what the main sources are,
any deficiencies and the dietary recommendation per day.
Ask your students what they think of when
they hear the word "nutrition." What images come to mind? (Students will
most likely respond health, diet, menu, food, nourishment, etc.)
Explain to your students that in order to maintain
a healthy lifestyle people need to understand the importance of nutrition
and balancing their diet. Explain to your students that they will now
be looking at a piece of video that illustrates how lowering the amount
of fat in their diet will better their chances of not getting cancer and
Insert Eat Smart, into your VCR. Provide your
students with a FOCUS FOR MEDIA INTERACTION, asking them to identify
what three cultures were examined in the video. START the tape
at the very beginning. PAUSE the tape when the screen shows a pie
chart which has each percentage listed. Check for comprehension. (The
three cultures that were being assessed where China, America, and Italy.)
Ask students why they think that the US had the
highest percentage of fat in their diets compared to Italy, and China.
Also in the fruit category the US was the lowest, explain why. (Answers
will vary.) Provide students with a FOCUS FOR MEDIA INTERACTION,
asking them to identify the food groups mentioned in the next part of
the segment and identify what phytochemicals are. PLAY the tape
from its previous pause point until you hear about what phytochemicals
are then STOP the tape. Check for comprehension. (Meat, fruit,
vegetables, dairy, bread, cereal, rice and pasta and finally the fats,
oils & sweets group. Phytochemicals are physiologically active components
that are thought to deactivate carcinogens or function as antioxidants
that fight tumors, and breast cancer.)
START tape where you left off right after
phytochemicals. Let video continue until the lady is standing in the grocery
store. Provide students with a FOCUS FOR MEDIA INTERACTION, ask
students to identify what the recommended amounts for fat, cholesterol,
salt, fruits/vegetables, and grains are. (Reduce fat to 30% of calories,
300mg of cholesterol a day, 6 grams of salt, 5 or more servings of fruit
and vegetables and 6 servings of whole grains, rice and pasta. The aim
is reducing chronic diseases.)
For the next activity, students will
have an opportunity to make choices about the foods they eat. Students
will record for a week everything they eat and approximate serving amounts.
After recording for a data, students will need to separate into the food
- Milk & Milk Products
- Meats & Proteins
- Bread, Cereals, Grains, Pasta
- Junk Food
equals negative points) Have students evaluate their diet to determine
areas needed for improvement.
Divide your class into groups of 2-3 students
but preferably 2 students per group. Each group will be given a magazine,
a piece of poster board, one marker, and a pair of scissors and some glue.
Students will look through the magazines looking
for any type of food or product. They will cut any picture they want and
make a meal that must be composed of all the food groups. Suggest that
deciding together as a group on a meal before looking through the magazines
would be a good idea. Once the meal is created have the students post
their pictures on a bulletin board in your classroom.
As an assessment of the lesson, ask students to
write an essay detailing the reasons why they chose the foods they did
for their meal. Have students describe what factors were used in each
choice and how they plan on adjusting their current eating habits.
- Write a 1-2-page paper on the benefits of eating
right. What factors are involved in choosing a food to eat?
- Write about a disorder or disease that occurs
from not eating properly.
- Go to the local library and read an article
in a magazine that examines nutrition.
Have students read a food label. Look
at a cereal label and answer the following questions:
- What is the size of a serving of cereal?
- How many calories are in a serving?
- How much fat is in a serving?
- How many calories does this represent?
- What percentage of the calories in this product
comes from fat?
- . What does this tell you?
- What is the % of Daily Value for fat?
- What does this tell you?
- How much fiber is in a serving?
Research online the history and development of
the food pyramid. Identify who invented it.
Have students create a collage combing the foods
they like and the foods they dislike. (Have students bring their artwork
to class and share why they designed their collage the way they did.)
- Visit your local art museum with the intent
to find a piece of art that uses some type of food expressed in a painting.
Name and describe what the painting looked like. I What do you think
caused the painter to create such a piece of art, what feelings did
the painting arouse?
- Go and visit your local health and welfare
department. Interview a worker and find out the level of malnutrition
in your community.
- Go to a local grocery store and ask a clerk
what the average amount a customer spends in their store. Do they notice
whether a higher amount of junk or healthier foods are being bought?
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