Merit Winner:
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Science Lesson Plan
Form 5
By Claire Damarodas
This lesson is part of a unit based on Health and
Nutrition. I came up with the idea for it my first year at
Saint Mary's Hall. It was taught at varying levels to all of
my students (grades 1 - 5) following the Winter Holiday
break. Many persons have dieting as a New Year's
Resolution. I wanted my students to be more aware of what
they were eating, not necessarily to eliminate any food from their
palate. The lesson was well received by children and parents
alike. Many families commented on the changes it brought
about in their children's requests at the grocery store. It
continues to be part of our curriculum, with hands-on exploration,
in the Fifth Form.
Objectives:
1. Students need to be aware of the basic requirements for a
well-balanced diet.
2. Students will become aware of and learn how to read the
nutritional information given on food packages.
3. Students will learn that ingredients in a food package are
listed in order from those that appear in the greatest amount to
the least.
4. Students will learn that sugars may be listed as an
ingredient in various ways. E.g. Many of the words end
in -ose (ex. Sucrose, dextrose, maltose)
5. Students will learn to look at serving size and to make
comparisons as to what that amount is.
6. Students will be given the opportunity to use standard units
of measurement.
7. Students will apply mathematical concepts learned in the
regular classroom in a real world experience. (what is per cent,
how to change a decimal into a per cent, long division, working
with decimals, rounding to the nearest hundredth, ordering
information)
8. Students will use problem solving skills to determine what
factors are important to consider when making food purchases.
To set the stage for the lesson: Readings are
assigned in their FOSS Food and Nutrition booklet about the history
of sugar.
Anticipatory Set:
Have students (working in small groups) share with each other
what their favorite cereals are, why they like them, and whether or
not they think they are very nutritional.
Introduction:
We all hear how important it is to have breakfast to start off
each day. Many of us are continually on the go. It
becomes difficult to even find the time for that beginning meal of
the day. Today I want us to think about cereals. They
are easy to fix (even a 5 year old can pour himself a bowl of
cereal) and are one of those morning meals that many of us awaken
to. Advertisements on television and in magazines lead us to
think that cereal may be the answer to added energy and vitality
for the day. Today I want us to analyze different cereals and
decide for ourselves if cereal is a nutritious way to begin the
morning.
Materials Needed:
Several boxes of cereals (I usually purchase the small variety
packs), containers of oatmeal (various kinds), sugar, balance
scales, gram stackers, plastic bags or bowls, spoons
Guided Practice:
Have a regular sized box of breakfast cereal on hand. Ask
a student to show the class about how much cereal he considers a
normal-sized serving. Have another student show about how
much sugar he thinks is present in the serving. Set these
aside to be considered later.
Guide students through looking at the nutritional information
listed on the side of the cereal packages. Notice information
about serving size, amount of sugar per serving, vitamins,
etc… Notice that the main ingredients found in the cereals
tend to be some type of grain (wheat, rice, oats, corn) and
sugar. Sugar is often listed in several different terms -
honey, sugar, sucrose, etc… Have partners share a small box
and highlight this information on their containers.
Next, have them open their boxes and note the size of an
individual serving. Is this comparable to the amount poured
in the bowl at the beginning of class?
Students are to continue by finding the actual amount of sugar
in the serving by using the gram stackers, balance scale, and
sugar. They are then to pour the sugar into another bowl and
set in beside its corresponding cereal. (Students (and
myself) are always amazed at the amount of sugar found in an
individual serving.)
Finally, show the class how to find the fractional part of the
serving that is sugar. Continue by showing them how to
convert the fraction to a decimal, and then to a per cent.
(always emphasize that a per cent means how many parts out of
100) End this part of the practice by collecting data from
the different types of cereal and recording such on the board.
Independent Practice:
Students are to order the cereals from "Best Choice" to "Worst
Choice" based on sugar content. They are then to explain if
they think that the cereal with the least sugar content is always
the best choice. (I always include some cereals that have a
low sugar content when packaged, but are usually accompanied by the
addition of sugar before milk is added. Ex. Rice Krispies,
Post Corn Flakes, Total, oatmeal, etc…) Tell if this
experiment will affect the choices they make in choosing breakfast
cereals.
Evaluation:
Check to see if students can order the cereals based on per
cent. Look for logic in their reasoning as demonstrated by
their explanations.
Check to see if knowledge will have a bearing on their decisions
as consumers. (Extra credit given if students note that even
the milk added to their cereal contains lactose - a form of
sugar)
Extension Activities:
1. Have students make a bulletin board to display in the
hallway showing the cereals and their sugar component (use zip-lock
bags). Show information gathered. Help others make
informed decisions when choosing breakfast cereals.
2. Visit the grocery store. Check to see if sugar is
present in the following products: ketchup, soups, salad
dressings, spaghetti sauces, and peanut butters.
3. Have students keep track of their food choices for a
day. Examine carefully to see which items contain sugar.
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