|Lesson Plan ID:
|| Understanding Nutrition Labels|
In this lesson, students will use an Excel spreadsheet to determine the percentage of fat, protein and carbohydrates in a common breakfast cereal. The students will create a pie chart to represent the percentages of fat, protein and carbohydrates in the food.
|TC2(6-8) ||5. Use basic features of word processing, spreadsheets, databases, and presentation software. |
|TC2(6-8) ||6. Select specific digital tools for completing curriculum-related tasks. |
|TC2(6-8) ||11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
|TC2(6-8) ||13. Use digital tools to formulate solutions to authentic problems. |
|Primary Learning Objective(s):
|| Given a food label from a breakfast cereal, students will identify the total number of grams of fat, protein and carbohydrates and enter those values into an Excel spreadsheet.|
Using the appropriate percentages, the students will use the chart wizard to create a pie chart representing the percentage of fat, protein and carbohydrates in the cereal.
|Additional Learning Objective(s):
|| Students will be able to identify foods which contribute to a healthy lifestyle.|
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
breakfast cereal nutrition label
|Technology Resources Needed:
Computer (Internet access needed for extension activity only) for each pair of students,
data projector or other computer projection device
Select appropriate label for use by students.
Scan label into the PowerPoint presentation.
Load Excel spreadsheet onto computer(s) the students will use (see attachment.
1.)Using PowerPoint software, review and discuss the information found on a standard nutrition label focusing on fat, protein and carbohydrates.
2.)Using the Excel spreadsheet (see attachment) demonstrate how to locate and enter the values for fat, protein and carbohydrates.
3.)Review the total calories and percentages of the fat, protein and carbohydrates found in the food.
4.)Pair students at computer terminals.
5.)Provide students with a nutrition label from a healthy food (ex: bran cereal with raisins).
6.)Have the students enter the fat, protein and carbohydrate values in the Excel spreadsheet for the bran cereal.
7.)Review the number of calories from fat, protein and carbohydrates.
8.)Review the percentage of fat, protein and carbohydrates.
9.)Demonstrate how to use the chart wizard to create a pie chart.
10.)Have the students create a pie chart to represent the percentages of fat, protein and carbohydrates in the food. Print each chart and save for the following lesson.
11.)Review the student-generated charts to determine whether the cereal contained the most fat, protein or carbohydrates.
12.)Assignment: Ask students to bring in the label from a snack food that they enjoy. This lesson will be continued on the following day with labels supplied by students.
13.)The Nutri-Facts website can be used for the extension activity or for students who do not have labels to use for Step 12.
)This website allows the user to enter the name of a food and get the nutrition label for several different brands.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Each student will select a new nutrition label and calculate the percentages of carbohydrates, protein and fat in the food.
Students will use the Nutri-Facts website (see step 13 for URL) to further investigate the nutritional values of common foods and compare different brands of the same food.
The teacher should collaborate with the media specialist to assist students who have difficulty working with the computer.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: