You Are What You Eat

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You Are What You Eat!
Melissa Bannister CMP 555 University of Phoenix
February 15, 2007
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What is up with this lesson?

• This lesson will teach you
• The differences between what foods you like and
  what foods are good for you.
• The hidden fats and sugars in good food.
• How to evaluate your food.
• How to make healthier choices.
• Where to find resources to help you make choices.

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Student Objectives

• Individually, students will make a list of ten
  common foods they eat on a weekly basis, use
  scientific method to predict the grams of fat in
  each item and research at http//www.caloriescount
  .org/ for a complete list of calories and fats
  for an actual count for each favorite food.
• Individually, students will compare and contrast
  the prediction list and the actual list and
  create a graph in Word or Excel that displays
  their predictions and the actual numbers of the
  ten food items.
• Individually, students will type a five paragraph
  paper in Word per rubric guidelines that answers
  the question I will change/should change/will
  not change my eating habits and why.

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Video Clip

• Click here to watch a clip of Super Size Me
• Takes 5 minutes.
• Quickly shows what a yummy fast food is doing to
  us.

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Fats

• Fats
• Not all fats are bad, fat are energy.
• Provide flavor.
• Improve texture and tenderness in baked goods.
• Fat Factors
• Saturated and trans fats increase the risk of
• heart attack, strokes, and high cholesterol
  levels.
• Polyunsaturated fats can
• Lower cholesterol levels (Tucker, 2004)

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Sugars

• Sugars
• Adds a sweet taste.
• A fast form of energy for the body.
• Sugars factors
• have been blamed for the following
• Obesity, diabetes, heart disease, weight gain and
  hyperactivity
• Scientific studies do not show a direct link
  between sugars and these conditions, except tooth
  decay (Tucker, 2004).

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Make A List

• Using the provided matrix, make your own personal
  list of your top ten favorite foods.

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Predictions

• Continue to fill out the matrix making
  predictions as to the amount of fat grams you
  think that is contained in your favorite foods.

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Time to check it out!

• Internet research time! Please take your matrix
  to the computer and visit www.caloriescount.org
  to find the actual counts in the foods.
• Once at the site click on the enter the
  calculator button.
• If your item can not be found on the calculator
  then you may use the classroom references.

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Double check!

• Once you have your totals, you should check to
  see which of the foods would be ok for you to eat
  on a daily basis.
• Keep in mind your total fat allotment daily.
• Girls 40 grams of fat daily
• Boy 53 grams of fat daily.
• Anything over that is not advised.

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What is right for you!

• By visiting the new food pyramid at
  http//mypyramid.gov you can type in your age,
  sex, and exercise level to get your own healthy
  diet information.
• You can discuss your pyramid with your peers.
• You can complete a meal tracker for a day to see
  if you have met your healthy requirements.

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Create a graph

• Take the numbers you have retrieved in your
  research and create a graph that denotes your
  findings comparing them with your original
  predictions.

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Your Challenge, you choose

• Your mission is to write a five paragraph essay
  about if you will/should/will not change your
  eating habits based on the information you have
  gained in this lesson.
• The rubric is available for guidance. Remember to
  include supporting details and evidence.

OR
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Evaluation

• Individually, students calorie/fat lists will be
  evaluated for completion and 100 accuracy.
• Individually, students graphs will be evaluated
  for compare and contrast evidence and accurate
  numbers.
• Individually, students final papers will be
  evaluated for the statement, graph, and
  supporting details per the rubric (Appendix A).

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References

• Graph. The National Diet and Nutrition Survey
  (2002 and 2003) Scientific Advisory Committee on
  Nutrition (2003) DoH (2004). Retrieved on
  February 12, 2007 from www.heartstats.org
• Salad photo. Retrieved on February 15, 2007 from
  http//webclipart.about.com/gi/dynamic/offsite.htm
  ?sitehttp//www.usda.gov/oc/photo/opclibra.htm
• Smaldino, S., Russell, J., Heinich, R., and
  Molenda, M. (2005). Instructional Technology and
  Media for Learning, 8e. Chapter 3 The ASSURE
  model creating the learning experience.
  University of Phoenix Custom Edition e-text.
  Pearson Education. Retrieved January 21, 2007,
  from University of Phoenix, rEsource, CMP555 -
  Designing and Producing Educational Technology. 
• Tucker, E. (2004). How to eat better with less
  fat, sodium, and sugar. University of Arkansas.

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Appendix A
Teacher Name Mrs. Bannister Student Name    
________________________________________
CATEGORY 4 3 2 1 Quality of Information
Information clearly relates to the main topic.
It includes several supporting details and/or
examples. 5 or more paragraphs. Information
clearly relates to the main topic. It provides
1-2 supporting details and/or examples. Five
paragraphs. Information clearly relates to the
main topic. No details and/or examples are given.
4 paragraphs. Information has little or nothing
to do with the main topic. Paragraph
Construction All paragraphs include introductory
sentence, explanations or details, and concluding
sentence. Most paragraphs include introductory
sentence, explanations or details, and concluding
sentence. Paragraphs included related
information but were typically not constructed
well. Paragraphing structure was not clear and
sentences were not typically related within the
paragraphs. Internet Use Successfully uses
suggested internet links to find information and
navigates within these sites easily without
assistance. Usually able to use suggested
internet links to find information and navigates
within these sites easily without assistance.
Occasionally able to use suggested internet
links to find information and navigates within
these sites easily without assistance. Needs
assistance or supervision to use suggested
internet links and/or to navigate within these
sites. Diagrams Illustrations Diagrams and
illustrations are neat, accurate and add to the
reader's understanding of the topic. Diagrams
and illustrations are accurate and add to the
reader's understanding of the topic. Diagrams
and illustrations are neat and accurate and
sometimes add to the reader's understanding of
the topic. Diagrams and illustrations are not
accurate OR do not add to the reader's
understanding of the topic.