New Years: Resolutions

Grade Level: 9-12

Subject/Content: Science/Biology

Summary of lesson: Students will recognize the importance of a life-long nutritional plan on their physiological well-being.

Focus Question: Why is healthy eating a necessity if the human body is to function properly?

Resource(s): Science Resource Center

Procedures:

1. Give students a daily log sheet, similar to the one below, to record their diets over a typical three day period. Stress the importance of documenting every thing they eat and drink throughout the day and the amount or serving size they consumed
   

Day 1		Date:
	Amount	List Items	Fat (g)	Protein	Calories	Carb
Breakfast
Lunch
Dinner
Snacks

2. Once the students have filled in their log sheets, give them computer time to access sites such as www.my-calorie-counter.com (no need to register, just scroll down to the very bottom of the page where it says, "what did you eat today" to find the food label for your item) or www.calorie-count.com and fill-in the rest of the information (calories, protein, fat and carbohydrates) on the sheet that they may have not known
3. After their daily log is completed, handout an evaluation sheet similar to the example below

NUTRITION CALCULATIONS

Calculate your daily average consumption of carbohydrates, fat and protein from your collected daily diet. You can go to and search for your food items if you are still looking up values. Fill in your averages in the chart below.

Log on to http://www.principalhealthnews.com/topic/macronutrient. Type in your information to find recommended daily intake of calories, carbohydrates, protein and fat for your age, weight and lifestyle. Fill in the chart below with the information.

	Consumed (Average/day)	Recommended (RDA)
Calories
Fat
Protein
Carbohydrates




	Over consumption (amt.)	Under consumption (amt.)
Calories
Fat
Protein
Carbohydrates



4. Once the students have evaluated their daily diet allow them time to access the Science Resource Center article, "Nutrients and Nutrition." Science of Everyday Things. Ed. Judson Knight and Neil Schlager. Vol. 3. Detroit : Gale, 2002. Science Resource Center. Gale. 30 July 2007
5. Instruct the students to create a table that lists the three major macromolecules (proteins, carbohydrates and lipids), describes the chemical makeup of each and lists the important functions they each have in the human body
6. Discuss the remainder of the article as a class or read sections aloud as a group
7. Have students construct several paragraphs that evaluate their daily diet based on the information they logged and the article facts about the importance of essential macromolecules. Their last paragraph should include a plan for how they will change their daily diet and why

Steps/Activities by Student(s):

1. Fill out the daily food log sheet that is given to you by your teacher
2. Once you have collected three days worth of daily diet information access a site such as www.my-calorie-counter.com (no need to register, just scroll down to the very bottom of the page where it says, "what did you eat today" to find the food label for your item) or access www.calorie-count.com and fill-in the information on calories, protein, fat and carbohydrates that you may have not known for every item. Be sure to watch the serving size.
3. Use your daily log sheet to fill-in the nutrition calculations worksheet provided by your teacher
4. Now access the Science Resource Center article, "Nutrients and Nutrition." Science of Everyday Things. Ed. Judson Knight and Neil Schlager. Vol. 3. Detroit: Gale, 2002. Science Resource Center. Gale. 30 July 2007.
5. Create a table where you can list the three major macromolecules (proteins, carbohydrates and lipids), describe the chemical makeup of each and list the important functions they each have on the human body
6. Participate in a class discussion about the remainder of the article or volunteer to read a section aloud when asked
7. Construct several paragraphs that evaluate your daily diet based on the information you logged and the facts you read about dealing with the importance of the three essential macromolecules. Your last paragraph should include a plan for how you will change your daily diet and why.

Outcome: Students will be able to recognize and educate others about the importance of maintaining a healthy diet throughout a lifetime

Related Activities: This activity can also be expanded by taking the students deeper into the nutritional aspects of eating. Students could look at fad diets and examine their nutritional value and long-term consequences.

Standard Date: December 1994

Content Standard(s): NS.9-12.3(C) The cell, Behavior of organisms; Matter, energy and organization in living systems; NS.9-12(F) Personal and community health; Natural and human induced hazards; NS.9-12(G) Nature of scientific knowledge

Performance Indicators:

• At Level 1, the student is able to:
• Read and copy nutritional label information
• At Level 2, the student is able to:
• Interpret the importance of organic macromolecules in the human body
• At Level 3, the student is able to:
• Evaluate their diet using recommended nutritional information and create a plan using new knowledge

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care and use of computer-based technology
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations

ISTE NETS for Students

• Creativity and Innovation
• Research and Information Fluency
• Critical Thinking, Problem-Solving & Decision Making
• Technology Operations and Concepts

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively
• Standard 2: The student who is information literate evaluates information critically and competently
• Standard 3: The student who s information literate uses information