Technology Standards

3T-F1. Use prescribed technology writing or drawing tools for communicating and illustrating
4T-F1. Communicate with others using telecommunications, with support from teachers, family members or student partners
4T-F2. Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom
STA5T-F1. Recognize electronic information sources
6T-F1. Use technology resources for problem solving, self-directed learning and extended learning activities

CH1-F1 Describe relationships between personal health behavior (e.g., sleep, diet, fitness and personal hygiene) and individual well-being
CH1-F4 Describe how heredity, family life and individual lifestyle affect personal health
CH2-F2 Demonstrate the ability to locate resources from home, school and community that provide accurate health information
CH3-F1 Identify responsible health behaviors and compare them to risky/harmful behaviors (e.g., responsible: tooth brushing, exercise, sleep, nutrition; risky: the use of tobacco, alcohol and other drugs)
CH3-F1 Identify responsible health behaviors and compare them to risky/harmful behaviors (e.g., responsible: tooth brushing, exercise, sleep, nutrition; risky: the use of tobacco, alcohol and other drugs)
CH6-F3 Set a personal health goal
CH7-F2 Express information about health issues

Academic

• Students will record their food intake for one day.
• In the study of nutrition, students will use research skills to learn about the food guide pyramid and nutrients.
• Students will write a paragraph using information derived from web sites.
• Students will analyze their eating habits and evaluate it for correct nutritional content.
• Students will design a plan to improve their diet.
• Students will communicate their plan and new information to family members.

• Students will be able to use keyboarding and mouse skills to access information on web sites and create an Email or Word document.
• Students will use word processing skills to create the document.
• Students will locate information in resources selected by the teacher.
• Students will insert a graphic into a document.
• Students will use the Internet to collect data on the food pyramid, analyze the information, and then formulate a plan to improve their eating habits.
• Students will communicate information electronically (if parents have an Email account).

 

Materials
Computers with Internet access
Notebooks and pencils

Accommodations for Special Needs
Resource students will be seated next to non-resource students for peer assistance.
Extensions of this activity will be provided for students that complete this lesson before peers.

Procedures
The student lesson is located at http://www.amphi.com/~llafaye/nutrition.htm.

Day 1: Ask students to record, in a notebook, everything they eat for an entire day.

Day 2-3: Whole group with AverKey-show students how to access the WebQuest on our classroom web site.  Explain that they will be locating information about good eating habits.  They will be taking notes in their journal, writing a paragraph, and devising a plan to improve their diet.  Directions are included at the WebQuest site.

1. Students will use their journal to take notes on the web site’s information.
• Find the breakfast tips listed in the article and write them in their journal.  Ready, Set, Breakfast
• Take notes on the information given at this web site to help them make wise food choices.  They may want to include a list of their favorite foods in each of the food groups.  Food Guide Pyramid
• Write at least four facts about one nutrient.  Vitamins and Minerals
2. Students will write a paragraph about a nutrient.
3. Students will compare the foods that they ate to the recommended foods on the food pyramid, and then write about it.  They will identify eating habits that are not healthy and make a plan to replace them with healthy eating habits. Students will design a one-day food plan.  The plan should include three meals and snacks, and fulfill the daily food group requirements. Students will write what their new menu plan would look like in their notebook.

Students will Email (if they have an account) or write a family member, in Word, about the food guide pyramid and the foods they chose for their menu.  They must:

1. include any improvements they’d like to make by completing the following sentence: "I will trade _______ for _______ at _______." (eg. "I will trade milk for soda at lunch.")
2. tell their family about some of the most important things they learned.
3. choose an appropriate graphic to put in their letter or Email.
4. show the teacher before they send the Email or letter.

Assessment
Students will answer the following questions in their notebooks:
1. What do you think about the foods you eat?
2. What is a food pyramid?
3. How would you use the food pyramid in your daily life?
4. How could you use knowledge about the food pyramid to make healthy eating choices for yourself and your family?

Teacher Name: Lisa LaFaye
Site: Wilson K-8
Date Submitted: October 24, 2001