You are what you eat

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  • http://timothyfeuling.com/wp-content/uploads/2011/05/You-are-what-you-eat.jpg
  • http://www.choosemyplate.gov/
  • http://www.thefeltsource.com/New-Food-Pyramid-Large.jpg
  • Mary Grace mentioned that she cooks a cake with apple sauce and a cake with oil and does a taste test. She said that we could come in at any time, just let her know when it will be covered.
  • Calories in foodsChemicals of Life Lab ReportReal Thoughts for Food Food ExperimentsChemistry of Health
  • http://timothyfeuling.com/wp-content/uploads/2011/05/You-are-what-you-eat.jpg
  • http://www.youtube.com/watch?v=I1Lkyb6SU5UEngage
  • Explore
  • ExploreTalk to Craig (dining hall) to see if we have access to a nutritionist or dietician and discuss the projectTalk to Taresa to see if she knows a nutritionistContact IUP http://www.iup.edu/foodnutrition/default.aspx
  • Explain
  • Objectives Part 1Scaffolding will occur to show how to create models while teaching background information contained in these objectivesModels will be made from chemical model kits
  • Objectives Part 1Scaffolding will occur to show how to create models while teaching background information contained in these objectivesModels will be made from chemical model kits
  • Break kids into groups and have them teach the rest of the class about carbohydrates, lipids, and proteinsElaborateCreate instructional video of a carbohydrate following these objectives
  • Break kids into groups and have them teach the rest of the class about carbohydrates, lipids, and proteinsElaborateInstructional video of a lipid following these objectivesWritten report of the “Optimal Diet Plan For Me?” Compare results of what you ate to optimal.What changes need to be made?
  • Break kids into groups and have them teach the rest of the class about carbohydrates, lipids, and proteinsElaborateInstructional video of a protein following these objectives
  • http://howtovideos.hightechhigh.org/video/16/Ron+Berger+on+Critique+part+1+of+2
  • EvaluateModeling the molecules of lifeChemically discern molecules
  • Evaluate
  • Extension
  • ExtensionMary Grace mentioned that she cooks a cake with apple sauce and a cake with oil and does a taste test. She said that we could come in at any time, just let her know when it will be covered.
  • You are what you eat

    1. 1.
    2. 2. Essential Question 1: <br />What is my optimal diet?<br />
    3. 3. Essential Question 2: <br />What does food look like chemically?<br />
    4. 4. 1)  What do you want your students to learn as a result of this project?  List the core concepts in your subject area.<br />The molecules of life: carbohydrates, lipids, and proteins<br />Objectives:<br />Describe the special bonding properties of carbon that allow it to form an endless variety of organic molecules and draw a hydrocarbon.<br />Compare a dehydration reaction to hydrolysis and manipulate a chemical formula to show each.<br />Compare the structures and roles of monosaccharides, disaccharides, and polysaccharides in living organisms. Give examples of each.<br />Compare the structure and properties of saturated and unsaturated fatty acids.<br />Distinguish between steroids and anabolic steroids, and explain how the use of anabolic steroids can be dangerous to a person’s health.<br />List four roles of proteins<br />Create a model of and describe the basic structure of an amino acid<br />Explain how amino acids are joined and the structures that develop as the protein forms<br />Distinguish between the primary structure and the final three-dimensional shape.<br />
    5. 5. 2)  What are the interdisciplinary connections?<br />Discuss with Stephen Brotschul (digital media) concerning how to create the video<br />Discuss with Mary Grace (health) to see when she covers nutrition and see if there could be some way to incorporate what the students learn in Biology to her class.<br />Possibly share the “best of” the created works as a teaching tool for health class<br />Cook food that is part of the “optimal diet”<br />Discuss with language teachers to determine diets of different cultures<br />Contact history teachers for how food choices have changed over time<br />
    6. 6. 3)  What possible community connections are there?<br />Talk to Craig (dining hall) to see if we have access to a nutritionist or dietician and discuss the project<br />Talk to Taresa to see if she knows a nutritionist<br />Contact IUP http://www.iup.edu/foodnutrition/default.aspx<br />Determine how food choices change over the weekend<br />What food choices exist at Sr. Center / Daycare?<br />
    7. 7. 4)  What will the students produce?<br />Instructional video of either a carbohydrate, lipid, or protein<br />Written report of the “Optimal Diet Plan For Me?” <br />Compare results of what you ate to optimal.<br />What changes need to be made?<br />
    8. 8. 5)  How might technology be integrated?<br />Students will create an instructional video to teach others in the class about either a carbohydrate, lipid, or protein<br />Students will create a virtual report of their own optimal diet and how they plan to fulfill their diet<br />
    9. 9. 6)  What is the projected timeline/calendar for this project – include intermediate deliverables.<br />What did you eat? (24, 48, or 72 hours) <br />Add up grams for each food group<br />Figure out % of calories for each molecule<br />When is your protein level saturated?<br />Modeling the molecules of life<br />Chemically discern molecules<br />Break kids into groups and have them teach the rest of the class about carbohydrates, lipids, and proteins<br />What is the optimal diet plan for me?<br />Compare results of what you ate to optimal.<br />What changes need to be made?<br />
    10. 10. 7)  What are the opportunities for draft, critique and revision?<br />Creating molecules<br />Creating the video lesson<br />Script<br />Pictures<br />
    11. 11. 8)  What opportunities are there for students to reflect on and be accountable for their work?<br />The video will be critiqued by peers and then adjusted<br />The final product will be used to teach others in the class and Health Class students<br />
    12. 12. 9)  How will students be assessed?<br />Final product video will have test component<br />Students will be tested on their knowledge of the structural identification of the models of the molecules of life: <br />carbohydrates (monosaccharides, disaccharides, and polysaccharides)<br />lipids (fats and steroids)<br />proteins (amino acids, primary, secondary, tertiary, and quaternary structure)<br />
    13. 13. 10)  What might exhibition look like?<br />Peer teaching of particular molecule (carbohydrate, lipid, or protein)<br />Pamphlet / Video Instruction<br />Models of the molecules of life <br />
    14. 14. The Plan<br />A 5E Model for the Project<br />
    15. 15.
    16. 16. You Are What You Eat<br />Watch “Super Size Me” excerpt<br />
    17. 17. You Are What You Eat<br />What do you eat? <br />Keep track of everything eaten and drank for 72 hours <br />Provide daily report including pictures of plates, cups, etc.<br />
    18. 18. You Are What You Eat<br />Calories in foods Lab Report (Burn a Nut)<br />Chemicals of Life Lab Report (see Flinn Publication No. 10934)<br />Real Thoughts for Food for Long Workouts reading (see NYTimes.com June 5, 2008)<br /> Food Experiments Lab Report<br />Chemistry of Health (National Institute of Health pdf)<br />
    19. 19. You Are What You Eat<br />Search for the Optimal Diet<br />Search for how much protein an adolescent needs<br />Search for how the nutritional needs of active males change as they age (and possibly become less active)<br />
    20. 20. You Are What You Eat<br />What do you eat? <br />Keep track of everything eaten and drank for 72 hours <br />From the daily report: <br />Determine grams for each food group<br />Figure out % of calories for each molecule<br />When is your protein level saturated?<br />How do nutritional needs change with age?<br />
    21. 21. You Are What You Eat<br />Describe the special bonding properties of carbon that allow it to form an endless variety of organic molecules and draw a hydrocarbon.<br />Compare a dehydration reaction to hydrolysis and manipulate a chemical formula to show each.<br />
    22. 22. You Are What You Eat<br />Create a model of and describe the basic structure of an amino acid<br />
    23. 23. The Molecules of Life<br />
    24. 24. You Are What You Eat<br />Discuss with Stephen Brotschul (digital media) concerning how to create the video<br />
    25. 25. You Are What You Eat<br />Group 1:<br />Compare the structures and roles of monosaccharides, disaccharides, and polysaccharides in living organisms. <br />Give examples of each.<br />
    26. 26. You Are What You Eat<br />Group 2:<br />Compare the structure and properties of saturated and unsaturated fatty acids.<br />Distinguish between steroids and anabolic steroids, and explain how the use of anabolic steroids can be dangerous to a person’s health.<br />
    27. 27. You Are What You Eat<br />Group 3:<br />List four roles of proteins<br />Explain how amino acids are joined and the structures that develop as the protein forms<br />Distinguish between the primary structure and the final three-dimensional shape.<br />
    28. 28. You Are What You Eat<br />Show Critique video<br />Practice proper critique<br />Critique the video by peers and then adjust before presentation<br />
    29. 29. You Are What You Eat<br />Final product video will have test component:<br />Create test questions that should be able to be answered based on the provided video<br />Test will include the structural identification of the models of the molecules of life: <br />carbohydrates (monosaccharides, disaccharides, and polysaccharides)<br />lipids (fats and steroids)<br />proteins (amino acids, primary, secondary, tertiary, and quaternary structure)<br />
    30. 30. You Are What You Eat<br />What is the optimal diet plan for me?<br />Compare results of what you ate to optimal.<br />What changes need to be made?<br />Take pictures to show that you have made the changes<br />Cook a dish that represents pieces of the optimal diet and explain the biology of why it is good; share this meal with Health class.<br />
    31. 31. Optimal Diet<br />
    32. 32. You Are What You Eat<br />Determine diets of different cultures<br />How have food choices have changed over time?<br />What food choices exist at Sr. Center / Daycare?<br />Determine how food choices change over the weekend<br />Other questions that students may wish to explore<br />
    33. 33. You are What You Eat<br />Share the “best of” the created works as a teaching tool for health class<br />Provide a well balanced meal for Health Class<br />

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