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Health Unit: Lesson 12

Objectives Learners will be able to… Materials Life skill: Scan nutrition labels for information. Literacy: Read an article on fitness and answer wh-questions. Listening: Listen for specific information regarding health issues. Transitions: Survey students on physical fitness history and create a bar graph to represent the information.

Make Student Copies

Textbook: Stand Out 3, 2nd ed., p. 91--94

Make Single Copies or Reference

Textbook: Stand Out 3, 2nd ed., 98

Question Strips (cut out questions)

Collecting the Information

Draw a Bar Graph

Resources

scissors

Lesson Plan

Review: Life Skill (20mins) Description: Ss will read nutrition labels and answer questions. Materials/Prep: make one copy of Stand Out 3, 2nd ed., p. 98

Activity 1: Listening (40mins) Description: Ss will discuss new “health terms” (high blood pressure, diabetic, etc.) and then listen for specific information between a grandmother and granddaughter. Materials/Prep: make one copy of Interpreting Nutritional Information (from Stand Out 3, 2nd ed, p. 172-73) and multiple copies of Stand Out 3, 2nd ed., p. 91 and 92.

Activity 2: Literacy/Transitions (60mins) Description: Ss will read an article about physical fitness and answer questions; they will also survey Ss on physical fitness history and create a graph to represent the information. Materials/Prep: cut out the Question Strips; make copies of Stand Out 3, 2nd ed., p. 93-94 and Draw a Bar Graph; make one copy of Collecting the Information.

Wrap-up Ask Ss to tell you 2 things they learned today.

Interpreting Nutritional Information

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Teacher Directions: Review

Materials: Stand Out 3, 2nd ed., p. 98

Step 1: Introduce Activity

Distribute copies of p. 98 as Ss come in. Instruct them to read

the nutrition label in Section (E) and answer the questions in

complete sentences in their notebooks. (NOTE: This activity asks them to work in pairs but just have them do it independently.)

Step 2: Checking Comprehension

Allow Ss 10-15 minutes to work on this and then go over the answers

together as a class.

Teacher Directions: Activity 1: Listening/Life Skill

Materials: Stand Out 3, 2nd ed., p. 91-92

Step 1: Setting the Context

Write these words on the board one and a time and discuss them as a class: sodium, cholesterol,

serving size, calories, fiber, calcium, saturated fat. Then write these words on the board, discuss

them, and then see if Ss can connect them to the nutritional terms: diabetic (sugar), healthy heart

(cholesterol & saturated fat), digestion (fiber), bone disease (calcium), high

blood pressure (sodium).

Step 2: Listening

Pass out p. 92 of Stand Out 3 and explain that Ss will have to listen to two

conversations and answer questions about them. Go over each part before

you read the Interpeting Nutritional Information conversation so they

know what to be listening for. Read the conversations slowly and give Ss

adequate time to find the answers.

Go over the answers together afterward as a class.

Step 3: Reading Nutrition Labels

Read section (F) on p. 92 together. Then pass out copies of p. 91 –and tell Ss to use section (C)- the

macaroni and cheese nutrition label – to answer the questions in section (G) on p. 92 independently.

As Ss finish, pair them up so they can correct their answers. Once everyone has finished section (G),

regroup and go over section (G) together as a class.

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Teacher Directions: Activity 2: Literacy/Transitions

Materials: Stand Out 3, 2nd ed., p. 93-94; Question Strips, Collecting the Information,

Draw a Bar Graph

Step 1: Setting the context

Act out several “physical activities” and see if Ss can guess what they are (i.e., playing basketball,

playing tennis, running, etc.) Then ask Ss if these activities are healthy or unhealthy. Ask them to

explain their answers. Discuss.

Step 2: Reading

Pass out p. 93 of Stand Out 3 and tell Ss to work on sections (A) and (B)

independently. As they finish, pair them up and have them read the article

out loud together; then have them discuss the answers to their questions.

When they’re finished, they can do section (C).

When everyone has finished answering the questions in section (B), read the

article together as a class and go over the answers.

Step 3: Physical Fitness

Do section (D) on p. 94 of Stand Out 3 together as a class. Then have the class do sections (E) and (F)

independently.

Step 4: Collecting Information

Once everyone has finished with p. 94,

pass out the Question Strips. Give one

question to each student and explain that

they need to walk around the room and

ask each student their question and tally

up the YES/NO answers. Have each

student read their question out loud for

the class before you start the mingle.

Address comprehension/pronunciation issues; then have them

perform the mingle. Once everyone has asked their question, display the Collecting the

Information handout on the board and collect only the YES data.

Then put Ss in pairs and give them the Draw a Bar Graph handout

so they can chart the information you just collected. Go over the

example together and make sure they understand how to make a

bar graph. Afterward, have several pairs share their bar graphs.

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Question Strips

YES NO Have you ever walked or rode a bike to work?

YES NO Have you ever walked up stairs instead of taking an elevator?

YES NO Have you ever gotten off the bus a few stops early to walk?

YES NO Have you ever gardened?

YES NO Have you ever pushed a stroller?

YES NO Have you ever cleaned the house?

YES NO Have you ever played actively with children?

YES NO Have you ever taken a ten-minute bike ride or walked 3 times a day?

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Have you ever walked, jogged, or biked? YES NO

YES NO Have you ever played tennis or racquetball?

YES NO Have you ever golfed?

YES NO Have you ever played basketball?

YES NO Have you ever danced?

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Collecting the Information

Have you ever… YES

Walked or rode a bike to work?

Walked up stairs instead of taking an elevator?

Gotten off the bus a few stops early to walk?

Gardened?

Pushed a stroller?

Cleaned the house?

Played actively with children?

Taken a ten-minute bike ride or walked 3 times a day?

Walked, jogged, or biked?

Played tennis or racquetball?

Golfed?

Played basketball?

Danced?

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Draw a Bar Graph

EXAMPLE

This is an example of a bar graph. The vertical line (up/down) on the left shows the amount (0-6); the horizontal line (left/right) on the bottom shows the categories.

Draw a bar graph showing the data of FIVE categories you gathered in class today (i.e.,

how many people gardened, pushed a stroller, etc.).

0

1

2

3

4

5

6

Category 1 Category 2 Category 3 Category 4

Series 1

Series 2

Series 3

GOAL ,.... Interpret nutrition information

~@ Listen to each part of the conversation again and answer the questions below. Fill in the circle next to the correct answer. CD 1

TR 12

92

Part l

l. What does Grandma need to look at if she wants to watch her salt intake?

0 sodium 0 saturated fat

2. How many servings are in this box of macaroni and cheese?

O two O four

3. How many calories should an average adult have each day?

0 200 0 2,000

® Read the nutritional guidelines.

Part 2

l. What should Grandma avoid to have a healthy heart?

0 cholesterol and saturated fat 0 carbohydrates and saturated fat

2. What should a diabetic look for on a food label?

0 sugar 0 salt

3. What nutrient helps digestion?

0 iron 0 fiber

4. What nutrient is good for bones?

0 calcium 0 vitamin A

-Re~ommended Amount of Calories and Fat Per Day • 2,000 calories per day • 20 or less grams saturated fat • 65 grams total fat

Quick Guide to% Daily Value* for Nutrients 5% or less is LOW 20% or more is HIGH

*Percent Daily Values are based on a 2,000-calorie diet. Your Daily Values may be higher or lower depending on your calorie needs.

-

@ Now look at the macaroni and cheese label on page 91. Answer the questions below.

l . Is macaroni and cheese high in fat? ____________________ _____,

2. Is macaroni and cheese low in sodium? ___________________ ____,

3. Does it contain any protein? Hovv much? ----------------------1

4 . What vitamins does it contain? Is it high in vitamins? _____________ ______,

5. Is macaroni and cheese a good source of calcium? -----------------3

6. Do you think macaroni and cheese is a healthy food choice? Why or why not?

Unit 5 lesson 4

Healthy living GOAL ,... Interpret fitness information

You are going to read part of an article about physical fitness. Before you read , write one piece of advice that you think the article will contain. Then, read the article.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Be Physically Acti'l/e Each Day

• • • • • • • Being physically active and maintaining a healthy • • weight are necessary for good health. Children, teens,

• adults, and the elderly can improve their health by • • including moderate physical activity in their daily lives.

• Try to get at least 30 minutes (adults) or 60 minutes • • (children) of moderate physical activity most days of

• the week, preferably daily. ~o marrer what acti\·ity you

: choose, you can do it all at once, or spread it out over

• the day. • • • • • • • • • • • • • • • • • • • • • • • • •

Mal<e Physical Acti'llity a Itegular Part of Your Itoutine

Choose activities that you enjoy and that you can do regularly. Some people prefer actiYities that fit into their daily routine, like gardening or taking extra trips up and down stairs. Others prefer a regular exercise program, such as a physical activity program at their worksite. Some do both. The important thing is to be physically active every day.

Adapted from: Dietary Guidelines for Americans 2000 Center for Nutritional Policy and Promotion, GSDA.

• • • • • • • • • • • • • • • • • • • • • • • •

@ Decide if the statements are true or false. Bubble in the correct answers.

True

l. Physical exercise is necessary for good health. c 2. Elderly people do not need to exercise. 0

3. Adults should exercise everv dav. 0

4. It is better to exercise throughout the day. 0

5. Climbing stairs is a good way to exercise regularly. 0

6. The most important thing is to exercise regularly. 0

@ Discuss these questions with your partner.

• • • • • • • • •

• • • • •

• •

False

0

0

0

0

0

0

l. Do you exercise more or less than recommended in the article? ------- -----

2. Does your workplace offer physical acti,·ity programs? ·what are they? ________ _

Unit 5 Lesson 5 93

@

®

94

GOAL >- Interpret fitness information

Look at the examples of physical activities. Which is an example of a routine activity? Which is an example of a recreational activity?

Ana plays tennis t\vice a week with her friend.

Mike rides his bicycle to the office every day.

Read the list of routine activities. Put a check mark (.t) next to the activities you have tried. Put an X next to the activities you would like to try. Add two more activities.

0 vValk or ride a bike to work.

0 Walk up stairs instead of taking an elevator.

0 Get off the bus a few stops early and walk the remaining distance.

0 Garden.

0 Push a stroller.

0 Clean the house .

0 Play actively with children.

0 Take a brisk ten-minute walk or bike ride in the morning, at lunch, and after dinner.

0 ------------------------------

0 ------------------------------

Read the list of recreational activities. Put a check mark (.t) next to the activities you have tried. Put an X next to the activities you would like to try. Add two more activities.

0 Walk, jog, or bicycle .

0 Swim or do water aerobics.

0 Play tennis or racquetball.

0 Golf (pull cart or carry clubs ).

0 Canoe.

0 Cross-country ski.

Unit 5 Lesson 5

0 Play basketball.

0 Dance.

0 Take part in an exercise program at work, home, school, or gym.

0 ------------------------------

0 ------------------------------

@

®

With a partner, ask and answer questions about the nutritional information on the package of frozen peas. Decide if the frozen peas are a healthy choice. (Lesson 4)

Frozen Peas Nutrition Facts Amount/Serving '1DV*

Ingredients: gr een peas, salt Total Car bohydrate 12g 4'< Sen·ing size 2/3 cup !88gl Sen·ings Per Container About 5

Calories 70 Calories from Fat 5

Total Fat 0.5g 1 '"( Sat. Fat Og 0"<

Cholesterol Omg OCC

Fiber 4g 16C"c Sugars 6g Protein 5g Vitamin A 6C"c

Vitamin C 15<""c Calcium ore O""c Iron 4'"(

Sodium lOOmg 4'< •Percent Daily \"alues are based ---------- on a 2,000 calorie diet. Your Daih·

\"alues may be higher or lower . depending on your calorie needs.

l. Are d1e peas high in fa t?

2. Are the peas lo\\· in sodium?

3. Do they contain any protein? How much?

4. vVhat \"itamins do d1ey contain? Are the~· high in Yitamins?

5. Are the peas a good source of calcium?

6. Do you d1ink peas are a healrny food choice?

Look back at the articles on pages 93 and 95. Write four pieces of advice that you would like to follow. (Lesson 5)

1·-----------------------------------------------------------------------

2·-----------------------------------------------------------------------------.., ~------------------------------------------------------------------------------

4· ------------------------------------------------------------------

Unit 5 Review

Interpreting Nutritional Information (from Stand Out 3, 2nd ed, p. 172-173) Listen to Darla explain nutritional information to her grandmother. Part 1 Grandma: Darla, I need your help.

Darla: Sure. What can I do, Grandma?

Grandma: Well, my doctor says I need to pay attention to nutrition, but I don't understand

nutritional labels.

Darla: Oh, sure, I can help. Let's look at this box of macaroni and cheese. What's your first

question?

Grandma: Well, I have high blood pressure. I shouldn't have a lot of salt. I don't see salt on this

label.

Darla: Oh, you need to look at sodium. The sodium amount tells you how much salt there is.

Grandma: So, there are 470 milligrams of sodium in this box?

Darla: No, the amount they give you is the amount in each serving.

Grandma: How do I know how much a serving is?

Darla: They tell you on the label. See the serving size?

Grandma: OK. I see there are two servings in this box, one for me and one for grandpa.

Darla: What's next?

Grandma: I need to watch calories if I want to lose weight. How many calories should I have

each day?

Darla: About 2,000. You can have more calories if you are active.

Part 2

Grandma: What should I eat if I want to have a healthy heart?

Darla: You should avoid cholesterol and saturated fat.

Grandma: OK. Grandpa is diabetic. He needs to limit sugar.

Darla: Yes, sugar is on the nutritional label.

Grandma: Now, Grandpa and I both need something to help digestion.

Darla: You need a lot of fiber.

Grandma: One last question. Why do older women need to have a lot of calcium?

Darla: Oh, that's because women need calcium to protect them against bone disease.

Grandma: That's really helpful. Thanks, Darla.