A Teacher's Teaching Portfolio & Teaching Tool
Digestion &
Nutrition
Created by: Anjanette L. Hammond
Email
me at: mailto:Ahammond212@hotmail.com
[Home]
Introduction | Task | Resources | Process | Evaluation
|Conclusion | Lesson Plan
Click on graphic separators to return to top of page.
Introduction
Many people in your town have been becoming sick and unhealthy. All of the people that are getting sick go to the same nutritionist. The local health board is beginning to suspect that the local nutritionist is not developing healthy diets for her clients. The nutritionist has challenged the board to prove that her diet plans are not healthy. Since you have been studying nutrition and the digestive system, the board is appointing you to investigate what a healthy diet consists of and to compare it to the diets the nutritionist has been developing for her clients. The mission includes several tasks. You will report your findings to the local health board. Good Luck!
Task
1. Find out what a food guide pyramid is, learn how to read
and understand it.
2. Construct a food guide pyramid and know the six major
nutrients found in food.
3. Find out what makes up a healthy menu. Construct a menu for one week’s worth
of meals and snacks.
Explain how they fit into the food guide pyramid. Compare and contrast your menu to a
sample menu from the nutritionist.
4. Understand what calories are and be able to locate how many
calories are in one service of a specific food item
5. Be able to find out what the amounts of fat, cholesterol,
amount of sodium in food by reading food labels.
6. Identify and construct a digestive system which
includes: a mouth, an esophagus, a
stomach, a large and small intestine.
Describe how your taste buds in your mouth and nose work together. Identify the different tasks your
tongue can sense and how the sense of taste can be affected when you have a
cold.
7. Write an opinion to the health board as to whether the
nutritionist is developing healthy diets for her clients.
Resources
1.
Encyclopedia & Dictionary
2.
CD-Rom Resources
3.
Interview a Nutritionist
4.
Food Labels
5.
Science or Health Books
6.
Notes from Lecture,
Activities, and Experiments
Internet Sights:
7.
Digestion: http://www.nyu.edu/pages/highschool/gp5/page3.htm
8.
Nutrition Facts: http://nutrition.about.com/health/nutrition/msub8.htm
9.
Nutrition Facts: http://www.bcm.tmc.edu/cnrc/factsanswers.htm
10.
Nutrition Facts: http://www.goodhealth.com/livewell/nutrition/index.html
11.
Taste Facts: http://www.ultranet.com/~jkimball/BiologyPages/T/Taste.html
12.
Taste Facts: http://tqjunior.thinkquest.org/3750/taste/taste.html
Process – ALL RESEARCH AND WORK SHOULD BE DONE IN YOUR JOURNAL IF POSSIBLE
1. Begin by investigating the following list of
items using the resources listed under “Resources”. Keep a journal of your
research and work. Write down the resources you used
and what resource you got the information from - bibliography. You should investigate:
q Define vocabulary on list.
q Answer research questions.
2. Construct a food pyramid.
3. Construct a digestive
system and label the following parts:
a mouth, an esophagus, a stomach, a large and small intestine.
4. Get a box or canned food item from the teacher
and copy the food label onto a piece of paper. Answer the food label questions.
5. Construct a healthy menu
for one week’s worth of meals and snacks. Explain how your menu fits into the
food pyramid.
6. Compare and contrast one of your menus to the sample menu from the nutritionist. Fill out the comparison worksheet and then answer the following question:
q Are both menus healthy? If not, which menu is not? How do you know?
7. Get into a group of four. Do the following:
q Review all of your research together – compare and
contrast your research
q Compare, contrast, and evaluate all of your
projects
q As a group decide on an opinion to write up and
submit to the local health board on your findings regarding whether the
nutritionist’s menus are healthy or not.
Write a letter to the health board with your opinion. Include in the letter why it is
important that people eat a healthy diet.
8. Fill out your feedback checklist.
9. Turn in your journal, your projects, a copy of
your group’s letter to the health board, and your feedback checklist.
10. Extension/Review Activities – check with your teacher if you are
to do any of the following:
q Take home your food guide pyramid. Compare your family’s menu for a
day. Determine if your family is eating a healthy
diet. Write a one-page paper
describing your findings.
q Have students draw three different kinds of
foods. Have students exchange
drawings and record on the piece of paper what the food is and which nutrient
group(s) it belongs in.
q Have students make a food pyramid on the floor
using masking tape, paper, and tape.
Number each part of the pyramid.
Have students play hopscotch.
To be successful, a student must name a food from each food group they
are hop in.
q Make a multimedia presentation on your research
and present it to the class.
Evaluation
1. Test – Hands-on experience will show how taste buds in your mouth and nose work together. You will need to identify the different tastes your tongue can sense. Infer how your sense of taste may be affected when you have a cold.
2. Correctly read a recipe for lasagna. In a small group effort, complete the recipe.
3. A rubric will be used to evaluate group work and journal / technology research work.
4. Each student will receive a feedback checklist. Students will complete their student section. The teacher will then complete their side and return the checklist with their final grade.
Conclusion
The local health board is extremely pleased on
all the hard work you put into your mission. They are very pleased with your findings and will use the
information make sure that people are eating healthy diets. For all your hard work, the health
board has named as an “Honorary Nutritionist”! Congratulations!
Last updated July, 2000.
This page based on Bernie Dodge's and Tom March's WebQuest template.