Overview. Length of Curriculum: The curriculum will take minute class periods.

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2 6 th Grade The Nutrition World of Math Kahiwalani Cornman Fall 2011 Overview The Rationale: The importance of the lesson is to teach students how to eat healthy and responsibly by using math to measure out proportions, calculate calories consumed and burned and how to make their own tasty meals. This lesson will give students the necessary tools to take better charge of their own health to benefit them for the rest of their life. Students will be able to relate this lesson to their own life experiences, while learning something from this new experience. The Summary: The students will mix both math skills and nutritional skills by comparing and contrasting healthy food choices vs. unhealthy convenient snacks. The lesson would be broken over 16-class period. Each class period the students will have the opportunity to calculate healthier food items to publish in their This, Not That magazine with a special feature of Thanksgiving: Sixth Grade Style! This set of lessons will combine the joys of food, health, and math. Objectives: GLE s: Math Standard 1: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Math Standard 2: Compute fluently and reasonable estimates. Math Standard 3: Use mathematical models to represent and understand quantitative relationships Length of Curriculum: The curriculum will take minute class periods. Materials and Resources: (a) The school will provide technology center, computer paper, laminator, and three whole punch. (b) The teacher will supply a nutrition journal, student handouts, and ingredients necessary to create the healthy snacks, ribbon, bandana/blindfolds. (c) The students will supply writing utensils, and paper. Means of Assessment: The students will receive participation points for each day of the lesson, and oral feedback from the teacher and peers. A summative assessment will be the creation of the This, Not That magazine, along with a special feature of Thanksgiving: Sixth Grade Style!. The assessment will be evaluated by creativity, accuracy, and content.

3 Teacher s Calendar November LESSON HOMEWORK 1 Discuss the importance of a healthy diet and physical activity. The definition of proportions. Create a journal of all the food consumed in a 24-hour period and the physical activity done within the same 24-hour period. 2 Calculate calories consumed/burned Finish the calculations if not from the journal 3 Guest Speaker: Nutritionist. Discuss Good food and fats vs. Bad food and fats. Research alternate snacks and class poll of favorite snacks 4 Blind taste test healthy and unhealthy snacks. Compare and contrast calories between the healthier and unhealthy snacks completed in class. Research alternate snacks None 7 Introduce This, Not That menu. Work on This, Not That menu. 8 Work on This, Not That focusing on morning snacks/breakfast. Calculate the nutritional facts. Begin research for midday healthy snacks. 9 Work on This, Not That focusing on midday snacks/lunch. Calculate the nutritional facts. 10 Work on This, Not That focusing on evening/after dinner snacks. Calculate the nutritional facts. 11 Finish This, Not That menu and present their menu to the class. Sample some of the healthy snacks the students found/created. Begin research for evening healthy snacks Begin to create a magazine page of your favorite healthy snack. None. 14 Discuss how to build a menu with there being a certain percentage for each menu subtitle (appetizer, entrée, dessert). 15 Calculate the nutritional information for all three appetizers, students choose the healthiest; adjust the recipes for 2 servings, 10 serving, and 25 servings. Assign students to groups of the main course. 16 Calculate the nutritional information for all three main course item, students choose the healthiest; adjust the recipes Research through parent s cookbooks or online for 3 appetizer recipes. Research through parent s cookbooks/online for 3 main course (respective to their group) recipes. Research through parent s cookbooks/online for 3 dessert recipes.

4 for 2 servings, 10 serving, and 25 servings. Assign students to groups of the main course. 17 Calculate the nutritional information for all three desserts, students choose the healthiest; adjust the recipes for 2 servings, 10 serving, and 25 servings. Assign students to groups of the main course. 18 Sample items that will be in the magazine. Work on the design of the magazine pages 21 Add the final touches to the magazine pages. Students submit pages. 22 Students work together to design magazine cover and discuss dimensions in order to get the most content for the magazine in the least amount of space. 23 Thanksgiving break 24 Thanksgiving break 25 Thanksgiving break Begin to create a magazine page of you appetizer, entrée item, and dessert. Continue to work on the design of your magazine page, complete. None Send students home with the class produced magazine.

5 Monday Tuesday Wednesday Thursday Friday Nutrition and proportions Calories Good vs. Bad Sample Friday 7 This not That 8 This not That 9 This not That 10 This not That 11 Sample Friday/ Production Day 14 Building a menu 21 Publication Day Appetizers Publication Day 16 Main Course 17 Desserts Thanksgiving Break 18 Sample Friday/ Production Day

6 Lesson Plan #1 Heading Class: 6 th Grade Math Your Name: Kahiwalani Cornman Name of Lesson: Thanksgiving: Sixth Grade Style - Appetizers Time Frame: 1-55 minute class Objective Students will calculate the amount of calories received and the amount of work that must be done to burn the calories off to select the best appetizers for the magazine. Reading Health Digest, Cookbooks, and Math textbook. Material Instructional Initiating Constructing Utilizing Framework Lesson Plan Format Teacher Centered: Student Centered: Students will be problem solving and cooperative learning Grouping Materials & Resources Literacy Strategy Phase One Individuals/Pairs School Paper, writing utensils, Math textbook, Science textbook, computers, printers Teacher Cookbooks, Health Digest Student Calculator, paper Think Pair Share Introduce what an appetizer is and how they used in the meal process. Allow students to share ideas of their favorite type of appetizers Phase Two Phase Three Formative Assessment Allow students to work in groups or individually to find recipes of their favorite appetizers and a healthier version of that appetizer. Once students find the healthier recipe and calculate the number of servings, and calories per serving they are to make a magazine page displaying the recipe, the results of their research and why this recipe should be chosen. Students will wrap up the time by sharing and displaying what appetizers they have come up with. The students will be assessed by the results of their magazine page.

7 Lesson Plan #2 Heading Class: 6 th Grade Math Your Name: Kahiwalani Cornman Name of Lesson: Thanksgiving: Sixth Grade Style Main Course Time Frame: 1-55 minute class Objective Students will calculate the amount of calories received and the amount of work that must be done to burn the calories off to select the best main course for the magazine. Reading Material Health Digest, Cookbooks, and Math textbook. Instructional Initiating Constructing Utilizing Framework Lesson Plan Format Teacher Centered: Student Centered: Students will be problem solving and cooperative learning Grouping Groups of 5: Meat, Vegetables, Toppings (i.e. gravy, stuffing), Bead, Side Materials & Resources Literacy Strategy Phase One Dishes (i.e. mashed potatoes, cranberries, salad) School Paper, writing utensils, Math textbook, Science textbook, computers, printers Teacher Cookbooks, Health Digest Student Calculator, paper Jigsaw Introduce the different parts of a main course is and how they used in the meal process. Allow students to share ideas of their favorite items from a Thanksgiving main course. Phase Two Phase Three Formative Assessment Allow students to work in groups to find recipes of their favorite parts of a main course and a healthier version of that food item. Once students find the healthier recipe and calculate the number of servings, and calories per serving they are to make a magazine page displaying the recipe, the results of their research and why this recipe should be chosen. Students will wrap up the time by sharing and displaying what main course items they have chosen. The students will be assessed by the results of their magazine page.

8 Lesson Plan 3 Heading Class: 6 th Grade Math Your Name: Kahiwalani Cornman Name of Lesson: Sample Friday/Production Day Time Frame: 1-55 minute class Objective Students will demonstrate how to make one snack item from their This, Not That recipes and how explain why this snack is better than the unhealthy alternative. Reading Material Health Digest, Cookbooks, and Math textbook. Instructional Initiating Constructing Utilizing Framework Lesson Plan Format Teacher Centered: Student Centered: Students will present and share their ideas. Grouping Individual and Groups Materials & Resources School Paper, writing utensils, Math textbook, Science textbook, computers, printers Teacher Cookbooks, Health Digest Student Calculator, paper Literacy Strategy Phase One OPRAH Introduce the different snacks the class came up with and allow the students to demonstrate why they choose this snack and how to make it, along with the math they used to come to their conclusion. Phase Two Phase Three Formative Assessment Allow the students to taste the snack, while working on any bits of their production that they have not yet completed. Students will compile all of their finished product to create the first half of the magazine. The students will be assessed by the results of their magazine page.

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10 This, Not That Special Feature: Thanksgiving: Sixth Grade Style Project Rubric Teacher Name: Ms. Cornman Student Name: CATEGORY Articles % of the Purpose articles % of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. Requirements All of the required content was present. Articles - Interest Graphics Spelling and Proofreading The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers. Graphics are in focus, are wellcropped and are clearly related to the articles they accompany. No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper % of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. Almost all the required content was present. The articles contain facts, figures, and/or word choices that make the articles interesting to readers. Graphics are in focus and are clearly related to the articles they accompany. No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. At least 75% of the required content was present. The article contains some facts or figures but is marginally interesting to read % of the graphics are clearly related to the articles they accompany. No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. Less than 75% of the required content was present. The article does not contain facts or figures that might make it interesting to read. More than 20% of the graphics are not clearly related to the articles OR no graphics were used. Several spelling or grammar errors remain in the final copy of the newspaper.

11 Serving size Equal balance Number of servings Proportions Ratios Cooking (Math) Measurements Fat content in food Percentages Fat burning activity Calories in food