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BLACKWOOD HIGH SCHOOL

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cours - matière potentielle : students
cours - matière potentielle : program
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Welcome to Term 3 – We would like to welcome Ms Amelia Pickard to the school for the remainder of the year. Amelia will be teaching Home Economics and Child Studies. Also, we welcome back Mr James Connell and Ms Karyn Jones who were on leave in Term 2. This term we welcome a group of ten student teachers from Flinders University who will be undertaking their teacher practicum with us. We also welcome twelve International students from Japan and China who will be with us for either a term or to finish their secondary education.

sausage sizzle by the src
many vouchers
vegetable garden
dog training
world vision
point to the point
point for point
point by point
exhibition
school
program
students

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Nombre de lectures	21
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Lesson Plan 13 Food, Exercise & Energy Brief description Students use nutrition information to calculate the number of teaspoons of fat and sugar in their favourite food and drinks. Using tables provided, they convert the energy content into an equivalent amount of exercise. For example, 600ml lemonade = 18 tsps sugar, 1220 kilojoules, approx. 45 min running! They compare these results to their daily energy requirements. Duration: 40 – 90 minutes total (two sessions) Year level: Middle to upper primary SourceiStoc Topics: Nutrition, energy, researching and communicating Preparation: 5 to 10 minutes Extensions: ART: Use the results to design an educational poster about food energy and exercise Overview This activity can be conducted in numerous ways depending on age and ability – please consider the individual needs of your class when planning and allocating times. Session 1: Introduce lesson (20 – 30 min) Whole class PerformTeacher Demonstration 13* (10 – 15 min) ‘Sugar Shocker’ *download fromabc.net.au/science/surfingscientist Discussion Whole Class Research Nutrition Information (10 – 15 min) Select a range of foods Session 2 : Calculate sugar, fat and energy content (20 – 30 min) Individual Calculate sugar, fat and energy content and (30 – 60 min) equivalents Investigate and discuss possible ways to represent results graphically and design posters Whole Class Discussion (10 – 15 min)

Materials and equipment Teacher Demonstration y Copy of “Sugar Shocker” available at: abc.net.au/science/surfingscientist/teachstuff yteaspoon(s) Metric y Drinking glass y Sugar y(cheap vegetable is fine) Oil y(two varieties if possible) Softdrink y Chips (two varieties if possible) ySoftdrink (two varieties if possible) yChocolate bar (two varieties if possible) Poster Design The following are suggestions are all optional – students may be able to bring some

of these items from home: y Magazines / newspapers (for clippings) y Digital camera (to photograph foods, sugar, fat content) ysized paper / cardboard Poster y Printer y Pens, pencils, paints, coloured paper

Chips and a drink

There are 18 teaspoons of sugar in one 600 ml bottle of softdrink and 18 ml of fat in one 50 packet of chips and a total of 2270 kilojoules

Objectives Students’ prior knowledge No prior knowledge is required or assumed for this lesson plan.Science / mathematics skills Students will:• Use theTable 1: Estimated Energy Requirementsto determine the amount boy or girl of average weight and height for a particular age and gender requires every day • Use nutrition labels or other sources of information to determine the fat, sugar and energy content per serving of various food and drinks(eg internet resource such Calorie King) • Convert sugar and fat content into number of teaspoons using the following conversion factors: 1 tspn of white sugar weighs 4 grams 1 tspn of fat (oil) weighs 4.2 grams • UseTable 2: Energy used in various activities orTable 2a: Energy Ratesto convert energy content into minutes of various types of exercise for a particular weight Science / nutrition concepts • Humans need to eat food for energy and essential nutrients • The amount of energy in foods varies greatly •amount of other nutrients in food varies greatly The •amount of energy different people need to consume per The day varies greatly between individuals • Exercise consumes large amounts of energy • Every person should get plenty of exercise everyday Positive attitudes Students will• Appreciate the value of research skills for making informed choices •an appreciation for the complexity of human nutrition Develop •and appreciation for the relationship between food Develop energy (energy in) and exercise energy (energy out)

Procedure Session1: Teacher Demonstration and discussion (20 – 30 min) •and discuss the “Sugar Shocker” teacher demonstration Perform • Convert the energy content into an exercise equivalent using either the formula or table provided (see Teacher Notes or Energy Fact Sheet) •the demonstration to determine the sugar and/or fat (oil) content for a Repeat packet of crisps and/or a chocolate bar (use a medicine cup to show students the amount of fat/oil) •the variety of nutrients we need in our diet – the National Health and Discuss Medical Research Council of Australia lists 28 essential vitamins and minerals • Compare the energy content and nutritional value of snack foods and softdrinks to estimated daily energy requirements Example: Chips and a Drink The combined energy in one 600ml bottle of softdrink (~1200 kJ) and one 50g packet of potato chips (~1050kJ) is approximately 2250 kJ – this represents almost one third (27%) of a moderately active 8 year old boy’s total daily energy requirements but without providing any other essential vitamins or minerals • Discuss the student task eg: research the nutrition information (by bringing in packets or labels, or by other means) of some food and drink products and bring them to class Session 2: Convert sugar, fat and energy values (20 – 30 min) Individual/Groups (15 – 20 min) • Students use the nutrition information they have collected to convert sugar and fat content into number of teaspoons •they convert the energy content into an equivalent amount of energy Next using the tables provided or using the formula Discuss possible ways to represent values – Whole Class (10 – 15 min) •might include Examples sugar cubes to represent teaspoons sugar content blocks of butter to represent fat content Design Energy Posters – Group or individual (30 – 45 min) • Finish as homework or as an art exercise Discuss the lesson – Whole Class (5 – 10 min) • Discuss the class findings and any changes to attitudes to food and eating behaviour

8200

8400

8100

7800

6700

6400

7000

5700

7400

Teacher’s notes Table 1: Estimated Daily Energy Requirements The National Health and Medical Research Council of Australia provides Estimated Daily Energy Requirements for use in Australia and New Zealand. They should be used cautiously and as a guide only. Individual differences and variations in levels of physical activity make predicting an individual’s daily energy requirements extremely difficult. The estimates provided are for individuals of average height and healthy weight. Girls AgeWeightHeightBMRLittle Light Moderate Heavy Vigorous ty Activity Activity Activity Ac ( kg)(cm) Activi tivity

6900

7600

7300

8000

9000

7700

8200

8500

6500

7300

6000

10700

9900

6100

Little Activity

8800

Moderate Activity

7800

10500

9900

9300

7800

11800

10300

7000

7300

7700

8700

8300

8800

9300

11200

10000

4800

6800

8200

Light Activity

7300

6400

4500

14700

16200

9300

8200

Age

Weight(kg)

23.1

14000

15400

8400

5900

9600

16700

29.0

25.6

22.8

32.9

41.6

49.4

52.0

53.9

45.8

9500

37.2

55.1

25.6

45.6

10800

8500

9200

8900

10600

11900

9700

9200

15200

12200

11200

13200

11000

11600

14600

11400

10700

10600

12000

13200

12900

12600

12200

11600

10400

5700

6600

4900

5200

5500

4000

128

162

133

144

163

122

Height(cm)

128

139

6200

5400

156

Source:

Boys

151

121

138

4700

4200

4500

4300

5800

160

163

5900

157

5100

149

144

5800

134

BMR

10400

13600

12000

12400

12800

9500

8700

Heavy Activity

Vigorous Activity

13700

Nutrient Reference Values for Australia and New Zealand, 2006National Health and Medical Research Council of Australia

12600

10100

175

7600

164

174

170

7000

11700

13100

11900

11100

7300

11500

60.9

51.0

64.6

56.3

8900

9500

13200

10000

9100

8100

9400

8600

11000

10000

28.6

31.9

35.9

40.5

10300

9400

10000

10600

10700

9500

Energy expenditure for various activities (approx.) Activity Energy (kJ/kg/h) Sitting quietly 1.7 Writing 1.7 Standing relaxed 2.1 Driving a car 3.8 Vacuuming 11.3 Walking rapidly 14.2 Running 29.3 Swimming (4km/hour) 33 Rowing in a race 67 Source: Better Health Channel www.betterhealth.vic.gov.au Researching sugar, fat and energy content Nutrition labels Food manufacturer’s websites Calorie King Australia food database: www.calorieking.com.au/foods/

SourceiStoc

ENERGY: how much do you need?

Why you need energy All your energy comes from the food and drinks you consume. Most of this energy (45 - 70%) is used for important functions like growing, maintaining

body temperature and healing wounds. The total

energy required for all these functions is called yourBasal Metabolic Rate(BMR). The basal metabolic rate varies between individuals. Most of the remaining energy from all the food you’ve eaten gets used for physical activity.

TABLE 1: Estimated EnergyRequirements (Kilojoules per day)

Running, riding, swimming and even just putting the

dishes away all consume energy. It is very difficult to calculate exactly how much energy you need. Luckily, you don’t need to as long as you exercise every day and eat healthy foods.Energy and health How much energy you need depends on many variables but the biggest is exercise. The more you exercise, the more energy you burn and the more

food you need to eat. If you eat more than you

need, your body may try store this excess energy

as body fat.

Girls Light Moderate Age BMR Activity Activity 74000 6500 7300 84200 6900 7700 982004500 7300 1085004700 7600 11 4900 8000 9000 125200 8500 9500 13100005500 8900 14103005700 9200 155800 9400 10600 16107005900 9500 17108005900 9600 Source: National Health and Medical Research Council of Australia

Heavy Activity

8100 8600 9100 9500 10000 10600 11100 11500 11700

11900 12000

Student Fact Sheet

Eating well is only half of what is necessary to be

healthy. The other half is plenty of exercise every day. Nothing can replace exercise. Eating well without exercising is not healthy by itself. Fortunately, exercising is lots of fun and makes you feel great, sleep well and be happy! Using this table wisely This table is a guide only! It is based on girls and boys of average height and healthy weight for each age. Even so, the energy required per day can be

very different for two very similar people!

Boys BMR

4300 4500 4800 5100 5400 5800 6200 6600 7000 7300 7600

Light Activity

7000 7300 7800 8300 8800 9300 10000 10600 11200 11800 12200

Moderate Activity

7800 8200 8800 9300 9900 10500

11200 11900 12600 13200 13700

Heavy Activity

8700 9200 9700 10400 11000 11600

12400 13200 14000

14700 15200

660

Based on Energy Expenditure Rates(Better Health Channel www.betterhealth.vic.gov.au)

150

990

1320

ENERGY: how much do use?

All your energy comes from the food and drinks you consume. Doing any physical activity consumes energy. Some types of activity burn more energy than others. Two people doing the same activity may burn different amounts of energy. This depends on many factors including each person’s weight. A heavier person will burn more energy than a lighter person doing the same activity. The table below lists the energy used during various activities for people who weigh 40, 50 or 60 kilograms. They are only a guide to give an estimate of the energy consumed during exercise. TABLE 2: Energy used in various activities (kilojoules)

145

190

Writing

Swimming (4km/hour)

215

425

115

330

140

1650

1240

495

355

535

180

825

415

710

285

570

425

115

Table 2a: Energy rates ctivity Energy rate (kJ/kg/h) Sitting quietly 1.7 Writing 1.7 Standing relaxed 2.1 Driving a car 3.8 Vacuuming 11.3 Walking rapidly 14.2 Running 29.3 Swimming (4km/hour) 33 Rowing in a race 67 Source: Better Health Channel www.betterhealth.vic.gov.au

Driving a car

100

Student Fact Sheet

Walkingrapidly

230

170

850

640

1485

1980

ENERGY IN / ENERGY OUT Select three or four types of food and do the following: 1. Write the name of the food or drink and draw the food item (or find a picture/photograph) 2. Check the nutrition label and write down the sugar, fat and energy content. 3. Convert sugar and fat content into teaspoons or millilitres. 4. Select a type of exercise from Table 2 and convert the energy content of per serving of each food (select your nearest weight and find the nearest energy) 1. ____________________________ Serving Size: ______________grams / ml Sugar: _________________ grams _________________ tspns Fat: _________________ grams _________________ tspns / ml Energy: _________________ kilojoules picture or drawing One serving is equivalent to _________________minutes of ____________________________ 2. ____________________________ Serving Size: ______________grams / ml Sugar: _________________ grams _________________ tspns Fat: _________________ grams _________________ tspns / ml Energy: _________________ kilojoules picture or drawing One serving is equivalent to _________________minutes of ____________________________ 3. ____________________________ Serving Size: ______________grams / ml Sugar: _________________ grams _________________ tspns Fat: _________________ grams _________________ tspns / ml Energy: _________________ kilojoules picture or drawing One serving is equivalent to _________________minutes of ____________________________

4. ____________________________ Serving Size: ______________mlgrams / Sugar: _________________ grams _________________ tspns Fat: _________________ grams _________________ tspns / ml Energy: _________________ kilojoules picture or drawing One serving is equivalent to _________________minutes of ____________________________ 5. ____________________________ Serving Size: ______________grams / ml Sugar: _________________ grams _________________ tspns Fat: _________________ grams _________________ tspns / ml Energy: _________________ kilojoules picture or drawing One serving is equivalent to _________________minutes of ____________________________ 6. ____________________________ Serving Size: ______________mlgrams / Sugar: _________________ grams _________________ tspns Fat: _________________ grams tspns / ml _________________ Energy: _________________ kilojoules picture or drawing One serving is equivalent to _________________minutes of ____________________________