Making It Count

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title:
  Nutrition and Food Science

  
  Course Title:
  Nutrition and Food Science

  
  Course Number:
  8801101

  
  Career Cluster:
  Hospitality & Tourism

  
  CIP Number:
  0402030101

  
  Course Type:
  OTHER - High School Programs

  
  CTE Standard(s) or benchmarks:
  CTE-HOSP.912.8801101.10.3 -
  Analyze the relationship between food intake, energy use, and body weight.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Making It Count.” See CPALMS resource ID #215695.

• Career Connection

  
  

  Students will collaboratively analyze the connection between diet, exercise, and a healthy body. Students will consider the social impact of decisions and attend to the personal well-being of individuals. By examining a real-world scenario, they will evaluate the relationship between diet and a healthy body.

• Learning Objectives

  
  

  Students will be able to:

  • Explain how the food intake, energy use, and body weight of individuals are related.
  • Design and present a digital nutrition plan based on the relationship between diet and healthy body.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • The characteristics of a healthy diet, based on current USDA guidelines.
  • Functions of the six basic nutrients.
  • Collaborating with a group.

• Guiding Questions

  
  
  • How do individuals’ food intake and energy use/expenditure differ from one another?
  • How could encouraging healthy eating habits improve wellness?
  • What should be taken into consideration when designing a nutrition plan?

• Procedure

  
  

  1. To introduce the lesson, prompt students with an engaging question: “Which is the healthier choice: an apple or protein bar”? (See Teacher Notes for questioning options)

  • Visually display the poll results for the class

  2. Engage students in a discussion about how healthy food choices can depend on the composition of the food or a person’s nutritional levels/goals.

  • Sample discussion questions:
  • What are USDA’s recommendations for nutrition requirements?
  • What do our bodies do with the calories we consume?
  • What else should individuals take into account when considering food options?
  • Review industry vocabulary: nutrition, diet, calories, water, carbohydrates, proteins, fat, vitamins, minerals, energy expenditure (if not already addressed in the class discussion).

  3. Distribute the case study and recap the scenario, setting the purpose of the lesson.

  • Have students recap the scenario in the case study, "Making It Count" CPALMS Resource ID# 215695 (see teacher notes).
  • If students have not read the case study, allow 10 minutes for students to independently read, discussing any related vocabulary. Use the following questions to guide discussion after the reading:
    • How does Bianca and Sammi’s food intake differ from one another?
    • How does Bianca and Sammi’s energy use/expenditure compare?
    • How could encouraging healthy eating habits help Bianca and Sammi?
    • What else should Bianca and Sammi take into consideration when designing a nutrition plan?
  • Set the purpose of the lesson by telling students they will be discussing and analyzing the food intake, energy use, and body weight changes of the two individuals presented in this integrated lesson. They will collaboratively design and present a digital nutrition plan for one of the individuals, with justification based on the details included in the case study.

  4. Distribute Nutrition/ Activity Plan Sample for Bianca or Sammi (see attachments) to each group to analyze after reviewing the case study.

  • Students will work in groups to analyze the specific diet and activity of Bianca and Sammi during a one-week period. Assign half of the class to analyze one of the case study individuals and the other half the other case study individual.
  • Students should compare the food intake to the energy expenditure for each day displayed in the chart. They will fill in the last row by subtracting the calorie expenditure from the calories consumed.

  5. Ask students to locate the nutrition plan template slide (see Teacher Notes and attachments). Students will use computers to access and design an alternate nutrition plan for their assigned individual that addresses their nutrition/exercise goals (Bianca or Sammi).

  • Justification for the nutrition plan design should be based on details included in both the case study and sample week nutrition plan for their assigned case study individual.
  • Groups should adjust their nutrition plans based on lifestyles of the case study individuals and respect differences/fluctuations in the food intake, energy use, and body weight of individuals.

  Extension: Groups also create a visual model that can be used to explain a net increase and net decrease in calories (see Teacher Note).

  6. Have groups present their nutrition plans, one at a time. Information should be organized, creating a clear perspective of the relationship between the individual’s food intake and energy use. Students should emphasize the importance of the changes they included.

  7. To bring the lesson to a close, students will discuss the questions below in their groups:

  • How was a mathematical calculation used to help you better understand the relationship between food intake and energy use?
  • How can you apply this concept to plan daily food choices and maintain wellness?

  8. Have students individually respond to the exit question, “How do food choices individuals make affect their wellness”?

• Teacher Notes

  
  
  • For the lesson introduction question, students can answer using a digital poll, raising hands, etc.
  • In Step 4, groups of 3-4 should be formed based on the needs of the classroom.
  • Nutrition plans include a description of food intake and energy use, which is within a reasonable range based on the food or activities involved. The calorie output is approximate, based on the USDA standards and taking into account the energy expenditure for the day. Optionally, teachers may have students research actual serving sizes and values when creating their own plans. Students may use https://www.myplate.gov/ to explore USDA dietary guidelines for Americans and help set develop plans/goals for nutrition and wellness.
  • Protein, fat, and carbohydrates are sources of energy in, while exercise, daily activity, and resting metabolic rate are sources of energy out. Weight maintenance is the result of energy balance (energy in= energy out), while a surplus or deficit results in weight loss or gain.