1 Staying Healthy - Teacher`s Guide (Human Biology)

Staying Healthy - Teacher’s
Guide (Human Biology)
The Program in Human Biology,
Stanford Uni- versity, (HumBio)
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Printed: October 3, 2013
AUTHORS
The Program in Human Biology,
Stanford Uni- versity, (HumBio)
CK12 Editor
www.ck12.org
Chapter 1. Staying Healthy - Teacher’s Guide (Human Biology)
C HAPTER
1
Staying Healthy - Teacher’s
Guide (Human Biology)
C HAPTER O UTLINE
1.1
Planning
1.2
Using Staying Healthy [Pleaseinsertintopreamble] Student Edition (Human
Biology)
1.3
Activities and Answer Keys
1
1.1. Planning
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1.1 Planning
Key Ideas
• Diet and nutrition play important roles in maintaining good health.
• Staying healthy requires regular exercise and adequate rest.
Overview
The focus of this last section is staying healthy. In addition to good nutrition and a balanced diet, students learn that
staying healthy requires regular exercise and adequate rest.
Objective
Students:
X identify lifestyle factors that influence good health.
Vocabulary
stress
Student Materials
Activity 6-1: You Are the Food Expert
• Activity Report
• Food Nutrient Chart, p. 60 of the Student Edition (Or use Resource 2: Food Nutrient Chart in Activity 1-1:
Are You What You Eat?)
• Resource: Recommended Dietary Allowances (RDA)
• Fast food nutrition information
• Fast food menus
2
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Chapter 1. Staying Healthy - Teacher’s Guide (Human Biology)
Teacher Materials
Activity 6-1: You Are the Food Expert
• Activity Report Answer Key
• Food Nutrient Chart, p. 60 of the Student Edition (Or use Resource 2: Food Nutrient Chart in Activity 1-1 :
Are You What You Eat?)
• Fast food nutrition information
• Fast food menus
Advance Preparation
See Activity 6-1 in the Student Edition
Activity 6-1: You Are the Food Expert
• Collect fast food menus and nutritional information from various fast food restaurants.
Interdisciplinary Connections
Math Review computational skills needed in this section.
3
1.2. Using Staying Healthy – Student Edition (Human Biology)
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1.2 Using Staying Healthy – Student Edition
(Human Biology)
Assign Mini Activity: Your Target Heart-Rate Zone.
Discuss results of Mini Activity: How Much Sleep Do You Need?
Assign Mini Activity: Sources of Stress.
Assign Activity 6-1: You Are the Food Expert.
Draw students’ attention to the key ideas using means such as posters and overhead transparencies.
Select appropriate Projects to complete if time permits.
Use the Apply Your Knowledge and Review Questions in reviewing the section.
Is a taste for particular foods something you are born with or something you acquire from your family and culture?
What Do You Think?
Your Target Heart-Rate Zone Students calculate their target heart-rate zone.
How Much Sleep Do You Need? For two weeks students keep track of how much sleep they get and note their
physical and energy levels for each day. They then check to see if there is a correlation between amount of sleep and
energy level.
Sources of Stress Students make a list of things that cause them stress and how they handle stress. They analyze
their lists to suggest ways to reduce their stress.
Using your knowledge of the digestive system, think of a slogan that promotes keeping your digestive system healthy.
4
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Chapter 1. Staying Healthy - Teacher’s Guide (Human Biology)
1.3 Activities and Answer Keys
Activity 6-1: You Are the Food Expert
PLAN
Summary Students examine the nutrients in fast food and create a healthy meal.
Objectives
Students:
X determine the nutrient levels of fast foods.
X determine whether fast foods meet the RDA guidelines.
Student Materials
• Activity Report
• Food Nutrient Chart, p. 60 of the Student Edition (Or use Resource 2: Food Nutrient Chart in Activity 1-1:
Are You What You Eat?)
• Resource: Recommended Dietary Allowances (RDA)
• Fast food nutrition information
• Fast food menus
Teacher Materials
• Activity Report Answer Key
• Food Nutrient Chart, p. 60 of the Student Edition (Or use Resource 2: Food Nutrient Chart in Activity 1-1:
Are You What You Eat?)
• Resource: Recommended Dietary Allowances (RDA)
• Fast food nutrition information
• Fast food menus
Advance Preparation
Collect fast food menus and nutritional information from various fast food restaurants.
Estimated Time One 45- 50 minute class period
Interdisciplinary Connections
Health This activity could be done in health education.
Math Review computational skills needed in this activity.
Prerequisites and Background Information
No special knowledge is required.
IMPLEMENT
Introduce Activity 6-1 by discussing the Resource.
5
1.3. Activities and Answer Keys
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Steps 1-2 After students have filled out Tables A and B, ask the question “Why does Table B reflect healthier choices
than Table A?”
Give Table A to a group to fill in using a particular fast food chain’s information with instructions to choose the
worst combinations of food. Then trade Activity Reports with another group along with the fast food information
and the challenge to make the choices the healthiest possible.
Helpful Hints
• This activity works best when students are able to choose from various fast food chain menus.
• Encourage students to choose the “worst” food combinations for Table A.
ASSESS
Use the completion of the chart and written responses on the Activity Report to assess if students can
X determine the percentages of calories (Cal) from carbohydrates, proteins, and fats in fast foods.
X determine whether fast foods meet the RDA guidelines.
Activity 6-1: You Are the Food Expert – Table A Answer Key
Student Food Table A: Favorite Food
Fast Food Restaurant
TABLE 1.1:
Nutrients
Food
Total
Calories
1.
941
Double
Deluxe
Burger
w/Cheese
2.
395
Jumbo
Fries
3. Milk 327
Shake
4. Answers
will
5. Answers
will
vary.
6
grams
Protein
Calories Percent grams
C
(g × 4)
TC × 100
Carbohydrates
Calories Percent grams
C
(g × 4)
TC × 100
Fat
Calories Percent C
(g × 9)
TC × 100
47
188
19.98
33
132
14.03
69
621
65.99
5
20
5.06
51
204
51.65
19
171
43.29
11
44
13.46
55
220
67.28
7
63
19.27
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Chapter 1. Staying Healthy - Teacher’s Guide (Human Biology)
TABLE 1.1: (continued)
Nutrients
Totals
Answers
will
vary.
Protein
Carbohydrates
Fat
Key
C = Calories
TC = Total Calories
For RDA Guidelines Information:
Table A:
Answers will vary, but these foods probably will not be within RDA Guidelines.
Table B:
Answers will vary, but these foods probably will be within RDA Guidelines.
Activity 6-1 Report: You Are the Food Expert – Table B Answer Key
Student Food Table B: Food Modified
Fast Food Restaurant
TABLE 1.2:
Nutrients
Food
Total
Calories
1.
326
Cheeseburger
2. Reg- 263
ular
Fries
3. Soft 200
Drink
4. Side 39
Salad
5.
34
LowCal
Dressing
Totals
862
grams
Protein
Calories Percent grams
C
(g × 4)
TC × 100
Carbohydrates
Calories Percent grams
C
(g × 4)
TC × 100
Fat
Calories Percent C
(g × 9)
TC × 100
15
60
18.40
35
140
42.94
14
126
38.65
11
44
16.73
30
120
45.63
11
99
37.64
0
0
0
50
200
100.00
0
0
0
3
12
30.77
0
0
0
3
27
69.23
2
8
23.53
2
8
23.53
2
18
52.94
31
124
14.39
117
468
54.29
30
270
31.32
7
1.3. Activities and Answer Keys
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Key
C = Calories
TC = Total Calories
Review Questions/Answers
• Sample answers to these questions will be provided upon request. Please send an email to teachersrequests@ck12.org to request sample answers.
1.
2.
3.
4.
What factors can you control that will help you stay healthy?
What are some of the benefits of regular exercise? Why is exercise important?
In what way does vigorous exercise shortly after eating affect digestion?
Describe some ways in which the body responds to stress. In what ways does stress affect digestion?
Activity 6-1 Resource: You Are the Food Expert (Student Reproducible)
TABLE 1.3:
Recommended
Allowances
Energy
Carbohydrate
Protein
Fat
Vitamin A
Vitamin C (ascorbic acid)
Vitamin D
Vitamin E
Niacin
Riboflavin
Thiamin
Vitamin B-6
Vitamin B-12
Vitamin K
Calcium
Phosphorus
Iodine
Iron
Magnesium
Selenium
Zinc
Folate
8
Dietary
Boys 11-14
2,500 Calories
134 g
45 g
84 g
1, 000 mcg
50 mg
10 mcg
10 mg
17 mg
1.5 mg
1.3 mg
1.7 mg
2 mcg
45 mcg
1, 200 mg
1, 200 mg
150 mcg
12 mg
270 mg
40 mcg
15 mg
150 mcg
Girls 11-14
2,200 Calories
138 g
46 g
75 g
800 mcg
50 mg
10 mcg
8 mg
15 mg
1.3 mg
1.1 mg
1.4 mg
2 mcg
45 mcg
1, 200 mg
1, 200 mg
150 mcg
15 mg
280 mg
45 mcg
12 mg
150 mcg
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Chapter 1. Staying Healthy - Teacher’s Guide (Human Biology)
g = gram
1 g = 1, 000 mg = 1, 000, 000 mcg
1
mg = milligram,
of a gram
1, 000
1
mcg = microgram,
of a gram
1, 000, 000
Activity 6-1 Report: You Are the Food Expert (Student Reproducible)
Student Food Table A: Favorite Food
Fast Food Restaurant
TABLE 1.4:
Nutrients
Food
Total
Calories
1.
2.
3.
4.
5.
Totals
grams
Protein
Calories Percent grams
C
(g × 4)
TC × 100
Carbohydrates
Calories Percent grams
C
(g × 4)
TC × 100
Fat
Calories Percent C
(g × 9)
TC × 100
Key
C = calories
TC = Total calories
TABLE 1.5:
RDA Guidelines
Are the nutrients in
this
meal
within
recommended
RDA
Guidelines?
Protein
(Yes/No)
Carbohydrates
(Yes/No)
Fat
(Yes/No)
Student Food Table B: Favorite Food Modified
Fast Food Restaurant
TABLE 1.6:
Nutrients
Food
Total
Calories
1.
2.
grams
Protein
Calories Percent grams
C
(g × 4)
TC × 100
Carbohydrates
Calories Percent grams
C
(g × 4)
TC × 100
Fat
Calories Percent C
(g × 9)
TC × 100
9
1.3. Activities and Answer Keys
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TABLE 1.6: (continued)
Nutrients
3.
4.
5.
Totals
Protein
Carbohydrates
Fat
Key
C = calories
TC = Total calories
TABLE 1.7:
RDA Guidelines
Are the nutrients in
this
meal
within
recommended
RDA
Guidelines?
10
Protein
(Yes/No)
Carbohydrates
(Yes/No)
Fat
(Yes/No)