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Fatty Foods Brooke Doepke September 22, 2000

Brief Description of the Lesson: This will be a hands-on experiment in which the students will learn about the five food groups, in particular fatty foods, by observing the effects of specific foods on paper towels.

Grade Level and Course of Study Content Standard: 3rd grade

-Students will identify foods high in fat. (p.26 #4)

-Students will identify the nutrient content of food. (p.26 #5)

-Students will demonstrate the ability to choose the recommended number of servings

from the food guide pyramid. (p.27 #9)

-Students will identify a healthy choice to meet a personal goal. (p.28 #19) Background information for the Teacher: Food groups are essential to healthy living. In order to have a balanced diet and receive all necessary vitamins and minerals, a person must eat food from all five groups. The food guide pyramid helps to tell us how much of a particular food group is necessary for a given day. The food groups are: 1. Grain (bread, pasta, rice) � 6-11 servings. 2. Vegetables � 3-5 servings 3. Fruit � 2-4 servings 4. Dairy (milk, yogurt) � 3-4 servings 5. Meat 2-3 servings. Other foods such as sweets, fats, and oils should be eaten sparingly. Fat is an important energy source in the diet and is a more efficient fuel than either carbohydrates or proteins. Fats are composed of substances called fatty acids and an alcohol known as glycerol. There are three types of fatty acids: saturated, monosaturated, and polyunsaturated. Certain fatty acids, known as essential (polyunsaturated) fatty acids, are necessary for the growth and maintenance of the body. The body cannot make essential fatty acids, and so they must be included in the diet. Certain kinds of fats, called saturated fats, seem to increase the amount of cholesterol in the blood. Dietary fats can be divided into two main groups: visible fats and invisible fats. Visible fats include those in meat, butter, and salad oils. Invisible fats are found in milk, eggs, fish, and nuts.

Concepts Covered in the Lesson:

-"The peanut butter, oil, and butter left the biggest marks on the paper bag."

-"The water and orange juice dried clear; they didn�t leave a stain."

-"Things with a lot of fat in them were thicker, and left dark stains on the paper bag"

Materials and Equipment:

-6"X11" pieces of brown paper bag (1 per student)

-dixie cups (6 per student)

-a small amount of the following:

-water

-oil

-peanut butter

-soft cheese

-orange juice

-soft margarine

-toothpicks (one per container)

-fatty food ditto

Procedures:

Introduce concept of food groups. Pass out ditto of food guide pyramid and have children name items in each of the 5 food groups. Show poster of food guide pyramid and review together. Introduce the concept of fat in food. Explain that the Olympians need to be very physically fit in order to be so athletic. Explain that fat is not healthy. Pass out materials to students. As a class, predict which items will contain more fat, and how they will be able to know. Record these predictions on the board. Children will work on their own by using toothpicks from each container to make a spot on their bags. Remind them to make small amounts so that the objects will not run together. Tell the students to wait several minutes, then check the spot and record observations on ditto. Continue procedure (#5 and #6) with all of the containers. When finished, answer the questions at the bottom of the ditto. Clean up desk and throw away Dixie cups when finished. Gather for a colloquium. Ask children which items had the most fat, and how they drew their conclusions. Record children�s observations. Decide as a class whether the earlier predictions were correct. Assign children a particular food. Ask them to perform a creative drama to demonstrate how that food acted on the paper bag.

Assessment:

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Promotion

During colloquium, pose questions that will require the children to understand the concepts to answer. Note observations and reactions. Also during colloquium, observe children�s creative drama and assess understanding. Collect ditto. Check for accuracy and for creativity when answering the questions. Have the children write down everything they eat for 3 days. Bring in list and discuss whether they receive food from all 5 food groups.

http://askeric.org/plweb-cgi/fastweb?getdoc+lessons+lessons+4841+0+wAAA+food%26groups

-This is an in-depth, two lesson study on the basic food groups and their effect on the human body.

Science Process Skills:

-Students will utilize techniques essential to scientific investigation (p.36 #1)

-Recognizing inconsistencies

-Developing new questions

-Demonstrating critical thinking

-Recording observations

-Predicting possible results

-Selecting data samples

-Students will exhibit habits necessary for responsible scientific investigation (p.36 #2)

-Students will communicate scientific content effectively (p.36 #3)

-Students will construct mental, verbal, or physical representations of ideas, objects, and events. (p.36 #4)

Name: ___________________ Date:___________ Fatty Food Experiment

On the chart below, predict which foods contain fat.

Name of Food Fat No Fat

Please record your observations in the chart below.

Name of Food Fat No Fat

Which food seemed to have the most fat? Why? ________________________________________________________________________________________________ Which food surprised you? _________________________ What could you eat instead of fatty foods? _______________________________________________

September 23, 2000

Dr. Kamen

Fatty Food Critique

This lesson was in the beginning of the semester, still during my lab experience, so I was not quite sure of what to expect. I chose the experiment because we had been discussing healthy eating, food groups, etc. when talking about the Olympics. The children already knew about the food groups when discussing healthy Olympic athletes; however, they had not learned about fatty food or different types of fat. The first mistake was my timing. I thought I had prepared everything ahead of time. I had readied the food and gathered all of the supplies. What I did not realize, was that it took time to arrange the food in each cup. This took much longer than I had expected, and I did not have anything for the children to be focused on or working with while I prepared each cup of food. I ended up talking to the children about healthy eating while I prepared the cups; however, I was preoccupied with readying the food, so the conversation lacked in depth. If I were to try this lesson again, I would have something for the children to read about the food groups, so that they would be focused, and I could be more efficient in getting everything ready. Better yet, I could schedule the lesson so that I had time before the lesson without the children to prepare the experiment. Once all of the cups were prepared, each child had a paper bag, toothpicks, and cups that held their 6 food samples. We then looked at the fatty food ditto, and predicted which foods contained fat. The children were confused and frustrated. They did not understand how to tell which foods contained fat simply by looking at them. I explained that this was only a prediction, that we would do the experiment to really understand and gather information. I should have given the children more information about fat. We had learned about the food groups and about having a healthy lifestyle, but they had not learned anything specific about fats. The children seemed to accept my explanation, and they wrote their predictions on the chart. The children discussed and explained their predictions. Most children reasoned that "water doesn�t have fat because it�s so thin." The children did have a concept of fat, in that it was thick, so they could predict which foods contained fat and which didn�t. When the children began to actually experiment, they were excited and eager to discover new things. They did talk with each other, but about the experiment, so I encouraged sharing and discovering. The children learned techniques and science process skills from each other, working together wonderfully. I did not give them much direction, except to make sure to keep the different foods far enough away from one another, so that they didn�t run into each other. During the observations, I was surprised at the excitement and enthusiasm that the children felt in their discoveries! Children were moving the food around, watching the oil and fat soak into the paper bag. One child even began to pick up his paper bag and look underneath, to see if the food had leaked all the way through. They discovered reactions that they did not expect, for some foods left stains while others did not.

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At the beginning of the lesson, the children were not confident in their assessment of the different foods. They had expected to be told exactly what to do and what to look for in the experiment. It was wonderful to see the self-discovery that took place in the classroom! The children became more confident in their approach to science activities, as well as more willing to take risks to discover new things. After a several minutes, the children cleaned up quickly and gathered in front for the colloquium. The colloquium was an excellent way for the students to discuss ideas with each other, as well as share their insights and understandings with me. For future experiments and colloquiums, I would have the students sit in a circle, which would allow me to see every child, as well as eliminate unnecessary chatter among students. We began the colloquium by sharing the students� observations and drawing conclusions. I posed questions to stimulate discussion, which helped other students to make connections through their learning. The students agreed that the "food with a lot of fat left a dark spot on the bag." They also agreed that even though the water was wet, it did not leave a mark on the bag. I wrote the statements on the chalkboard, which gave the students a concrete visualization of the information that they had gathered. After discussing the observations, I asked the children to volunteer to participate in a creative drama. I chose six students to be different types of food. Each student pretended to be the food, ending up either flat on the floor, soaked into the paper bag, or still up in a little ball, just sitting on the surface. The creative drama was an excellent way for me to observe what the children knew and gathered from the lesson. We performed the creative drama several times so each child had a chance to be a food. I finished the colloquium by giving the students more information about fats. I was pleased with the overall structure and performance of the lesson. The students left the lesson having learned about healthy nutrition, as well as enjoying themselves!

people.southwestern.edu - Fatty Foods
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