![]() ![]() Find the mass of the test food sample to the nearest 0.01 g (two decimal places), and record its name and mass in the Data Table. Instruct students to obtain a 1 to 3 g sample of one test food.Tell students to place 15.0 mL of water in the test tube and put the test tube in the clamp.Instruct students to assemble the ring stand and clamp so that a test tube placed in the clamp will be one cm above the food sample.Ask one member of each group to present their findings to the whole group and compare results.Īssessment: Assessment is ongoing as the teacher observes participation of individuals and oral and written responses.Divide students into groups of four and instruct them to determine if they can find any correlation of calories to carbohydrates, fats, and proteins.Less than 1 g, 1-3 grams, 4-7 grams,8 grams or more ![]() The teacher will repeat the process with total carbohydrates:ģ grams or less, 4-10 grams, 11-20 grams, More than 20 grams.Tell students that the next grouping will be according to total fat content based on the following criteria:Ģ grams or less, 3-7 grams, 8-10 grams, More than 10 grams.Instruct students to retrieve their food package.All students are to record the information in their notebooks. Ask a volunteer to right the names of all the products on the board or on a large poster size paper as the teacher reads off the names.Less than 100 calories, 100-199 calories, 200-300 calories, More than 300 calories Tell students that they will first group the packages according to the following criteria:.Instruct students that they will be grouping all the food packages they brought in a variety of ways.This value is usually based upon an adult diet of 2000 calories Ask students what the % Daily Value is based upon.Ask students what information is provided on the nutrition label.Īnswers will include serving size, calories, total fat, total carbohydrates, protein, sodium, and more.Prior to this phase, students were asked to bring 1 food package, either can, box, or bag containing the nutrient panel label. Computer with access to Internet or Downloaded and printed menu plans and calorie burn charts from the web sites provided in the Elaboration Phase.Optional: a rubber band, ruler, and a freezer. ![]() A rope long enough to extend across the classroom.Food packages with nutrition labels brought in by students.create an exercise program to burn Calories.create a healthy meal plan at a fast food restaurant.calculate the number of Calories in a small food sample.What should the students be able to do as a result of this lesson? The difference between a food Calorie and a calorie used in calculations.What a calorimeter is and how it functions.What should students know as a result of this lesson? From that calorie count, they will devise an exercise program to "burn off" the calories consumed. Through the use of the Internet, students will plan a meal and calculate the number of calories the meal contains. Through experimentation and simple calculation, students will determine the number of calories in a sample of food. ![]() Through hands-on activities and inquiry, students will construct a simple calorimeter. Printer Friendly Version You are What You Eat! ![]()
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