ChooseMyPlate – Dairy, Major Minerals and Electrolytes

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Lifetime Nutrition and Wellness

  • TEKS Student Expectations

    • (1) The student understands the role of nutrients in the body. The student is expected to:
      • (A) classify nutrients, their functions, and food sources and compare the nutritive value of various foods
      • (B) assess the effects of nutritional intake on health, appearance, effective job performance and personal life
    • (4) The student understands safety and sanitation. The student is expected to:
      • (A) demonstrate safe and sanitary practices in the use, care and storage of food and equipment
      • (C) practice appropriate dress and personal hygiene in food preparation
    • (5) The student demonstrates knowledge of food management principles. The student is expected to:
      • (A) read and comprehend standard recipes
      • (B) correctly use standard measuring techniques and equipment
      • (C) demonstrate correct food preparation techniques, including nutrient retention
      • (D) use food buying strategies such as calculating food costs, planning food budgets and creating grocery lists
      • (E) demonstrate food preparation techniques to reduce overall fat and calories
      • (F) practice etiquette, food presentation, and table service appropriate for specific situations
      • (G) apply food storage principles
    • (6) The student demonstrates effective work habits. The student is expected to:
      • (A) participate as an effective team member demonstrating cooperation and responsibility
      • (B) apply effective practices for managing time and energy to complete tasks on time
      • (C) practice problem solving using leadership and teamwork skills
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • focus on dairy foods and their health benefits
    • analyze major minerals for their functions and food sources
    • determine the effects of major minerals
    • plan and prepare a dairy recipe
  • Rationale

    (Updated 11/12/2013) Consuming dairy products provides health benefits — especially improved bone health. Foods in the Dairy Group provide nutrients that are vital for health and maintenance of your body. These nutrients include calcium, potassium, vitamin D, and protein.

  • Duration of Lesson

    Four 45 minute class periods

  • Word Wall

    Electrolyte Minerals: A mineral that helps form particles called electrolytes, which help cells function

    Functions: To serve a particular purpose

    Hypertension: High blood pressure; linked to high salt intake

    Major Minerals: A mineral that you need in the amount of 100 mg or more a day

    Nutrients: A chemical substance, such as protein, carbohydrates, fat, or fiber, that your body needs to function, grow, repair itself, and create energy

    Sources: The place, person, or thing through which something has come into being or from which it has been obtained

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with Internet access for multimedia presentations
    • computer lab with Internet access (be sure to follow school district guidelines)

    Materials:

    • dairy food replicas (if available)
    • magazine pictures of dairy foods

    Supplies:

    • replica of MyPlate (if available)

    • copies for handouts (see All Lesson Attachments tab)

  • Anticipatory Set

    Note to Teacher:

    The introductory lesson to the nutrients, ChooseMyPlate, and SuperTracker is:

    • Nutrition Principles for a Lifetime of Wellness

    This is the fifth lesson of six that follows the ChooseMyPlate food groups. The others include:

    • ChooseMyPlate – Fruits and Water-Soluble Vitamins
    • ChooseMyPlate – Vegetables and Fat-Soluble Vitamins
    • ChooseMyPlate – Grains and Carbohydrates
    • ChooseMyPlate – Protein Foods and Trace Minerals
    • ChooseMyPlate – Oils and Fats

    These lessons may be taught individually in any sequence you prefer or may be taught as a whole.

    The functions, food sources, deficiencies and excesses on the slide presentation were compiled using three different texts. You may use information from your text or a reliable source to complete these sections.

    Before class begins:

    Review recipes from the cookbooks provided by the SNAP-Ed Connection Recipe Finder Database. Recipes included in the database have been reviewed by nutrition professionals at the SNAP-Ed Connection using specific cost and nutrition criteria. Recipes are consistent with the current Dietary Guidelines for Americans and MyPlate. All recipes include the nutritional and cost analysis.

    Cookbooks (see All Lesson Attachments tab):

    • Beverage Recipes
    • Healthy Recipes
    • More Great Recipes!

    These cookbooks and more are also available in the Resource section of the Lifetime Nutrition and Wellness home page.

    Display dairy food replicas (if available) or dairy food images from magazines at a table in front of the room. Encourage students to discuss dairy foods and how they add dairy to their daily diet.

    Ask students to recall any dairy they have eaten in the last three days.
    Allow them to add the foods to the Food Tracker section of the SuperTracker. They will be able to view how their daily choices stack up to their food group targets and daily limits.
    Or, if computers are not available, have students list the foods on a sheet of paper.
    With your computer connected to a multimedia projector, log into the SuperTracker website.
    https://www.supertracker.usda.gov/
    Type in some of their choices to evaluate the amount, daily calorie limit, and daily food group targets. Discuss the results.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms and definitions.

    Distribute handouts Got Your Dairy Today? 10 Tips to Help You Eat and Drink More Fat-Free or Low Fat Dairy Foods and Salt and Sodium – 10 Tips to Help You Cut Back (see All Lesson Attachments tab) from the 10 Tips Nutrition Education Series. Allow students to review the tips to encourage eating more dairy. These handouts may be included in their personal Lifetime Nutrition and Wellness Cookbook.

    Connect your computer to a multimedia projector to view each page of the ChooseMyPlate website.

    ChooseMyPlate – Dairy
    http://www.choosemyplate.gov/food-groups/dairy.html

    Distribute graphic organizer ChooseMyPlate – Dairy (see All Lesson Attachments tab) so that students may take notes.

    Review and discuss each page with your students so they become familiar with the nutrients, health benefits, and needed amounts. Be prepared to do an image search of dairy products students are not familiar with.

    Dairy – Get your calcium-rich foods

    • What’s in the Dairy Group? View Food Gallery
    • How Much is Needed?
    • What Counts as a Cup?
    • Health Benefits and Nutrients
    • Tips for Making Wise Choices

    Visit the Got Milk website to learn more about the milk.

    • Got Milk?
      Promotes the consumption of milk
      http://www.gotmilk.com/
      • 1-855-milk-zzz
      • TV Commercials
      • Health Benefits
      • Recipes
      • News and Events

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • encourage participation

  • Guided Practice with Special Education Modifications/Accommodations

    Introduce PowerPoint™ Major Minerals and Electrolytes (see All Lesson Attachments tab). Allow students to take notes on their own paper (typed or handwritten) as you review the functions and sources of the vitamins as well as deficiencies and excesses or use the graphic organizer Major Minerals and Electrolytes (see All Lesson Attachments tab). Students may include these notes in their cookbook also.

    Divide students into lab groups so that they may plan for the dairy lab. They may choose their own recipe or review one provided by you. They will compile a grocery list of needed items.

    Distribute handout Substitutions and Healthier Cooking and Baking (see All Lesson Attachments tab). Students may use this handout to substitute healthier items for high calorie ingredients.

    Divide students into lab groups. Remind students of safety procedures, appropriate dress and personal hygiene in food preparation.

    Distribute the Rubric for Laboratory Experience – Dairy Foods (see All Lesson Attachments tab) so students will understand what is expected.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • peer to take notes
    • printed copy of slide presentation

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Students will prepare a dairy food recipe following all safety guidelines in the allotted amount of time.

    Groups will set their tables according to the recipe chosen and practice etiquette and table service.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • extending time for assignments
    • checking for understanding

  • Lesson Closure

    Review lesson objectives, terms, and definitions.

    Question and Answer Review

    Ask the students to recall learned information from the following questions:

    • Which mineral helps regulate blood pressure?
    • Which mineral keeps bones strong?
    • Which mineral helps regulate body temperature?
    • Which mineral deficiency causes osteoporosis?
    • What happens if I get too much sodium?
    • What can happen if I don’t get enough calcium? magnesium? potasium?

    Students may refer to their notes for review.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Students will be assessed with an appropriate rubric.

    Students will also have the opportunity to evaluate the dairy lab for flavor, ease of preparation, and presentation.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • encouraging participation
    • assisting in lab procedures

  • References/Resources

    Textbook:

    • Duyff, R. L. (2010). Food, nutrition & wellness. Columbus, OH: Glencoe/McGraw-Hill.
    • Kowtaluk, H. (2010). Food for today. Columbus, OH: Glencoe/McGraw-Hill.
    • Weixel, S., & Wempen, F. (2010). Food & nutrition and you. Upper Saddle River, NJ: Pearson/Prentice Hall.

    Website:

  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    Encourage your students to read more information about the benefits of dairy at:

  • Encourage students to connect reading to their life experiences or prior knowledge.

  • Quotes

    Think what a better world it would be if we all, the whole world, had cookies and milk about three o’clock every afternoon and then lay down on our blankets for a nap.
    -Barbara Jordan

    I love milk so much! I make a point of drinking a glass of milk every day. So now anyone who did those milk ads with the milk mustaches, they’re my heroes.
    -Natalie Portman

    They told me I gave the best milk mustache of anybody.
    -Yasmine Bleeth

    Never be a food snob. Learn from everyone you meet – the fish guy at your market, the lady at the local diner, farmers, cheese makers. Ask questions, try everything and eat up!
    -Rachael Ray

  • Multimedia/Visual Strategies

    PowerPoint™:

    • Major Minerals and Electrolytes
    • Presentation Notes – Major Minerals and Electrolytes

    Technology:

    • Free iPad Apps
      • A-Z Food Nutrition Facts lite – Vitamins and Minerals from groceries for example, fruits, vegetables, seafood, meat, poultry, legumes, salads, fats, nuts, dairy, herbs and more.
        This extensive app provides detailed information on everything you need to know about close to a thousand different foods.
        https://itunes.apple.com/us/app/z-food-nutrition-facts-lite/id484101503?mt=8

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • ChooseMyPlate – Dairy
    • ChooseMyPlate – Dairy (Key)
    • Major Minerals and Electrolytes
    • Major Minerals and Electrolytes (Key)

    Handouts:

    • Got Your Dairy Today
    • Myplate Dairy
    • Rubric for Laboratory Experience – Dairy Foods
    • Salt and Sodium
    • Substitutions for Healthier Cooking and Baking

    Cookbooks:

    • Beverage Recipes
    • Healthy Recipes
    • More Great Recipes!

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    My favorite dairy food is _______ because ………..
    My favorite dairy food recipe is _______ because ………
    I like milk because …..
    My favorite cheese is _______ because ….

    Writing Strategies:

    • RAFT Writing Strategy
      • Role – teacher
      • Audience – dairy farmer
      • Format – letter
      • Topic – field trip for students to visit the milking of a cow
  • Communication 90 Second Speech Topics

    Three benefits of eating dairy foods daily are ……..
    Three tips to eat more dairy foods are ……

  • Other Essential Lesson Components

    Enrichment activity

    Milk Mustache

    Allow students to make a milk mustache using three parts ice cream to one part milk.
    Take digital celebrity photos to post on a bulletin board with the “Got Milk?” slogan.

    Lifetime Nutrition and Wellness Math Assessment Problems

    • (1) The student understands the role of nutrients in the body. The student is expected to:
      • (B) assess the effects of nutritional intake on health, appearance, effective job performance, and personal life

    Question 1. Margaret has been tracking what she eats. She has written down the total caloric intake for the past week.
    Monday: 2,045, Tuesday: 3,209, Wednesday: 1,098, Thursday: 2,398, Friday: 3,487, Saturday: 2,378, Sunday: 2,938

    What is Margaret’s approximate mean caloric intake?
    a. 2,225
    b. 2,500
    c. 2,750
    d. 3,000

    Answer: b

    • (5) The student demonstrates knowledge of food management principles. The student is expected to:
      • (D) use food buying strategies such as calculating food costs, planning food budgets, and creating grocery lists

    Question 4. You are shopping for a meal that calls for 2 pounds of meat at $2.39 per pound, one onion at 77 cents, and one pound of pasta that costs $1.48. Approximately how much would it cost if you needed to triple the amounts of all ingredients?
    a. $ 4.64
    b. $ 7.03
    c. $14.06
    d. $21.09

    Answer: d

    Lifetime Nutrition and Wellness Social Studies Assessment Questions

    • (4) The student understands safety and sanitation. The student is expected to:
      • (A) demonstrate safe and sanitary practices in the use, care, and storage of food and equipment

    Food began to be processed and packaged during the:
    a. Great Depression
    b. Roaring Twenties
    c. Industrial revolution
    d. World War I

    Answer: c

    Lifetime Nutrition and Wellness Writing Prompt:

    • (4) The student understands safety and sanitation. The student is expected to:
      • (A) demonstrate safe and sanitary practices in the use, care, and storage of food and equipment

    Think about safe and sanitary practices in the use, care, and storage of food. Imagine that you have friend who does not follow these practices. Write an essay explaining safe and sanitary practices in the use, care, and storage of food. (9th and 10th grade expository writing)

  • Family/Community Connection

    Invite a local dairy farmer or a cheese maker to speak to the class on how they process the milk or cheese.

  • CTSO connection

    Family, Career, and Community Leaders of America

    http://www.texasfccla.org

    • Sports Nutrition
      An individual or team event, recognizes participants who use Family and Consumer Sciences skills to plan and develop an individualized nutritional plan to meet the needs of a competitive student athletic in a specific sport.
    • Nutrition and Wellness
      An individual event, recognizes participants who track food intake and physical activity for themselves, their family, or a community group and determine goals and strategies for improving their overall health.

    Online STAR Events:

    • No Kid Hungry National Outreach Project
      A team event, recognizes chapters that participate in the “No Kid Hungry” Share our Strength National Outreach Project. Participants will use Family and Consumer Sciences content and skills to address ending childhood hunger through service learning, education/awareness, and fundraising.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson. For additional information on service learning see:
    http://ysa.org/

    Example:

    Students may work with the school personnel to encourage students to drink the milk with their school breakfast and lunches so as not to waste the milk by throwing it away.

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