INTRODUCTION: WE EAT EVERY DAY AT LEAST 3 TIMES A DAY: BREAKFAST, LUNCH AND DINNER, BUT HOW MANY CALORIES DO WE NEED TO BURN TO MAINTAIN A HEALTH DIET? WHAT DO WE NEED TO DO IN ORDER FOR US TO MAINTAIN OUR WEIGHT? HOW LONG DO WE NEED TO EXERCISE TO BURN A WHOLE DAYS CALORIES?
TASK: AFTER COMPLETING THE ACTIVITY FOR PHYSICAL EDUCATION, THE STUDENTS WILL LEARN WHAT WE HAVE TO DO TO BURN A WHOLE DAYS CALORIES. HOW MANY CALORIES CAN WE BURN IN 15 MINUTES OF A CERTAIN PHYSICAL ACTIVITY
PROCESS:
1. YOU WILL BEGIN BY GATHERING THE INFORMATION FROM THE PHYSICAL EDUCATION CLASS NOTES ABOUT YOUR SNACKS
2. ONCE YOU GATHERED YOUR INFORMATION, YOU WILL DEVELOP A BAR GRAPH ON EXCEL
3. USING EXCEL YOU WILL GATHER THE INFORMATION OF THE SNACK WITH THE TOTAL CALORIES, ADDED SUGAR, SATURATED FAT, AND SODIUM THAT EACH SNACK HAS
4. AFTER COMPLETING EACH GRAPH FOR BOTH SNACKS THEN YOU WILL COMPARE AND CONTRAST YOUR RESULTS IN A PARAGRAPH
5. AFTER COMPLETING THE GRAPH AND PARAGRAPH WE WILL THEN START A DISCUSSION OF WHAT WE DO FOR EXERCISE, RUN, BICYCLE, JUMP ROPE, SWIM, ETC.
6. BASED ON THE EXERCISES WE WILL THE GO TO CALORIELAB.COM AND SEE HOW LONG IT TAKES TO BURN A CHOCOLATE BAR, GRANOLA BAR, A FULL COURSE MEAL.
7. AFTER EXPERIMENTING WITH THE NUMBERS, WE WILL THEN SEE CALORIE INTAKE IS SO SIMPLE AND EASY, BUT THE BURNING OF THE CALORIES IS MORE DIFFICULT AND WILL TAKE SO MUCH LONGER THAN JUST EATING.
RESOURCES:
EVALUATION:
Your browser does not support viewing this document. Click here to download the document.
CONCLUSION: AFTER COMPLETING THE BAR GRAPH AND THE SMART-BOARD ACTIVITY THE STUDENTS YOU WILL HAVE KNOWLEDGE ABOUT HOW MUCH ENERGY WE NEED TO LOSE THE CALORIES WE CONSUMED THROUGHOUT THE DAY. YOUR COMPLETED GRAPH AND SMART BOARD ACTIVITY DEMONSTRATES THAT YOU HAVE THE KNOWLEDGE AND UNDERSTANDING OF PROBLEMS ARISING IN EVERYDAY LIFE.
STANDARDS:
STE-NETS-STUDENTS
5. STUDENTS DEVELOP AND EMPLOY STRATEGIES FOR UNDERSTANDING AND SOLVING PROBLEMS IN WAYS THAT LEVERAGE THE POWER OF TECHNOLOGICAL METHODS TO DEVELOP AND TEST SOLUTIONS.
ISTE-NETS-TEACHERS
2. DESIGN AND DEVELOP DIGITAL AGE LEARNING ASSESSMENTS AND EXPERIMENTS
A. DESIGN OR ADAPT RELEVANT LEARNING EXPERIENCES THAT INCORPORATE DIGITAL TOOLS AND RESOURCES TO PROMOTE STUDENT LEARNING AND CREATIVITY.
TEKS 111.7.MATHEMATICS
(1) MATHEMATICAL PROCESS STANDARDS. THE STUDENT USES MATHEMATICAL PROCESSES TO ACQUIRE AND DEMONSTRATE MATHEMATICAL UNDERSTANDING. THE STUDENT IS EXPECTED TO: (A) APPLY MATHEMATICS TO PROBLEMS ARISING IN EVERYDAY LIFE, SOCIETY, AND THE WORKPLACE; (B) USE A PROBLEM-SOLVING MODEL THAT INCORPORATES ANALYZING GIVEN INFORMATION, FORMULATING A PLAN OR STRATEGY, DETERMINING A SOLUTION, JUSTIFYING THE SOLUTION, AND EVALUATING THE PROBLEM-SOLVING PROCESS AND THE REASONABLENESS OF THE SOLUTION; (D) COMMUNICATE MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, GRAPHS, AND LANGUAGE AS APPROPRIATE;
CONCLUSION: AFTER COMPLETING THE BAR GRAPH AND THE SMART-BOARD ACTIVITY THE STUDENTS YOU WILL HAVE KNOWLEDGE ABOUT HOW MUCH ENERGY WE NEED TO LOSE THE CALORIES WE CONSUMED THROUGHOUT THE DAY. YOUR COMPLETED GRAPH AND SMART BOARD ACTIVITY DEMONSTRATES THAT YOU HAVE THE KNOWLEDGE AND UNDERSTANDING OF PROBLEMS ARISING IN EVERYDAY LIFE.
STANDARDS:
STE-NETS-STUDENTS
5. STUDENTS DEVELOP AND EMPLOY STRATEGIES FOR UNDERSTANDING AND SOLVING PROBLEMS IN WAYS THAT LEVERAGE THE POWER OF TECHNOLOGICAL METHODS TO DEVELOP AND TEST SOLUTIONS.
ISTE-NETS-TEACHERS
2. DESIGN AND DEVELOP DIGITAL AGE LEARNING ASSESSMENTS AND EXPERIMENTS
A. DESIGN OR ADAPT RELEVANT LEARNING EXPERIENCES THAT INCORPORATE DIGITAL TOOLS AND RESOURCES TO PROMOTE STUDENT LEARNING AND CREATIVITY.
TEKS 111.7.MATHEMATICS
(1) MATHEMATICAL PROCESS STANDARDS. THE STUDENT USES MATHEMATICAL PROCESSES TO ACQUIRE AND DEMONSTRATE MATHEMATICAL UNDERSTANDING. THE STUDENT IS EXPECTED TO: (A) APPLY MATHEMATICS TO PROBLEMS ARISING IN EVERYDAY LIFE, SOCIETY, AND THE WORKPLACE; (B) USE A PROBLEM-SOLVING MODEL THAT INCORPORATES ANALYZING GIVEN INFORMATION, FORMULATING A PLAN OR STRATEGY, DETERMINING A SOLUTION, JUSTIFYING THE SOLUTION, AND EVALUATING THE PROBLEM-SOLVING PROCESS AND THE REASONABLENESS OF THE SOLUTION; (D) COMMUNICATE MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, GRAPHS, AND LANGUAGE AS APPROPRIATE;