Eating Healthy
By Jamie Broyl es
Introduction:
Students will plan a menu for 5 people for seven days. They will decide what groceries are necessary in order to prepare those meals as well as the cost involved. The information gathered will be put into an Excel spreadsheet and power point presentation. The activity will culminate with a trip to the restaurant where they will figure their tax and gratuity. Seven days, with 30 minutes on the computer, is needed for the Excel spread sheets. Three days, with 30 minutes on the computer, is needed for the power point presentation. Students may work alone or in groups on this project. This project will engage students in planning their data, collecting data, and analyzing the data. They will also draw conclusions about eating out verses eating in.
Grade Level: 6-9 Lesson Objectives:
Students will create a strategy prepare a menu for one week Students will collect data and display the data using Microsoft Excel Students will analyze the data and display their information using Excel Students will create a Microsoft Power Point Presentation displaying information about eating healthy meals
Materials:
Paper, pencil, Internet, grocery flyers, Microsoft Excel, Microsoft Power Point, activity sheet, trip to the grocery store (if they so choose)
Procedure:
1) Plan a menu for 5 people for 7 days 2) Put the menu into an Excel spreadsheet (see example 1) 3) Determine groceries needed in order to cook these meals and make a grocery list 4) Find prices for each item and determine the total for the groceries
5) Put the information into an Excel spreadsheet with the total amount for one week (See example 2) 6) Find the total for 1 week, 1 month, and 1 year ( place at the bottom of sheet 2) 7) Plan a meal for your family at a restaurant of your choice (all must eat different items) 8) Figure the total, tax (8.75 %), and gratuity (15%) 9) Add all of these together and get the total 10) Put the information from 7, 8, and 9 into a spreadsheet (see example 3) 11) Find the total for eating out l meal a day, for 7 days, for 31 days, for and for 365 days 12) Put the information from number 6 and number 11 into a spread sheet (see example 4) 13)Create a power point presentation showing 1 meal for breakfast, 1 meal for lunch and 1 meal for supper (Be sure to cover the different food groups) (see example 5) Tennessee Mathematics Curriculum Standards
Number and Operations
Content Standard 1.0 The student will develop number and operation sense needed to represent numbers and number relationships verbally, symbolically, and graphically and to compute fluently and make reasonable estimates in problem solving. Learning Expectati ons: 1.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems. 1.2 Understand operations and how they relate to one another. 1.3 So lve problems, co mpute fluently, and make reasonable estimates.
Algebra
Content Standard 2.0 The student will understand and generalize patterns as they represent and analyze quantitative relationships and change in a variety of contexts and problems using graphs, tables, and equations. Learning Expectati ons:
2.1 Understand patterns, relations, and functions. 2.2 Represent and analyze mathemat ical situations and structures using algebraic symbols. 2.3 Use mathematical models to represent and understand quantitative relationships. 2.4 Analy ze change in various contexts.
Data Analysis and Probability
Content Standard 5.0 The student will understand and apply basic statistical and probability concepts in order to organize and analy ze data and to make pred ictions and conjectures. Learning Expectati ons: 5.1 Fo rmulate questions that can be addressed with data and collect, organize, and display relevant data to answer questions. 5.2 Select and use appropriate statistical methods to analyze data. 5.3 Develop and evaluate inferences and predictions that are based on data.
Computer Technology: Literacy and Usage
Grades 6-8
Standard 5. The student will use a variety of technologies to improve classroom learning, increase productivity, and support creativity.
Learning Expectations The student will 1. Use a variety of computer technologies to collaborate with peers and experts, present, access, analyze, interpret, synthesize, apply and communicate information in content areas.
2. Use appropriate software applications to assist in the preparation of other course work including basic troubleshooting of user errors. 3. Apply multimedia tools in personal productivity and learning throughout content areas. 4. Develop solutions or products for audiences inside and outside the classroom. Standard 6. The student will use technology as a tool to conduct and evaluate research and to communicate effectively information and ideas. Learning Expectations The student will 1. Use a variety of computer technologies to collaborate with peers and experts, present, access, analyze, interpret, synthesize, apply and communicate information in content areas. 2. Use the Internet as a tool for research. 3. Recognize the responsibilities as they relate to copyrighted software, shareware, freeware and telecommunications. 4. Design, develop, publish and present products (e.g. web pages and video tapes) individually and collaboratively to demonstrate investigation of curriculum related problems, issues and information. 5. Develop solutions or products for audiences inside and outside the classroom. Standard 7. The student will use technology resources to develop problem solving strategies, improve decision-making, and support real world applications. Learning Expectations The student will 1. Develop a strategy for performing a task.
2. Use a graphic organizer (flowchart) to visualize and organize the steps in solving a problem. 3. Analyze tasks to determine appropriateness of use of computers for problem solving such as: a. searching b. sorting c. calculating d. printing
Tools and Resources http://www.netgrocer.com http://shoprite.com http://dealtime.com.com http://krogers.com http://atlanta.inserts/online.com/ http://www.preparedfoods.com/ http://www.fmi.org/factsfig/keyfacts/grocerydept.htm http://www.foodcity.com http://www.internet.grocer.com Grocery flyers from area stores
RUBRIC Criteria
(4)
(3)
(2)
(1)
The student used a variety of sources to obtain price information.
The student used a variety of sources including the Internet and paper sources. A list of sources was provided. No assistance was needed. The student The student used a number used six or of sources. more sources. The student determined mean and total for the set of prices. (manually and using a formula in Excel). The student used Excel to create a spreadsheet displaying the information. The student used both methods. The mean and total were both correct. No assistance required. The student created a well organized spreadsheet which followed proper Excel structure. No more than two errors were evident. No assistance was needed. The student created a well organized PowerPoint Presentation. No more than two errors were evident. No assistance was needed.
The student used both the Internet and paper sources but some assistance was required.
The student used only the Internet to obtain information (limited use of sites). Some assistance required.
The student used five sources. The student used both methods. The mean and total were both correct. Some assistance required. The student created an organized spreadsheet with three to four errors. Little or no assistance was needed.
The student used four sources. The student did not use the formula in Excel. The answers were correct.
The student used only paper sources (newspapers, magazines, catalogs, etc.) to obtain information. No apparent use of technology. The student used three or less sources. The student did not use the formula in Excel. The answers were incorrect.
The student created a spreadsheet with five to six errors. Some assistance needed.
The student created a spreadsheet with more than six errors. Assistance needed.
The student used PowerPoint to create a presentation displaying information about the different food groups.
The student created an organized PowerPoint presentation with three to four errors. Little or no assistance was needed.
The student created a presentation with five to six errors. Some assistance needed.
The student created a presentation with more than six errors. Assistance needed
The student used Excel to create a graph representation of the data.
The student created a well structured graph which contained no more than two errors were evident. No assistance was needed.
The student created an organized graph with three to four errors. Little or no assistance was needed.
The student created a graph with five to six errors. Some assistance needed.
The student was unable to produce a graph with the data from the spreadsheet. Assistance needed.
Date:
8/04
Teacher/Activity 1 Accession Number:
005-04
1
The accession number is made up of a 3-digit teacher number followed by a HYPHEN and then a 2-digit activity number. E.g.: 012-01