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Entire Activity Download (45 pages - 9 MB)
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Keywords
serving size, portion size, food label, equation, area, variable, inquiry
Search Curricular Keywords
Key Concepts
portion, serving, volume, collecting data, graphing, analyzing data, experimental design
Process Skills Utilized
observing, inferring, measuring, classifying, communicating, predicting, graphing, identifying variables
Intended Grade Level - 6-8
Objectives
Using common, everyday items, students will be able to:
- Distinguish between serving size and portion size.
- Estimate serving size by comparing food to common objects.
- Determine serving size from food labels.
- Use mathematical equations to calculate area.
- Identify variables in an inquiry investigation.
Activity Description
After investigating seven stations, each with a different approach to helping people estimate serving sizes, students will work in groups of four to devise an inquiry investigation with a minimum of ten test subjects to test the effectiveness of one or more of the strategies provided in the station activities. They will report and analyze the data they collect.
Station 1: Shapely Servings
Participants will be given 3 plastic plates with equal diameters, each containing one of three paper shapes (circle, square, and triangle) glued to the center and 3 smaller plates with a paper shapes glued to the center. They will be asked to determine which one of the three shapes has the largest surface area. Afterwards they will look at the circle on the larger plate and the same circle in the center of a smaller plate.Students will actually compute the area of each of the shapes at the conclusion of the activity to mathematically determine which shape has the greatest area. They will be asked to explain how their observations might help them learn portion control.
Station 2: Who Could Ever Fathom?
In all traditional measuring systems, there are units based upon human body parts. In this activity, using a diagram of a human hand, students will learn to use their hands to estimate serving sizes of food. With practice, students will quickly learn how to estimate actual serving sizes, a skill which is basic to learning to control food intake.
Station 3: Why Weight?
The participant looks at various common items and must match each item with the stated food quantity, much like the game show called 'The Price is Right’.
Station 4: How Much Did You Pour?
The participant will be given three different shaped clear plastic glasses and asked to pour into each the same quantity of colored water. They will then measure the quantities and compare the volumes.
Station 5: Quarts & Liters, Pints & Meters
Using food labels that report contents in the English and Metric system, students will generate equivalent ratios (proportions) to compare units from different measuring systems. They will also visually compare containers of varying sizes in order to improve their ability to estimate sizes, a skill needed for portion control.
Station 6: Super Sizing – Not Such a Good Deal after All
The participant will view a PowerPoint™ about "Portion Distortion" and take the quiz embedded in the slide show.
Station 7: Bean Counters
Participants will be given a plate full of pinto beans. After being told the portion size of pinto beans they will be asked to guess how many portions are in the serving on the plate. They will then measure the quantity of beans to see how well they were able to distinguish portion sizes from serving sizes.
Station 8 Culminating Activity: The Eyes Have It
Inquiry Investigation
Students will design an inquiry investigation using one of the techniques they have experienced in this station lab. The inquiry investigation will measure the effectiveness of the technique in helping people exercise portion control.
Activity Materials
Station 1: Shapely Servings (Per Station)
- 3 large solid plastic plates
- 1 small solid plastic plate (of the same color)
- Blackline masters of shape forms
- Metric ruler
- Calculator (optional)
- Glue stick
- Scissors
Station 2: Who Could Ever Fathom? (Per student)
Station 3: Why Weight? (Per Station)
- 7 Stand up signs (letter size sheet folded in half) labeled as follows: 1 pancake, 2 tablespoons of peanut butter, 1 ounce of cheese, 1 ounce of cheese, 3 ounces meat, a half a cup of ice cream, 1 cup of broccoli.
- 1 golf ball
- 1 CD
- 2 dominoes
- 1 deck of playing cards
- 1 tennis ball
- 1 incandescent light bulb
- 4 dice
Station 4: How Much Did You Pour? (per station)
*Note: Be sure not to disclose the number of ounces in the containers.
- 1 clear plastic solo cup (9oz)
- 1 clear plastic tumbler (9oz)
- 1 clear plastic champagne flute (9oz)
- 1 20 oz plastic cup (any color)
- 1 bottle of food coloring
- 1 unmarked glass carafe
- 1 measuring cup
- Water
Station 5: Quarts & Liters, Pints & Meters (Per station)
- 1 empty 2 liter soda bottle
- 1 empty 2 quart milk container
- Food labels and/or food containers with labels reporting both metric and English measurements of the contents
Station 6: Super Sizing – Not Such a Good Deal after All (Per station)
- Computer with online access to Portion Distortion PowerPoint™ (link provided on Student Data Page)
- 1 copy Student Data Sheet
Station 7: Bean Counters (Per Station)
- 2 cups of pinto beans per group
- Measuring cup
- Paper disposable bowl
- Large plastic plate
- 1 scale or balance
Station 8 Culminating Activity: The Eyes Have It Inquiry Investigation (Per station)
- Materials needed for student investigations – these should be the same or similar to the materials provided in the station activities.
Activity Management Suggestions
Station 1: Shapely Servings
Cut out all shapes on the black line masters making sure there is a complete set for the station – 2 circles, one triangle, and one square. Center each form on a plate (3 large and one small) and glue them onto the plates using a glue stick.
Station 2: Who Could Ever Fathom? (Per student)
Follow directions on Student Data Page.
Station 3: Why Weight?
Fold paper so there are 7 signs. Place the prop items at a counter or tabletop in view of everyone. Make sure the signs are off to the side before starting the activity.
Station 4: How Much Did You Pour?
Fill the 20 oz cups with water and add a drop of food coloring.
Station 5: Quarts & Liters, Pints & Meters
Mix water and food coloring sufficient for filling both containers labeled 1 Quart and 1 Liter. Set up this station near a sink or place a large tub at the station for emptying water.
Station 6: Super Sizing – Not Such a Good Deal after All
You will need a computer to show the Portion Distortion PowerPoint™ or to connect to the website so students can take the interactive quiz.
Station 7: Bean Counters
Measure out 2 cups of beans for each group and put them in a paper bowl. (1/2 cup of dry beans equals one serving size equivalent of cooked pinto beans.)
Station 8 Culminating Activity: The Eye’s Have It Inquiry Investigation
If the station labs are not conducted in class, students can be given the background material found in the Teacher Page of this activity and can devise their investigation based upon the background information. This background can also be given to students as they research their own background information.
Modifications
- Have students work in small groups with mixed abilities paired together.
- Provide calculators for math calculations.
- Allow more time to complete activities.
Extensions
- Students will be asked to come up with suggestions about how they can control their portions at home and when they eat out so that they are more in line with suggested serving sizes. Students will get into small groups and brainstorm their ideas. They will make a poster presentation to the whole group. Some ideas that teachers might use to get them started are as follows:
- At home:
- If your food comes in a package that holds multiple servings, take ONE serving and put it on a plate. Put the package away and eat only the single serving.
- Don’t serve food “family style.” Make up each plate in the kitchen and put extra food away.
- Freeze food you don’t plan on serving right away in individual meal-sized containers.
- Eating Out:
- Avoid all-you-can-eat buffets.
- Order an appetizer as a main meal, ask for a half portion or share your dinner.
- Ask for half your meal to be wrapped up before you start eating. Take it home for later.
- Stop eating when you feel full.
- Only order large beverages if you chose calorie free drinks like diet soda, unsweetened tea or water with lemon.
- Do not “super-size” anything.
- Choose foods lower in calories such as a salad without dressing, grilled chicken, diet soda or fat-free milk.
- Order a smaller portion such as a child size.
- Students are asked to bring to class some food product packages of items they normally eat at home. These products will be placed into categories such as entrees, beverages and snacks. Students will then compare and contrast the serving and portion sizes of these products as well as calories and nutritional content.
References Used
Hirsch ES. Kramer FM Meiselman HL. (2005). Effects of food attributes and feeding environment on acceptance, consumption and body weight: lessons learned in a twenty-year program of military ration research US Army Research (Part 2). Appetite 44(1), 33-45.
de Graaf C. Kramer FM. Meiselman HL. Lesher LL. Baker-Fulco C. Hirsch ES. Warber J. (2005) Food acceptability in field studies with US army men and women: relationship with food intake and food choice after repeated exposures. Appetite. 44(1):23-31.
Edwards JS. Hartwell HJ. (2004). A comparison of energy intake between eating positions in a NHS hospital—a pilot study. Appetite. 43(3):323-5.
Bell R. Pliner PL. (2003). Time to eat: the relationship between the number of people eating and meal duration in three lunch settings. Appetite. 41(2): 215-8.
Stroebele N. De Castro JM. (2004). Effect of ambience on food intake and food choice. Nutrition 20(9). 821-38.
Painter, J.E. Wansink B. Hieggelke J.B. (2002) How visibility and convenience influence candy consumption. Appetite. 38, 237-238.
de Wijk RA. Polet IA. Engelen L. van Doorn RM. Prinz JF. (2004) Amount of ingested custard dessert as affected by its color, odor, and texture. Physiology & Behavior. 82(2-3), 397-403.
Wansink, Brian and Van Ittersum, Koert.(2003) Bottoms Up! The Influence of Elongation on Pouring and Consumption Volume. Journal of Consumer Research: An Interdisciplinary Quarterly, 30, Issue 3, 455-63.
Stroebele N. de Castro JM. (2004) Television viewing is associated with an increase in meal frequency in humans. Appetite. 42(1), 111-3.
Bellisle F. Dalix AM. Slama G. (2004) Non food-related environmental stimuli induce increased meal intake in healthy women: comparison of television viewing versus listening to a recorded story in laboratory settings. Appetite. 43(2). 175-80.
Van den Bulck J. Van Mierlo J. (2004). Energy intake associated with television viewing in adolescents, a cross sectional study. Appetite. 43 (2) 181-4.
Halford JC. Gillespie J. Brown V. Pontin EE. Dovey TM. (2004) Effect of television advertisements for foods on food consumption in children. Appetite. 42(2),221-5.
Rolls BJ. Roe LS. Kral TV. Meengs JS. Wall DE. (2004) Increasing the portion size of a packaged snack increases energy intake in men and women. Appetite. 42(1), 63-9.
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