FAST FOOD FUN

Fast Food Fun

Author(s):

Mary Beth Hadler

Grade Level:

6th Grade

Timeframe:
3 class periods
45 minutes each Some students may need to work on project at home as well.

Lesson Description or Explanation

Students will research the nutrition facts of fast food restaurants. Students must choose 3 different restaurants to research and choose one meal to collect data. They will then input their found data into a spreadsheet template in Microsoft Excel that they will create themselves. Found information must include: total calories, calories from fat, sodium, carbohydrates, sugars, and total grams of fat. They must then compare their choices and decide which restaurant is considered to be the “healthiest” and why. Written information must be typed in Microsoft Word or into a PowerPoint Presentation. Once they have found the nutrition information, they must compare this information to the suggested daily nutrition intake. Each student will present their findings to the class. After presenting, students will post their findings on the class website.



Indiana Curricular Standards


6.1.4 – Convert between any two representations of numbers: fractions, decimals, and percents, without the use of a calculator.
6.6.1 – Organize and display single-variable data in appropriate graphs and stem-and-leaf plots, and explain which types of graphs are appropriate for various data sets.
6.6.2 – Make frequency tables for numerical data, grouping the data in different ways to investigate how different groupings describe the data. Understand and find relative and cumulative frequency for a data set. Use histograms of the data and of the relative frequency distribution, and a broken line graph for cumulative frequency, to interpret the data.
6.7.6 – Support opinions with researched, documented evidence and with visual or media displays that use appropriate technology.



ISTE Standards

Facilitate and Inspire Student Learning and Creativity
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources

Design and Develop Digital-Age Learning Experiences and Assessments
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

Assessments

Students will be graded based on 4 components. Correct and appropriate information. Use of graphing information. Presentation. Understanding content.

Prior Knowledge

Curricular Knowledge or Skills: Prior to presenting assignment to class, we have been talking about health and nutrition facts.
Able to read and calculate percentages of given data and information.
Technology Knowledge: Familiar with using Microsoft Excel, Microsoft Word, and classroom website.

Technology

Internet Resources: (please list URLs) Find nutrition facts at: http://fnic.nal.usda.gov/nal_display/index.php?info_center=4&tax_level=1
www.Google.com – use to find your chosen restaurant website

Hardware: Computer with internet access
Software: All Microsoft applications



Procedure


Day 1: Introduce and research
- Introduce the assignment to the class. (pull aside any students who may receive differentiated instruction)
- Take students to computer lab to begin researching
- Make self available to students for any questions
Day 2: In class work day
- Review assignment requirements. Answer any questions students have at this point.
- Take students to computer lab to continue researching
- Make self available to students for any questions
Day 3: In class work day
- Take students to computer lab
- Begin working on data spreadsheet and/or power point presentations
- Remind students of subject areas discussed prior to this assignment, to keep students on the right track
- Make self available to students for any questions
Day 4: In class work day
- Take students to computer lab
- Finish up data input
- Make self available to students for any questions
- Remind students about posting their completed assignment to the class website
Day 5: Presentation Day
- Each student will be given 5 minutes to present their findings.


Differentiated Instruction

ESL
Students may use any restaurant that presents information in Spanish (this means they may not use a fast food restaurant).

Challenge/Extend

Students may compare the health benefits/effects of fast food to a home cooked meal. What are the pros? What are the cons?

Special Needs

If needed, students may choose 2 restaurants to compare and use a calculator.