Teacher's Instructions

This activity meets the following module objectives:
 
 
 

1. Use internet search utilities to find information and to document the sources of recovered information.
2. Evaluate the validity of the content within a Web-site.
3. Gather information which permits the student to compare and contrast similar products and to match products to their needs.
4. Evaluate the nutritional content of a meal.
5. Work collaboratively in a group of three or four towards the development of a finished product.
 

4 (language arts), 6 (math), 15 (social science), 22 and 23 (health).
 
Materials and Equipment
 

1. The principal material required to complete this module activity is a computer with access to the World Wide Web.  Since the components of the activity require considerable on-line time for each team, one computer and connection for each team can be considered a minimum.  For certain steps one computer per student would be useful.
2. The data to be collected lends itself to analysis by electronic spreadsheet.  If teacher and student are adequately prepared this is a good exercise to reinforce those skills while achieving module objectives.  Otherwise tables made with paper, pencil and ruler will serve.
3. The purchase of food for a class of thirty or more students will require some funding and a good deal of thinking ahead.  Depending on the situation the money can be obtained from a supply budget, district mini-grant, fund raiser, money brought in by students from home or donations from the restaurants.

 
 

1. The fast food meal will take most of the first day.  There will be time to build tables and record what was eaten, but probably there is not enough time to dive into the Internet materials the first day.
2. The second day should be used to use the nutritional needs calculator for each student and to acquire the nutritional information on each item eaten.  There will probably be time to build a spreadsheet to record the data if students have some skill.  Otherwise stay with hand-made tables.
3. On the third day students can proceed with analysis of collected data.  They should extrapolate one meal to one day.  They should determine nutrient deficiencies and surpluses.  They should estimate rate of weight gain or loss.
4. On the fourth day students should go back  to the Web-sites to find items which  best fulfill the nutritional profile.

1. Note that the seven restaurants used are representative of the most popular national companies.  Many others have Web-sites.  Please modify the links to accomodate your students' tastes.
2. Don't forget that not all students can eat a Big Mac, fries and a Coke.  Consider the possibility that some may suffer from diabetes or other conditions requiring special diet considerations.  Most of these restaurants can accomodate these needs, please make sure you give them a chance.
3. This activity can be extended to a discussion of packaging and recycling if appropriate.

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