- Group Activity: Using the principles for selecting learning experiences and the suggested characteristics of selected learning experiences that Tyler discusses in Chapter Two, generate four to six learning experiences that will realize the objective "Ability to apply principles of nutrition" from the chart on p. 50. Follow the suggestions for selecting learning experiences that Tyler offers on pp. 81-82. Explain how each of the experiences you select meets Tyler's criteria.
Six Learning ExperiencesCristy Lambert-Smith | Gregory Kirkland | Harold Culbreth
The following is a list of learning experiences that give students the ability to apply principles of Nutrition. They are written with high school students in mind who are studying a unit on nutrition. This could be studied in a health class as well as a health and consumer science class.
- Have students keep a food and exercise diary containing a list of food and drink consumed as well as exercise performed daily. There are several web sites in which students can enter information about the foods they consume and receive a report containing information about the food pyramid and daily nutritional requirements. One such website is www.MyPyramid.gov This exercise keeps the student involved in the study of nutrition throughout the day for the duration of the unit giving them what Tyler considers an opportunity to practice the desired behavior which in this case is to learn about nutrition.
- Have students participate in a lab which depicts the nutritional value of certain foods. This particular learning experience helps students develop skills in thinking and acquire information. Fat models can be used to illustrate what it does to the body as opposed to muscle. A muscle model is also available so students can actually see the difference. There are also labs that give students a visual representation of what fat becomes when stored in our bodies. Set up stations where students can measure out exactly what one serving is.
- Have students work in groups to plan a weeks worth of menus that meet the dietary guidelines. These can be compiled and made available to the faculty and staff if so desired. This learning experience can be helpful in developing social attitudes. Students will interact with each other and discuss nutrition as they develop their menu plans. Also, offering the guides to other teachers would hopefully spark nutrition conversations in other classes as appropriate. The fact that the guides would be made available to teachers might be enough to develop the interest of the student in case the topic of nutrition wasn’t appealing to them in the first place.
- Engage the student’s help in planning a healthy class party. Find a reason to reward students, perhaps for 100% food journals turned in, and have them participate in the planning of a class party. This learning experience would certainly engage the interest of the student. It also would help bring about several outcomes if students were made aware that completion of a previous class assignment would determine whether or not a class party would be allowed.
- Have students assess the nutritional value of items on the menu at their favorite fast-food restaurants in town. This particular learning experience gives the student an opportunity to practice the behavior, which is learning about nutrition. This experience is also helpful to students in acquiring information as well as developing social attitudes.
- Have students research and study some of the diet plans offered on the Internet and how they may or may not affect eating disorders.
Discuss with students the warning signs of fad diets and have them determine the nutritional value or dangers of diet plans they find. The students of today spend a lot of time on the computer. Many teachers have resorted to assigning projects that require students to access the internet. This particular learning experience is helpful in developing social attitudes and interests; diet is a hot topic in today’s society. Even high school students are often experimenting with diets.