Math 11 Recreation and Wellness
Book 8: Personal Health and
Wellness
Name: ______________________________
Start Date: ______________
Completion Date: ________________
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
Year Overview:
Earning and
Spending Money
1.
2.
3.
Earning Money
Pay Statements
and Deductions
Responsible
Spending Habits
Travel and
Transportation
Home
4.
5.
6.
Data in Your Life
Measurement
Angles and
Triangles
7.
Let’s Travel
Project
Recreation and
Wellness
8.
9.
Personal Health
and Wellness
Puzzles and
Games
Topic Overview
Recreational activities such as playing games, solving puzzles, and participating
in sporting events as well as activities connected to personal wellness will be
used to teach problem solving strategies and reasoning skills. Students will use
data collection and analysis to make predictions and inform decisions in order
to effect changes in their own lives in terms of recreation and personal wellness.
Outcomes
Overlapping Outcomes
M11.1 Extend understanding of arithmetic operations to rational numbers to
solve problems within the home, money, recreation, and travel themes.
M11.3 Demonstrate understanding of data collection and analysis within the
home, recreation, and travel themes.
M11.7 Demonstrate understanding of proportional reasoning within the home,
money, recreation, and travel themes.
1
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
Contents
Topic Overview........................................................................................................................... 1
Outcomes ................................................................................................................................ 1
Overlapping Outcomes................................................................................................... 1
Contents ................................................................................................................................... 2
Glossary of Terms.................................................................................................................... 4
Check What You Know ........................................................................................................ 5
8.1 Collect, Organize and Analyze Secondary Data ..................................................... 6
A. Census at School Activity............................................................................................... 6
8.2 Collect, Organize and Analyze Primary Data ............................................................ 7
A. Personal Wellness Data Activity.................................................................................... 7
B. Analysis of Classroom Personal Wellness Data ......................................................... 9
8.3 Wellness Assessment......................................................................................................... 10
8.4 Nutrition Analysis ................................................................................................................ 14
A. Nutrition ............................................................................................................................. 14
8.4A Discuss the Ideas .................................................................................................... 15
B. Food Labels ....................................................................................................................... 16
C. Food Labels Information............................................................................................... 16
D. Nutrition Facts on Food Labels.................................................................................... 17
E. Your Cheat Sheet to Good Eats ................................................................................. 17
F. Making Food Labels Work for You .............................................................................. 18
G. Serving Size ....................................................................................................................... 18
H. Calories .............................................................................................................................. 18
I. Is This a Healthy Food Choice? Percent Daily Values ............................................ 20
8.4 Practice Your Skills: Nutrition Analysis Activity ................................................... 22
8.5 Fat and Calories ................................................................................................................ 23
A. What Are Fat and Calories? ........................................................................................ 23
B. Food Labels: Calories ..................................................................................................... 23
8.5 Practice Your Skills: Personal Diet.......................................................................... 25
1.6 Sugar ..................................................................................................................................... 26
A. Sugar in the News ........................................................................................................... 26
B. Where’s the Sugar? ........................................................................................................ 27
C. Optional Activity: The People vs. Sugar ................................................................... 27
2
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8.7 Vitamins and Minerals ...................................................................................................... 28
8.7 Practice Your Skills ..................................................................................................... 29
8.8 Additional Activities.......................................................................................................... 30
A. Healthy vs Unhealthy Food Choice Activity ........................................................... 30
B. Get Off the Couch! ........................................................................................................ 31
C. Measuring Heartbeat .................................................................................................... 33
D. The Beat Goes On Activity – Heartbeat Math Worksheet .................................. 35
Student Evaluation .................................................................................................................. 37
Learning Log.............................................................................................................................. 39
3
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
Glossary of Terms
calorie
a unit that measures how much enery a food provides to the body
conclusions
an opionion or decision that is formed after a period of thought or research
food labels
nutrition information that is required on almost all packaged goods or
displayed near fresh food
lifestyle
the typical way of life of an individual, group or culture
nutrition
the selection and preparation of foods that are taken in and absorbed by our
body
predictions
a statement about the way things will happen in the future, often based on
experience or knowledge
primary data
data that is observed or collected directly from first -hand experience
secondary data
data that is published or collected in the past by other people / organizations
trends
the general direction in which something tends to move
wellness
an active process through which people become aware of and make
choices for a lifestyle
4
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
Personal Health and Wellness
Check What You Know
Calculate. Round to two decimal places if
necessary.
1. 320 x 2 =
2. 120 x 7 =
3. 210 ÷ 5 =
4. 28 ÷ 310 =
5. 28 + 36 + 34 =
Math skills are embedded
into real life situations. In this
unit, you will use the
following skills:
• multiplication and division
o whole number
• relating decimal numbers
and percents
• fractions
o adding with like
and unlike
denominators
6. 95 + 127 =
7. 1 500 – 1 275 =
8. 2 100 – 1 925 =
9. Write each decimal number as a percent
a) 0.5
b) 0.14
c) 0.1
d) 0.045
10. Calculate
a) 1 ¾+ 2 =
b) 8 ¼ + 9 ½ =
c) 8 ½ + 7 ¾ + 6 + 7 ½ =
d) 24 – 3 ½ =
5
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8.1 Collect, Organize and Analyze Secondary Data
Secondary data is data that is published or collected in the past by other
people/organizations. Secondary data can be collected, organized and
analyzed in a variety of ways.
A. Census at School Activity
Choose a survey from Census at School to create a graph
http://www.censusatschool.ca/data-results/2011-2012/
For example:
2. Compile the secondary data that you choose into a graph.
3. Present your data to the class.
4. Submit your graph to your teacher, who will generate interpreting graph
questions for you and your classmates to answer.
6
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8.2 Collect, Organize and Analyze Primary Data
Primary data is data that is observed or collected directly from first -hand
experience. You can collect, organize and analyze primary data in a variety of
ways.
A. Personal Wellness Data Activity
1. For a two week period, record the following information each day in the
provided table:
•
•
•
•
•
•
•
•
Number of hours of sleep
Number of hours of screen time (television, phone, computer, video
games, etc.)
Number of hours of vigorous activity
Number of hours of leisurely activity
Number of hours of sitting (at desk during school, homework, reading,
traveling, etc.)
Number of hours of at work
Number of well balanced meals
Number of unhealthy snacks, meals, etc.
2. Activity: As a class, determine how each of the pieces of data will be
displayed (e.g. bar graph, line graph, broken-line graph, histogram, circle
graph).
3. Create eight different graphs for each of the points to be displayed around
the classroom so that students can add their own information to the graphs.
7
Friday
Thursday
Wednesday
Tuesday
Monday
Day of the Week
Number
of Hours
of Sleep
Number
of Hours
of Screen
Time
Number
of Hours
of
Physical
Activity
Number
of Hours
Sitting
Number
of Hours
at Work
Number
of Well
Balanced
Meals
Number
of
Unhealthy
Snacks,
Meals,
etc.
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
B. Analysis of Classroom Personal Wellness Data
1. Can you make any predictions from the data?
2. What conclusions can you draw from the data?
3. Can you identify any trends or links among the different data?
4. In comparison to the rest of the class, are you an outlier or average? In what
areas?
5. After viewing the data, are there some changes you want to make to your
lifestyle?
9
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8.3 Wellness Assessment
Try one or more of the following:
How Healthy is Your Lifestyle? http://definitionofwellness.com/wellnesshandouts/How_healthy_lifestyle.pdf
Wellness Assessment http://definitionofwellness.com/wellness-assessment.html
Personal Wellness Quiz http://www.definitionofwellness.com/wellnessassessments/personal-wellness-quiz.pdf
Personal Health Assessment http://www.definitionofwellness.com/wellnessassessments/personal-wellness-quiz.pdf
Fit Together: Personal Health Assessment http://www.fittogethernc.org/HRA.aspx
10
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
Personal Wellness Quiz
Wellness can be defined as an active process through which people become aware of and
make choices for a lifestyle designed to realize one's highest potenti al for wholeness and
well-being. Wellness begins with an awareness of the existence of your individual
abilities, accomplishments, limitations, and goals. Wellness helps provide for conscious
growth in various areas of your life. Wellness can become a state of mind, or, as in the
definiti on above, a more successful lifestyle.
Please circle the number that best represents your response to each
Wellness Inventory item. Scale: 5= almost always 4= sometimes 3=
undecided 2= seldom 1= almost never
Emotional
I am able to deal with the day-to-day pressures.
1
2
3
4
5
I can resolve issues with family members.
1
2
3
4
5
I can establish friendships easily.
1
2
3
4
5
I am comfortabl e expressing my feelings with others.
1
2
3
4
5
I am considerate of other people's feelings.
1
2
3
4
5
I take responsibility for my own behaviors.
1
2
3
4
5
I am happy with myself.
1
2
3
4
5
I believe my study habits are adequate.
1
2
3
4
5
I am able to handle my personal finances satisfactorily.
1
2
3
4
5
I am able to effectively schedule my time.
1
2
3
4
5
I feel capable of making important deci si ons.
1
2
3
4
5
I know how to set and reach goals and objectives.
1
2
3
4
5
I understand the value of computer knowledge.
1
2
3
4
5
I have read a non-ficti on book (not for class) in the past six months.
1
2
3
4
5
I am able to successfully confront others.
1
2
3
4
5
I like some private time on occasion.
1
2
3
4
5
I feel skillful in human relations.
1
2
3
4
5
I feel secure going places where I may not know anyone.
1
2
3
4
5
I am able to assert myself when necessary.
1
2
3
4
5
Intellectual
Social
11
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
I am able to communicate with others effectively.
1
2
3
4
5
I am within 5-10 pounds of my ideal body weight.
1
2
3
4
5
I understand the seriousness of eating disorders.
1
2
3
4
5
I exercise regularly (20-30 minutes 3 times per week).
1
2
3
4
5
I know and use ways to handle stress.
1
2
3
4
5
I am knowledgeable about birth control.
1
2
3
4
5
I do not smoke.
1
2
3
4
5
I sleep at least six hours per night on most nights.
1
2
3
4
5
I do not abuse alcohol or binge drink.
1
2
3
4
5
I am comfortabl e with others who have a different sexual orientation than mine.
1
2
3
4
5
I take time for spiritual growth and development.
1
2
3
4
5
I have been challenged in my beliefs before.
1
2
3
4
5
I make attempts to expand my awareness of different ethnic, racial, and religious groups.
1
2
3
4
5
I am tolerant of other's views about life issues.
1
2
3
4
5
I am able to set personal limits in an intimate relationship.
1
2
3
4
5
I have decided on my academic areas of study.
1
2
3
4
5
I have identified career interests, skills, abilities.
1
2
3
4
5
I understand job search skills (resume writing, interviewing, etc.).
1
2
3
4
5
I know about available campus resources in my area of study.
1
2
3
4
5
I have a good idea about how marriage, family, and career fit together.
1
2
3
4
5
I am aware of the limits of the earth's natural resources.
1
2
3
4
5
I conserve energy.
1
2
3
4
5
I recycle trash as much as possible (paper, cans, bottles, etc.).
1
2
3
4
5
I enjoy, appreciate, and spend time outside in natural settings.
1
2
3
4
5
I understand the concept of ecological balance.
1
2
3
4
5
I do not pollute the air, water, or earth if I can avoid doing so.
1
2
3
4
5
Physical
Physical continued…
Spiritual
Occupational
Environmental
12
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
Add each column (i.e., five ones = 5, six twos = 12, etc)
Now add the columns together. This will be your total score on the Wellness Quiz.
Scoring
•
•
Between 176-225: You are a very healthy person in all the dimensions and have a well lifestyle.
Between 125-175: You are well in some areas but could use improvement in some of the other areas. You could make
•
some changes to take better care of yourself.
Under 125: You tend to have unhealthy habits and an unhealthy lifestyle. Learn some options to make some lifestyle
Wellness Quiz, Plymouth State University
changes.
13
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8.4 Nutrition Analysis
A. Nutrition
Introduction: When you drop your money into a vending machine or onto a fast
food counter, are you thinking about the Nutrition Facts food labels of what you
are about to buy? Food companies spend a lot of time and money marketing
to teens, so it’s important that you learn to think critically about what you eat. A
balanced diet is one of the
keys to good health, physical
and mental development,
and an active lifestyle.
Making healthy food choices
requires knowledge of your
nutritional needs and of the
nutrients found in foods. This
project is meant to analyze
what one eats, what it costs,
and use mathematical
applications of percent and
reading and interpreting
data to better understand
one’s own health and
nutrition.
14
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8.4A Discuss the Ideas
1. How often do you read Nutrition Facts food labels? What information do you
look for?
2. Why is serving size such a crucial piece of information on the food label? Do
you pay attention to serving size when you’re drinking a can of soda or eating a
bag of chips?
3. Unless you grow all of your own food, you probably eat food that’s been
processed. What does “processed” mean? How can you tell if a food is fresh,
minimally processed, or highly processed? Can you think of an example of
each?
3. If nutrition information were available on restaurant menus, would it affect
what people order? Would it make a difference to you?
4. While food labels are helpful to everyone, why are they necessary for people
with food allergies or certain health problems, like diabetes or heart disease?
15
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
B. Food Labels
Source:
http://kidshealth.org/parent/nutrition_center/healthy_eating/food_labels.html)
and Food Labels
http://kidshealth.org/teen/food_fitness/nutrition/food_labels.html
Research has shown that eating a well-balanced, nutritious diet reduces the risk
of coronary heart disease, stroke, some cancers, and osteoporosis. And the
grocery store shelves are full of foods with packaging promising to help do that.
But it's important to take a close look — beyond the promises — at the nutritional
values, ingredients, and calorie counts in the food you buy, and to understand
how they factor into your family's healthy eating.
Food labels provide this information and allow you to make smart choices to
help meet your family's nutritional needs.
C. Food Labels Information
The Food and Drug Administration (FDA) and the U.S. Department of Agriculture
(USDA) require labels on almost all packaged foods that include nutrition
information in readable type. The information usually appears on the back or
side of packaging under the title "Nutrition Facts." It's also displayed in grocery
stores near fresh foods, like fruits, vegetables, and fish.
The nutrition facts label includes:
•
•
•
a column of information — "% Daily Value" — that shows what
portion of the amount of daily recommended nutrients the product
provides, based on a 2,000-calorie diet
information about total fat, saturated fat, trans fat, cholesterol, fiber,
and other nutrients
serving size
16
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
Additional information on the food label will include:
•
•
•
content claims, such as "light" or "low-fat," that must meet strict
government definitions so that they are accurate and consistent
from one food to another
health claims, like "While many factors affect heart disease, diets low
in saturated fat and cholesterol may reduce the risk of this disease,"
which must meet government requirements for approval
ingredient list
At a glance, it may appear as though everything on the shelves either adds
fiber to your diet or reduces fat intake. To make healthy, informed food choices,
it's important to understand: food label claims; serving sizes; calorie
requirements; percent daily values; and important nutrients, vitamins, and
minerals.
D. Nutrition Facts on Food Labels
The nutrition facts label on your favorite breakfast cereal tells you it's full of
vitamins and minerals. So it must be healthy, right?
Just because a food is high in vitamins doesn't mean it's healthy overall. Sure, it's
great that your favorite cereal gives you a shot of vitamins and minerals. But
what if it's also loaded with sugar?
Eating healthy means choosing lots of different types of food throughout the
day to get all the nutrients you need, such as vitamins, minerals, carbohydrates,
fiber, and — yes — even fat.
So how do you figure all this out? Thank goodness for food labels!
E. Your Cheat Sheet to Good Eats
Labels give you information that can help you decide what to choose as part of
an overall healthy eating plan. For example, it may be OK to eat a sugary
cereal if you make up for it by not eating much sugary stuff for the rest of the
day. Checking the labels on foods can alert you when a food is high in
something like sugar so you can be prepared to make tradeoffs.
17
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
Food labels provide more than just nutrition facts, though. They also tell you
what's in a packaged food (i.e., the ingredients). Some food labels also state
which country the food came from, whether the food is organic, and certain
health claims.
F. Making Food Labels Work for You
The first step in making food labels work for you is to look at the entire label. If
you focus on only one part — like calories or vitamins — you may not be getting
the full story, like how much sugar or fat is in the product. (Check out our mac
and cheese example below to see why the full story is important.)
Here are some tips to help you get the big picture on
food labels:
G. Serving Size
Always start with the serving size amount. That's
because all the information on the rest of the label —
from calories to vitamins — is based on that amount.
Take note of how much a serving is (e.g., 1 cup, 8 oz).
Sometimes a serving size will be way less than you're
used to eating — like only half a cup of cereal. So
make sure you check what it is!
The label will also list how many servings are in the package. Even things that
seem like they'd be a single serving, such as a bottle of juice or packet of chips,
may contain more than one serving. If you eat or drink the whole thing, you're
getting more vitamins and minerals but you're also getting way more calories,
sugar, fat, and other stuff that you might not want.
H. Calories
A calorie is a way to measure how much energy a food provides to your body.
The number on the food label shows how many calories are in one serving of
that food.
18
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
The calories from fat number tells you how many calories in that serving come
from fat. For most people, about 30% of all the calories they eat in a day should
come from fat. So if you eat 2,000 calories a day, about 600 of these calories
should come from fat.
19
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
I. Is This a Healthy Food Choice? Percent Daily Values
These percentages show the amounts of nutrients an average person will get
from eating one serving of that food. For the purposes of food labels, the
government chose an "average" person as someone who needs 2,000 calories a
day. So if the label on a particular food shows it provides 25% of vitamin D, that
25% is for a person who eats 2,000 calories a day.
A serving of this mac and cheese is
1 cup. So if you eat 2 cups – portion
lots of teens would normally eat –
you’re getting double the calories
from fat.
Even if you limit yourself to 1 cup,
you’re still getting more than the
7.5 grams of fat that you should
be getting from a serving size of
250 calories.
Fiber can help you feel full
without added calories. This can
make you less likely to overeat.
Unfortunately, this mac and
cheese doesn’t offer any fibre.
Yes – but only in moderation.
It’s good because it provides calcium and some
iron. It also gives you protein, another plus. And it
doesn’t have a lot of sugar, which is good.
But there are some not-so-good things about this
food: the fat content is high and there is no fiber.
Since eating a lot of this mac and cheese gives
you more fat than you should be getting, it’s a
good idea to have less and fill up on a green
vegetable or salad.
Many teens don’t get enough calcium
and iron, which are important for
muscle and bone strength. This mac
and cheese provides calcium and
some iron. This food is high in calcium
because it offers 20% of the daily value
for a person on a 2000 calorie diet.
20
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
But obviously some teens — like those who are growing rapidly or very athletic —
will need more calories than 2,000 a day. And many will need less. If you need
more than 2,000 calories, you may need to eat more than one serving to get the
same percentage of that nutrient. If your calorie needs are less, you may not
need to eat as much to get that same percent.
The percent daily value information can be complicated. But one thing it makes
easy is showing at a glance if a food is high or low in a particular nutrient. Here's
how:
•
•
•
If a food has a daily value of 5% or less of a nutrient, it is considered
to be low in that nutrient.
A food is a good source of a nutrient if the percent daily value is
between 10% and 19%.
If the food has 20% or more of the daily value, it is considered an
excellent source of that nutrient.
21
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8.4 Practice Your Skills: Nutrition Analysis Activity
1. Bring three nutrition labels (not a full bag of chips) from three of your favorite
foods or condiments (ketchup, sour cream, granola bars, chips, Doritos,
etc.).Use Nutrition Label Analysis chart.
2. Look at the labels you brought and analyze what is in that food. The
guideline of 30% of calories from fat is used for healthy living. Calculate the
percentage of fat in the foods using the three labels.
3. Notice the recommended serving size on your food label. Is that the amount
you would typically eat or drink at one sitting? For most people it’s not — we
eat much larger portions, and therefore more calories, sugar, and fat. Keep
track of your portion sizes for 1 day. Are they over, under, or about even with
the recommended serving sizes?
22
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8.5 Fat and Calories
(http://kidshealth.org/teen/food_fitness/nutrition/fat_calories.html).
From all you hear, you'd think fat and calories are really bad for you. It's true that
many people are eating more fat and calories than they need. But we all
require a certain amount of fat and calories in our diets to fuel our growth and
activities — everything from solving a math problem to racing up and down the
soccer field. So what's the truth on fat and calories?
A. What Are Fat and Calories?
Fats, or lipids, are nutrients in food that the body uses to build cell membranes,
nerve tissue (like the brain), and hormones. The body also uses fat as fuel. If fats
that a person has eaten aren't burned as energy or used as building blocks, they
are stored by the body in fat cells. This is the body's way of thinking ahead: By
saving fat for future use, it plans for times when food might be scarce.
A calorie is a unit of energy that measures how much energy food provides to
the body. The body needs calories to function properly.
B. Food Labels: Calories
Food labels list calories by the amount in each serving size. Serving sizes differ
from one food to the next, so to figure out how many calories you're eating,
you'll need to do three things:
1. Look at the serving size.
2. See how many calories there are in one serving.
23
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
3. Multiply the number of calories by the number of servings you're
going to eat.
For example, a bag of cookies may list three cookies as a serving size. But if you
eat six cookies, you are really eating two servings, not one. To figure out how
many calories those two servings contain, you must double the calories in one
serving.
When you start looking at food labels, you may be surprised at some of the
serving sizes. For example, on the labels of six cold breakfast cereals, the serving
size ranges from ½ cup to 1¾ cups. You would have to more than triple the
smallest serving size to compare the calories in that cereal with the calories in
the cereal with the largest serving size (1¾ cups). A small bag of corn chips may
contain two or more servings — although most people would eat the entire bag!
That's why it's always important to check the serving size of all foods on the label.
24
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8.5 Practice Your Skills: Personal Diet
How would you classify your diet? Check one.
 Super health freak!
 Healthy.
 Not too bad.
 Needs work.
 Cholesterol is hardening as we speak.
In a table, you will record what you eat in one day. Be as specific as possible
with brands and record information from the food labels in the table. Use the
applications My Fitness Pal, Lose It or other apps to assist in collecting data.
Food
Total
Calories
Grams of
Fat
Calories
from Fat
% of
calories
from fat
Classification
What modifications could you make to improve your diet and reduce the
calories from fat? Be very specific in your plan.
25
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
1.6 Sugar
Sugar is often the source of empty calories in our diets. There is sugar hidden in
all different types of foods. Most of the sugar we consume should come from
natural sources but this is typically not the case especially if you eating any kind
of fast food processed food or any kind of pre-packaged food.
A. Sugar in the News
26
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
B. Where’s the Sugar?
Bring in a 20-oz. soft drink.
1. How many grams of sugar are there per serving?
2. How many servings are in the bottle?
3. If 4 grams of sugar is equal to 1 teaspoon, how many teaspoons of sugar are
you consuming if you drink that pop?
4. How many teaspoons of sugar are you consuming if drink two pops a day?
5. Optional Activity:
Measure out the amount of sugar in the bottle into a clear cup or bag to
actually see the amount of sugar you are consuming.
C. Optional Activity: The People vs. Sugar
http://kidshealth.org/classroom/index.jsp?Grade=912&Section=personal
27
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8.7 Vitamins and Minerals
Do you take vitamins or minerals?
Which ones?
(http://kidshealth.org/teen/food_fitness/nutrition/vitamins_minerals.html)
Lots of teens wonder if they should take vitamin or mineral supplements. If your
diet includes a wide variety of foods, including whole-grain products, fresh fruits
and vegetables, dairy products, nuts, seeds, eggs, and meats, then you are
probably getting the vitamins and minerals your body needs.
But if you're skipping meals, dieting, or if you're concerned that you're not eating
enough items from a particular category, such as vegetables or dairy products,
then talk to your doctor or to a registered dietitian. These professionals can help
you create an eating plan that includes the nutrients your body needs.
Check with your doctor before taking vitamin or mineral supplements. Some
people think that if something is good for you, then the more you take in, the
healthier you'll be. But that's not necessarily true when it comes to vitamins and
minerals. For example, fat -soluble vitamins or minerals, which the body stores
and excretes more slowly, can build up in your system to levels where they could
cause problems.
If you do take supplements, you should be careful not to get more than 100% of
the recommended dietary allowance (RDA) for a particular vitamin or mineral.
The RDA is calculated to provide 100% of the dietary needs for 98.6% of the
population. Chances are that's all you need.
There are hundreds of supplements on the market and of course their
manufacturers want you to purchase them. Beware of unproven claims about
the benefits of taking more than recommended amounts of any vitamin or
mineral. A healthy teen usually doesn't need supplements if he or she is eating a
well-rounded diet.
Your best bet for getting the vitamins and minerals you need is to eat a wide
variety of healthy foods and skip the vitamin pills, drinks, and other supplements.
You'll feel better overall and won't run the risk of overdoing your vitamin and
mineral intake.
28
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8.7 Practice Your Skills
Keep track of your vitamin and mineral intake for one day. Keep a total of the
daily percentage when a vitamin or mineral is in more than one food.
Vitamin or Mineral
Food or Drink
Source
%
% Daily
Value
29
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
8.8 Additional Activities
A. Healthy vs Unhealthy Food Choice Activity
1. Using grocery store flyers and fast food or restaurant coupons, select 3
healthy and 3 unhealthy food choices. Determine the unit cost of your
selections. Use Healthy vs Unhealthy table provided to record your
information.
Total
Volume
Total
Volume
b)
Unhealthy:
3
a)Healthy:
b)
Unhealthy:
2
a)Healthy:
b)
Unhealthy:
1
a)Healthy:
Item #
a) Healthy
item
b)
Unhealthy
item
Total
Price
Healthy
Unit
Price
(100g/1
00mL)
Total
Price
Unhealthy
Unit
Price
(100g/1
00 mL)
2. Compare your results from the chart. Which food type is more expensive?
Why?
30
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
B. Get Off the Couch!
To improve personal wellness, we need to make healthy eating choices and
increase our physical activity. Teens should be getting at least 60 minutes of
physical activity each day, but computers, TVs, and video games can make this
more difficult.
Exercise has many benefits — it can make you feel good, look good, and even
ward off some diseases. Getting the recommended 60 minutes a day if you
don’t like sports (or you just aren’t very active) this can seem like a daunting
task.
Outline a 5-day program, Get off the Couch using the handout on the next
page which includes simple and fun exercises, to help you become more fit.
The ideal exercise program combines strength training, aerobic exercise, and
stretching. Consider different types of exercise and how you can break down
the 60 minutes so it isn’t overwhelming. Be sure to incorporate warming up and
cooling down, too.
Keep track of your exercise each day. Take note of the type of exercise
(strength training, aerobic exercise, and stretching) you are doing and how
many minutes.
At the end of the 5-day program, determine the proportion of strength training,
aerobic exercise, and stretching you did each day. Then determine the
amount of each you did on average over the 5 days. Are these the proportions
of each type of exercise that you want to be doing? If so, restart your 5-day
program. If not, reexamine and make changes to your 5-day program.
Resource: Kids Health: Fitness.
http://classroom.kidshealth.org/classroom/9to12/personal/fitness/fitness.pdf
31
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
32
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
C. Measuring Heartbeat
http://www.glencoe.com/sec/math/t_resources/lab_manual/pdfs/mac1_04/scimath
_lab02.pdf
33
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
34
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
D. The Beat Goes On Activity – Heartbeat Math Worksheet
http://www.teachengineering.org/collection/cub_/activities/cub_human/cub_human
_lesson05_activity2_mathworksheet.pdf
35
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
36
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
Student Evaluation
Insufficient
Evidence (IE)
Student has not
demonstrated the
criteria below.
Developing (D)
Student has rarely
demonstrated the
criteria below.
Growing (G)
Student has
inconsistently
demonstrated the
criteria below.
Proficient (P)
Student has
consistently
demonstrated the
criteria below.
Proficient Level Criteria
Exceptional (E)
Student has consistently
demonstrated the criteria below.
In addition they have shown
their understanding in novel
situations or at a higher level of
thinking than what is expected by
the criteria.
IE
D
G
P
M11.1 Extend understanding of arithmetic operations to rational
numbers to solve problems within the home, money, recreation, and
travel themes.
a. I can compare and order positive and negative numbers, using
appropriate tools (e.g., change in temperature using a
thermometer).
b. I can use whole numbers, integers, fractions, decimals, and
percents.
c. I can compare and convert among fractions, decimals and
percents.
d. I can round decimals.
e. I understand percents.
f. I can determine if my answer is reasonable.
37
E
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
Proficient Level Criteria
IE
D
G
P
M11.7 [WA 10.10]
Demonstrate understanding of proportional reasoning within the home,
money, recreation, and travel themes.
a. Explain and apply strategies to solv e ratio and rate problems.
b. Recognize and represent equivalent rates and ratios.
c. Calculate and compare the unit rate of items and the unit cost of items
(e.g., heart rates in v arious situations, w alking speed, rate of pay, cost per
linear foot).
d. Calculate and compare costs of items (e.g., lodgings, transportation,
recreation fees, cellular mobile phone plans).
e. Estimate and calculate conversions between Canadian and American
currency using proportional reasoning.
f. I dentify and describe applications of proportional reasoning (e.g.,
applying fertilizers, mixing gasoline and oil for use in small engines,
estimating cooking time needed per pound, determining the fiber content
of different sizes of food servings, calculating overtime pay).
M11.3 [WA 10.3, WA 10.5, FP 10.3] Demonstrate understanding of data
collection and analysis within the home, recreation, and travel themes.
a. I can read and interpret graphs and communicate the information
giv en.
b. I can design questionnaires and experiments for gathering data.
c. I can explain the difference between population and sample, describe
the characteristics of a good sample, and explain w hy sampling is
necessary (e.g., time, cost, or physical constraints).
d. I can collect data from primary sources or from secondary sources.
e. I can organize data from primary or secondary sources in a v ariety of
w ays.
f. I can represent data using graphs using a v ariety of tools (e.g., dynamic
statistical softw are, graphing calculator, spreadsheet).
g. I can ev aluate graphs through inferences, comparisons, and predictions
and justify my conclusions.
h. I can describe and analyze situations in w hich data has been collected
(e.g., target heart rates, w eather patterns and predictions, sports scores).
38
E
Book 8: Math 11 Recreation and Wellness- Personal Health and Wellness
Edited April 2015
Learning Log
Date
Starting Point
Ending Point
39