Nutrition and Health





Martin Landry   


NTeQ Lesson Plan


Nellie Deutsch | Cindy Heiser | Kari Safeddine | Tony Reid

Lesson Summary | Learning Objectives | Standards | Materials | Think Sheet | Computer Functions and Data Manipulations | Specify Problem

Results Presentations | Lesson Introduction | Computer Activities | Supporting Activities | Assessment


Lesson Title:  Fast food vs. Healthy food


Subject Area(s): Physical education                         Grade Level: 7-12


Lesson Summary


This lesson will let students explore the fast food industry and the nutritional value that is in their food. Students will explore three different fast food restaurants. The students will take the menu items from each restaurant and put the nutritional value of each item into a database. The nutritional value will be fat grams per serving and calorie intake per serving from each item. The students will choose breakfast, lunch and dinner from the restaurant of their choice for one week. They will filter through their database finding items that they would actually eat in a real life setting. At the end of the week, the students will total up the amount of fat they have eaten and the amount of calories they took in. The students will follow up with another week of breakfast, lunch, and dinner items, only this time it will be from the five food groups. Students will then compare and contrast the final results.


Learning Objectives


By the end of this lesson, the students will:

Use a database to store and filter information

Assess, develop, improve, and maintain a personal level of physical fitness and proper nutrition necessary for an active, healthy lifestyle.

Integrate intellectual skills and concepts needed for a healthy lifestyle through such methods as writing, speaking, and demonstrating.





Students use technology to locate, evaluate, and collect information from a variety of sources.

Students use technology tools to process data and report results.



Students use technology tools to enhance learning, increase productivity, and promote creativity.



Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health:

Implement a plan for attaining a personal health goal.

Evaluate progress toward achieving personal health goals.

Formulate an effective plan for lifelong health.



It is helpful to include a “Think Sheet” of questions that require students to use critical thinking skills.

Menus and nutritional facts from three different fast food restaurants

Nutritional information from the grocery store that will let a student eat three meals a day for seven days

Think sheet which will be provided


    Mr. Landry’s Nutrition Think Sheet

Please search different links on the internet to find the answers to the following questions. Type the answers in below the   question and turn in at the end of class.

What is obesity?

What is metabolism?

What are calories?

How many miles a day would you need to walk to burn 260 calories? This may

Looking at the following website, what are three things that the government is doing to help limit obesity?


What is one good reason to eat cabbage?


What are five things a family can do to reduce the risk of heart disease?

Breakfast is the most important meal of the day.” In your opinion, is this a true statement?

Is Vitamin A important to us? If so, what types of foods contain Vitamin A?

Looking around your school, what percentage of people do you feel are either overweight or obese?

Computer with Internet connection


Computer Functions and Data Manipulation


Computer Function

Computer Application

Data Manipulation


Microsoft Access

Filter data

Create fields

Search Internet

Sort Data

Input data


Specify Problem


Imagine being on your own. You have a good paying job and hate to cook. What would you do? You can eat anywhere you want for breakfast, lunch, and dinner. We live in a country where over 30% of the children are overweight or obese. One of the reasons comes from lack of exercise. That lack of exercise has been created by the technology age. The other has to do with big business. McDonalds, Burger King, and other fast food restaurants serve items that contain great taste, but also contain major amounts of fat grams. Lack of exercise and eating out are the causes of obesity. We are going to investigate the differences between eating out 7 days a week and eating by cooking foods that come from the grocery store 7 days a week.


Results Presentation


At the end of the study, students will present their findings to the class using a poster. They will show the rest of the class how they filtered out what foods they would be eating each meal and how many fat grams and calories per serving each contained.  They will have a layout of a daily food intake from each meal. They will have the restaurant menu item, the cost, and the total calories and fat grams consumed. They will then use the poster to show the class how they filtered out the healthier foods they decided to eat each meal, their calories, and their fat content. Students will create a poster of the 14 days of nutritional intake and present orally at the end of the project. This should open the eyes of these students to lead a healthier lifestyle.


Lesson Introduction


 I will introduce the subject by showing comic strips of adolescents and the obesity problem. I will also show graphs and charts of how this epidemic has occurred throughout the last 20 years. I will also ask volunteers to share their current eating habits for all three meals. I will then go through the Access tutorial for all of the students to see before they go through it themselves. The objective shared will be that of how students can create their own healthy lifestyle.


Computer Activities


Activity 1 Week 1

Activity 2 Week 2

Activities to be completed:

Activities to be completed:

Prior to going to computer

Prior to going to computer

find the meanings of health, obesity, and exercise

find three menus from fast food restaurants

find the amount of calories and fat grams contained in each menu item


At the computer:


take Microsoft Access tutorial at

Use the Internet to answer the questions on the think sheet

create fields for different fast food restaurants, breakfast items, lunch items, and dinner items

create fields for calories and fat grams

enter all information in the proper fields

filter and sort information on a daily basis for all three meals and for seven days

   After going to computer

students will use the filtering information to total the caloric and fat gram intake for the week

student will present their findings in front of the class

Find items and list healthy foods from a grocery store.

Research how many calories are contained in each of the items they selected.

At the computer

create fields for different grocery items such as, breakfast items, lunch items, and dinner items

enter all information gathered in the proper fields

filter and sort information on a daily basis for all three meals and for seven days

After going to computer

students will use the filtering information to total the caloric and fat gram intake for the week

students will present their findings in front of the class


Supporting Activities




Activity 1


Activities to be completed:


Make a poster using the data from the sorting and filtering for each week


present the data with a total of calories and fat gram intake at the bottom of the poster


Think for themselves why there is a problem with obesity


Students that finish early may search for graphs to put into their poster



Culminating Activity

The students will chart their information using a poster and the seven days of the week. They will describe how they ate in the first week and how they ate in the second week. They will then discuss what the data means to them. Will they create a healthier lifestyle for themselves or keep eating at the same fast food restaurants the rest of their life? Students will describe why they think there is such a high rate of obesity in the United States.

Rotation Plan

Students will be creating these projects on their own. They will rotate through the project by finding all of their information, such as menus from the fast food restaurants and from the grocery store. Students will then go to the computer to take the Access tutorial. They will then start to input their fields and data. When they are done with printing their filters and sorts, they will go to the classroom and make their posters.




5 points

3 points

1 point



Field Names

All field names are labeled correctly

Some field names are labeled incorrectly

The field names do not relate to the data entered



Database Size

Data included from all fast food restaurants

Data included from 80% of the fast food restaurants

Data is not  included from all fast food restaurants, 50% or less of records are included



Complete Records

All fields are complete in all records

There is some missing data in 2 or less records

Data is missing throughout 4 or more records




An appropriate title has been included

Title included, does not relate to data included 

No title has been applied



Spelling & Punctuation

Spell check has been utilized to correct spelling errors

Several records contain misspelled entries

Spelling mistakes are present throughout the database




All 14 days have been accounted for and all calorie and fat grams have been totaled

At least 11 days have been accounted for and there is enough information to draw conclusions

10 or less days have been accounted for but cannot draw conclusion because of lack of data











In today’s educational realm, many students are visual learners. The NTeQ lesson model allows the teacher to modify it so it will benefit the visual learner’s needs. By changing the computer application to a Microsoft Excel spreadsheet instead of a Microsoft Access database, it will allow the student to make graphs and charts that would make it easier to read the data. Instead of taking an Access tutorial, the student would take an Excel tutorial. First, the instructor would go through the tutorial for all to see using an LCD projector on big screen. When the student is completing the tutorial on their own, they should have their data with them, inputting it as they go. When the data is entered, the student will be able to select any data and make a chart or graph. The use of these illustrations will help the visual learner remember the statistics they entered and will be able to compare and contrast the data much easier. The students are to create a poster using the data they entered. When the visual learner presents his or her data, they could print off the charts and graphs to paste to their posters for a more stimulating presentation. They will also feel a sense of accomplishment knowing that they have color graphics to show to their classmates. The other way of presenting their data is using the LCD projector, illuminating it on a big screen. The students could all present their data in a PowerPoint presentation using the graphs and charts. They could also use clipart to make it more fun to watch. A good example of using clipart is emphasizing regular exercise is important. Students could show before and after pictures of an unhealthy person and a healthy person, there is an immediate correlation between physically unfit and physically fit. If the student were to use animations, the mood for the presentation would be more relaxed as the kids would find some humor in it. The student could then use real pictures to show the seriousness of the epidemic that is around us.  A picture is worth a thousand words, and to a visual learner, it is the difference between learning and being left behind.   


Education World (2004). National Standards. Retrieved 1-25-2005, from

 Embassy Quest: Destination Unknown (2004). Database Tutorial and Evaluation Rubric. Retrieved 1-26-2005, from

 Florida Gulf Coast University (2004). Access 2000 Tutorial. Retrieved 1-22- 2005, from



Written by Martin Landry. Updated January 31, 2005

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