Math-in-CTE Lesson Plan Template

Lesson Title: Calorie Calculations (Karen Nielson)
(Calorie Counting Through Beach Activities / Lesson #3 – 45-50 minutes
Author(s): / Phone Number(s): / E-mail Address(es):
Karen Nielsen / (435)628-2462 x103 /
Jaelyn Wallace / (435)628-2462 x105 /
CTE Concept(s): Utah State Standard 3.0
3.1.3 – Physical Activity
3.2.4- Explain how people have different caloric needs depending on age, gender, and activity level
Math Concepts: Fractions, equivalence, decimals
Lesson Objective: / Students will be able to analyze and evaluate different physical activities and the calories burned in those
activities thus comparing to how their caloric intake relates to their physical activity.
Supplies Needed: / Calculator, worksheet, reference sheet
The "7 Elements" / Teacher Notes
(and answer key)
1.  Introduce the CTE lesson.
Ask: What is a calorie, we talk about them all the time but do you know what they are?
Ask: Why do people count them? And if you count them why are why are you counting them?
Ask: How do you figure them out?
Ask: Why are they important to know?
Pull up website: www.fatcalories.com (The Fast Food Explorer)
Ask: How do you think calories relate to physical activity? / Students possible answers: They make you gain weight, calories are in food. Calories are a measurement – they are measured in units – 1 calorie is equal to the amount of energy to takes to warm 1 gram of water 1 degree Celsius.
Pull up website on screen so all students can see and then have two to three students volunteer what they ate, plug that in for the class to see calories consumed.
2. Assess students’ math awareness as it relates to the CTE.
Ask: How many calories would you have to burn to lose 1 pound?
Ask: How many minutes do you think you would have to exercise to lose 1 pound.
Explain that today’s activity will explore calorie intake versus calories burned as it relates to individual well being. / Answer: 3500 calories burned = 1 pound.
Depends on the activity level, age and gender.
3. Work through the math example embedded in the CTE lesson.
Explain: We are going to the beach, and depending on our activities we are going to calculate if we are going to gain or lose weight during a 3 hour stay.
Hand out Beach Activity Separates Babes from Blobs, read through the introduction paragraph.
Explain: Math calculation are on written on the board and also explain the mathematics used. (cals) = cal per min
15
This is just solving for x – an unknown – you are solving for a “variable”.
Explain to students that as a class we will work through the first person together.
Work through “Robin”
ROBIN
Robin, trashy novel in hand, puts her blanket down on the beach, she rubs on her sunscreen, adjusts her sunglasses and lies down. Here’s what she does for the next three hours: Tans, 30 minutes. Sleeps in shades, 30 minutes. Sits and talks to friend Lona on cell phone, 30 minutes. Lies down and reads trashy novel, 30 minutes. Changes book from hand to hand, 1 minute. Waits in line for water fountain, 10 minutes. Swims the crawl in pool, 5 minutes. Lies down and tans, 30 minutes. Sits and talks to Lona on cell phone 14 minutes.
Calories used: __267.5______ / 1.  Calories divided by 15 minutes = calories burned per minute.
2.  Calories per minute multiplied by total minutes = calories burned.
This is just a proportion (fraction) – with the numerator as the caloric variable and the denominator as the set time activity as given on handout.
**PLEASE NOTE – there are many with very simple calculations that don’t need to have the cal/min operation – don’t make this harder than it needs to be.
Tanning 30 minutes = 36 cal
Sleeps in shade = 36 cal
Talking = 36 cal
Lays down and reads = 36 cal
Changes book from hand to hand = 19/15 = 1.2 cal
Waiting for water fountain = 33/15 = 2.2 then 2.2 x 10 = 22 cal
Swims crawl = 142.5/15 = 9.5 then 9.5 x 5 = 47.5 cal
Tans = 36 cal
Talking = 18/15 = 1.2 then 1.2 x 14 = 16.8 cal
Total 267.5
4. Work through related, contextual math-in-CTE examples.
Directions: Each pair of students will have to work through all of the scenarios, where they are to determine the amount of calories burned by each person based on their activities.
Divide students randomly into pairs. / Answer key to the worksheet is provided on back page.
Monitor and help students while walking around the room.
5. Work through traditional math examples.
Go back to the website: How many activities on the beach do I have to do to be able to “burn off calories gained” from a Whopper/Big Mac . . .?” (you may want to get some nutrition charts listing calorie content from fast food places in your area or go to the website www.fatcalories.com, add them up and figure out “Are you consuming more or less than 3500 calories”?: Calculate how many calories of “beach activities” you would have to do (your favorite activities) to burn off one pound. / This could vary based on class length and level of understanding, if you feel the need to practice make up examples.
6. Students demonstrate their understanding.
Ask: So how many burgers does it take to make a Blob? (ha ha) -- Do you burn more calories reading trashy novels or suspense novels?
Ask: How could you change your activities, or what are other activities could you include at the beach to burn more calories? / Verbally access student understanding and comprehension based on their answers.
7. Formal assessments
Students will pair and share – did you get the same answers as another pair - hand in handout.

NOTES: