Energy In, Energy Out Lesson 2

This full-day lesson should be incorporated after lesson 1.

Today, you will:

• Guide students in using the In-and-Out-O-Meter (In-and-Out-O-Meter accessibility). Students should begin thinking about how they can control their own energy balance.
• Give students printed Energy In, Energy Out Reflection page for his or her writing activities.
• Present activities for additional learning.

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Preparation

1. Download the Energy In, Energy Out Student Reflection Page, and print one for each student.
2. Set up computer with projector to show In-and-Out-O-Meter (In-and-Out-O-Meter accessibility).
3. Familiarize yourself with the In-and-Out-O-Meter (In-and-Out-O-Meter accessibility).
4. Schedule time in a computer lab to conduct the In-and-Out-O-Meter (In-and-Out-O-Meter accessibility) class activity. Options include:
   1. Computer lab where every student has access to the In-and-Out-O-Meter. ((In-and-Out-O-Meter accessibility).
   2. Small lab with two-to-three students per computer.
5. Review Assessment at the end of this lesson and decide which assessment to use.

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Activities

Prepare students for note taking and reflection.

• Distribute Energy In, Energy Out Student Reflection Page.
• Use the reflection pages as a prompt for reflection on student experiences with this exploration. Encourage students to read through the questions before beginning.

Control Energy Balance; In-and-Out-O-Meter

• Using the computer and projector, use the In-and-Out-O-Meter (In-and-Out-O-Meter accessibility) with your students.
  • Be sure to highlight that for every food consumed ( energy in/ caloric consumption/ caloric intake), a certain amount of movement (energy out/activity) is needed to burn it off.
• In a computer lab, encourage your students to experiment with the In-and-Out-O-Meter.

Reflection

• Ask students to reflect on the questions on the student reflection page. Discuss the following questions with students. Sample challenges could include:
  • Pick your favorite food on the list. Now pick a vigorous activity, and one that is not so vigorous. How long does it take to burn off the food for each exercise?
  • Pick your favorite activity. How long would it take to burn off a large fries, burger and cola drink? How much less time would it take to burn off a medium fries, burger and cola drink?
  • Compare water and cola drink.
  • What kinds of every day activities can you do that may not "feel" like exercise?
  • If you wanted to eat a scoop of ice cream every day, what kind of activity would you do every day to burn it off? For how long?

Step it Up Activities

1. If you plan to publish a class newsletter, have them submit it to you in proper formatting.
2. Brainstorming: Ask your students to review this lesson by completing the following table.

Brainstorm and list the different things that you think were good about this lesson, things that you thought could be done differently and how you could improve the lesson.
Things I liked	Things I didn’t like or would do differently

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Assessment 

Graded Summative Assessment

If you need a graded assessment, there are at least two opportunities for grading in this activity.

1. Participation grade: Give grades based on in-class discussion participation.
2. Documentation grade: Give grades based on written feedback provided in journal, and Step it Up activities.

Formative Assessment

For a fun formative assessment opportunity, try a Consensogram.