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Top Chef – Smoothies ..................................................................... 1
Overview ................................................................................... 1
Brief Background Information .................................................. 3
Setup ......................................................................................... 4
Procedure .................................................................................. 5
Vocabulary ................................................................................ 8
Equation Key ........................................................................... 10
Student Activity Profile ........................................................... 11
Recovery Nutrition Shake Recipes .......................................... 17
12 Hour Diary .......................................................................... 18
Consent Form .......................................................................... 21
Extended Background Information for Teachers.................... 23
Feel the Burn ................................................................................. 29
Overview ................................................................................. 29
College and Career Ready ELA Standards ............................... 30
Brief Background Information ................................................ 32
Setup ....................................................................................... 33
Procedure (Part 1):.................................................................. 34
Procedure (Part 2):.................................................................. 38
Vocabulary .............................................................................. 40
Feel the Burn: Calculation Sheet ............................................. 43
Extended Background Information:........................................ 46
About Grains ................................................................................. 52
Overview ................................................................................. 52
Brief Background Information ................................................ 53
Setup ....................................................................................... 53
Procedure ................................................................................ 54
Grains Information Pack ......................................................... 55
Kids Who Care ............................................................................... 58
Overview ................................................................................. 58
Brief Background Information ................................................ 59
Setup ....................................................................................... 59
Procedure ................................................................................ 60
Vocabulary .............................................................................. 61
Links and References .............................................................. 61
Arizona Hunger Statistics and Food Assistance Programs...... 62
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ii
6th – 8th grade
In this follow-up activity, students mix different combinations of
smoothie ingredients that match the nutritional needs of people
with differing activity profiles.
Our lifestyle determines the amount and types of food we should be
eating if we want to be healthy.
Foods are broken down into carbohydrates, proteins and lipids (fats).
Each serves specific purposes in the human body.
Oxygen is a source of energy for cells; oxygen feeds the muscles
and organs directly to relax them.
Students are skeptical about the body’s ability to obtain and use
essential amino acids from food.
Students may not be aware that different sources of calories have
different consequences for metabolism.
They are attracted to familiar terms or the more general case
(e.g., “protein”).
Younger students have little sense of how the body breaks down
food into simpler compounds by mechanical and chemical means
and how it restructures them into proteins that build or work in
our bodies.
Students have no sense of how organic molecules release energy
units that are used to contract muscles.
By assessing nutritional information, students determine which types
of smoothies are best for and meet the caloric needs of five different
student lifestyles.
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6.SL.1
6.SL.2
6.L.4
6.SL.4
7.SL.1
7.SL.4
8.SL.1
8.SL.4
Basic Functions (6-8)
Deriving Energy from Food
 To burn food for the release of energy stored in it, oxygen
must be supplied to cells, and carbon dioxide removed. Lungs
take in oxygen for the combustion of food and eliminate the
carbon dioxide produced. The urinary system disposes of
dissolved waste molecules, the intestinal tract removes solid
wastes, and the skin and lungs aid in the transfer of thermal
energy from the body. The circulatory system moves all these
substances to or from cells where they are needed or
produced, responding to changing demands.
 For the body to use food for energy and building materials,
the food must first be digested into molecules that are
absorbed and transported to cells.
Particle Model of Matter
Grades 6 – 8 (one 8-10 week unit at Middle School Level)
 Structure and behavior of Atoms and Molecules (includes
particle concept, movement, and conservation principles).
Across Grades 4 – 8
 Important aspects of understanding and engaging in using
models, (constructing, critiquing, and revising models) as well
as important aspects of the nature of models (understanding
that models are tools for making predictions and
explanations).
Strand maps for chemical reactions with predictions and
explanations
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
Across Grades 6 – 8
Important concepts about matter that are thought to be
required to understand chemical reactions
Energy and inquiry
Across grades 1 – 8
 Concepts central to thinking about energy
Laboratory experiences in life sciences
Grades 1 – 13
Objects have properties that can be measured and explained.
Three important properties are mass, weight, and volume
Grades K – 8
 Objects have properties that can be measured and explained.
Three important properties are mass, weight and volume.
Material kinds have characteristic properties that can be
measured and explained
Grades K – 8
 Matter can be transformed, but not created or destroyed,
through physical and chemical processes.
Good measurements provide more reliable and useful
information about object properties than common sense
impressions
Grades K – 8
 We can learn about the world through measurement
Modeling is concerned with capturing key relations among ideas
rather than surface appearance
Grades K – 8
 We can learn about the world through modeling
Arguments use reasoning to connect ideas and data
Grades K – 8
 We can learn about the world through argument
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Foods, and the nutrients found in them, are part of a healthy
lifestyle.
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Foods are broken down into carbohydrates, proteins and lipids
(fats). Each serves specific purposes in the human body.
What we eat determines the efficiency of our life processes, our
health, our moods, and our energy level.
Our lifestyle determines the amount and types of food we should
be eating for optimal health.
When we understand the relationship between our diet and
physical and mental health, we can make changes that improve
the quality of each.
Balancing our food and activity level helps us to be fit and
maintain an ideal weight.
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55 minutes to conduct activity.
Each student will need:
 12 Hour Food Diary (1 per kid)
 Smoothie Permission Slip (1 per kid)
 Chart paper and markers
 3 colors of sticker dots (3 colors x 12 dots per color per child x
25 child = 300 of each color)
 Smoothie Profiles from Top Chef – Smoothies (I profile per
student, students may pick or be assigned one of the 6 Profiles,
see procedure)
 Equation Key
 Calculator
Students will need access to:
 Blenders (1 can be washed between groups)
 Measuring cups and spoons
 Cups to hold smoothies
 Smoothie Ingredients
○ Skim Milk
○ Vanilla Soy Milk
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○
○
○
○
○
○
○
○
○
○
○
○
○
EAS vanilla whey protein
½ cup canned pineapple chunks
1 cup frozen strawberries
½ cup frozen blueberries
1 medium orange, peeled
½ banana
~1 cup low-fat cottage cheese
8 oz 100% orange juice
½ cup pumpkin pie filling
1/8 tsp cinnamon
1/8 tsp nutmeg
1 cup low fat blueberry yogurt
Ice
(1 hour 45 minutes)
 Print out 12-hour food diaries and permission slips (these will
be distributed one week prior to beginning activity): 30
minutes
 Shopping trip: 45 minutes
 Organizing smoothie ingredients and lab materials: 30 minutes
Distribute 12-Hour Food Diary and permission slips one week
before the hands on activity.
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Anticipatory Set:
Ask students what they think is meant by the term, “you are
what you eat.” Accept all answers and write responses on the
white board. Based on student responses, tie in that there is a
relationship between what we eat and how it affects our
activity level as well as our mood.
1. The week before, have kids keep a 12-hour Food Diary or have
them recall with less detail on the day of this activity. Also ask
them to bring a permission slip signed by a parent or guardian.
2. The diary analyzes: Diet, Level of activity, and Mood. Discuss
whether what you eat influences how you feel and what you
decide to do
3. Use chart paper to graph the results and compare, students
add colored sticker dots to the class chart
 Time vs. level of activity (color #1)
 Time vs. mood (color #2)
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5

Chart when ate meals (color #3)
Match Smoothies to Activity Profiles
Safety: Check everyone for food allergies before
allowing them to consume smoothies.
1. Hand Out Activity Profile Cards and Recovery Smoothie
recipes.
2. Divide kids into groups; each group will receive a set of the
Activity Profile Cards and Smoothie recipes. Each group
should choose one profile to investigate.
The profiles are:
Two sedentary profiles (Natasha and Mario)
Two moderate activity profiles (Theresa and Malcolm)
Two extreme activity profiles (Candace and Frank)
3. Have kids calculate Body Mass Index (Body Mass Index) for the
profile that they’ve chosen (use key) and record the value on
the profile. On the profile, they should indicate whether they
are underweight, overweight, or a healthy weight.
BMI = mass (kg) /(height (m))2
4. Next, have kids calculate the Basal Metabolic Rate (in
kilocalories) for the profile they’ve chosen and record the
value on the profile. This is how many calories their profile’s
metabolism burns doing the basic processes of life.
BMR Women = 448 + (9 x weight in kg) + (3 x height in cm) - (4 x age in years)
BMR Men = 88 + (13 x weight in kg) + (4.8 x height in cm) - (5.7 x age in years)
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5. Have kids now calculate the amount of energy expended
through activity/exercise for the chosen profile and record the
value on the profile.
Exercise
Little to None
Light (1-3 days/week)
Some (3-5 days/week)
Heavy (6-7 days/week)
Very Heavy (twice per day)
Calories Burned
BMR x 0.2
BMR x 0.375
BMR x 0.55
BMR x 0.725
BMR x 0.9
6. Kids should match a “recovery” protein smoothie to one of the
Activity Profiles. Hand out the Smoothie Nutritional Analysis
Sheet.
(Note: Recovery smoothies provide/fortify the needed protein and
calories for the profiled person to continue on with their day so
they do not run out of energy).
7. Have kids pick one Profile to work with and assess their
nutritional profile. Then have them look at the Analysis sheet
to see which Smoothie seems to fit the person they picked.
Choices are:
Tropical Smoothie
Orange Cream Smoothie
Pumpkin Pie Smoothie
Blueberry Banana Smoothie
8. Have the kids create the smoothie they choose and sample!
9. Have the kids present their results on a chart paper poster and
discuss their person’s Profile and why they chose that
smoothie to match.
10. Keep the posters for the next activity, as kids will be able to
add data.
Ask students what they conclude about each person's body
and distinctive caloric needs.
Possible answers: A healthy lifestyle requires balance, in the
foods you eat, in the beverages you drink, in your daily
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activities, and in the amount of exercise you include in your
routine. The best test of balance is whether or not you are
gaining, maintaining, or losing weight.
Return to Table of Contents
Basal Metabolic Rate (BMR): the number of calories your body
burns, at rest, to maintain normal body functions.
Body Mass Index (BMI): a weight-to-height ratio, used as a
measurement of the relative percentages of fat and muscle mass
in the human body.
Calorie (/ˈkal(ə)rē/): a unit of heat used to indicate the amount of
energy that foods will produce in the human body
Carbohydrates (/ˌkärbəˈhīˌdrāt/): A source of energy and include
foods composed of starches and sugars. Almost all carbohydrates
are found in plants, with the exception of dairy products. They are
the most common source of energy found in food. Most
carbohydrates break down into glucose. They can be complex or
simple.
Glucose (/ˈglook s/): A simple sugar that is an important energy
source in living organisms and is a component of many
carbohydrates. The main type of sugar in the blood and is the
major source of energy for the body's cells.
Glycogen (/ˈglīkəjən/): One form in which body fuel is stored;
stored primarily in the liver and broken down into glucose when
needed by the body.
Lipid (/ˈlipid/): Substances such as a fat, oil or wax that do not
dissolve in water.
Mineral (/ˈmin(ə)rəl/): A naturally occurring inorganic solid, with a
definite chemical composition. Minerals are vital to our existence
because they are the building blocks that make up muscles,
tissues, and bones.
Nutrient (/ˈn(y)ootrēənt/): A substance that provides
nourishment essential for growth and the maintenance of life.
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Examples of nutrients include water, protein, carbohydrates, fat,
vitamins, and minerals.
Protein (/ˈpr ˌtē(ə)n/): Proteins are molecules made from tiny
building blocks called amino acids, and are a vital part of all living
things. They are part of everything that happens within cells. Their
main function is to heal wounds, fight infection and build muscle.
Foods that are mostly protein include meat, fish, chicken, eggs,
beans and dairy products.
Sedentary (/ˈsednˌterē/): (Of a person) tending to spend much
time seated; somewhat inactive
Vitamins (/ˈvītəmən/): A natural substance that is usually found in
foods and that helps your body to be healthy.
Return to Table of Contents
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Body Mass Index is a weight-to-height ratio used as a measurement of the relative percentages
of fat and muscle mass in the human body.
(BMI) = mass (kg) / (height (m))2
Pink chart is for girls, blue is for boys.
Basal Metabolic Rate (BMR) is the number of calories your body burns, at rest, to maintain
normal body functions. It is measured by the heat given off per unit time, and expressed as the
calories released per kilogram of body weight or per square meter of body surface per hour.
Age, gender, height and weight factor into your Basal Metabolic Rate.
Women = 448 + (9 x weight in kg) + (3 x height in cm) - (4 x age in years)
Men = 88 + (13 x weight in kg) + (4.8 x height in cm) - (5.7 x age in years)
Exercise
Little to None
Light (1-3 days/week)
Some (3-5 days/week)
Heavy (6-7 days/week)
Very Heavy (twice per day)
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Calories Burned
BMR x 0.2
BMR x 0.375
BMR x 0.55
BMR x 0.725
BMR x 0.9
Name: ______________________________
Student Activity Profile
Name: Natasha
Sex:
Female
Age:
16
Weight: 135 lbs
Height: 5 feet 4 inches
Activity: Sedentary; Natasha spent two hours napping on a couch.
Average Calories Consumed per Day: 2,000
Body Mass Index (kg/m2):
 Very severely underweight
 Severely underweight
 Underweight
 Normal (healthy weight)
 Overweight
 Moderately obese
 Severely obese
 Very severely obese
Calories Burned through Exercise (kcals):
Resting Heart Rate:
60% MHR:
Maximum Heart Rate:
80% MHR:
Basal Metabolic Rate (kcals):
 Calories in = Calories burned
 Calories in < Calories burned, Deficit:
 Calories in > Calories burned, Surplus:
Recommendations
Exercise
Food Intake
 Increase exercise
 Decrease exercise
 Increase caloric intake
 Decrease caloric intake
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Name: ______________________________
Student Activity Profile
Name:
Sex:
Age:
Weight:
Height:
Activity:
Mario
Male
15
150 lbs
5 feet 6 inches
Sedentary; Mario spent two hours sitting on busses to visit his
Grandmother.
Average Calories Consumed per Day: 2,500
Body Mass Index (kg/m2):
 Very severely underweight
 Severely underweight
 Underweight
 Normal (healthy weight)
 Overweight
 Moderately obese
 Severely obese
 Very severely obese
Calories Burned through Exercise (kcals):
Resting Heart Rate:
60% MHR:
Maximum Heart Rate:
80% MHR:
Basal Metabolic Rate (kcals):
 Calories in = Calories burned
 Calories in < Calories burned, Deficit:
 Calories in > Calories burned, Surplus:
Recommendations
Exercise
 Increase exercise
 Decrease exercise
Arizona Science Center, azscience.org
Food Intake
 Increase caloric intake
 Decrease caloric intake
Name: ______________________________
Student Activity Profile
Name:
Malcolm
Sex:
Male
Age:
16
Weight:
200 lbs
Height:
5 feet 7 inches
Activity:
Moderate; Malcolm spent two hours taking a final exam.
Average Calories Consumed per Day: 2,500
Body Mass Index (kg/m2):
 Very severely underweight
 Severely underweight
 Underweight
 Normal (healthy weight)
 Overweight
 Moderately obese
 Severely obese
 Very severely obese
Calories Burned through Exercise (kcals):
Resting Heart Rate:
60% MHR:
Maximum Heart Rate:
80% MHR:
Basal Metabolic Rate (kcals):
 Calories in = Calories burned
 Calories in < Calories burned, Deficit:
 Calories in > Calories burned, Surplus:
Recommendations
Exercise
 Increase exercise
 Decrease exercise
Arizona Science Center, azscience.org
Food Intake
 Increase caloric intake
 Decrease caloric intake
Name: ______________________________
Student Activity Profile
Name:
Sex:
Age:
Weight:
Height:
Activity:
Theresa
Female
18
115 lbs
5 feet 4 inches
Moderate; Theresa spent two hours standing and working as a cashier
at a store.
Average Calories Consumed per Day: 1,900
Body Mass Index (kg/m2):
 Very severely underweight
 Severely underweight
 Underweight
 Normal (healthy weight)
 Overweight
 Moderately obese
 Severely obese
 Very severely obese
Calories Burned through Exercise (kcals):
Resting Heart Rate:
60% MHR:
Maximum Heart Rate:
80% MHR:
Basal Metabolic Rate (kcals):
 Calories in = Calories burned
 Calories in < Calories burned, Deficit:
 Calories in > Calories burned, Surplus:
Recommendations
Exercise
 Increase exercise
 Decrease exercise
Arizona Science Center, azscience.org
Food Intake
 Increase caloric intake
 Decrease caloric intake
Name: ______________________________
Student Activity Profile
Name:
Sex:
Age:
Weight:
Height:
Activity:
Candace
Female
17
135 lbs
5 feet 4 inches
Heavy. Candace spent two hours running scrimmage at basketball
practice.
Average Calories Consumed per Day: 2,400
Body Mass Index (kg/m2):
 Very severely underweight
 Severely underweight
 Underweight
 Normal (healthy weight)
 Overweight
 Moderately obese
 Severely obese
 Very severely obese
Calories Burned through Exercise (kcals):
Resting Heart Rate:
60% MHR:
Maximum Heart Rate:
80% MHR:
Basal Metabolic Rate (kcals):
 Calories in = Calories burned
 Calories in < Calories burned, Deficit:
 Calories in > Calories burned, Surplus:
Recommendations
Exercise
 Increase exercise
 Decrease exercise
Arizona Science Center, azscience.org
Food Intake
 Increase caloric intake
 Decrease caloric intake
Name: ______________________________
Student Activity Profile
Name:
Frank
Sex:
Male
Age:
14
Weight:
125 lbs
Height:
5 feet 3 inches
Activity:
Heavy. Frank spent two hours running in a cross country meet.
Average Calories Consumed per Day: 2,300
Body Mass Index (kg/m2):
 Very severely underweight
 Severely underweight
 Underweight
 Normal (healthy weight)
 Overweight
 Moderately obese
 Severely obese
 Very severely obese
Calories Burned through Exercise (kcals):
Resting Heart Rate:
60% MHR:
Maximum Heart Rate:
80% MHR:
Basal Metabolic Rate (kcals):
 Calories in = Calories burned
 Calories in < Calories burned, Deficit:
 Calories in > Calories burned, Surplus:
Recommendations
Exercise
 Increase exercise
 Decrease exercise
Arizona Science Center, azscience.org
Food Intake
 Increase caloric intake
 Decrease caloric intake
Tropical
Smoothie
Orange Cream
Smoothie
●
1 cup skim milk
●
1 cup vanilla soy milk
●
1 cup ice
●
1 cup ice
●
1/2 cup pineapple chunks (canned in
own juice)
●
1 scoop EAS vanilla whey protein
●
1 medium pealed orange
●
8 ounces 100% Orange Juice
●
1 cup frozen strawberries
●
1/2 cup low-fat cottage cheese
Pumpkin Pie
Smoothie
Blueberry
Banana
Smoothie
● 1 cup skim milk
● 1 cup ice
●
10 ounces vanilla soy milk
● 1/2 cup pumpkin pie filling
●
1 cup low fat blueberry yogurt
● 4 ounces low-fat cottage cheese
●
1/2 cup frozen blueberries
● 1/8 teaspoon cinnamon
●
1/2 banana
● 1/8 teaspoon nutmeg
Recipes taken from CorePerfomance.com
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Name:________________________
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Date:__________________________
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Consent Form
Making smoothies for different lifestyles
The purpose of this investigation is to determine what nutrient proportions are
best suited for different lifestyles.
You and your classmates sample smoothies that you make.
SAFETY: If you know you have any allergic condition that prevents you from
consuming any of the following ingredients, please make sure your camp advisor
knows before you start the investigation.
vanilla whey protein
canned pineapple chunks
pumpkin pie filling
cinnamon
nutmeg
Skim Milk
Vanilla Soy Milk
frozen strawberries
frozen blueberries
orange
banana
low-fat cottage cheese
orange juice
low fat blueberry yogurt
Please write your name and check the box to show how you feel. Then return this
slip to your camp advisor.
Name: …………………………………………………………………………………………………………………………………………


I am happy to start the activity.
I do not have any conditions that affect my consumption of the smoothies.
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Arizona Science Center, azscience.org
Return to Table of Contents
Our bodies are constructed from the Legos of Life. What we
put into them determines the efficiency of our life processes,
our health, our moods, and our energy level. When we
understand the relationship between our diet and physical
and mental health, we can make changes that improve the
quality of each. We can better decide what foods will help
us and when. We can balance our food and activity level to
maintain fitness and our ideal weight.
I.
A healthy diet, sleep, and exercise contribute to mental and physical health.
Omega-3 fatty acids, magnesium, tryptophan (an amino acid),
folate and other B vitamins, low glycemic foods, and chocolate
have been studied to determine how they influence mood.
Research suggests an association — though not a direct link —
between these foods and improved mood.
These nutrients and foods are part of a healthy diet. When you
eat a healthy diet, your body earns the benefits. When you eat
fruits, starchy vegetables and whole grains throughout the day,
you supply a steady stream of just the right amount of fuel to
maintain the proper blood sugar level. You're also getting
vitamins, minerals, antioxidants and phytonutrients. Combining
carbohydrates and proteins enhances the availability of a calming
neurotransmitter, called serotonin, in your brain.
Think of the foods and behaviors that you associate with a
stressed-out lifestyle. Do you see someone who is sleep-deprived,
gulping down caffeine and shoveling in fast food while on the
run? Can you picture the vicious circle at work here? Stress leads
to sleeping less, which leads to reaching for caffeine and sugar for
a fix, which is followed by a crash and need for another fix. Add to
that skipping regular meals and exercise. Lack of exercise
contributes to poor sleep. And so the cycle continues. We know
that this way of eating doesn't make us feel good physically or
mentally.
II.
BMI is used as a screening tool to identify possible weight problems.
Arizona Science Center, azscience.org
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Body Mass Index is a weight-to-height ratio, used as a
measurement of the relative percentages of fat and muscle mass
in the human body.
BMI = mass (kg) / (height (m))2
BMI does not measure body fat directly, but research shows that
it correlates to direct measures of body fat, including underwater
weighing and dual energy x-ray absorptiometry (DXA).
The BMI number is calculated the same way for children and
adults. However, the criteria used to interpret the meaning of the
BMI number for children and teens are different from those used
for adults since the amount of body fat experiences greater
changes with age and the amount of body fat differs between girls
and boys.
Body Mass Index is a weight-to-height ratio, used as a
measurement of the relative percentages of fat and muscle mass
in the human body.
BMI = mass (kg) / (height (m))2
BMI does not measure body fat directly, but research shows that
it correlates to direct measures of body fat, including underwater
weighing and dual energy x-ray absorptiometry (DXA).
The BMI number is calculated the same way for children and
adults. However, the criteria used to interpret the meaning of the
Arizona Science Center, azscience.org
24
BMI number for children and teens are different from those used
for adults since the amount of body fat experiences greater
changes with age and the amount of body fat differs between girls
and boys.
III.
You can calculate how many food calories that your body naturally converts to
energy, at rest.
Metabolism is the process by which the body converts food into
usable energy. This energy is used to fuel all your body's
functions, including digestion, tissue repair, respiration,
circulation and other processes that keep you alive.
Basal Metabolic Rate (BMR) is the number of calories your body
burns, at rest, to maintain normal body functions. It is measured
by the heat given off per unit time, and expressed as the calories
released per kilogram of body weight or per square meter of body
surface per hour. Age, gender, height and weight factor into your
Basal Metabolic Rate.
BMR Women =
448 + (9 x weight in kg) + (3 x height in cm)
- (4 x age in years)
BMR Men =
88 + (13 x weight in kg) + (4.8 x height in cm)
- (5.7 x age in years)
The reason height and weight are factors is because the more
"Body Surface" you have the more energy is required to keep it
functioning. A tall person will have a higher BMR than a shorter
person even though they may weigh almost the same.
You aren't in control of your age, gender, or how tall you are...of
the 4 basic factors the only one you have any opportunity to
control is your weight. What most people miss is that the more
you weigh the higher your BMR will be and that means you can
consume more calories and still maintain your weight.
BMR declines naturally as you age due to a loss in lean muscle
mass, reducing the number of calories you can consume and
maintain your weight. Your body also conserves energy as your
weight declines meaning the less you weigh the fewer calories
you can consume just to maintain your weight.
Arizona Science Center, azscience.org
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Exercise, especially activities that increase lean muscle mass,
speed up your metabolism and, since muscle is more dense than
fat, it weighs more by volume and the more you weigh the more
calories you can eat.
IV.
Nutritional health is all about balance—balancing the number of calories you
consume with the number of calories your body uses or "burns off."
When you're active, your body uses more energy (calories). While
diet has a stronger effect on weight loss than physical activity
does, physical activity, including exercise, has a stronger effect in
preventing weight gain and maintaining weight loss.
Physical activity also helps to –
 Maintain weight.
 Reduce high blood pressure.
 Reduce risk for type 2 diabetes, heart attack, stroke, and
several forms of cancer.
 Reduce arthritis pain and associated disability.
 Reduce risk for osteoporosis and falls.
 Reduce symptoms of depression and anxiety.
During moderate physical activity, your breathing and heart rate
is noticeably faster but you can still carry on a conversation.
Examples include—
 Walking briskly (a 15-minute mile).
 Light yard work (raking/bagging leaves, lawn mower).
 Playing.
 Biking at a casual pace.
During vigorous physical activity, your heart rate increases
substantially and you breathe too hard and fast to have a
conversation.
Examples include—
 Jogging/running.
 Swimming laps.
 Rollerblading/inline skating at a brisk pace.
 Cross-country skiing.
 Most competitive sports (football, basketball, or soccer).
 Jumping rope.
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V.
A sedentary lifestyle burns fewer calories and increases chances of disease.
A sedentary lifestyle is one with no or irregular physical activity. A
person who lives a sedentary lifestyle may be known as a couch
potato and spends large amounts of time sitting, reading,
watching television, playing video games, and using the computer
for much of the day with little or no vigorous physical exercise.
Regular physical activity is one of the most important elements of
a healthy lifestyle. A sedentary lifestyle increases the risk of
developing cardiovascular disease, diabetes, hypertension,
obesity, and premature death. Sedentary lifestyle is responsible
for an estimated $24 billion in direct medical spending.
Increasing physical activity, especially from a complete absence,
can not only prevent numerous chronic diseases; it can also help
to manage them.
It is estimated that physical inactivity is responsible for almost
200,000 or 1 in 10 deaths each year.
Physical inactivity is associated with many social and
environmental factors as well including low educational
attainment, socioeconomic status, violent crime, and poverty to
name a few.
VI.
Foods can replenish nutrient stores after activity.
Your muscles store sugar in large polymers called glycogen, which
gets broken into individual glucose molecules and burned for
energy during exercise. Glycogen stores are depleted during
exercise. The more intense the exercise, the more glycogen is
used and depleted.
Replenishing nutrient stores either immediately or within 24
hours of extreme exercise is most critical for serious athletes.
Refueling immediately is important for serious athletes who
intend to do a second bout of intense, depleting exercise within
six hours of the first workout. This includes: triathletes doing
double workouts, soccer players in tournaments, people who ski
hard in the morning and again in the afternoon. The sooner you
eat carbohydrates to replace depleted muscle glycogen and
Arizona Science Center, azscience.org
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protein to repair damaged muscle, the sooner you'll be able to
exercise hard again.
Given a steady influx of healthy, carb-based meals and snacks,
muscles can replenish within 24 hours after intense exercise.
Fruit smoothies are an excellent choice for general nutrition and
replenishment after exercise. You can customize the components
to supply you with the ratio of proteins, healthy fats, and
carbohydrates that will balance your activity level.
According to the International Olympic Committee’s Nutrition
Recommendations, adequate carbs means:
Return to Table of Contents
Arizona Science Center, azscience.org
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6th- 8th Grade
Students calculate measures of metabolism and learn about the
relationship between food, energy, and exercise.
Food is the energy source that keeps us alive.
When we eat food, we break them down (through the processes
of ingestion and digestion) into tiny molecules, or building blocks.
These building blocks are then reassembled by our bodies into
new molecules that are needed by the body to properly function.
The amount of energy in food is measured in units called calories.
Maintaining good health is a balancing act between food intake
and energy conversion.
We can balance our food and activity level to maintain fitness and
our ideal weight.
What we put into our bodies determines the efficiency of our life
processes, our health, our moods, and our
The stomach stores food.
Oxygen is stored in the bronchi.
The stomach stores food.
Students may not be aware that different sources of calories have
different consequences for metabolism.
To learn what various levels of exercise feel like and how much
energy they burn, students will work in teams of two and use
a fingertip pulse oximeter to measure pulse rate and % O2
saturation. These values will be used to calculate calories
burned.
Arizona Science Center, azscience.org
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Basic Functions (6-8)
Deriving Energy from Food
 To burn food for the release of energy stored in it, oxygen
must be supplied to cells, and carbon dioxide removed. Lungs
take in oxygen for the combustion of food and eliminate the
carbon dioxide produced. The urinary system disposes of
dissolved waste molecules, the intestinal tract removes solid
Arizona Science Center, azscience.org
30
wastes, and the skin and lungs aid in the transfer of thermal
energy from the body. The circulatory system moves all these
substances to or from cells where they are needed or
produced, responding to changing demands.
 For the body to use food for energy and building materials,
the food must first be digested into molecules that are
absorbed and transported to cells.
Defense
 Like other animals, human beings have body systems for
obtaining and deriving energy from food and for defense,
reproduction, and the coordination of body functions.
 Thinking about things as systems means looking for how every
part relates to the others. The output from one part of a
system (which can include material, energy, or information)
can become the input to other parts. Such feedback can serve
to control what goes in the system as a whole.
Coordination
 Interactions among the senses, nerves, and brain make
possible the learning that enables human beings to predict,
analyze, and respond to changes in their environment.
Basic Functions (9-12)
Defense
 The human body is a complex system of cells, most of which
are grouped into organ systems that have specialized
functions. These systems can best be understood in terms of
the essential functions they serve for the organism: deriving
energy from food, protection against injury, internal
coordination, and reproduction.
Particle Model of Matter
Grades 6 – 8 (one 8-10 week unit at Middle School Level)
 Structure and behavior of Atoms and Molecules (includes
particle concept, movement, and conservation principles).
Energy and inquiry
Across grades 1 – 8
 Concepts central to thinking about energy
Matter and inquiry
Upper elementary and middle school
Arizona Science Center, azscience.org
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Laboratory experiences in life sciences
Grades 1 – 13
Objects have properties that can be measured and explained.
Three important properties are mass, weight, and volume
Grades K – 8
 Objects have properties that can be measured and explained.
Three important properties are mass, weight and volume.
Material kinds have characteristic properties that can be
measured and explained
Grades K – 8
 Matter can be transformed, but not created or destroyed,
through physical and chemical processes.
Mass and weight are conserved across a broad range of
transformations
Grades K – 8
 Matter can be transformed, but not created or destroyed,
through physical and chemical processes.
Good measurements provide more reliable and useful
information about object properties than common sense
impressions
Grades K – 8
 We can learn about the world through measurement
Modeling is concerned with capturing key relations among ideas
rather than surface appearance
Grades K – 8
 We can learn about the world through modeling
Arguments use reasoning to connect ideas and data
Grades K – 8
 We can learn about the world through argument
Return to Table of Contents
Food is the energy source that keeps us alive.
When we eat food, we break them down (through the processes
of ingestion and digestion) into tiny molecules, or building blocks.
These building blocks are then reassembled by our bodies into
new molecules that are needed by the body to properly function.
Arizona Science Center, azscience.org
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The amount of energy in food is measured in units called calories.
Maintaining good health is a balancing act between food intake
and energy conversion.
We can balance our food and activity level to maintain fitness and
our ideal weight.
What we put into our bodies determines the efficiency of our life
processes, our health, our moods, and our energy level.
When we understand the relationship between our diet and
physical and mental health, we can make changes that improve
the quality of each.
Return to Table of Contents
40 minutes for preparation
55 minutes to conduct activity
Part 1:
● Feel the Burn Calculation sheets
● Fingertip Pulse Oximeter - 1 per group
Note: Pulse oximeters may be found online and at many drug
stores. Amazon offers many different kinds and seems to have
the cheapest prices ranging from $19 per unit and above
(prices listed on website). Go to:
http://www.amazon.com/s/ref=nb_sb_ss_i_1_14?url=search-alias%3Dhpc&fieldkeywords=pulse%20oximeter%20finger&sprefix=pulse+oximeter%2Chpc%2C298
A few other choices to consider include:
http://www.walgreens.com/q/portable+pulse+oximeters
http://www.walmart.com/c/kp/pulse-oximeter
●
●
●
●
●
1 stop watch per group
Chart paper
Colored sticker dots
Soothing music (optional)
Upbeat and fast music for exercise (optional)
Part 2:
● Kilogram scale – 1 per classroom (optional)
● Fast food calories counter or calorie chart from several fast
food restaurants (can be downloaded from vendor websites) –
1 per group (optional)
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(40 minutes)
 Make copies of Feel the Burn Calculation Sheet
 Obtain at least one pulse oximeter
 Have blue, yellow and red stickers for frequency histogram
chart
 Have graph paper or graph poster board, pen and ruler to
make a frequency histogram chart. This should be large
enough to incorporate all students’ data.





Have a scale available
Have stop watches (1 per group)
Provide calculators if students do not have them
(Optional) Offer a variety of music (slow, medium and high
tempo)
(Optional) Provide a list of fast food calorie charts from
different companies
Return to Table of Contents
Anticipatory Set:
Are all body types created equal? What types of things can
affect a person’s health (diet, activity level, stress, etc.)?
1. Pass out Feel the Burn Calculation Sheet
2. Ask students what they think is meant by “resting heart
(pulse) rate.” Accept all answers. Clarify that a resting heart
rate is the number of heart beats in one minute when a
person is at rest.
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3. Show students the pulse oximeter and explain to them how to
use it (open the pulse oximeter by pushing down on one end;
students will insert one finger into the oximeter). Explain to
students that a pulse oximeter is an instrument used to
measure the arterial blood oxygen concentration in our bodies
(in general, arteries transport oxygenated blood away from
our lungs and into our bodies).
4. Have students lie or sit quietly for 10 minutes (you may play
soothing music during this time).
5. After the 10 minutes, have students use the pulse oximeter
(Note: make sure to tell students to count for 10 seconds or
use their timers before taking the blood oxygen concentration
levels and pulse rate readings). Have students enter the
results on their Feel the Burn Calculation Sheet.
6. Plot the heart rate vs. percent O2 saturation on a frequency
histogram (A graph that uses vertical columns to show how
many times each score occurs). Students put their initials or a
symbol on BLUE sticker dots so they can find their score again.
 x = 40-45, 46-50…96-100
 y = 85, 86…99, 100
7. Analyze the histogram. Ask students what the average resting
heart rate seems to be (Note: The average resting pulse rate
for a child 11-14 is 70-100 beats per minute (bpm)).
8. Discussion: Variation occurs across a population. When doing
measurements, we expect to see some kind of variation
whenever we measure something about a population.
Variations may be different for different factors (health, etc.)
9. Discussion: Ask kids if they think their heart rate will increase
or decrease as they grow. Accept all answers. Ask them why
they answered the way they did. Explain to them that a heart
rate will usually decrease as children grow because their
hearts get bigger and are better able to pump more blood per
heartbeat. When children exercise, they will usually have
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lower resting heart rates because the exercise strengthens the
heart so it is able to pump out more blood per heartbeat. On
the other hand, there will be less variation in O2 saturation
than in a resting heart rate.
10. Now inform students that they are going to calculate their
maximum heart rates. Explain to students that a maximum
heart rate is the highest heart rate an individual can achieve
without severe problems. Have them:
a. Determine their maximum heart rate (220 – age in years =
maximum beats per minute)
b. Calculate their low intensity heart rate (60% of maximum
heart rate)
i. maximum beats per minute x .60 = low intensity heart
rate
c. Calculate their high intensity heart rate (80% of maximum
heart rate)
i. Maximum beats per minute x .80 = high intensity heart
rate
11. Have students enter their answers on their Feel the Burn
Calculation Sheet.
12. Have students take turns wearing the pulse oximeter. Have
them move (jog, jumping jacks, dance, etc.) to determine what
level of exercise they need to do to achieve their LOW
intensity heart rate (you may play music to make this more
fun). Have students exercise until they maintain their low
intensity heart rate for 3 minutes. Have students use their
timers. Ask them to try to stay as close to their low intensity
heart rate as possible. At the end of the 3 minutes, have them
record their % oxygen saturation using the pulse oximeter.
Make sure they enter their % oxygen saturation score on the
Feel the Burn Calculation Sheet. They may also record how
they felt and whether or not they could sing or carry on a
conversation during their exercising.
Arizona Science Center, azscience.org
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13. Using YELLOW stickers, have students plot their score on the
same frequency histogram they put their blue stickers on.
Make sure students put their initials or symbols so they can
find their low intensity score again.
14. Again, have students take turns wearing the pulse oximeter.
Have them move (jog, jumping jacks, dance, etc.) to determine
what level of exercise they need to do to achieve their HIGH
intensity heart rate (you may play fast upbeat music to make
this more fun). Have students exercise until they maintain
their high intensity heart rate for 3 minutes. Have students
use their timers. Ask them to try to stay as close to their low
intensity heart rate as possible At the end of the 3 minutes,
have them record their % oxygen saturation using the pulse
oximeter. Make sure they enter their % oxygen saturation
score on the Feel the Burn Calculation Sheet. Once again, they
may also record how they felt and whether or not they could
sing or carry on a conversation during their exercising.
15. Using RED stickers, have students plot their score on the same
frequency histogram they put their blue and yellow stickers
on. Make sure students put their initials or symbols so they
can find their high intensity score again.
16. Once all the stickers (scores) have been plotted, have each
student use a pencil/pen to draw a line connecting their blue,
yellow, and red dots.
What trends did you notice on the frequency histogram?
What were your experiences with achieving your low intensity
heart rate?
What were your experiences with achieving your high intensity
heart rate?
What are some of the benefits of exercising and working to
increase our heart rate?
Arizona Science Center, azscience.org
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Possible Answers include:
 Exercising burns more calories than when we are at rest;
 Exercising makes our bodies healthier.
 Also point out that exercising brings more oxygen into our
bodies. Oxygen is important because it is required to
convert food into energy for the cells in our body.
Return to Table of Contents
Anticipatory Set:
Whether we are at rest or achieving our high intensity heart
rate, our bodies are constantly burning calories. Ask students
what they think a calorie is. Accept all answers. Confirm that a
calorie is a unit of heat used to indicate the amount of energy
that foods will produce in the human body. Remind students
that our bodies are constantly burning calories, and that
exercising brings oxygen into our bodies that is required to
convert food into energy for our cells.
1. Using the calculations acquired above in Part 1, inform
students that they are going to calculate how many calories
they burned per minute during their low and high intensity
exercising.
2. Have students weigh themselves and enter it in the Feel the
Burn Calculation Sheet (Note: the scale should be placed
somewhere where students may weigh themselves with as
much privacy as possible).
3. Have students convert their weight from pounds (lbs) into
kilograms (kg). (Note: If you want to skip this step, change the
scale setting to kilograms).
1 pound = 0.45 kg
4. Using the Feel the Burn Calculation Sheet, have students enter
the data required to determine how many calories per minute
they burned at low intensity and high intensity exercise. Note:
Make sure the students fill in the appropriate box for men vs.
women, as the calculations are different.
Arizona Science Center, azscience.org
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5. Discussion: How many calories were burned per minute at
Low Intensity Exercise? How many calories were burned at
High Intensity Exercise? How did these values compare for
men and women?
6. Using the data the students just acquired (calories burned per
minute), have students determine how many minutes or
hours it would take for them to burn off a typical fast food
meal through both low and high intensity exercise as well as at
a resting state. (Note: Alternatively, you may print off calorie
charts online from different fast food restaurants and let
students create their own meals that they will use in their
calculations)
Typical fast food meal:
i. Hamburger (Big Mac):
ii. Medium Fries:
iii. Medium Coke:
Total Calories:
560 calories
380 calories
140 calories
1080 calories
Formula:
1080 calories / Calories burned per minute =
# minutes needed to burn off a typical fast food meal
How much time was needed to burn off a typical fast food meal at
Low Intensity Exercise?
How much time was needed to burn off a typical fast food meal at
High Intensity Exercise?
How much time do you think would be needed to burn off a
typical fast food meal when at a resting heart rate?
If you are going to eat a typical fast food meal a couple of times a
week, what would do you think would be an appropriate amount
of exercise to convert the food energy into energy for our cells?
At Low Intensity? High Intensity?
What are the possible consequences of eating high calorie foods
without exercising?
Arizona Science Center, azscience.org
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Food is the energy source that keeps us alive. The amount of
energy in food is measured in units called calories. Maintaining
good health is a balancing act between food intake and energy
conversion.
Interesting factors that affect our resting heart rate and oxygen
saturation:
 The fitter you are the lower your resting heart rate. Fitness
relates to how efficiently your body can release useful energy
(ATP) from your food and oxygen. If you regularly do exercise
then your body is more efficient. You therefore need less
oxygen to produce the same amount of ATP, and therefore
have a lower heart rate as you do not require a higher blood
flow.

Caffeine makes the heart beat faster, so if you drink a lot of
coffee, cola or caffeine-loaded drinks your heart rate can rise.
Sucking a piece of chocolate also increases your heart rate.
Your students’ heart rate could rise by around 20 beats per
minute if they suck on a piece of chocolate. Although there is
some caffeine in chocolate, the increase is actually due to the
fact that using your mouth muscles increases your energy
requirement and also to the feelings of pleasure we get from
chocolate.

If you feel stressed, your body releases more adrenaline and
this increases heart rate. So just before an exam you would
expect your heart rate to increase. Your body releases
adrenaline in response to chronic pain and in other situations
too.

Even thinking about exercise – anticipating the activity –
increases our heart rate by a few beats per minute. This allows
the muscles to increase production of the ATP before we
actually need it.
Return to Table of Contents
Calorie (/ˈkal(ə)rē/): a unit of heat used to indicate the amount of
energy that foods will produce in the human body.
Arizona Science Center, azscience.org
40
Carbohydrates (/ˌkärbəˈhīˌdrāt/): A source of energy and include
foods composed of starches and sugars. Almost all carbohydrates
are found in plants, with the exception of dairy products. They are
the most common source of energy found in food. Most
carbohydrates break down into glucose. They can be complex or
simple.
Cellular respiration (/ˈselyələr/ /ˌrespəˈrāSHən/) : A process in the
body where oxygen and glucose sugar are transformed, with the
aid of numerous enzymes, into cell energy called adenosine tri
phosphate, or ATP.
Heart rate (/härt/ /rāt/ ): The number of heart beats, or pulses,
per minute (bpm).
Lipid (/ˈlipid/): Substances such as a fat, oil or wax that do not
dissolve in water.
Maximum Heart Rate (MHR) (/ˈmaksəməm/ /härt/ /rāt/ ) is the
highest heart rate an individual can achieve without severe
problems.
Metabolism (/məˈtabəˌlizəm/ ): The sum of all chemical processes
occurring within a living cell or organism that are necessary for
the maintenance of life.
Nutrient (/ˈn(y)ootrēənt/): A substance that provides
nourishment essential for growth and the maintenance of life.
Examples of nutrients include water, protein, carbohydrates, fat,
vitamins, and minerals.
Protein (/ˈpr ˌtē(ə)n/): Proteins are molecules made from tiny
building blocks called amino acids, and are a vital part of all living
things. They are part of everything that happens within cells. Their
main function is to heal wounds, fight infection and build muscle.
Foods that are mostly protein include meat, fish, chicken, eggs,
beans and dairy products.
Pulse (/pəls/ ): The regular throbbing of the arteries caused by the
successive contractions of the heart
Pulse oximeter (/pəls/ /äkˈsimitər/ ): An instrument that
measures the arterial blood oxygen concentration using red and
Arizona Science Center, azscience.org
41
infrared light that is emitted by the pulse oximeter when a finger
is inserted into it.
Resting Heart Rate (/rest iNG/ /härt/ /rāt/ ) The number of
heart beats in one minute when you are at complete rest.
Sedentary (/ˈsednˌterē/): (Of a person) tending to spend much
time seated; somewhat inactive.
Target Heart Rate (/ˈtärgit/ /härt/ /rāt/): A range of heart rates
that correspond with the optimal intensity levels for you to
accomplish your exercise goals which might include weight loss,
cardiovascular fitness, endurance training, and/or muscle
building.
Return to Table of Contents
Arizona Science Center, azscience.org
42
Name: ______________________________
Oxygen is required to convert food into energy for cells in the body.
There are 29,000,000,000,000 (trillions) red blood cells in the body. Each has 270,000,000
(millions) hemoglobin molecules capable of carrying 3.132 x 1022 oxygen molecules!
How many zeros is that?
3.75 x 1023 molecules of ATP are used in one minute by all 75 trillion cells!
Exercise provides oxygen to our cells to convert food to energy.
Resting Heart Rate =
beats per minute (bpm)
Resting % Oxygen Saturation =
%
Maximum Heart Rate (MHR) = 220 – Your Age
=
Low Intensity Heart Rate = 60% x MHR = 0.60 x
=
Low Intensity % Oxygen Saturation =
%
High Intensity Heart Rate = 80% x MHR = 0.80 x
High Intensity % Oxygen Saturation =
(Optional) Weight in Pounds (lbs)
Arizona Science Center, azscience.org
bpm
=
%
x 0.45 =
= Weight in Kilograms (kg)
(Optional) Weight in Pounds (lbs)
x 0.45
= Weight in Kilograms (kg)
Low Intensity Exercise
Calories Burned (Men) =
Calories Burned (Women) =
High Intensity Exercise
Calories Burned (Men) =
Calories Burned (Women) =
Formulae provided by: Journal of Sport Science
Using a fast food calories counter, calculate how many calories you ate the last time you went
to a fast food restaurant. Now calculate how much exercise (in minutes) you would need to do
to burn the total number of calories consumed during that meal.
Example:
Big Mac
Medium Fries
Medium coke
Total calories:
560 calories
380 calories
140 calories
1080 calories
Arizona Science Center, azscience.org
Key:
1 pound = 0.45 kilograms
1 inch = 2.54 centimeters
Basal Metabolic Rate (in kilocalories):
BMR Women
= 448 + (9 x weight in kg) + (3 x height in cm) - (4 x age in years)
BMR Men
= 88 + (13 x weight in kg) + (4.8 x height in cm) - (5.7 x age in years)
Kilocalories burned through exercise, daily:
Little to no exercise: BMR x 0.2
Light exercise (1-3 days/week): BMR x 0.375
Some exercise (3-5 days/week): BMR x 0.55
Heavy exercise (6-7 days/week): BMR x 0.725
Very heavy exercise (twice per day): BMR x 0.9
Body Mass Index:
BMI = mass (kg) /(height (m))2
BMI range – kg/m2:
Very severely underweight less than 15
Severely underweight from 15.0 to 16.0
Underweight from 16.0 to 18.5
Normal (healthy weight) from 18.5 to 25
Overweight from 25 to 30
Moderately obese from 30 to 35
Severely obese from 35 to 40
Very severely obese over 40
Arizona Science Center, azscience.org
Hemoglobin is a protein in the blood that carries oxygen. The
hemoglobin proteins in red blood cells (RBC’s) take oxygen from
the lungs and transport the oxygen molecules to the cells.
Oxygen is an essential ingredient for the conversion of food
molecules into cell energy.
http://emsbasics.com/2011/08/03/respiration-andhemoglobin/alveoli-263
Did you know?!
There are 29,000,000,000,000 (trillion) RBC’s in the body.
Each RBC has 270,000,000 hemoglobin molecules. The number of
binding sites per hemoglobin molecule is 4
The total oxygen carrying capacity for one RBC is:
270,000,000 hemoglobin molecules x 4 binding sites =
1,080,000,000. Each binding site can have one oxygen molecule.
The total oxygen carrying capacity for all RBC’s is
29,000,000,000,000 x 1,080,000,000 = 3.132 x 1022
How many zeros is that?
[Use a roll of receipt paper to create the number
31320000000000000000000 to show the kids.]
If you have access to the web, here is the hemoglobin protein
with and without bound oxygen
http://askabiologist.asu.edu/sites/default/files/resources/activitie
Arizona Science Center, azscience.org
46
s/body_depot/venom/human_hemoglobinanimation_pdb_250_2.gif
Cellular Respiration
Cells undergo a process called cellular respiration during which
oxygen and glucose sugar are transformed, with the aid of
numerous enzymes, into cell energy called adenosine tri
phosphate, or ATP.
Did You Know?!
3.75 x 1023 molecules of ATP are used in one minute by all 75
trillion cells in our body to do the work that keeps you alive.
Whether we are awake or asleep, our bodies are using this much
energy every minute of every day of our lives so that we can live
(i.e. make new cells, proteins, etc.). The more energy we use up in
a day, the more energy we need. Different types of cells use
different amounts of energy but they are always using energy,
even when you’re sleeping. That’s why you wake up hungry!
A food calorie, also called a kilocalorie, is a unit of energy. The
number of calories in a meal is a measure of the stored energy in
Arizona Science Center, azscience.org
47
that food. Your body uses the energy released from food for
activity, thought, breathing, and all of the other things your body
does to stay alive.
Carbohydrates provide 4 calories per gram. Carbs are the body’s
main source of energy.
Fats provide 9 calories per gram. Fat is also burned for energy,
but to a lesser extent, because it takes more energy.
Proteins provide 4 calories per gram.
If you could harvest the energy from food and convert it directly
into electrical energy, then…
Normal oxygen levels are 95-100%. These levels are influenced by
altitude and fitness level, as well as various respiratory and
circulatory conditions that prevent the body from taking in
enough oxygen or getting the oxygen into the blood stream.
Blood oxygen levels should stay within the normal range during
exercise, since your body compensates for the increased
breakdown of food molecules into energy by increasing your
breathing rate.
Oxygen is transported around the body more quickly with an
increased heart rate which means that the volume of blood
Arizona Science Center, azscience.org
48
A Stranded Post-Outreach Activity Feel The Burn
reaching the target (muscles) increases and more oxygen is delivered. Consequently blood oxygen concentrations are unaltered. In athletes during exercise, and in individuals with some respiratory illnesses, oxygen saturation levels can fall to around 90%. In athletes this decrease is because their muscles are more efficient at taking oxygen from the blood and using it to help produce energy. A pulse oximeter measures pulse and oxygen bound to
hemoglobin in the blood.
Blood oxygen concentration is a measure of the amount of oxygen carried in the blood. More specifically it measures the percentage of hemoglobin binding sites in the bloodstream that are occupied by oxygen. The pulse oximeter measures the arterial blood oxygen concentration using red and infrared light that is emitted by the pulse oximeter when a finger is inserted into it. The pulse oximeter is able to give an oxygen concentration reading using the absorption of this red and infrared light by the finger. Oxyhemoglobin and deoxyhemoglobin in the arteries absorb red and infrared waves very differently and so a ratio can be calculated from the absorption rates. Metabolism is defined as the sum of all chemical processes
occurring within a living cell or organism that are necessary for
the maintenance of life.
Basal Metabolic Rate (BMR) is the rate at which the body uses energy while at rest to keep vital functions going. Combined with the number of calories burned during exercise, one can determine whether or not calories consumed by eating are sufficient to support healthy growth and maintenance but not excessive so as to cause storage of excess calories as fat. Daily kilocalories burned through exercise can be estimated. Arizona Science Center, azscience.org 49 A Stranded Post-Outreach Activity Feel The Burn
Burn Zones You can measure your heart rate by measuring your pulse, which is the regular throbbing of the arteries caused by the successive contractions of the heart. Your pulse is especially noticeable in the arteries of the wrist. Heart rate is defined as the number of heart beats, or pulses, per minute (bpm). Resting Heart Rate is the number of beats in one minute when you are at complete rest. Many factors can make a teen's resting heart rate different from an adult's. A teen's growing body and developing endocrine system play a role in how his heart rate responds to stress, exercise and other conditions. A normal resting heart rate for an adolescent above age 10 is 55 to 85 beats per minute. Factors such as activity, genetics, diet, age and gender account for this wide range. Maximum Heart Rate (MHR) is the highest heart rate an individual can achieve without severe problems due to exercise stress and depends on age. It can be estimated by subtracting your age from 220: MHR (in bpm) = 220 – your age Target Heart Rate is actually a range of heart rates that correspond with the optimal intensity levels for you to accomplish your exercise goals which might include weight loss, cardiovascular fitness, endurance training, and/or muscle building. Low Intensity Exercise takes place when your Target Heart rate during exercise is between 60‐80% of your Maximum Heart Rate. This is called the “fat burning zone.” It is where you should strive to be when you’re trying to maintain your weight and health. (Optional: play some upbeat music for low intensity exercise.) High Intensity Exercise takes place when your Target Heart rate during exercise is between 80‐85% of your Maximum Heart Rate. This is called the “calorie burning zone.” It is where you should strive to be when you’re trying to lose weight. (Optional: play even faster music for high intensity exercise.) Arizona Science Center, azscience.org 50 A Stranded Post-Outreach Activity Feel The Burn
Calories Burned by Heart Rate Calculator Understanding the link between exercise and heart rate is your best tool to getting the benefits you deserve from the exercise that you do. Different foods require more energy to convert to energy than
others.
Food metabolism is a combination of Basal Metabolic Rate and exercise. However, it is fun to compare calories burned during exercise to the calorie content of some of teenagers’ favorite foods. Making the comparison might make them think twice about what they choose to put into their bodies! You can find nutritional information for most fast food restaurants by searching the name of the restaurant + nutrition information on the internet. For example: McDonald’s: http://nutrition.mcdonalds.com/getnutrition/nutritionfacts.pdf Taco Bell: http://www.tacobell.com/nutrition/information You can find nutritional information for most fast food restaurants by searching the name of the restaurant + nutrition information on the internet. For example: Return to Table of Contents Arizona Science Center, azscience.org 51 6th—8th grades
Students read about the nutritional properties of healthy grains
and get recipes for cooking them.
Grains are high in complex carbohydrates.
Whole grains contain nutrients from all parts of the grain.
Grains provide nutrients and energy to your brains and muscles.
The stomach stores food.
Students have no sense of how organic molecules release energy
units that are used to contract muscles.
Students will learn about the nutritional benefits of grains.
Students will learn the difference between whole grains and
refined grains.
Students will review information about different types of grains
and how to cook them.
Students will receive a variety of different grain recipes to take
and prepare at home.
Basic Functions (6-8)
Deriving Energy from Food
 For the body to use food for energy and building materials,
the food must first be digested into molecules that are
absorbed and transported to cells.
Defense
 Like other animals, human beings have body systems for
obtaining and deriving energy from food and for defense,
reproduction, and the coordination of body functions.
Arizona Science Center, azscience.org
52
Energy and inquiry
Across grades 1 – 8
 Concepts central to thinking about energy
Laboratory experiences in life sciences
Grades 1 – 13
Return to Table of Contents
What are grains?
Foods such as wheat, rice, oats, cornmeal, barley, or
products made from these foods are considered grains.
Grains are high in carbohydrates which provide energy to
your brain and muscles. There are two types of grains: whole
grains and refined grains. When you eat a whole grain, your
body is getting nutrients found in all parts of the grain.
Refined grains have been processed and are missing some of
these nutrients. When you eat grains, try having whole
grains as much as possible.
What are some different kinds of grains?
There are many different types of great tasting and good-foryou-grains. Add variety to your diet by trying some of the
grains listed below. These grains can be added to stews and
soups, served as a side dish, or eaten as a hot cereal.
Return to Table of Contents
This is an at home activity. You may review the packet during class
with your students (15 minutes).
Each student will need:
 Grain Information Pack
(15 minutes)
Print Grain Information Pack
Return to Table of Contents
Arizona Science Center, azscience.org
53
Anticipatory Set:
Ask students what a grain is (answer: the seeds of plants, such as
wheat, corn, and rice that are used for food). Ask them to name
some grains they have eaten.
1. Review with students the nutritional benefits of grains.
2. Distribute the About Grains handouts to students.
3. Assess which grains on the handout are the most commonly
eaten by the class, and which grains they may not have been
tried.
4. Challenge students to take the handout home and cook a
grain they have never tried before. Ask them to research a
new recipe or try one of the recipes included in the handout
(Note: you may want to review the cooking tips provided in
the handout).
5. Follow-up: For any students who try a recipe or a new grain,
encourage them to share their thoughts about the grain
(taste, texture, ease of preparation, etc.).
.
Arizona Science Center, azscience.org
54
Barley is a large, brown grain. You can find it in stores sold either as
"pearled" or “unhulled.” Pearled barley is processed, while unhulled
barley is a whole grain and has more vitamins, minerals, and fiber.
Barley can be eaten in soups, stews, hot cereals, and casseroles. You
can also try adding barley to salads or stuffing.
Buckwheat is a reddish-brown plant seed, which can be eaten whole,
cracked (broken), hulled (processed), or toasted. Kasha is made from
buckwheat and can be used in pilafs, burgers, or in casseroles.
Corn is a grain that grows on a cob with the kernels enclosed in a leafy
husk. Corn can be eaten whole or ground into cornmeal, which can be
made into foods such as bread or tortillas. Corn (unless it is
“degerminated”) is a whole grain. Many people are surprised to learn
that popcorn is a whole grain.
Millet is a small, yellow, and bead-like whole grain. Millet has a mild,
nutty flavor and can be eaten in salads, pilafs, or mixed with pasta.
Quinoa (pronounced keen-wa) is a small, disk-shaped seed with a
light flavor and texture. Quinoa is a great source of protein and can be
cooked and used in salads, soups, stews, pilafs, and as a substitute for
rice.
Arizona Science Center, azscience.org
Rice comes in many different varieties and is popular world-wide.
Brown rice is a whole grain and contains more vitamins and minerals
than white rice, which has the outer part removed. When cooked,
long-grain rice is fluffier while short-grain rice is stickier.
Wheat is a commonly eaten grain that comes is different forms.
Whole wheat kernels (such as bulgur and wheat berries) can be eaten
on their own and foods such as bread, pasta, and couscous are made
from wheat. Look for versions of these products that contain “whole
wheat”.
Nutrition Facts for Grains
½ Cup Serving
Protein
Fiber
Iron
Barley, pearled
2 grams
3 grams
1 milligram
Brown Rice
2 grams
2 grams
0.5 milligram
Buckwheat (kasha)
3 grams
3 grams
0.7 milligrams
Bulgur
3 grams
4 grams
0.9 milligrams
½ Cup Serving
Protein
Fiber
Iron
Corn
2 grams
2 grams
0.5 milligrams
Millet
3 grams
1 grams
0.6 milligrams
Quinoa
4 grams
3 grams
1.4 milligrams
White Rice
2 grams
0.3 grams
1.4 milligrams
Nutrition Facts for Grains (cont’d)
How do I cook grains?
Rinse 1 cup of grains in cold water and then drain. To cook grains, put 2 cups of cold water in a
pot and bring to a boil. Add the drained grains to boiling water and cover pot. Turn down the
heat so the water is boiling lightly, or simmering. Cook until there is no water left and grains are
slightly chewy. Do not stir or uncover the pot while the grains are cooking.
Arizona Science Center, azscience.org
Cooking tips:
● Rice does not need to be rinsed like other grains.
● Quinoa needs less water than other grains. Add 1 cup of quinoa to 1 ½ cups of water.
● Whole grains take longer to cook than refined grains. For example, brown rice takes
about 1 ½ hours to cook, but white rice only takes about 20 minutes for white rice to
cook.
Here are two easy recipes to try:
Ingredients:
● 1 ½ cups cooked brown rice (or other
grain)
● 3 tomatoes, seeded and chopped
● 1 tablespoon butter or margarine
● 1 clove garlic, cut-up
● 1 medium carrot, sliced
● 1 cup mushrooms, sliced
● ½ cup garbanzo beans (chickpeas)
● 1 egg, beaten
● 1/8 cup chopped parsley or cilantro
● Black pepper and soy sauce to taste
Directions:
1. Heat butter or margarine in a frying pan.
2. Add onions. Stir onions and cook until
soft.
3. Add carrots and garlic and cook for 5
minutes.
4. Add mushrooms and cook for 10 more
minutes.
5. Add garbanzo beans and cook for 1
minute.
6. Add egg and stir until the egg is cooked.
7. Remove from heat and add parsley or
cilantro, pepper, and grain. Add soy
sauce, if desired, and serve.
Ingredients:
● 1 cup bulgur
● 2 cucumbers, peeled and chopped
● 3 green onions with tops, diced
● 2 teaspoons salt
● ½ cup lemon juice
● 1/3 cup fresh mint
● 2/3 cup olive oil
Directions:
1. Place bulgur in bowl and cover with 2
cups boiling water.
2. Soak for 30 minutes. Then drain and
squeeze out excess water.
3. In a mixing bowl, combine the bulgur,
tomatoes, cucumbers, onions, garlic,
parsley, mint, salt, lemon juice, and
olive oil.
4. Mix and refrigerate for at least 4 hours
before serving.
5. Mix again and serve.
Written by the CYWH Staff at Children's Hospital Boston
Arizona Science Center, azscience.org
4th - 6th grade
This activity suggests a community service project where students
can assist local agencies targeting “food insecurity.”
There are many ways children may become locally involved in
helping address hunger and nutrition issues to those in need.
Students will be able to identify ways in which they can help
provide nutritious meals to families or children in need.
4.SL.1
4.SL.4
5.SL.1
5.SL.4
6.SL.1
6.SL.4
Basic Functions (6-8)
Deriving Energy from Food
 To burn food for the release of energy stored in it, oxygen
must be supplied to cells, and carbon dioxide removed. Lungs
take in oxygen for the combustion of food and eliminate the
carbon dioxide produced. The urinary system disposes of
dissolved waste molecules, the intestinal tract removes solid
wastes, and the skin and lungs aid in the transfer of thermal
energy from the body. The circulatory system moves all these
substances to or from cells where they are needed or
produced, responding to changing demands.
Arizona Science Center, azscience.org
58

For the body to use food for energy and building materials,
the food must first be digested into molecules that are
absorbed and transported to cells.
Return to Table of Contents
Although the United States is the wealthiest nation in the world,
millions of children and families in our nation are food insecure,
meaning they are either currently hungry or nearing hunger.
Children who are undernourished are at greater risk for serious
health, social, and educational problems. Today, many public
food-assistance programs and private organizations strive to meet
the nutritional needs of vulnerable children. This activity is a great
way to help students find a way to help address hunger and
malnutrition in their community.
Return to Table of Contents
40 minutes (additional time for service projects)
Handout of Arizona Hunger Statistics and Food Assistance
Programs for students or an overhead/Power Point of Arizona
Hunger Statistics
(15 minutes)
Print out Arizona Hunger Statistics and Food Assistance Programs
handout OR create an overhead/Power Point of Arizona Hunger
Statistics and Food Assistance Programs
Preview Arizona Hunger Statistics (shown below). Should you
choose to conduct a food drive or penny drive, locate/contact a
food bank or food assistance organization that will accept
donations. A few organizations are listed below.
Return to Table of Contents
Arizona Science Center, azscience.org
59
Anticipatory Set.
Share with students statistics about hunger in Arizona and the
meaning of food security, food insecurity, and hunger.
1. Ask students where they think hungry people go when they
need food.
2. Ask students what they think they could do to help provide
nutritious food to those in need. Brainstorm and discuss
several ideas. Write ideas on a white board or note pad.
3. As a class, vote on a community service project from the
brainstorm list or from one of the following ideas and
implement the project:
a) Conduct a school wide food drive with the collected items
going to a local food bank. Encourage healthy high protein
donations or items that can be included in weekend food
backpacks. The teacher should help the students compose
an informational flyer that can be sent home with each
student explaining the food drive and who will benefit
from it. Posters can also be created and drop off boxes
designed. If possible, plan to have the students themselves
deliver the donated items to the food bank.
b) Initiate a “penny drive” and collect coins over a period of
time. The money can be donated to a food bank or food
assistance program.
c) Organize a car wash and have proceeds go toward a food
bank or food assistance program.
d) Organize an Empty Bowls fundraiser
(http://www.emptybowls.org/) where proceeds are
donated to a food bank or food assistance program.
4. Once the community project is completed, ask students to
reflect on their experience through class discussion or a
journal entry
List of local food banks and food assistance programs
Arizona Partnership to End Childhood Hunger
http://endchildhungeraz.org/get-involved/
Desert Mission Food Bank
http://www.jcl.com/content/foodbank/default.htm
Kitchen on the Street
http://www.kitchenonthestreet.org/opportunities.html
Arizona Science Center, azscience.org
60
United Food Bank
http://www.unitedfoodbank.org/
Return to Table of Contents
Food Security refers to access to enough food at all times for an
active and healthy life. At a minimum, food security includes: the
ready availability of nutritionally adequate and safe foods, and an
assured ability to acquire acceptable foods in socially acceptable
ways (without resorting to emergency food supplies, scavenging,
stealing, or other coping strategies, for example).
Food Insecurity occurs whenever the availability of nutritionally
adequate and safe foods, or the ability to acquire acceptable
foods in socially acceptable ways, is limited or uncertain.
Hunger is the uneasy or painful sensation caused by a recurrent or
involuntary lack of food and is a potential, although not necessary
consequence of food insecurity. Over time, hunger may result in
malnutrition.
http://www.unitedfoodbank.org/index.php?/hunger-facts/
Return to Table of Contents
List of local organizations to help low SES/malnourished (weekend backpacks, etc.)





Desert Mission Food Bank: http://www.jcl.com/content/foodbank/default.htm
Kitchen on the Street - http://www.kitchenonthestreet.org/ ARTICLE:
http://endchildhungeraz.org/childhood-hunger/kitchen-on-the-street-working-toeliminate-childhood-hunger/
Arizona Partnership to End Childhood Hunger: http://endchildhungeraz.org/getinvolved/
United Food Bank (food backpacks): http://www.unitedfoodbank.org/
http://www.azcentral.com/community/gilbert/articles/2010/11/22/20101122gilbertbackpack-program.html (article)
Empty Bowls http://www.emptybowls.org/
Arizona Science Center, azscience.org
61
Arizona Hunger Statistics
The poverty guideline, updated annually in the Federal Register by the U.S. Department of
Health & Human Services, sets the poverty guideline for a family of four at $22,050 annual
gross income.
● More than 881,200 Arizonans live in poverty – 14.2% of the state’s population.
● 1 in 5 (20%) of Arizonans living in poverty are children under age 18!
● Nearly 1,900,000 Arizonans (30%) are "working poor" - 4-person family incomes of $39,200
or less.
Maricopa County Statistics
● More than 464,000 (12.5%) people live in poverty
● 37% of those living in poverty are children!
● Over 1,042,000 (28%) are “working poor.”
● Respondents to a Maricopa Association of Governments survey listed FOOD as their major
need!
● Requests for food assistance are one of the most often received calls at Community
Information & Referral.
Arizonans Receiving Emergency Food
● On average, 21,800 different people are assisted weekly
● 48% of household members are children under age 18
● 75% of the families have incomes below the federal poverty level
● 49% of the households have someone who is working
● 50% report having to choose between buying food and paying for utilities
● 41% report having to choose between buying food and paying their rent or mortgage
● 27% report having to choose between buying food and paying for medical care
List of Arizona food banks and food assistance programs:
Arizona Partnership to End Childhood Hunger
http://endchildhungeraz.org/get-involved/
Desert Mission Food Bank
http://www.jcl.com/content/foodbank/default.htm
Kitchen on the Street
http://www.kitchenonthestreet.org/opportunities.html
United Food Bank
http://www.unitedfoodbank.org/
Arizona Science Center, azscience.org