& 4) Scrambled with Milk and Butter

Name:
June 16, 20053:57 PM

(1) Introduction to Databases: A database is a collection of information organized so that a computer program can quickly retrieve desired pieces of data. A field is a single piece of information; a record is one complete set of fields; and a table is a collection of records.
· Sample Problem It is believed that sodium, cholesterol, and saturated fat increase the risk of cardiovascular disease. Use the filter tool in Excel to determine which foods should be avoided because they contain high concentrations of all of these substances. Include a printout of your report in your portfolio. Download and open nutrition.xls (an Excel file) . Use File/Open to open the nutrition.xls file if it does not open by double-clicking. Turn on AutoFilter (Data/Filter/AutoFilter). When it is on, small arrows appear in the field(column) headings. To sort the database, place the cursor in the first cell within a category (e.g. vit. C (mg), not in the category coordinate (e.g. A,B,C etc.). To perform record selection, use Data/Sort/SortBy and select the appropriate criteria to answer the question.

These foods should be avoided because they contain high concentrations of cholesterol, sodium, and saturated fat – 1) butter – stick 2) custard baked 3) Duck meat only roasted

& 4) Scrambled with milk and butter.

(2) Managing School Data: Schools and colleges are dependent upon databases to maintain student records, finances, registration, teacher information, schedules, and many other things. Teachers input data into such systems through grade book programs and other teacher/administrator software. Teachers should also be able to use programs like Microsoft Excel to organize data and merge files.
· Download the schools database file. Create mailing labels and form letters (3 suffices) using the mail merge feature in Word. This will serve as a data file (also known as secondary file) when merging with a primary document to make form letters, mailing letters, or catalog entries. Include only representative samples from your merges.

School / Street / City / Zip / District / County /
Academy of the Canyons High / 26455 Rockwell Canyon Rd. / Santa Clarita / 91355- / William S. Hart Union High / Los Angeles
Adams (John) Middle / 151 W. 30th St. / Los Angeles / 90007-3316 / Los Angeles Unified / Los Angeles
Adams (John) Middle / 2425 16th St. / Santa Monica / 90405-2621 / Santa Monica-Malibu Unified / Los Angeles
Adams Middle / 2600 Ripley Ave. / Redondo Beach / 90278- / Redondo Beach City Elementary / Los Angeles
Adams Middle / 2600 Ripley Ave. / Redondo Beach / 90278-4555 / Redondo Beach Unified / Los Angeles
AGBU Marie Manogian; Demirdijian HS / 6844 Oakdale Ave. / Canoga Park / 91306-3913 / Private / Los Angeles
(3) Creating / Enhancing databases for your subject: Teachers use programs like Excel to manage and organize large sets of data.
Create a new spreadsheet or a new worksheet in an existing database file. For example, if you are a social studies teacher, you may wish to add a worksheet to one of the databases designed for social studies teachers. Your worksheet should include a minimum of 10 records and 5 fields and should include an autofilter for easy record selection. The material should be related to the subject you teach. Include a printout of your new database in your portfolio, and post the Excel file (.xls) in your electronic portfolio (if required by professor).

(4) Using web-based databases: A growing number of educational databases are available on the Internet. Teachers can use these databases without having to teach the mechanics of a program like Excel.
· Use Nutritional Analysis Tool to develop a file that reflects your "normal" daily diet. Analyze your diet with respect to the United States Department of Agriculture's recommended daily allowances. Write a brief analysis of your diet, including histograms or tables. Write an assignment for a secondary school class (math, home economics, health etc.) which requires use of the database features of the Nutritional Analysis Tool, or Fast Food Facts. You may also wish to refer to the USDA Nutrient Data Laboratory
· Write a lesson plan which requires students to analyze data using a database related to your subject: Social Studies: nations , exchange rates , distance, census
· Business: stocks & business
· Science: genetics, proteins, plants, earthquakes, air pollution, hurricanes, chemicals
· Health: health, nutrition
· Music: classical, iTunes
· Foreign language: foreign words, foreign dictionaries
· Mathematics: stocks
· Physical Education: sports
· Art: art
· English: public domain texts
Food 1 / WATER-BOTTLED-PERRIER / 2::1 oz::56.7 grams
Food 2 / VEGETABLES-MIXED-FRZ
-CKD-BOILED-DRAINED-WO/SALT / 1::1 oz::28.35 grams
Food 3 / RICE-BROWN-LONG-GRAIN
-COOKED / 1::1 oz::28.35 grams
Food 4 / CHICKEN-ROASTING-MEAT&SKIN
-CKD-ROASTED / 1::1 oz::28.35 grams
Food 5 / CARBONATED BEVERAGE-LEMON
-LIME SODA / 1::1 oz::28.35 grams
Food 6 / TACO BELL BEEF MEXICAN PIZZA / 1::1 oz::28.35 grams
Food 7 / CHESSE-CREAM; SOFT; PHILADELPHIA; HONEY NUT / 1::1 oz::28.35 grams
Food 8 / ORANGE JUICE-FROZEN CONCENTRATE
-UNSWEETENED-UNDILUTED / 1::1 oz::28.35 grams
Food 9 / BAGELS-CINNAMON-RAISIN
-TOASTED / 1::1 oz::28.35 grams
Food 10 / EGGS-CHICKEN-WHOLE-CKD
-SCRAMBLED / 2::1 oz::56.7 grams
Nutrients / Food 1 / Food 2 / Food 3 / Food 4 / Food 5 / Food 6 / Food 7 / Food 8 / Food 9 / Food 10
Calories / 0 / 16.73 / 31.47 / 63.22 / 11.34 / 68.32 / 97.31 / 45.08 / 83.35 / 94.12
Protein grams / 0 / 0.82 / 0.74 / 6.80 / 0 / 3.12 / 1.77 / 0.68 / 3.01 / 6.29
Fat grams / 0 / 0.06 / 0.26 / 3.8 / 0 / 4.25 / 8.86 / 0.06 / 0.51 / 6.92
Carbohydrates grams / 0 / 3.71 / 6.52 / 0 / 2.95 / 5.10 / 3.52 / 10.83 / 16.81 / 1.25
Sodium mg / 0.57 / 9.92 / 1.42 / 20.7 / 3.12 / 122.47 / 132.89 / 0.85 / 98.09 / 158.76
Vitamin A IU / 0 / 1212.53 / 0 / 23.53 / 0 / 211.21 / 265.78 / 78.25 / 20.13 / 386.69
Vitamin C mg / 0 / 0.91 / 0 / 0 / 0 / 0.62 / 0 / 39.09 / 0.17 / 0.11
Saturated Fat grams / 0 / 0.01 / 0.05 / 1.06 / 0 / 1.13 / 5.32 / 0.01 / 0.08 / 2.09
Cholesterol mg / 0 / 0 / 0 / 21.55 / 0 / 5.67 / 26.58 / 0 / 0 / 199.58
Nutrient / Total / Rec. / %Rec
Calories / 510.94 / 2900 / 17.62%
Pro (g) / 23.23 / 63 / 36.87%
Fat (g) / 24.72 / 96.67 / 25.57%
Carb (g) / 50.69 / --
Na (mg) / 548.79 / 2400 / 22.87%
vitA (IU) / 2198.12 / 5000 / 43.96%
vitC (mg) / 40.9 / 90 / 45.44%
satF (g) / 9.75 / 32.22 / 30.26%
Chol (mg) / 253.38 / 300 / 84.46%

Using the Nutritional Analysis Tools and System database, the result shows that I am far below the recommended daily allowances of nutrients that my body requires in order to maintain a healthy lifestyle. This result is most likely inaccurate in my opinion, because I probably I did not enter the right amount of servings of food when asked. This human error (me) of data input will adversely skew the results unfavorable to me.

Antonio Ambrosio

Final Project: Reading Lesson

· Overview:

o The Fundamentals of Fitness (Chapter 2)

o Class: Physical Education (block schedule, 1.5 hours each class)

o Grade: 7th

o This is a three day lesson plan.

o The purpose of this unit is to teach students the benefits of physical fitness and what is meant to be physically fit. Students will be able to explain the parts of a sound fitness program and describe specificity of training.

o Culminating task: Students will perform a resting and training heart rate activity to demonstrate knowledge of assessing aerobic capacity.

This is a seventh grade physical education class. In this class is very common to have a mixed group of students with different reading and writing abilities. Most of the students are reading and writing at or close to grade level. On the other hand, other students are receiving the services of a resource specialist or are English language learners. It is recommended to pair those students who struggle in literacy with other more advanced students to meet their needs and be successful in the activities.

California Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.

· California Standard 3.1: Assess one’s own muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition by using a scientifically based health-related fitness program.

· California Standard 3.2: Evaluate individual measures of physical fitness in relationship to patterns of physical activity.

Into Activity: Students will be given graphic organizes to work on and define main key words using their text book. The students will copy the graphic organizer as the teacher completes it while interacting/discussing the theme with the class. The graphic organizer should look like the example provided once it is all complete. Once the students have a visual representation of what it means to be total fitness they will then work individually or with a partner defining the terms provided for them as a second work sheet.

The reason for these two into activities is because they are easy for the students to do and all the information they need to complete the assignment can be found in the book. It provides the basic and overall information the students will need for this specific chapter to better understand the material.

Graphic Organizer

TOTAL FITNESS

Benefits of physical fitness Health-related PF Skill-Related PF

1. Be healthy 1. Cardiovascular 1. Agility

2. Feel Good 2. Muscular endurance 2. Balance

3. Look Good 3. Flexibility 3. Coordination

4. Enjoy Life 4. Body composition 4. Power

5. Speed

Attitudes toward Fitness and Exercise

Time People might laugh Sweating Hard to get in shape

Fundamentals of Fitness – CHAPTER 2

End of the Chapter Goals: After reading this chapter you should be able to: Define Total Fitness, list benefits or regular exercise. Name and discuss the five components of health-related fitness, and discuss reasons why people do or do not exercise regularly.

On a separate sheet of paper, please define the following terms using your text book.

VOCABULARY:

Aerobic
Agility
Anaerobic
Balance
Body fatness
Cardiovascular Disease
Cardiovascular fitness
Cholesterol
Coordination
Exercise Heart Rate
Flexibility
Frequency
Health-related fitness
Heredity
Intensity
Muscular endurance
Physical fitness
Power
Reaction time
Skill-related fitness
Speed
Strength
Stroke
Total fitness
Training Heart Rate

Through Activity: This activity will be done on the second day. The activity will be a QAR activity; therefore, students will be answering questions I have created incorporating the different levels of Blooms Taxonomy. The students will work on the handouts in groups of three, making sure that the groups are well balanced in terms of reading and comprehension ability to make sure less skilled students understand the assignment. The students will work in a cooperative setting answering the questions provided.

The reason for this activity is to get students to evaluate their prior knowledge and understanding of the reading material. This assignment will help students become aware and practice using learning strategies to find the information needed in order for them to better understand the material by answering questions at different levels of response to the text.

Assignment sheet

1. Please list and identify the five components of health-related fitness?

2. How is physical fitness important?

3. Why might people who exercise regularly have a better overall attitude about life?

4. Give two examples of cardiovascular fitness exercises and explain what major body systems are involved?

5. What will happen to your fitness if you do not place greater than normal demands on the body during exercise?

6. Can a person with a disability using a wheelchair have total fitness? Please support your answer.

7. It has been said that a sound body is a benefit to a sound mind. What do you think this means?

8. Why won’t cardiovascular fitness improve even if a person regularly works out at a gym and develops muscular strength?

9. You have been asked to develop an exercise program for the local elementary school fourth and fifth grade classes. Organize and develop an appropriate exercise program that will cause total fitness?

10. If all the people in Los Angeles were in perfect total fitness, what major occupations, business, and products would be affected? Support your answer and compare among the changes each business or field would have due to good total fitness among all the people in L.A.

Beyond Activity: This activity will be done on the third day and right before the culminating task. The students will write on their journals a reflection on what they have learn, emphasizing on the benefits of physical fitness and ways one can assess physical fitness. The students will bring their journal logs out to class and take the first 5-10 minutes writing before warm-up and activity. The journals will be used as learning logs.

The purpose of this activity is to provide students the opportunity to reflect on what they have learned. By writing in their journals, students create a record of thoughts and feelings of what they have learned about physical fitness. This will help the students to expand their thinking, solve problems and become creative on how to evaluate physical fitness and apply it to their own benefit.

Tradebook:

To accompany this lesson, a trade book text activity is included. This will be presented to the students as a Fact Sheet submitted by the Institute of Medicine in September 2004. This fact sheet was taken from the internet and highlights the importance of proper nutrition and physical activity among students in Middle School and High School.