Sarah Sohn

Thematic Unit: Nutrition

3 content areas you will integrate:
Science
Language Arts
Math
Planning for Student Learning: Review the grade level state and district standards
(CCSS) and think about what you want your students to learn, know and be able to do as
a result of this unit. egin gathering student and teacher resources and start thinking
about how you will teach and assess students! learning relative to the content standards
you select. Ask yourself"
# $hat do % need to learn &yself in order to teach this unit well'
# $hat kinds of resources will % need to teach this unit'
# $hat ty(es and genres of children)s literature are available'
# Are there artifacts, si&ulations, songs, (hotogra(hs, etc. % could use'
# $hat hu&an and &aterial resources are available in &y co&&unity' $hat
guest s(eakers &ay be a((ro(riate' $hat field tri(s &ay be (lanned as a
(review or cul&ination of the unit'
Introduction * Students and teachers need to know what will be learned as a result of
(artici(ating in this unit. In this section, explain why your unit topic is an important
one for young learners !escri"e how students might use this #nowledge $in the
real world$ %ow is this unit rele&ant to your current students'
+he the&e of this unit is nutrition. %t teaches students about the nutrition in their
food, how to have a healthy diet, and the effects of food on the body. Students)
understanding of health will be e,(anded when they learn what goes into your body
effects &ore than -ust your taste buds. So far, this year we have studied the skeletal and
digestive syste&s so the students have so&e (rior knowledge on how the organs digest
the food we eat. +he students often e,(ress their curiosity for the body and how vita&ins
and nutrients (lay a role in &aking it stronger. Many of the boys are interested in heart
and have brought u( .uestions concerning e,ercise.
+his to(ic is relevant to students) lives because everyone needs to eat, ho(efully
three ti&es a day. /etting a balanced nutrition &ay not be a co&&on for students in &y
school since it is located in a food dessert. Many of the foods that students eat are high is
saturated fats and cholesterol. +his unit will hel( students be &ore infor&ed about their
own bodies and what goes into. +he overall goal is for kids to learn about nutrition and
a((ly it to their own lives by &aking better health choices.
(ssential )uestions: $hat .uestions should students be able to discuss, address, and
analy0e at the end of the unit (consider higher order thinking, big (icture .uestions).
$hat foods do we need to eat to be healthy'
1ow do the foods we eat effect our body'
$hy is it i&(ortant to eat healthy2e,ercise'
3
*cti&ation: 4ocus students) attention and assess their (rior knowledge (u(on
introduction of the unit).
$atch Si&(ons 5ideo. Allow students to analy0e the effects of 1o&er)s bad eating
habits on his heart. +eacher assess their (rior knowlegde on nutrient and health.
+ommon +ore State Standards and Illinois State Standards ,if applica"le-
addressed:
(nglish Language *rts . Literacy
CCSS.6LA7Literacy.$.8.39 $rite routinely over e,tended ti&e fra&es (ti&e for
research, reflection, and revision) and shorter ti&e fra&es (a single sitting or a day or
two) for a range of disci(line7s(ecific tasks, (ur(oses, and audiences.
CCSS.6LA7Literacy.R%.8.3 :uote accurately fro& a te,t when e,(laining what the te,t
says e,(licitly and when drawing inferences fro& the te,t.
CCSS.6LA7Literacy.R%.8.; <eter&ine the &eaning of general acade&ic and do&ain7
s(ecific words and (hrases in a te,t relevant to a grade 5 topic or subject area.
CCSS.6LA7Literacy.R%.8.= <raw on infor&ation fro& &ulti(le (rint or digital sources,
de&onstrating the ability to locate an answer to a .uestion .uickly or to solve a (roble&
efficiently.
CCSS.6LA7Literacy.SL.8.3c >ose and res(ond to s(ecific .uestions by &aking
co&&ents that contribute to the discussion and elaborate on the re&arks of others.
/athematics
CCSS.Math.Content.8.M<.A.3 Convert a&ong different7si0ed standard &easure&ent
units within a given &easure&ent syste& (e.g., convert 8 c& to 9.98 &), and use these
conversions in solving &ulti7ste(, real world (roble&s.
CCSS.Math.Content.8.?4..=c Solve real world (roble&s involving division of unit
fractions by non70ero whole nu&bers and division of whole nu&bers by unit fractions,
e.g., by using visual fraction &odels and e.uations to re(resent the (roble&. For
example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate
equally !ow many 1/3"cup ser#ings are in 2 cups of raisins
@
Physical !e&elopment . %ealth
%llinois Learning Standards"
01*2 Students who meet the standard #now and can apply the principles and
components of health3related fitness
3. >artici(ate in health7related fitness activities.
@. %dentify activities that will change your heart rate.
A. 4ind a heart rate.
014 2 Students who meet the standard can assess indi&idual fitness le&els
3. <escribe what ha((ens to the body when one e,ercises.
@. Recogni0e changes that take (lace in the body during (hysical activity.
A. Recogni0e that (hysical activity will increase the heart rate.
;. 6ngage in (hysical activities that will cause increased heart rate.
8. %ntroduce fitness training
034 2 Students who meet the standard can explain the effects of health related
actions on the "ody systems
3. <efine the word !nutrient!.
@. %dentify &a-or nutrients and their food sources.
A. <istinguish between !good! food and !-unk! food.
;. Cite ways to build (hysical activity into daily routines.
8. Recogni0e how feelings2e&otions affect (hysical, &ental, e&otional, and social
health.
B. List choices that have a (ositive influence on health.
=. List choices that have a negative influence on health.
Lesson Ideas:
Lesson 5
+ontent *rea,s-: 6LA7Literacy
Lesson 6"7ecti&es: Students will identify the effects of bad eating habits on health.
Students will e,(lain what they know about CgoodD2healthy food vs. CbadD2unhealthy
food.
%ow does this lesson adhere to your essential 8uestion,s- and how does it empower
your students to further consider the 8uestion' +his introduction activates student)s
background knowledge on health. +hey will begin to connect how what (eo(le eat affects
the body. +hey will note what is good and bad for the&.
A
Instructional /aterials:
Si&(sons cli( fro& e(isode ;33
La(to( and (ro-ector
Large Chart >a(er
Markers
%nstructional Strategies"
<iscussion on 5ideo
rainstor&2<iscuss healthy and unhealthy foods.
+eacher Model 4ood log
*ssessments ,9ormati&e and:or summati&e-: %nfor&ally assess what students consider
healthy and unhealthy based on their res(onses.
Summary:4rief !escription: Students will watch cli( fro& Si&(son)s e(isode focused
on 1o&er)s tri((le by(ass surgery. Students will deter&ine how and why 1o&er had
heart (roble&s by relating it to the foods he ate. +hen they will brainstor& individually a
food that is healthy or unhealthy and write in on a (ost it. +eacher will collect (ost its and
create a chart of good vs. bad food. Student)s will verbally e,(lain why or why not the
food they wrote down in healthy. +eacher will &odel hw to record a food log for a whole
day of food, students will begin their own food log for ho&ework and will be e,(ected to
log everyday for two weeks.
Lesson 0
+ontent *rea,s-: ><E1ealth
Lesson 6"7ecti&es: Students will learn about a healthy diet through two different food
(yra&ids, and the My>late diagra&. +hey will notice the changes over the years and
learn what foods are necessary and healthy. +hey will co&(are their own diet to the
suggested healthy diet deter&ined through the diagra&s. +hey will research how foods
affect the body.
%ow does this lesson adhere to your essential 8uestion,s- and how does it empower
your students to further consider the 8uestion' Students will learn what a balanced
diet looks like. +hey will consider why certain things are necessary and how each food
grou(s affect the body. +heir sche&a of nutrition will e,(and. +hey will be able to
co&(are what they eat to what they should be eating.
%nstructional /aterials"
4ood >yra&ids (3FF@ and @998)
My>late <iagra&
La(to( and >ro-ector
lank My>late <iagra&
Student)s food log
%(ads (%nternet access)
www.choose&y(late.gov
$eb .uest .uestionnaire
Instructional Strategies"
>redict general food grou(s
>redict why each food grou( is necessary and how it affects the body
<iscuss the different food diagra&s, and decide what is necessary for a balanced healthy
diet.
;
Students co&(are their food log fro& the (revious day and deter&ine how balanced their
diet was.
Students will do web .uest, answer .uestions based on health benefits and nutrients in
each food grou(.
*ssessments ,9ormati&e and:or summati&e-: %nfor&al assess&ent of what students
know about the effects of food on the body and diet. %nfor&al assess&ent of each
student)s (ersonal food (late. Collect and assess .uestions fro& web .uest for accuracy.
Summary:4rief !escription:
%n grou(s, students will (redict what the food grou(s are, and how they &ay affect the
body. After sharing with the class teacher will dis(lay the different food grou(s using the
food (yra&id fro& 3FF@, @998, and &y (late established @933. <iscuss the changes over
ti&e and i&(ortance. Gn a blank My>late diagra&, students will (lace their dinner &eal
fro& the night before in the correct (laces, using their food log. %n (airs, discuss how it
co&(ares to the My>late diagra&, and what (ossible concerns or co&&ents they have.
After sharing with the class, students will do a web .uest using their i(ads on
choose&y(late.org. +hey will answer .uestions concerning each food grou( and its
effects on the body.
Lesson 3
+ontent *rea,s-: Literacy, ><E1ealth
Lesson 6"7ecti&es: Students will be able to define different food nutrients, such as fats,
(roteins, carbohydrates, cholesterol, sodiu&, (otassiu&. +hey will have a dee(er
&eaning to food labels.
%ow does this lesson adhere to your essential 8uestion,s- and how does it empower
your students to further consider the 8uestion' Students will go dee(er into
understand how foods affect their body. y learning about the different nutrients,
students will have a better understanding of what is in their food and how it affects their
body. +hey will be able to &ake a connection between the food label and their real lives.
Instructional /aterials:
:uestionnaires on each food nutrient
%(ads (internet access)
>roteins" htt("22kidshealth.org2kid2nutrition2food2(rotein.ht&lH
Saturated 4ats" htt("22kidshealth.org2kid2nutrition2food2fat.ht&lH
Insaturated 4ats" htt("22kidshealth.org2kid2nutrition2food2fat.ht&lH
Cholesterol" htt("22kidshealth.org2kid2talk2.a2cholesterol.ht&lH
>otassiu&" htt("22www.kid0world.co&2article23@AB;7nutrition7(otassiu&
+otal Carbohydrates" htt("22kidshealth.org2kid2nutrition2food2carb.ht&l
>oster oards
Markers
A9 Rubric)s for ?utrient >oster
Instructional Strategies:
:uestion &eaning of food labels
Ise i(ads to research
Create (osters in grou(s
*ssessments ,9ormati&e and:or summati&e-: %nfor&ally assess student background
knowledge on nutrients during the introduction. $hen students are working in grou(s %
8
will observe and record what each student is doing and how they are (artici(ating in the
grou( work. /rou(s will be graded using the rubric.
Summary:4rief !escription:
+eacher will (resent an enlarged food label to the class and by .uestion the &eaning of
the first nutrient listed, +otal 4ats. +hen do a think aloud of what she2he knows and can
(redict about +otal 4ats. %ncor(orate class to .uestioning and sharing their background
knowledge on nutrients. %n grou(s, students will research one vocabulary word (nutrient)
and answer .uestions on it and in the end &ake a (oster following a rubric. Assign
students to bring in a food label fro& ho&e the following day.
Lesson ;
+ontent *rea,s-: Literacy, ><E1ealth, Math
Lesson 6"7ecti&es: Students will be able to e,(lain why certain nutrients are healthy.
Students will be able to calculate the value of a whole (ackage of a food vs. one serving
si0e.
%ow does this lesson adhere to your essential 8uestion,s- and how does it empower
your students to further consider the 8uestion' Students will learn &ore in de(th how
each nutrient effects the body. +hey will be able to analy0e the different nutrients in
different ty(e of food by reading their food labels. +hey will co&(are healthy foods to
unhealthy ones and be able to e,(lain how they know one is &ore healthy than the other.
%nstructional Materials"
4inished nutrient (osters
F9 sheets of blank white (a(er
Student food label sa&(les
+eacher food label sa&(les
%(ads
Instructional Strategies:
Model how to read a food label
+hink aloud of how the nutrients &ight affect the body
Models how to calculate the value of an entire (ackage of food
Student (resentations while class does four s.uare note taking
*ssessments ,9ormati&e and:or summati&e-: Assess student (resentation skills as (art
of the (oster rubric. $alk around and ensure students are taking notes on each nutrient.
$atch videos concerning their oragni0ation of their food labels, and assess their reasons.
Summary:4rief !escription:
egin class by (resenting nutrient (osters
1ave students take notes on each nutrient using the four s.uare &ethod
1ave class discussion on each of the nutrients and what they &ean to the body
Model how to read a food label, use the student (osters to hel( you, &ake connections to
the &eaning of each nutrient
Model how to calculate the a&ount of the nutrients in the entire (ackage vs. single
serving
Allow students to read the labels they brought in and discuss the& with table&ates
1ave each table organi0e their labels fro& Cunhealthiest to healthiestD, students can use
the (osters2notes to hel( decide
Ising the i(ads students record each other one at a ti&e, each e,(laining one label and
B
giving reasons as to why it is considered healthy or not.
Lesson <
+ontent *rea,s-: Literacy, Art, ><E1ealth
Lesson 6"7ecti&es: Students will identify internal and e,ternal influences to food choice.
%ow does this lesson adhere to your essential 8uestion,s- and how does it empower
your students to further consider the 8uestion' Students will &ake a connection to
what they eat to why they eat it. +hey will consider the influences of their food choice.
+hey can &ake connections between their fa&ily, location, and (ersonal (reference to
their food choice. +hey can consider if they would like to &ake any changes to benefit
their health.
Instructional /aterials:
A9 4ood Choice 4actors surveys
>oster board
Maga0ines
/lue
Scissors
Instructional Strategies:
:uestioning student food choice in class discussion
+eacher Model collecting words or i&ages of food that advertisers use a((eal to
custo&ers to (ut in a collage
+eacher thinks aloud and reflects on what influences his2her food choice
*ssessments ,9ormati&e and:or summati&e-:
%nfor&al assess&ent of (oster (resentation, do students describe how advertisers use
words and i&ages to &ake their (roduct &ore a((ealing to custo&ers. Assess the
reflective su&&aries, did each student discuss at least A of the factors that influence their
food choice and give e,a&(les.
Summary:4rief !escription:
Students co&(lete 4ood Choice 4actors survey.
1ave class discussion on food influences, allow students to share e,a&(les.
%n grou(s, students create a collage of food advertise&ents, each grou( with have one
co&&on the&e i.e. fast food, candy.
>resent and discuss (osters.
Students write a reflection about the factors that influence their food choices.
Lesson =:
Content Area(s)" Literacy, ><E1ealth
Lesson Gb-ectives" Students will able to define (hysical activity and identify its benefits.
Students will be able to identify the different (hysical reactions between sitting,
&arching, and -u&(ing -acks.
%ow does this lesson adhere to your essential 8uestion,s- and how does it empower
your students to further consider the 8uestion' Students begin to think about fitness
in this lesson, they will consider the (hysical attributes of fitness. +hey will be able to
=
feel the effects of different &ove&ents and begin to &ake connections as to what is going
on inside the body while they e,ercise.
Instructional /aterials:
Sto( watch
Student -ournal
:uestions to ask students
Instructional Strategies:
:uestioning
*ssessments ,9ormati&e and:or summati&e-: Ask .uestions and call on students who
are not raising their hand to see if they can answer the .uestions, this will hel( teacher
know if the whole class is on the sa&e (age. +eacher will walk around the roo& as
students are writing their observations to ensure each (erson is (artici(ating.
Summary:4rief !escription:
%n (airs, turn and talk, what co&es to &ind when you hear the word fitness. $hole class
discussion" >hysical activity hel(s you what' 1ow &uch ti&e are you su((osed to be
(hysically active a day' $hat are so&e ways you can be (hysically active' $hat does
being fit &ean to you' Can you think of so&e benefits to being fit'
After discussion e,(lain activity.
1ave students observe what they feel and notice about each different (hysical activity,
sitting, &arching, and doing -u&(ing -acks for A9 seconds. Record observations in
-ournal. +eacher will (ro&(t students" >ay attention to your breathing. Are you sweating'
$hat are you &oving now that you weren)t before' 1ow do you feel'
(xit Slip: Considering what you felt and noticed during the activity, what changes do
you think are ha((ening inside your body as you do the different activities.
%>: Read heart rate article, highlight all word you do not know.
Lesson ?
+ontent *rea,s-: ><E1ealth and Math
Lesson 6"7ecti&es: Student will be identify their heart rate at it resting rate, after
&arching, then doing -u&(ing -acks and be able to co&(are it to average rates. Student
will be able to e,(lain the reasons certain heart rates.
%ow does this lesson adhere to your essential 8uestion,s- and how does it empower
your students to further consider the 8uestion' Students will have a dee(er
understanding of what a healthier stronger heart consists of and why. +hey will be able to
co&(are their own rate heart to the average heart rate for their age grou(. +hey can &ake
conclusions about their own health and think about why. +heir interest in being
(hysically fit &ay trigger.
Instructional /aterials:
Sto( watch
>ost it)s
$hite board
1eart rate article
:uestions on class gra(h
Instructional Strategies:
J
+eacher &odel calculating heart rate, let students (ractice one ti&e
:uestioning the &eaning of different heart rates
*ssessments ,9ormati&e and:or summati&e-: %nfor&ally assess students (ractice round
of calculating heart rate, notice if so&eone)s is &ysteriously high or low. %nfor&ally
assess the class heart rate results, notice if so&eone)s is &ysteriously high or low. Assess
and grade .uestions on class gra(h, did student use evidence fro& article to su((ort
answers.
Summary:4rief !escription:
Students will &easure their resting heart rate, after &arching, and after doing -u&(ing
-acks. Students will record their different rates on color coded (ost it)s and (lace the& on
a class gra(h. Students will analy0e results in grou(s and brainstor& reasons behind the
different rates. +hey will identify si&ilarities and correlations in the overall class and
co&(are the results to average heart rates for their age grou( by answering .uestions.
Ising their knowledge fro& the heart rate article, they will give su((ort to their answers
and analysis.
1ave students bring in a food label of their favorite snack.
Lesson @
+ontent *rea,s-: ><E1ealth, Literacy, Math
Lesson 6"7ecti&es: Students will be able to define calories and how they affect the body.
Students will be able to calculate how &any calories they burn on average a day.
%ow does this lesson adhere to your essential 8uestion,s- and how does it empower
your students to further consider the 8uestion' Students will have a dee(er
understanding of nutrients through this lesson on calories. Students will learn where they
co&e fro&, how they are used, how &any they should have in a day, and calculate how
&any they do have in a day. +hey are &aking a connection between their favorite food
and how the calories affect the&.
Instructional /aterials:
5ideo on Calories
http://www.youtube.com/watch?v=BPc5C76q2O0
+eacher 4ood label sa&(les
1ow &any calories should you eat a day Article"
http://www.livesto!".com/aticle/256#27$how$ma!y$caloies$shoul%$a$chil%$be$eati!"/
%(ads (internet access and calculator)
1ow &any calories do you burn in a day Article"
http://wei"htlosssuccess.wo%pess.com/2007/0#/&2/how$ma!y$caloies$%o$you$bu!$i!$
a$%ay/
Student favorite snack food label
?ote books
Instructional Strategies:
6ducational 5ideo on Calories
:uestioning
+hink aloud of calories on label
Sink or swi&+eacher &odels calculations
Assess&ents (4or&ative and2or su&&ative)" +eacher will check student notes for C1ow
&any calories should you have a day'D, C1ow &any calories do you use a dayD
F
calculations.
Summary:4rief !escription:
+eacher will introduce Calories using 5ideo. /ive &ore background knowledge through
lecturing and .uestioning.
+eacher does a think aloud about the &eaning of calories on the food label.
Ask students, how &any calories do you think you should eat a day' >ass out article, let
students read.
Ise article &odel how &any calories teacher should eat.
1ow &uch energy (calories) do you think you use a day' %n (airs have students research
the answer using i(ads and (rovided website.
After allowing the students to try to calculate their average calories burned for a few
&inutes, teacher &odel, following the directions in the article.
1ave students (ull out their food label and co&(are it to their average need.
%>: $hat do you think will ha((en if we eat too &any calories' $hat are so&e ways
you can ensure that you have the correct a&ount of calories in your body for the day'
Lesson A
Content Area(s)" Literacy, ><E1ealth, Math
Lesson Gb-ectives" Students will be able to identify the effects of (hysical activity on
calories. Students will be able to identify ways to burn off @99 calories by e,ercising.
1ow does this lesson adhere to your essential .uestion(s) and how does it e&(ower your
students to further consider the .uestion' Students will relate their background
knowledge on calories to (hysical activity. +hey will identify different ty(es of (hysical
activity that will burn calories. +hey &ake a dee(er connection between what they eat to
how they (hysically act.
%nstructional Materials"
5ideo on Calories
http://www.youtube.com/watch?v=hP'(5)w*c0*
%(ads (internet access and calculator)
20 ways to bu! 200 caloies
http://www.spa,people.com/esouce/sli%eshow.asp?show=27
-0 Chats )o .i))ee!t e/ecises
0ote boo,
1avoite s!ac, label
Instructional Strategies"
6ducation 5ideo relating calories to e,ercise
*ssessments ,9ormati&e and:or summati&e-: %nfor&ally assess students reasoning
regarding &aintaining the correct a&ount of calories a day. Collect charts and notebooks,
check for correctness.
Su&&ary2rief <escri(tion"
1ave students share their ho&ework res(onses aloud.
$atch 5ideo on Calorieshave class discussion
Gn a chart students will record they different ways to burn @99 calories.
Kournal" Calculate how &uch e,ercise you would need to do in order to burn off all the
calories after eating your favorite snack. Collect student -ournals and check &ath
39
calculation for co&(rehension.
Lesson 51
+ontent *rea,s-: Literacy, ><E1ealth
Lesson 6"7ecti&es: Students will distinguish between health and unhealthy weight
&anage&ent (ractices.
%ow does this lesson adhere to your essential 8uestion,s- and how does it empower
your students to further consider the 8uestion' Students will consider the effects of
diet and e,ercise on the hu&an body. +hey will be able to analy0e different current diets
and deter&ine their effectiveness
Instructional /aterials:
Making 1ealthy Choices worksheet
<iet Checklist
$eight loss, diet (roduct advertise&ents
Instructional Strategies:
$hole class discussion on (hysical activity (.uestioning)
rainstor& healthy ways to &aintain or loss weight
Analy0e different diet advertise&ents
*ssessments ,9ormati&e and:or summati&e-: After assessing different diet
advertise&ents, students create their own advertise&ent for weight loss. Advertise&ent is
graded based u(on inclusion of a healthy diet and2or fitness with an e,(lanation.
Summary:4rief !escription:
egin the class with a whole grou( discussion connecting (hysical activity and food.
/iven a certain sistuation, allow students to write a reco&&andation regarding health and
fitness.
%n grou(s, analy0e different diet advertise&ents, use the checklist to crit.ue.
%ndividually, write an e,(laination as to why or why not the diet is effective, using three
e,a&(les.
%ndividually, create and adverstise&ent (ro&oting a healthy diet that will workL
>hat do you see as a culminating pro7ect that would demonstrate studentsB growth
in their understanding of the underlying concepts of the unit ,ie your essential
8uestions-'
Considering we)ve learned about nutrients, how to read food labels, heart rate,
calories, how to burn the&, and what a healthy diet looks likes, use all of this infor&ation
to create a one7week nutrition and fitness (lan booklet.
%nclude" A goal, 1ow &any calories should you eat a day' $hat foods will you eat for
breakfast, lunch, dinner, and snacks each day' $hat food grou( do the foods you will be
eating belong to' 1ow &any calories will you eat in that day' $ill you include fitness to
your (lan' $hy' $hat e,ercise will you do' 4or how long' And how will it effect you'
33
Students will be able to use their notebooks, graded (assed back work, 4ood (yria&id
diagra&s, My>late diagra&, ?utrition >osters, internet, and any of the work they have
done throughout the Init.
+eacher will &odel how to create a fitness booklet and give an e,a&(le of a one day (lan
for nutrition and fitness.
Cesource 4i"liography:
Si&(sons cli( fro& season ; e(isode 33
3@
My >late
www.choose&y(late.gov
Mids) 1ealth
htt("22kidshealth.org

IS<A 4ood /uide >yra&id
htt("22www.usda.gov2news2usdakids2foodN(yr.ht&l
5ideo on Calories
http://www.youtube.com/watch?v=BPc5C76q2O0
1ow &any calories should you eat a day Article"
http://www.livesto!".com/aticle/256#27$how$ma!y$caloies$shoul%$a$chil%$be$eati!"/
1ow &any calories do you burn in a day Article"
http://wei"htlosssuccess.wo%pess.com/2007/0#/&2/how$ma!y$caloies$%o$you$bu!$i!$
a$%ay/
5ideo on Calories
http://www.youtube.com/watch?v=hP'(5)w*c0*
20 ways to bu! 200 caloies
http://www.spa,people.com/esouce/sli%eshow.asp?show=27

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