Objectives
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Have students understand: the huge part water plays in our body and how much water is in the foods and drinks that we consume
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Standards Addressed
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None |
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Beakers, plastic or real fruits and vegetables, chip bags, chocolate bar wrapper, etc. butcher paper, Aqua Man, water. Project WET page 63
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Time Requirement
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Two 1/2-hour classes and follow up time |
Procedure/ Outline
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1. Ask the students how long they think they could go without water (short or long time.) Students will answer short, why is this?
Because our bodies depend on water for more than just thirst.
2.
Brief overview: our bodies need water for cells, muscles, etc.
3.
Ask students what percentage of their body is made up of water.
4.
Show poster of Aqua Man with 70% of body colored.
5.
Have each student trace their hand and color 70% of it to represent our bodies (these can be hung up around the classroom).
6.
If we have so much water in our bodies, where do we get it all from? The foods and drinks that we intake.
7.
Set up a display of beakers with different measured amounts of water in them, match the beaker with the corresponding food, i.e. how much water is in a cucumber...which beaker would represent it?
8.
Let the students hypothesize and discuss. Then as a class, go through the different foods and answers. Students may be surprised with some of their findings, i.e. Bananas are 74% water.
9.
Once the students understand about water and foods, they can make a meal that would give them the most amount of water possible
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Modifications /Adaptions/ Extensions
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To tie this activity into math, you could graph the findings of the levels of
water in food. You could "remove" the water from some fruits to see the difference in texture, taste, preference |
Assessment
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Students are able to explain what percentage of their body is made up of water
and what foods have the most water
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Other Comments
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Make the activity as much fun as possible because the students will retain more |
