Grade 9-12: Understanding Nutrition in Relation to Physical Fitness
ACTIVITY 1
Objectives:
1. Understand the science behind weight loss, weight gain, and weight maintenance
2. Define and understand BMI, BMR, and TEE
3. Calculate BMI, BMR, and TEE using formulas and their individual measurements
Bench Marks:
HE.912.B.4.1: Evaluate personal health practices and overall health status to include
overall dimensions of health.
HE.912.P.1.1: Analyze the role of individual responsibility and enhancing health.
LACC.910.SL.1.1: Initiate and participate effectively in a range of collaborative
discussions with diverse partners on grade 9-10 topics, text, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Materials Needed:
 Paper and pencils
 BMI, BMR, and TEE formulas displayed for students to use
Activity 1 Introduction (25 Minutes):
1. Review the science behind weight gain, weight loss, and weight maintenance (Grade 6
Nutrition Lesson).
a. Discuss calories per pound.
i. 1lb=3500 calories.
b. Review:
i. Energy consumed = energy expended = weight maintenance.
ii. Energy consumed > energy expended = weight gain.
iii. Energy consumed < energy expended = weight loss.
c. Discuss BMI- body mass index.
i. BMI is a personal height to weight ratio.
ii. Commonly used in Doctors’ offices as an assessment tool to determine
if an individual is underweight, normal, overweight, or obese.
 Underweight = <18.5
 Normal weight = 18.5–24.9
 Overweight = 25–29.9
 Obesity = BMI of 30 or greater
 Morbidly obese= BMI of 40 or greater
d. Discuss BMR – basal metabolic rate (e.g., sometimes referred to as REE- resting
metabolic rate)
i. The body uses calories/energy while at rest. All major organs and body
systems use energy to function. Even while we sleep, we are burning
calories.
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e. Discuss TEE- Total energy expenditure
i. Total energy expenditure is the total amount of calories/energy the body
burns in a day.
ii. Total energy expenditure includes the BMR + energy burned through
physical activity.
Activity 1 (15 Minutes)
1. The students will calculate BMI, BMR, and TEE. Begin by having the students predict
what they think their BMR is (how many calories their body burns just to stay alive) and
what their TEE is (how many total calories they expend each day, BMR + physical
activity).
a. BMI (body mass index)
i. BMI = ( weight in pounds / ( height in inches)2 ) x 703
b. BMR (basal metabolic rate)
i. Women: BMR = 655 + ( 4.35 x weight in pounds ) + ( 4.7 x height in
inches ) - (4.7 x age in years )
ii. Men: BMR = 66 + ( 6.23 x weight in pounds ) + ( 12.7 x height in
inches ) - ( 6.8 x age in year )
c. TEE (total daily energy expenditure)
i. Use BMR and multiply by an activity factor:
ii. Activity Factors:
 Sedentary (little or no exercise) : BMR x 1.2
 Lightly active (light exercise/sports 1-3 days/week) : BMR x
1.375
 Moderately active (moderate exercise/sports 3-5 days/week) :
BMR x 1.55
 Very active (hard exercise/sports 6-7 days a week) : BMR x
1.725
iii. Most persons are sedentary or lightly active.
d. The students should keep a record of their numbers from these calculations.
These numbers will be used to use later to compare with to their food and
physical activity logs. Comparing these calculations with their logs will allow
the students to see the average amount of calories consumed and expended.
i. The formulas and food logs are used to better understand personal
weight goals.
e. Discuss with students the accuracy of their initial predictions.
i. Are they surprised by the findings? If so, why?
ii. Discuss any large discrepancies.
 If there was a significant difference between their initial
prediction and their final calculation, what may be the cause of
this?
 How did the students determine their predictions? (e.g., did
they take into account any sports or activities that they may be
involved in?)
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f.
Discuss with students their TEE number
i. Do they think the calories they consume are close to this? If not, why?
ACTIVITY 2
Objectives:
1. Understand how nutrition plays a role in physical fitness
2. Understand the importance of carbohydrates, protein, and electrolytes in relation to
physical fitness
3. Be able to recognize the different types of physical activity
Bench Marks:
PE.912. R.2.1: Select and participate in a variety of activities outside of the school
setting that can contribute to personal enjoyment and the attainment or maintenance of a
healthy lifestyle.
HE.912.C.1.1: Predict how healthy behaviors can affect health status.
HE.912.C.2.3: Assess how the school and community can affect personal health
practice and behaviors.
HE.912.B.3.2: Examine barriers that can hinder healthy decision making.
HE.912.B.4.1: Evaluate personal health practices and overall health status to include
overall dimensions of health.
HE.912.P.1.1: Analyze the role of individual responsibility and enhancing health.
HE.912.P1.2: Demonstrate a variety of health practices or behaviors that will maintain or
improve health.
Activity 2 Introduction (20 Minutes)
2. Discuss nutrition in relation to physical activity:
a. Calorie intake should increase proportionately to the amount of physical activity
preformed, unless the goal is weight loss.
b. Explain why it is important to consume a balanced diet and incorporate physical
activity in your everyday life (e.g., nutrition and physical activity go hand in hand,
they are important for overall well being).
i. Certain key nutrients play an important role in physical activity.
 Electrolytes, which include sodium, chloride and potassium, can
be lost during moderate to vigorous exercise for an extended
period of time.
a. Functions of electrolytes include: maintaining water
balance, helping your muscles (including your heart)
contract and relax and helping to transmit nerve impulses.
b. Athletes who train for a long duration and high intensity
may require sports drinks to replace lost electrolytes.
c. The average person consumes enough electrolytes
through their diet to replace those lost during perspiration;
therefore, the need for sports drinks and other salty foods
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

is not needed for most people. However, it is important to
stay hydrated to prevent dehydration and keep these
levels in balance (Hydration discussed Grade 6 Nutrition
Lesson).
Protein plays an important role in physical activity.
a. The average American consumes more than enough
protein on a daily basis to meet his/her needs.
i. 0.8g/kg of body weight is the recommended daily
amount.
ii. Have the students calculate their recommended
daily amount of protein.
1. To convert pounds to kilograms: use
pounds/2.2.
a. 1 kg = 2.2 lb
b. A diet with adequate calories and a variety of foods should
provide the average person with enough protein to cover
his/her protein needs.
c. Protein shakes and/or supplements provide few nutrients
for the body. Eating a balanced diet of whole foods is the
most beneficial way to consume enough protein.
i. Professional athletes are one subgroup that may
require additional protein for their workout.
Carbohydrates play an important role in physical activity.
a. Carbohydrates provide the body with energy to work out.
b. Your body needs carbohydrates to survive because the
human brain requires glucose, which is made from
carbohydrates.
c. Consuming inadequate carbohydrates causes the body to
breakdown and use muscle as an energy source.
Activity 2 (20 Minutes)
1. Discuss the physical activity guidelines.
a. People age 5-18 year old need three types of physical activity each week:
aerobic, muscle-strengthening, and bone-strengthening activity.
b. Discuss ways in which students can incorporate physical activity into their daily
lives.
i. In school: by walking or riding a bike to school, exercising during PE class
ii. Outside of school: participating in sports and other after school activities
(e.g., dance classes).
iii. Encourage the students to take part in physical activity by one of the
ways mentioned or another way discussed.
2. This activity will show the difference between different physical activity intensities.
a. Moderate-intensity aerobic activity.
i. Have students walk for 5 minutes at a fast pace.
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ii. Moderate-intensity aerobic activities should cause your body to be
working hard enough to raise your heart and break a sweat.
1. Check for appropriate pace: Can you talk but not sing?
iii. Examples: fast walking, rollerblading, skateboarding, walking the dog,
riding a bike on level ground.
b. Vigorous-intensity aerobic activity.
i. Have students run for 5 minutes.
ii. At vigorous-intensity aerobic activity, you should be breathing hard and
have an increased heart rate.
1. Check for appropriate pace: difficult to talk at this pace.
iii. Examples: running. energetic dancing, aerobics, gymnastics, football,
martial arts
c. Muscle-strengthening activities:
i. Have the students complete 10 push-ups.
ii. Activities which require students to lift own body weight or work against
resistance.
iii. Examples: push-ups, climbing a rope, gymnastics, sit-ups, tree climbing,
football, tennis.
d. Bone-strengthening activities:
i. Have the students walk for the remainder of the time period (about 10
minutes).
ii. Examples: walking, running, martial arts, football, basketball, tennis.
3. Discuss the importance of participating in physical activity on a daily basis.
a. Physical activity keeps muscles and bones strong.
b. Physical activity burns calories and helps with weight maintenance.
4. Explain to the students that it is important to record the type, the intensity and the
duration of the physical activity in their fitness logs.
ACTIVITY 3
Objectives:
1. Develop and record a physical activity log that tracks energy expended for 3 days
2. Create a food log that records and tracks daily consumption of food and beverages
3. Understand how technology can play a role in individual health status
Bench Marks:
PE. 912. C.1.13: Document food intake, calories consumed, and energy expended
through physical activity and analyze results.
PE.912.L.2.3: Use a variety of resources including available technology to assess,
design, and evaluate their personal activity plan.
HE.912.C.1.1: Predict how healthy behaviors can affect health status.
HE.912.C.2.6: Evaluate the impact of technology on personal, family, and community
health.
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HE.912.B.1.2: Compile data reflecting the accessibility of resources from home school
and community that provide valid health information.
HE.912.B.1.3: Evaluate the accessibility of products and services that enhance health.
HE.912.B.4.1: Evaluate personal health practices and overall health status to include
overall dimensions of health.
HE.912.B.4.3: Implement strategies and monitor progress in achieving a personal health
goal.
HE.912.P1.2: Demonstrate a variety of health practices or behaviors that will maintain or
improve health.
Materials Needed:
 Physical activity logs for each student
 Food record logs for each student
Activity 3 Introduction (20 minutes)
1. Food logs/physical activity logs.
a. Explain the importance of food logs and physical activity logs.
i. Food logs are used to record food intake.
ii. Physical activity logs are used to track daily physical activity.
b. Explain why and how food logs and physical activity logs are used.
i. The logs are an easy way to track calories in and calories out
ii. The logs can be used as a helpful resource to monitor weight goals.
iii. The logs can be used to identify nutrient deficiencies.
iv. Many food logs and physical activity logs use information about
person’s age, weight, height and gender to determine information such
as BMI, BMR, and TEE (e.g., discussed previously).
2. Food and physical activity logs assignment explanation.
a. 3 day food and physical activity log will be made (e.g., can be a class
assignment).
i. Have the students record food intake and physical activity for 3 days
(e.g., two weekdays and one weekend day – it does not have to be 3
consecutive days).
a. Example of a food log that may be used to record intake:
http://www.personal-nutrition-guide.com/supportfiles/food_mood_journal.pdf
 Allows students to be aware of what influenced their
food choices.
b. Example of a physical activity log that may be used to record
exercise:
http://www.health.gov/PAguidelines/adultguide/keepingtrack.p
df
b. Important things to remember when keeping a food log:
i. Have students be as accurate as possible when recording serving
sizes.
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a. Encourage the use of measuring cups and spoons to track
food amounts.
ii. Remind the students to record beverage amounts (e.g., don’t forget to
include water).
iii. Record anything added to a food (e.g., dressing, butter, gravy, added
sugar to drinks, etc.).
iv. Include all added items or toppings to a food
a. Example: Cheese Burger
 Burger – 5 oz.
 White Sandwich Bun – 1 whole
 Cheddar Cheese – 1 slice
 Pickles – 4 coins
 Onions – 1/8 cup
 Tomatoes – 1 slice
 Ketchup/BBQ/Mayo – 2 TBSP
v. Be as specific as possible with food items.
a. Example: “Milk”
b. Skim – 1 cup
c. 1% - 1 cup
d. 2% - 1 cup
e. Whole - 1 cup
vi. Record specific food product brand name.
a. There can be large calorie differences between products.
b. Recording the brand name makes it easier to look up the
product information.
c. Important things to remember when keeping a physical activity log:
a. Record what type of physical activity is being completed and
the intensity level. (e.g., walking = moderate aerobic activity,
running = vigorous aerobic activity).
3. Analyzing food and physical activity logs.
a. Students will utilize online resources to analyze the information they recorded on
their food and physical activity logs.
i. Examples of online resources that the students may use include:
 https://supertracker.usda.gov/#g
 http://www.my-calorie-counter.com/calorie_counter.asp
 http://www.mapmyrun.com/nutrition/
 http://www.diet.com/tracker/
ii. Some online diet trackers require sign up through email (e.g.,
examples provided are all free of charge).
iii. Online resources such as these diet trackers will allow students to
gain a complete understanding of the amount of calories they are
consuming over a 3 day period, identify areas that may need
improvement, and understand how the physical activity component is
related to their daily calorie needs.
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4. Predictive writing
a. Have students predict how their eating behaviors will affect their health status.
i. Students should write about the amount of calories they think they
consume during an average day.
ii. Students should write about the amount of physical activity they perform
in an average day. How does this affect their energy expenditure?
b. Review any questions students may have about the food log and physical activity
log assignment.
i. Students should be given at least one week to compete this assignment
(e.g., they must have time to record food intake on logs for three days
and then input records into one of the online resources provided to
receive an accurate analysis).
ii. Results of this will be discussed in Activity 4.
5. The students will do a 24 hours recall as practice for their take home food log
assignment.
Activity 3 (10-15 Minutes)
24 hour recall in class assignment:
1. This 24 hour recall activity will allow students to get practice recording their food
intake onto a food log. This is not the final food and physical activity log assignment.
2. Have students pair up and take turns asking each other specific questions about
what they have eaten and drank in the past 24 hours (e.g., if student responds that
he/she ate a turkey sandwich for lunch, the partner should follow up with questions
such as: What type of bread was it on? How much turkey was there? Was there
lettuce, tomato, cheese, mayonnaise? ).
3. Have the students record their answers with their partner.
4. Encourage students to be as accurate as possible.
a. Be specific with recording brand names and amounts.
5. Explain that this activity is practice for their food log. They will not have a partner for
their food log and the physical activity log, so the students need to be aware of
questions the other students ask them about the food items. This 24 hour recall is
practice so the students will be able to record their own food and physical activity
information on their own.
ACTIVITY 4
Objectives:
1. Analyze the results of food and physical activity logs
2. Develop a goal related to both nutrition and physical fitness
3. Develop a plan to achieve his/her goal
4. Identify possible hindrances that may interfere with their goal and how to overcome
these issues
Bench Marks:
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PE. 912. C.1.13: Document food intake, calories consumed, and energy expended
through physical activity and analyze results.
PE. 912. L.2.1: Demonstrate achievement and maintenance of a health-enhancing level
of personal fitness by designing, implementing, self-assessing, and modifying a personal
fitness program.
PE.912.L.2.2: Demonstrate program planning skills by setting goals, devising strategies,
and making timelines for a personal fitness program.
PE.912.L.2.3: Use a variety of resources including available technology to assess,
design, and evaluate their personal activity plan.
HE.912.C.1.1: Predict how healthy behaviors can affect health status.
HE.912.C.2.1: Analyze how the family influences the health of individuals.
HE.912.C.2.6: Evaluate the impact of technology on personal, family, and community
health.
HE.912.B.1.2: Compile data reflecting the accessibility of resources from home school
and community that provide valid health information.
HE.912.B.1.3: Evaluate the accessibility of products and services that enhance health.
HE.912.B.3.2: Examine barriers that can hinder healthy decision making.
HE.912.B.3.4: Generate alternatives to health related issues or problems.
HE.912.B.4.1: Evaluate personal health practices and overall health status to include
overall dimensions of health.
HE.912.B.4.2: Formulate a plan to obtain a personal health goal that addresses
strengths, needs, and risks.
HE.912.B.4.3: Implement strategies and monitor progress in achieving a personal health
goal.
HE.912.P.1.1: Analyze the role of individual responsibility and enhancing health.
HE.912.P1.2: Demonstrate a variety of health practices or behaviors that will maintain or
improve health.
HE.912.P.2.2: Demonstrate how to influence and support others in making positive
health choices.
HE.912.P.2.3: Work cooperatively as an advocate for improving personal, family, and
community health.
LACC.910.SL.1.1:Initiate and participate effectively in a range of collaborative
discussions with diverse partners on grade 9-10 topics, text, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
Activity 4 (30-40 Minutes)
1. Once logs have been completed and entered into an online resource (Activity 3),
have students bring results to class to discuss their findings (e.g., have students
bring a print out of energy consumed/expended from their online resource).
2. Discuss results from the online tracker (food and physical activity log analysis).
a. Compare calories consumed with calories expended during the time period
logged.
b. Discuss any issues that students had with assignment (e.g., was it difficult to
track food accurately?).
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c. Discuss anything that the students found surprising or interesting (e.g., their
calorie consumption was much higher or lower than expected).
d. Discuss how this tool/activity may be beneficial to someone trying to manage
their weight.
i. What would you pay attention to if you were managing weight? (e.g., are
calories consumed = calories expended).
1. Food types (e.g., are they only eating carbohydrates?).
2. Very specific amounts of foods recorded (e.g., the more specific
the amount, the more accurate calorie intake will be).
e. Discuss any key nutrients that stand out.
i. Did the student consume adequate protein based on their self-determined
requirement (Activity 2)?
ii. Is there any particular food group/nutrient that is not being consumed in
an appropriate amount (e.g., too much or too little)?
3. Have the students compare their findings to their predictions made previously (e.g.
as an assignment). Have them discuss any differences they found between their
prediction and actual outcome.
4. Based on their individual findings, have the students come up with a personal goal
that is related to both nutrition AND fitness.
a. Try not to tell students what their goal should be. It is best for them to set a goal
on their own goal. The students will be more likely to try to stick with their goal if
they set it themselves.
b. In writing, have the students summarize their results and record their goal.
i. Example: If a student consumes more calories than their TEE they could
make a goal to exercise 3 days a week for 30 minutes per day.
ii. Example: If a student is not eating any/enough from a particular food
group (e.g., vegetables), they could make it their goal to consume
vegetables with at least one meal per day.
c. Have students come up with a plan to carry out their goal.
i. Have students make a daily or weekly schedule including specific meals
and snacks as well as fitness.
1. Example: Exercise- Run 30 min/day 3-4 times/week (MWF)
ii. Students should determine strategies that they can use to meet their goal.
iii. Students should identify possible hindrances/issues that may interfere
with their goal.
1. Family influences?
2. Friend influences?
3. School and work interference?
iv. Suggest the students’ pair up to work on goals together (e.g., for the
fitness portion pairs would encourage them to stick to their fitness plan).
d. Encourage the students to use resources to assess and evaluate their fitness
and nutrition goals. The students may use web-based nutrition and fitness
tracking.
i. Ways for the students to stay on track/follow up with goals:
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1. Print their logs once a week/month to review in class, if possible.
2. Suggest use of phone calendars for reminders or to schedule
specific activities/meals.
3. Record progress in weekly or monthly journals.
4. Encourage students to talk about their goals in class and discuss
problems which have arisen.
5. Encourage students to work with each other to help formulate
ideas and ways to overcome obstacles.
Resources
1. BMI Calculator:
 http://www.bmi-calculator.net/bmr-calculator/bmr-formula.php
2. TEE Calculator
 http://www.health-calc.com/diet/energy-expenditure-advanced
3. Harris Benedict formula
 http://www.bmi-calculator.net/bmr-calculator/harris-benedict-equation/
4. Food log
 http://www.personal-nutrition-guide.com/support-files/food_mood_journal.pdf
5. Physical Activity Log
 http://www.health.gov/PAguidelines/adultguide/keepingtrack.pdf
6. Electrolyte Information:
 http://www.eatright.org/Public/content.aspx?id=3256&terms=electrolytes
7. Physical Activity Guidelines for children and young people age 5-18
 http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-youngpeople.aspx
Created by:
Julie Rankin and Brittany Pond
Dietetic Interns
Division of Food, Nutrition and Wellness
Florida Department of Agriculture and Consumer Services
www.FreshFromFlorida.com
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