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1. Fat Counting (1-6)
     This unit encourages students to consider the foods that they eat in relation to the food pyramid, to keep track of how much fat they consume in a fat diary, and to compare their intake of fat with that of other students around the country.
   1. Lesson One: Introduction to the Food Pyramid. This lesson uses traditional and on-line resources to introduce students to health and food issues, via the food pyramid.
      

   2. Lesson Two: Counting Fat in Our Diet. Students take home a fat diary and keep track of the fat in the foods they eat over a week. Parents can work with students to calculate the amount of fat in their diet.
      

   3. Lesson Three: Classroom Comparison of Fat Intake. Students bring in their fat diaries and work in pairs to calculate their average fat intake per day during the week that data is collected. Following this, the whole class gathers to calculate their total fat intake and average fat intake per student per week and per day.
      

   4. Lesson Four: Sharing Classroom Fat Data with Other Students. Following their data collection, students can post their results to a Website or via e-mail to share and compare with other students around the country or world.
      

2. What's for Dinner? (7-12)
      In this unit, students will conduct Internet searches to find recipes for appetizers, main courses, side dishes, and desserts that appeal to them. They will then plan (and, optionally, cook) a dinner for their families or friends. Students will report on their dinners and compile their menus into a class Web cookbook.
   1. Lesson One: Selecting and Analyzing Recipes. Students use the Web and other resources provided to select several recipes to combine into a menu they can cook for their families at home.

   2. Lesson Two: Planning and Shopping for the Menu. Taking into consideration the number of people they plan to serve and the amount of money they have to work with, students plan their menus in preparation for buying the appropriate amounts of the necessary ingredients at the grocery store.

   3. Lesson Three: Creating a Web Cookbook. Students report briefly on their experiences shopping and cooking dinner for their families. Students use HTML editing software to write their menus, including suggestions based on their own experiences cooking them, cultural and social context for the recipes, and pictures or graphics if they choose.

3. Fact Checking the News (7-12)
      As part of their social science work, students will monitor current events via on-line and traditional resources. Periodically, students will choose a news article to critically examine using statistical resources available on the Web.
   1. Lesson One: Current Events Research. Students monitor current events using on-line and traditional resources.

   2. Lesson Two: Fact Checking. Students choose a news article to analyze using on-line statistical resources.

4. Earth Day Trash Survey (K-12)
      As part of Earth Day clean up activities, students will inventory the types of garbage that they picked up and generate statistics on what they found. Students will then develop a survey to be distributed to other classrooms to see what type of garbage they were most likely to find.
   1. Lesson One: Earth Day Participation. Students participate in their local area's Earth Day activities. As students collect trash they keep track of the types of articles they pick up. At the end of Earth Day activities, students aggregate their data to develop whole-class statistics of what they found.

   2. Lesson Two: Survey Development and Distribution. Based on the data they gathered during their clean-up activities, students will develop a questionnaire to distribute to other schools. Surveys may take the form of an e-mail questionnaire or a Web page with forms that visitors fill out.

   3. Lesson Three: Data Analysis. When students have received data from their questionnaires, they analyze the data and prepare a report to be distributed to those who participated. Distribution may occur either via e-mail or through a report published on a Web page.

   4. Lesson Four: Trash Action. After students have created their final report, they will develop action plans to prevent trash from becoming a problem in the future.

5. Destination: Anywhere (4-6)
      Students will develop a better understanding of maps and how to read them.Students will create maps of at least one of the places they visit, identifying features they liked so they can return at a later date.
   1. Lesson One: Mapping Your Neighborhood. Students use atlases, maps, and Web resources to generate and examine maps of their own neighborhoods. This activity will serve as background for the map-reading tasks in the next lessons.

   2. Lesson Two: Selecting a Destination. Students use atlases, maps, and Web resources to select a destination and a place to stop along the way for a day trip. Students think about the reasons they want to visit this particular place.

   3. Lesson Three: Charting the Course. Students use atlases, maps, and Web resources to determine the distance, driving time, and amount of money they will need to make the trip (estimates should include hotel/motel stays, meals, and souvenirs).

   4. Lesson Four: Stopping Along the Way. Students use atlases, maps, and Web resources to plan a day trip to at least one city or point of interest that is on the way to their final destination.

   5. Lesson Five: Creating a Map for Future Reference. Students use atlases, maps, and Web resources to create maps of either the site of their day trip, their final destination, the entire trip, or some combination of these.

1. Bon Voyage (7-12)
      Students will "visit" a great site, Bon Voyage, produced by the Office for Mathematics, Science and Technology Education. While there, students will use the Internet to tour places such as the medieval lands of Europe or the mystical world of Asia.

2. Food Pyramid (1-6)
      Students review information on the food pyramid, either in printed works or on the Internet, to learn more about healthy eating habits.

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