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Elementary Health Education Teaching Module

Nutrition – Kindergarten

Alyssa Koski

Winona State University

HERS 320

Submitted to Ms. Darst in Partial Fulfillment of the Requirements for the Course HERS 320: Teaching Health in the Elementary Schools

October 13, 2009

Description

For HERS 320, I created a nutrition unit and taught three lesson plans at Jefferson Elementary. I went to Ms. Betty Maliszewski’s kindergarten classroom of 18 five and six year olds. I went into the classroom for one day to observe and three days to teach.

I would teach the lessons in this unit plan at the start of each day. Many of the activities are exciting and would get kids ready to learn. The exercise activity in the MyPyramid lesson would get the students’ blood flowing so they would be energized for the whole day. The breakfast in the Green Eggs and Ham lesson would give students the nutrients to get their minds going.

This nutrition unit would be a good one to teach at the beginning of the year. It gives them the correct information about healthy eating right from the start. Having an understanding of healthy foods from the beginning of the school year will allow them to make healthy choices throughout their year.

National Health Education Standards and Performance Indicators

Health Education Standard 1- Students will comprehend concepts related to health promotion and disease prevention to enhance health. 1.2.1. Identify that healthy behaviors affect personal health.

Health Education Standard 6 – Students will demonstrate the ability to use goal-setting skills to enhance health. 6.2.2- Identify a short-term personal health goal and take action toward achieving the goal.

Health Education Standard 7 - Students will demonstrate the ability to practice health enhancing behaviors and avoid or reduce health risks. 7.2.1- Demonstrate healthy practices and behaviors to maintain or improve personal health.

Health Education Standard 8- Students will demonstrate the ability to advocate for personal, family and community health. 8.2.2. – Encourage peers to make positive health choices.

Overall Broad Objectives

The goal of this unit is for students to have a solid understanding of healthy eating. Demonstrating the cognitive domain, students should be able to list the food groups and identify healthy food choices. Affectively, students will be expected to express their feelings and knowledge to their parents regarding healthy eating options. They will give their opinion on their favorite foods and how often they would like to consume them. Showing their psychomotor skills, students will be able to demonstrate various physical movements when prompted. Students will identify what they can to stay physically active.

Words to Know

· CARDIOVASCULAR DISEASE: heart disease that generally refers to conditions that involve narrowed or blocked vessels, which can lead to a heart attack. It is cause by eating fatty foods.

· HEALTHFUL: beneficial to the health of body and mind.

· PHYSICAL ACTIVITY: any activity that causes your body to work harder than normal.

· GRAIN: come from plants like wheat, corn, and oats. They are used to make bread cereal, tortillas, and corn muffins.

· NUTRIENTS: foods that provide the body with energy.

· NUTRITIOUS: healthy foods that help the body grow. Example- fruits and vegetables

· DIARY: a notebook that a person uses to write down what he or she is doing

· STAR FRUIT: a crunchy golden-yellow to green berry that show five points when cut across.

· PINEAPPLE: a large tropical fruit with juicy flesh and a thick hard skin.

· KIWI: a fuzzy brown egg-shaped fruit with slightly tart green flesh.

· GRAPEFRUIT: a large, round, yellow, juicy, fruit with a slightly bitter taste.

· HYDRATION: to supply something with water

· FUNCTION: another word for work

· CINNAMON: The dried aromatic inner bark of certain tropical Asian trees in the genus Cinnamomum, especially C. verum and C. loureirii, often ground and used as a spice.

· SALSA: A spicy sauce of chopped, usually uncooked vegetables or fruit, especially tomatoes, onions, and chili peppers, used as a condiment.

Material, Equipment & Supply List

Day One:

· Pictures of healthful and unhealthful foods from magazines

· Poster board

· 23 copies of “Healthful Food Choices” worksheet

· Crayons (for every student)

· 23 copies of “Healthful Foods I Like” worksheet

· “Food Helps Me Grow” box

Day Two:

· MyPyramid Poster

· MyPyramid Model

· Category cards

· Movement cards

· Tape

· Felt MyPyramid

Day Three:

· Teaching Masters “A Smile or A Frown” and “My fruit Diary”

· One orange

· A slice of bread

· A banana

· Grains of rice

· Four brown paper bags

· Crayons

· Paper plates

· Scissors

Day Four:

· Green Eggs and Ham

· Two cartons of eggs

· One full cooked ham (small size)

· Green food coloring

· Butter, griddle

· Spatula

· Wire whisk

· Serving spoon

· Knife

· Paper plates

· Napkins

· Plastic forks

· Kiwi

· Grapefruit

· Star fruit

· Pineapple

· Access to large whiteboard

· Marker

· “Healthy Breakfast” worksheet

Day Five:

· Two small sponges for each student

· Small Dixie cups filled half way

· Planting seeds

· Bottle of washable paint

· Two pots

· Planting dirt

· Pencil

· Blank white paper

Day Six:

· “My Favorite Snack” worksheet

· Recipes from home worksheet

· Food guide pyramid felt board

· Plates

· Napkins

· Cups

· Forks

· Spoons

· Bananas

· Yogurt

· Cereal

· Peanut butter

· Celery sticks

· Raisins

· Apple slices

· Cinnamon

· Potato wedges

· Low-fat cheddar cheese

· Salsa

· Whole grain bread

· Turkey slices

· Ham slices

· Fun shaped cookie cutters

· Orange juice

· Milk

· Water

“HEALTHFUL FOODS HELP ME GROW”

Goal: Students will make healthy daily food choices, understand that a healthful diet reduces risk of disease, and work to establish a lifelong healthy diet.

Behavioral Objectives:

· Given a chart of healthful foods, students will be able to identify what types of food are pictured on the chart.

· Given the “Healthful Food Choices” worksheet, students will be able to identify the food that is not healthful.

· Given pictures of various choices, students will be able to decide which ones are healthy or unhealthy by giving thumbs up or down.

· Given the “Healthful Foods I Like” worksheet, students will be able to choose four healthy foods they enjoy and illustrate them.

Time: 25-30 minutes

Integration: This lesson can be related to art. Students will have to use their background knowledge of various foods, to create that image on their worksheet. They will use their skills to make a recognizable picture.

Materials: Pictures of healthful and unhealthful foods from magazines, poster board, 23 copies of “Healthful Food Choices” worksheet, crayons, 23 copies of “Healthful Foods I Like” worksheet, and “Food Helps Me Grow” box

Vocabulary:

· CARDIOVASCULAR DISEASE: heart disease that generally refers to conditions that involve narrowed or blocked vessels, which can lead to a heart attack. It is cause by eating fatty foods.

· HEALTHFUL: beneficial to the health of body and mind.

Procedure:

Introduction:

· Show students poster of various healthy and healthful foods. Ask if they can recognize any of them. Explain whether it is healthy or unhealthy and why (high in fats, oil, or sugar).

· Show the “where do foods come from” poster. Explain that fruits and veggies come from plants; dairy (milk, yogurt, cheese) and meat (chicken and fish) foods come from animals; and cereal, rice, and pasta come from breads. Avoid foods that are mostly made up of fats, oils, and sweets (fried foods, candy, and cake).

Content:

· Show students piece of pizza and ask if they like to eat it. Dab it with a piece of paper towel and show the oil that remains on it. Explain that excessive consumption of oily and greasy foods can be bad for the blood vessels in their heart. This can lead to cardiovascular disease or, heart disease.

· Hand out “Healthful Food Choices” worksheet. Have the students identify, as a group, the foods on the worksheet and what color they should be.

· Have the students work at their tables and color the food, trace the number, and put an X through the unhealthy food.

· Ask students what other kinds of unhealthy food choices are out there.

· After finishing the worksheet, students will practice identifying foods and deciding whether it is healthy or not.

· Hold up various food cards and ask the students about it. What is the color, shape, size, where do they find it? Then see if they can guess exactly what it is and if it is healthy.

Conclusion:

· To close the lesson, ask the students what they learned about (healthy food choices).

· Students will complete the assessment.

· Tell the students that the next day’s lesson will be about the Food Guide Pyramid and staying active.

Assessment: After this lesson, students should be able to differentiate healthy and unhealthy foods. To be sure, of their understanding, students will receive the “Healthful Foods I Like” worksheet. They are to draw a healthy food choice they enjoy in each of the four boxes, and then color it in. Students will then share their worksheet with the class.

Home and Family Improvement: After this lesson plan, students should bring home their materials and share with their families. They will know what a healthful food is and provide some examples. They can share with their parents their favorite healthful food. Students should be able to go to the grocery store with their parents and pick out their choices.

Resources:

Healthful. (2009). In Merriam-Webster Online Dictionary.

Retrieved October 1, 2009, from http://www.merriam-webster.com/dictionary/healthful

Mayo Clinic Staff (2009). Heart disease definition. Retrieved from:

http://www.mayoclinic.com/health/heart-disease/DS01120

Meeks, L & Heit, P. (2003). Totally awesome strategies for teaching health. “Hiding Hurt

Feelings.” New York City: McGraw-Hill

Health Education Standards and Performance Indicators:


Health Education Standard 7-Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.2.1. Demonstrate healthy practices and behaviors to maintain or improve personal health.

“EXPLORING MYPYRAMID”

Goal: Students will be able to comprehend that foods are divided into groups, understand that the colors represent the food groups, and recognize that physical activity is important to good health.


· When given the model of the Food Guide Pyramid, students will be able to correctly categorize their choice of one food model on the food group cards.

· When given a particular exercise movement, students will be able to correctly perform it.

Time: 30-40 minutes

Integration: This lesson plan integrates physical education. Students will be moving around the class and getting active to better understand the Food Guide Pyramid and its benefits. Math will be incorporated when students are doing the physical activity. They will have to count the number of repetitions doing the activity.

Materials: MyPyramid Poster, MyPyramid Model, category cards, movement cards, tape, and felt MyPyramid.

Vocabulary:

· PHYSICAL ACTIVITY: any activity that causes your body to work harder than normal.

· GRAIN: come from plants like wheat, corn, and oats. They are used to make bread cereal, tortillas, and corn muffins.

Procedure:

Introduction:

· Review some healthy food choices from yesterday. Discuss where certain foods come from.

· Introduce Food Guide Pyramid (ask if they have seen it before)

· Point out that foods on the poster are arranged in groups by colors. Which color is the largest? These foods should be eaten the most. Which colored area is the smallest? These foods should be eaten less often

· Point out that everyone needs food to live and grow. If people eat too many foods with sugar and fat, they will not have room for healthy foods.

· Ask students to name healthy choices from each of the food groups. Then discuss the food groups (fruit group: apples, grapes, bananas; vegetable group: carrots, celery, potatoes; Meat group: beans, steak, eggs, Milk group: yogurt, cheese, milk; Grain group: bread, cereal, tortillas). Be sure to explain that grain come from plants like wheat, corn, and oats. They are used to make bread, cereal, tortillas, and corn muffins.

· Point out the thin yellow stripe, which represents oils. Oils can be found in nuts and fish, and can be added in foods like margarine or salad oil. Limit the amounts of oil.

· The stairs represent physical activity. Ask students how many are there? Being physically active keeps you healthy. Ask students how they like to stay active.

Content:

· Students will be introduced to the Food Guide Pyramid Model.

· Three students at a time will come up to the model and choose a piece of food. They will then be challenged to correctly place it on a card that corresponds with their food. All students will have a chance to do this.

· Next students will get a chance to be physically active. A few students will be called up to the board to choose a movement card.

· Once they see the movement on the card, they are to perform that movement the given number of times.

· Students will continue this activity until all cards have been picked.

Conclusion:

· Students will complete the assessment.

· Students will review the main concepts covered in the two lessons they have completed (healthy foods choices, the Food Guide Pyramid, and physical activity).

· Tell the students that in the next lesson they will be learning about the texture of various foods.

Assessment: Students will have a general understanding of the various food groups at the end of this lesson. As an assessment, the teachers will hold up a felt piece with food on it and volunteers will place them in the correct group on the Food Guide Pyramid. This will go on until all students have had a chance.

Home and Family Improvement: Students will be expected to take home a copy of the food guide pyramid. This should be shared with their families. They should also show their families a few of the physical activity movements they did.

Resources:



Physical Activity Guidelines for Americans: Recommendation statement. 2008. Accessed

March 1, 2009. Retrieved from: http://www.nlm.nih.gov/medlineplus/ency/article/001941.htm

United States Department of Agriculture "Food and Nutrition Services" Lesson 1:

Exploring MyPyramid for Kids

http://teamnutrition.usda.gov/resources/mpk1_lesson1.pdf

Ziegler, A (2009). “Exploring MyPyramid.” Winona State University, HERS 320



Health Education Standard 8-Students will demonstrate the ability to advocate for personal, family, and community health. 8.2.2. Encourage peers to make positive health choices.

10 Jumping jacks

Run in place for 10 seconds

Stretch

Swim for 10 seconds

Jump rope for 10 seconds

Touch your toes

“WHAT’S IN THE BAG”

Goal: Students will be able to identify reasonable health behaviors and be able to demonstrate strategies to improve to maintain personal health. Students will also set a personal health goal and make progress toward its achievement.


· After learning about nutrition, the students will write a food diary for the week that contains three fruits they will eat each day.

Time: 25-30 minutes

Integration: This lesson integrates with art and writing skills because the students will be coloring in pictures of foods. The students will use their writing skills by writing in the food diary, listing the three fruits they will eat each day.

Materials:

· Teaching Masters “A Smile or A Frown” and “My fruit Diary”

· One orange

· One slice of bread

· One banana

· Grains of rice

· Four brown paper bags

· Crayons

· Paper plates

· Scissors

Teacher Prep: Before the students enter the classroom, have the food in the brown paper bags.

Vocabulary:

· NUTRIENTS: foods that provide the body with energy.

· NUTRITIOUS: healthy foods that help the body grow such as fruits and vegetables.

· DIARY: a notebook that a person uses to write down what he or she is doing.

Procedure:

1.) Review of last two days about the types of food that are healthy and unhealthy, where fruits and vegetables come from, and the food pyramid

2.) Introduce today’s lesson. They will continue to talk learn about healthy food and identify foods by using our sense of touch (hands).

3.) Explain that foods that are nutritious, are healthful. Ask them what nutritious means (foods that help your body grow-fruits and vegetables). There are also types of food that are not nutritious (candy, potato chips).

4.) Explain that students can use their sense of touch to identify many healthful kinds of food. Play the game, “What’s in the bag?” Ask the student to describe what they felt and have the student take a guess as to what is in the bag. If a student is unable to make a guess have another student come up.

5.) Hand out “A Smile or A Frown worksheet.” Go over it when students are finished

6.) Hand out paper plates. Have students cut and color the fruit page. Explain to the student that this will represent their food diary of healthy foods they will eat.

7.) Suggest the students take home these worksheets and share with their parents.

8.) Ask Students what they learned about the last three days (what foods are healthy and unhealthy, and) how the food pyramid works

Assessment: After completing this activity, the students will be aware of different texture of nutritious foods and as well as examples. As an assessment, students will pretend they have their hand in the bag and describe to the class what nutritious food they are thinking of. The class must identify the food the student is thinking of.

Home & Family Involvement: Have the students take home Teaching Masters “A Smile or A frown” and “My fruit Diary” and go over with their parents what types of nutritious foods are in their house.

Resources:

Meeks, L., & Heit, P. (2003) Totally awesome strategies for teaching health. NY, NY: McGraw-

Hill

Ziegler, A (2009). “What’s in the Bag?” Winona State University, HERS 320

Health Education Standard(s) and Performance Indicator(s


Health Education Standard 6 – Students will demonstrate the ability to use goal-setting skills to enhance health. 6.2.2- Identify a short-term personal health goal and take action toward achieving the goal.

Health Education Standard 7 - Students will demonstrate the ability to practice health enhancing behaviors and avoid or reduce health risks. 7.2.1- Demonstrate healthy practices and behaviors to maintain or improve personal health.

Health Education Standard 8- Students will demonstrate the ability to advocate for personal, family and community health. 8.2.2. – Encourage peers to make positive health choices.

“GREEN EGGS AND HAM”

Goal: Students will learn the importance of eating breakfast, which food groups various breakfast foods belong to, and the value of trying new foods.


· When asked orally, students will be able to identify why breakfast is important.

· When given the “Healthy Breakfast” worksheet, students will be able to match the breakfast foods to the corresponding food group.

· When given options of juice, fruit, eggs, and ham, students will taste at least one new food.

Time: 45-50 minutes

Integration: This lesson plan incorporates literature. Students will be introduced to Dr. Seuss and his book, Green Eggs and Ham. Listening to this book will also involve some elements of language arts such as rhyme and repetition. Students will also have math incorporated into this lesson when they tally their favorite fruit results on the board.

Materials: Green Eggs and Ham, two cartons of eggs, one fully cooked ham (small size), green food coloring, butter, griddle, spatula, wire whisk, serving spoon, knife, paper plates, napkins, plastic forks, kiwi, grapefruit, star fruit, pineapple, access to large whiteboard, marker, “Healthy Breakfast” worksheet.

Vocabulary:

· STAR FRUIT: a crunchy golden-yellow to green berry that show five points when cut across.

· PINEAPPLE: a large tropical fruit with juicy flesh and a thick hard skin.

· KIWI: a fuzzy brown egg-shaped fruit with slightly tart green flesh.

· GRAPEFRUIT: a large, round, yellow, juicy, fruit with a slightly bitter taste.

Procedure:

Introduction:

1. Remind students about the various textures of food. Some may be smooth, rough, soft, or hard.

2. Tell students that they will be learning about breakfast foods and why it is important (gets you ready for the day, gives you energy, makes for a better performance in school, and makes you eat healthier throughout the day).

3. Introduce and read the book, Green Eggs and Ham, by Dr. Seuss.

Content:

4. Explain to the students that eggs are a healthy breakfast choice.

5. Ask them what food group eggs and ham belong in.

6. Ask if they have ever tried green eggs and ham. Explain that trying new foods can help expose them to new exciting choices that they may really enjoy. Encourage kids to try new food.

7. Scramble eggs and add a few drops of green food color. Cut up ham into bite size pieces, add green food color, and heat on griddle. Ask volunteers to scramble eggs, add in green food color, and retrieve utensils.

8. Serve eggs and ham for students.****

9. Have plates of star fruit, pineapple, kiwi, and grapefruit prepared (cut into bite size pieces). Tell students to try at least one new fruit.

10. Ask students their favorites fruits and tally it up on the white board. Have students decipher the favorite and least favorite fruit.

11. Allow the students to enjoy their food and then have them clean up their area.

Conclusion:

12. Students will complete the assessment

13. Review with students what they ate, what food groups those foods belong in, and why it is important to eat breakfast.

14. Tell the students that the next day they will be learning about drinking water and the importance of staying hydrated.

Assessment: After completing this lesson, students should understand the importance of eating breakfast. To reiterate the concept of breakfast foods and their food groups, students will complete the “Healthy Breakfast” worksheet. They will have to match the breakfast food to the appropriate food group.

Home and Family Improvement: Students should go home and share with their parents, all the different kinds of foods with their parents. They should tell their parents why breakfast is important, and come up with a plan so the student can have a nutritious breakfast every morning.

Resources:

KidsHealth (2009) Why is breakfast so important? Retrieved from:

http://kidshealth.org/parent/nutrition_fit/nutri_fit_qa/breakfast_question.html

The Free Dictionary by Farlax (2009) Grapefruit, kiwi, pineapple, star fruit Retrieved from:

http://www.thefreedictionary.com




****Send note home to parents prior to this lesson plan, informing them of the every food the child can eat. Have the parent e-mail the teacher if there is an issue.

HEALTHY BREAKFAST!

Match the breakfast food to the correct food group by drawing a line to each other:

MILK GROUP

FRUIT GROUP

VEGETABLE GROUP

GRAIN GROUP

MEAT GROUP

“HYDRATION”

Goal: Students will be able to comprehend that keeping their bodies hydrated is another important factor of nutrition


· When given their plant journal, students will be able to illustrate what is occurring when their plant grows.

· When given a pot, soil, seed, and water, students will be able to demonstrate care and responsibility for a plant through daily watering.

Time: 20-30 minutes

Integration: This lesson plan integrates science. As a class, we will be planting to plants; one with the use of water and one without the use of water. By doing this the students will make a connection that staying hydrated is important.

Materials:

· Two small sponges for each student

· Small Dixie cups filled half way

· Planting seeds

· Bottle of washable paint

· Two pots

· Planting dirt

· Pencil

· Blank white paper

Teacher prep: Before the students enter the classroom, place one Dixie cup on the students’ table spot.

Vocabulary:

· HYDRATION: to supply something with water

· FUNCTION: another word for work

Procedure

Introduction:

· Remind students of the importance of a healthy breakfast. Give examples of healthy breakfast choices.

· Introduce the word hydration. (Have they heard of the word before?) If not, explain the meaning

· Talk about ways that keep our bodies hydrated (keeps us cooler during the summer or may not be as tired if you drink enough water)

· Tell students that our bodies are made mostly of water, and it works best when it has lots of water.

Content:

· Place a dime-sized spot of washable paint on the students table spot. Tell them not to touch the paint until told to do so.

· Hand out the dry sponges to the students.

· Ask the students to clean up the paint with their sponge

· Ask them what happened. They should answer with, the sponge did not help and the paint is still on the table. Why do they think the dry sponge did not work? (There was no water)

· Next, hand out another sponge to the students and ask them to dip in into the cup of water and try to clean their table again

· Students should see the wet sponge worked great. Ask why did the dry sponge work? (There was water)

· Note to students that our bodies are like the sponges. They will work better with water (staying hydrated)

· Explain that over time, the sponges will lose water and more water will need to be added. State that this is similar to our bodies we are losing water (sweating) and it needs to be replaced.

· For sponges and our bodies to function best again, water has to be replaced.

Conclusion:

· For another visual on how keeping our bodies hydrated explain to students that plants also need water to grow

· Students will see this by planting two class plants. One plant will be watered every day and one plant will not be watered every day.

· Pick two students to help put the dirt in each pot.

· Pick two students to place a seed in each pot.

· Pick one student to water one plant seed.

· Each day one student will be responsible for water the one plant with water.

· Introduce that tomorrow we will be having a healthy snack day. Remind students to bring their recipes from home worksheet

Assessment: Students will a general understanding of why keeping our bodies hydrated is important. As an assessment, the students will be asked each day before we look at the plant what they think will happen/has happened to each plant and have them explain why they think that. The students will also journal (draw) what they see each day when we look at the plant.

Home & Family Involvement: The students will be expected to take home their journals. This should be shared with their families.

Resources:

Guth, E. (2007). Health Lesson Ideas: Spongy Hydration. Retrieved October 8, 2009, fromPEC: Lesson Plans for Physical Education: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6109

Ziegler, A (2009). “Hydration”. Winona State University, HERS 320

Health Education StandardsHealth Education Standard 1- Students will comprehend concepts related to health promotion and disease prevention to enhance health. 1.2.1. Identify that healthy behaviors affect personal health

Health Education Standard 7- Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.2.1. Demonstrate healthy practices and behaviors to maintain or improve personal health.

Health Education Standard 8- Students will demonstrate the ability to advocate for personal, family and community health. 8.2.2. Encourage peers to make positive health choices.

“HEALTHY SNACKS”(Assessment Lesson)

Goal: Students will review all the concepts in the nutrition unit including healthy food choices, the food guide pyramid, breakfast foods, and hydration.

Behavioral Objectives: Students will explain the importance of eating a variety of foods.Students will describe some influences on food choices.

Time: 45-50 minute lesson

Integration: Students will use their artistic skills to draw a picture of their favorite snack. This art integration will give them practice with their hand-eye-coordination.

Materials: “My Favorite Snack” worksheet, recipes from home worksheet, food guide pyramid felt board, plates, napkins, cups, forks, spoons, banana, yogurt, cereal, peanut butter, celery sticks, raisins, apple slices, cinnamon, potato wedges, low-fat cheddar cheese, salsa, whole grain bread, turkey slices, ham slices, fun shaped cookie cutters, orange juice milk, water.

Vocabulary: CINNAMON: The dried aromatic inner bark of certain tropical Asian trees in the genus Cinnamomum, especially C. verum and C. loureirii, often ground and used as a spice.SALSA: A spicy sauce of chopped, usually uncooked vegetables or fruit, especially tomatoes, onions, and chili peppers, used as a condiment.

Procedure:Introduction:Remind students of the importance of staying hydrated. Check the plants and be sure to water them.Discuss the importance from a variety of food groups.Have students explain the recipes they brought from home (“My Favorite Snack”), have them decipher their recipe is healthy or unhealthy and what food group it belongs in.Have snacks set up and introduce each snack choice to the children. Explain different ways to combine the food (i.e.: peanut butter and raisins on celery stick).Content:Dismiss students to choose their snacks. ****Ask students what their favorite snacks are.Discuss that a variety of snacks helps body grow and be strong. Ask why people choose different foods (people have different tastes, they may be more familiar with some foods than others, or they are offered different food by their parents).Conclusion:Have students choose a healthy snack from the felt board and tell them to place that food in the proper food group.Orally discuss the benefits of physical activity, the food groups, examples of healthy snacks, the importance of breakfast, and how to stay hydrated. Be sure to include every student in the discussion to ensure that they all understand the concepts.Tell the students that the nutrition unit is over and commend them on their participation throughout the week.

Assessment: Students should have a great understanding of which foods are healthy for their bodies. They should be able to make choices that will benefit the growth of their bodies. This whole lesson plan will serve as an assessment. The first part of the assessment will require students to take home a worksheet and come up with their very own healthy snack recipe. Then students will be picking out healthy snacks and verbalizing what food group, they belong to. Lastly, the students will have to use the felt board to decide what food group given foods belong. This lesson plan’s assessment will cover the majority of the knowledge gained throughout the unit.

Home and Family Improvement: Students should bring all their worksheets from the week home to their families. They should share everything they have learned and encourage healthy eating and activity in their homes.

Resources:American Dietetic Association (2009) 25 Healthy Snacks for Kids Retrieved from:http://www.eatright.org/ada/files/Snacks_for_Kids_English.pdf

The Free Dictionary by Farlax (2009) Cinnamon and salsa Retrieved from:http://www.thefreedictionary.com

Ziegler, A (2009). “Healthy Snacks” Winona State University, HERS 320

Health Education Standards and Performance Indicators:Health Education Standard 1- Students will comprehend concepts related to health promotion and disease prevention to enhance health. 1.2.1. Identify that healthy behaviors affect personal health.


****Send “Recipes from Home” worksheet home and have the permission slip signed and received before sharing food with children. Also, be aware that some students may not eat certain foods due to religious reasons.

Assessment

The last lesson plan will serve as an assessment for the students. The students will bring home the recipe worksheet and use their knowledge of healthy foods to come up with a recipe for a healthy snack. They will review all the concepts from the unit orally as a group including, the benefits of physical activity, the food groups, examples of healthy snacks, the importance of breakfast, and how to stay hydrated. Students will use the felt board to place various foods in the correct food group. This will assess their knowledge on the food guide pyramid and healthy food choices. Finally, ask students about some of the physical movements they did earlier in the week, then ask for a demonstration. The final lesson plan will be a good way to measure the students’ knowledge gained throughout the unit.

References

American Dietetic Association (2009) 25 Healthy Snacks for Kids Retrieved from:

http://www.eatright.org/ada/files/Snacks_for_Kids_English.pdf

Guth, E. (2007). Health Lesson Ideas: Spongy Hydration. Retrieved October 8, 2009, from

PEC: Lesson Plans for Physical Education: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6109

Healthful. (2009). In Merriam-Webster Online Dictionary.

Retrieved October 1, 2009, from http://www.merriam-webster.com/dictionary/healthful

KidsHealth (2009) Why is breakfast so important? Retrieved from:

http://kidshealth.org/parent/nutrition_fit/nutri_fit_qa/breakfast_question.html

Mayo Clinic Staff (2009). Heart disease definition. Retrieved from:

http://www.mayoclinic.com/health/heart-disease/DS01120



Physical Activity Guidelines for Americans: Recommendation statement. 2008. Accessed

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