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Introduce students to the recommended nutrition levels provided by the government My Plate program. Students will be able to use to explore nutrition, as well as individual food groups. Materials: - optional Projector Teacher's computer Laptops / computers with Internet access.
Introduce students to the recommended nutrition levels provided by the government My Plate program. Students will be able to use to explore nutrition, as well as individual food groups. Materials: - optional Projector Teacher's computer Laptops / computers with Internet access.
Introduce students to the recommended nutrition levels provided by the government My Plate program. Students will be able to use to explore nutrition, as well as individual food groups. Materials: - optional Projector Teacher's computer Laptops / computers with Internet access.
My Plate Introduction a. Introduce students to the recommended nutrition levels provided by the government My Plate program. b. Students will able to use http://www.choosemyplate.gov/ to explore nutrition with help from teacher. c. Students will have greater understanding of nutrition, as well as individual food groups.
2. Essential Questions:
Why is nutrition important? Why are there different food groups and why are they important? Why do people need more servings of one food over another?
3. Vocabulary:
Definitions for terms are available through the choose My Plate website
Nutrition Food Groups Whole Grains Refined Grains Protein
4. Duration:
One 60-90 minute class period
5. Materials:
http://www.brainpop.com/health/nutrition/nutrition/ - optional http://www.choosemyplate.gov/ Projector Teachers computer Laptops/computers with internet access Blank My Pennsylvania Plate for students to draw on Choose My Plate Activity Worksheet PA Preferred: My Plate/My Pennsylvania Plate Lesson 1
6. Instructional Procedure(s):
a. Introductory:
Give students a picture of a blank plate and ask them to draw or label a typical meal they eat. It could be what they had for dinner/breakfast or have students get their lunch boxes and draw the meal they brought for lunch. Engage students in a short class discussion about the foods they have on their plate and the foods they like to eat. Direct students to talk about the different nutritional value of different foods.
Optional Video Introduction: Brain Pop -Importance of Nutrition and Healthy Choices a. http://www.brainpop.com/health/nutrition/nutrition/ b. Have students discuss something they learned, found interesting, and still have questions about.
b. Developmental: Introduce students to choosemyplate.gov. That will provide interactive exposure to the national food guidelines. The teacher may choose to project an image of MyPlate and discuss the categories with students as an alternative to having students navigate through the website. i. Students will be instructed to visit the website and explore. After about 5 minutes of free time on the website, students will be given a worksheet to answer using the information from the site to guide them in understanding key nutritional ideas. Students will be expected to gather information from a nonfiction text source. ii. The teacher will be available to walk around and interact with each student while navigating the My Plate forum.
c. Analysis: Have students analyze the plate they created at the beginning of the lesson using the new information gathered by the MyPlate website. Students will determine how well their plate matches the suggested nutritional levels for each category. Students will also give suggestions as to why they make certain food choices.
d. Closure: Discuss the questions with the class for about ten minutes. Have students talk about how well their meal met their nutritional needs. To end the period, discuss why nutrition is important.
7. Formative Assessment:
Informal class discussion will allow the teacher to monitor student prior knowledge of nutritional information. The teacher can use the Brain Pop quiz activity as one means of assessment. Another will be to collect the completed worksheet using the choosemyplate.gov website. The ability of students to analyze their own plate and identify the nutritional benefits and deficiencies will demonstrate student understanding of healthy and well balanced meals.
8. Related Materials & Resources:
a. http://www.brainpop.com/health/nutrition/nutrition/ b. http://www.choosemyplate.gov/
9. Accommodations and Adaptations:
a. Students will be given extra time to complete the activity b. Students will work with a partner to complete the activity c. Students will be given a fill-in-the-blank template to complete the activity
Alignments
10. Grade Levels:
This lesson could be used for 4-6 th grades.
11. Related Academic Standards
PA Standards a. 11.3.6.A: Demonstrate knowledge of techniques used to evaluate food in various forms b. 11.3.6.C: Analyze factors that affect food choices c. 11.3.6.D: Describe a well-balanced daily menu using the dietary guidelines and the food guide pyramid
CCSS a. RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. b. RF.5.4: Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
12. Assessment Anchors:
R5.A.2: Understand nonfiction appropriate to grade level R5.A.2.1: Identify and interpret the meaning of vocabulary in nonfiction R5.A.2.3: Make inferences, draw conclusions, and make generalizations based on text.
13. Eligible Content: R5.A.2.1.2: Identify and/or interpret meaning of content-specific words used in text R5.A.2.1.1: Identify and/or interpret the meaning of multiple-meaning words used in text R5.A.2.1.2: Identify and/or interpret meaning of content-specific words used in text R5.A.2.3.2: Cite evidence from text to support generalizations
14. Big Ideas:
Students will have knowledge about food groups and nutrition Students will understand importance of knowing about the basic food groups Students will know how many servings of each basic food group they will need in a given day, and why Students will have knowledge of living a healthier lifestyle and the affects it will have on their bodies
15. Concepts: Students should know the definition of nutrition, and why this concept is important to their daily lives Students should know the various food groups and why each group is important
16. Competencies: Be able to identify and make healthy food choices Describe to others the importance of nutrition
Name: _____________________________ Date: __________________ My Plate Directions: 1. Go to website and choosemyplate.gov and click on the My Plate Tab 2. Explore different food groups and answer the following questions
Questions: 1. Whole Grains: a. Name two types of Whole Grains
b. Name two types of Refined Grains
c. What is the main difference between the two types of grains?
d. Name three benefits of eating grains
2. Proteins: a. Name the seven types of proteins
b. Name one tip about eating or cooking with protein
c. What is one mistake many Americans make regarding protein choices?
PA Preferred: My Plate Worksheet
3. Fruits: a. What counts as a fruit according to My Plate?
b. Name three health benefits from eating fruits
c. Name three different ways to eat fruits
4. Dairy: a. Name three types of foods included in the dairy food group
b. Name three health benefits from eating dairy
c. Name three tips for making wise dairy choices
5. Vegetables: a. Name the four groups of vegetables
b. What counts as a vegetable according to My Plate?
c. Name three health benefits from eating vegetables
6. Oils: a. What are oils according to My Plate?
b. Name one reason why it is important to consume oils
c. Explain the difference between oils and solid fats
Analyzing My Plate: 1. Look at the plate you created at the beginning of the lesson that represents one of your meals. a. Which food group do you have the most of? What do these foods provide for you?
b. Which food group do you have the least of or is missing? Why may this be a problem?
c. Why does your plate not have all of the groups in the correct amount?
Why may it be difficult to get enough of every group at every meal?
An Introduction to Concepts of Nutrition: a Participant Workbook: A Facilitated Course Designed for Further Education and Entry Level Higher Education / Adult and Community Learning