Common Core Standards Matrix for the Nutrition Competencies. Grades K-6

Transcription

1 Matrix for the Nutrition Competencies Grades K-6 Project Eat, Alameda County Office of Education

2 COMMON CORE STANDARDS MATRIX FOR THE NUTRITION COMPETENCIES GRADES K-6 Table of Contents Competency 1..page 3 Competency 2..page 19 Competency 3..page 35 Competency 4..page 48 Competency 5..page 66 Competency 6..page 83 Competency 7..page 99 Competency 8..page 115 2

3 Overarching Nutrition Competency 1: Essential Nutrition Concepts All students will know the relationships among nutrition groups and the functions. Social Studies Science, Next Generation : Mathematics Grade Kindergarten 1a. Know the six nutrient groups and the functions. 1b. Know nutrition and health guidelines. 1c. Know factors affecting energy balance. 1d. Describe how nutritional needs vary throughout the life cycle. 1e. Explain the physiological processes in digestion, absorption, and metabolism of nutrients. 1f. Explain the influence of nutrition and physical activity on health. 1g. Know principles of handling (growing, harvesting, transporting, processing, storing, and preparing) foods for optimal food quality and safety. 1h. Consider the interactions among nutrition science, ecosystems, agriculture, and social systems that affect health, including local, national, and global perspectives. K.4.4. Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines. [Include any community or school gardens.] Life Sciences K-LS1.C. All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. Measurement and Data MD.B.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. -Informational Text RI.K.1. With prompting and support, ask and answer questions about key details in a text. RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear. RI.K.10. Actively engage in group reading activities with purpose and understanding. W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a 3 HOTM Competency 1 Matrix: Grade K

4 : : : Vocabulary Physical Education question. A.1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics. A.3. Offering and supporting opinions and negotiating with others in communicative exchanges. B.5. actively to spoken English in a range of social and academic contexts. B.6. closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. C.10. literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.11. Supporting own opinions and evaluating others opinions in speaking and writing. Nouns: senses, plant, animal Adjectives: daily, active Verbs: growing, washing Highlights of the (PE) 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. 4 HOTM Competency 1 Matrix: Grade K

5 Grade 1 Overarching Nutrition Competency 1: Essential Nutrition Concepts All students will know the relationships among nutrition groups and the functions. Social Studies Science, Next Generation : Mathematics 1a. Know the six nutrient groups and the functions. 1b. Know nutrition and health guidelines. 1c. Know factors affecting energy balance. 1d. Describe how nutritional needs vary throughout the life cycle. 1e. Explain the physiological processes in digestion, absorption, and metabolism of nutrients. 1f. Explain the influence of nutrition and physical activity on health. 1g. Know principles of handling (growing, harvesting, transporting, processing, storing, and preparing) foods for optimal food quality and safety. 1h. Consider the interactions among nutrition science, ecosystems, agriculture, and social systems that affect health, including local, national, and global perspectives Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation. Life Sciences 1-LS1.A. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. Measurement and Data MD.C.4.Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. -Informational Text RI.1. Ask and answer questions about key details in a text. R1.7. Use the illustrations and details in a text to describe its key ideas. RI.10. With prompting and support, read informational texts appropriately complex for grade 1. W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7. Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a 5 HOTM Competency 1 Matrix: Grade 1

6 : : : Vocabulary Physical Education question. A.1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics. A.3. Offering and supporting opinions and negotiating with others in communicative exchanges. B.5. actively to spoken English in a range of social and academic contexts. B.6. closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. C.10. literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.11. Supporting own opinions and evaluating others opinions in speaking and writing. Nouns: serving, nutrient, energy Adjectives: nutritious, daily, active Verbs: classify, grow Highlights of the 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. 6 HOTM Competency 1 Matrix: Grade 1

7 Grade 2 Overarching Nutrition Competency 1: Essential Nutrition Concepts All students will know the relationships among nutrition groups and the functions. Social Studies Science, Next Generation : Mathematics 1a. Know the six nutrient groups and the functions. 1b. Know nutrition and health guidelines. 1c. Know factors affecting energy balance. 1d. Describe how nutritional needs vary throughout the life cycle. 1e. Explain the physiological processes in digestion, absorption, and metabolism of nutrients. 1f. Explain the influence of nutrition and physical activity on health. 1g. Know principles of handling (growing, harvesting, transporting, processing, storing, and preparing) foods for optimal food quality and safety. 1h. Consider the interactions among nutrition science, ecosystems, agriculture, and social systems that affect health, including local, national, and global perspectives Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources. Life Sciences LS2.A. Interdependent Relationships in Ecosystems -Plants depend on water and light to grow. -Plants depend on animals for pollination or to move their seeds around. Measurement and Data MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems. SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. -Informational Text RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8. Recall information from experiences or gather information from 7 HOTM Competency 1 Matrix: Grade 2

8 : : : Vocabulary Physical Education provided sources to answer a question. A.1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics. A.3. Offering and supporting opinions and negotiating with others in communicative exchanges. B.5. actively to spoken English in a range of social and academic contexts. B.6. closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. C.10. literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.11. Supporting own opinions and evaluating others opinions in speaking and writing. Nouns: serving, nutrient, energy Adjectives: nutritious, daily, active Verbs: classify, grow Highlights of the (PE) 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. 8 HOTM Competency 1 Matrix: Grade 2

9 Grade 3 Overarching Nutrition Competency 1: Essential Nutrition Concepts All students will know the relationships among nutrition groups and the functions. Social Studies Science, Next Generation : Mathematics : : : 1a. Know the six nutrient groups and the functions. 1b. Know nutrition and health guidelines. 1c. Know factors affecting energy balance. 1d. Describe how nutritional needs vary throughout the life cycle. 1e. Explain the physiological processes in digestion, absorption, and metabolism of nutrients. 1f. Explain the influence of nutrition and physical activity on health. 1g. Know principles of handling (growing, harvesting, transporting, processing, storing, and preparing) foods for optimal food quality and safety. 1h. Consider the interactions among nutrition science, ecosystems, agriculture, and social systems that affect health, including local, national, and global perspectives Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline) Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools). Earth and Space Sciences 3-ESS2-2. Obtain and combine information to describe climates in different regions of the world. 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Mathematical Practices MP.4. Model with mathematics. MP.2. Reason abstractly and quantitatively. SL.3.1. Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. - Informational Text RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic. W.3.9. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2b. Develop the topic with facts, definitions, and details. A.1. Exchanging information and ideas with others through oral 9 HOTM Competency 1 Matrix: Grade 3

10 : and Speaking : : Vocabulary Physical Education collaborative discussions on a range of social and academic topics. A. 3. Offering and supporting opinions and negotiating with others in communicative exchanges. B. 5. actively to spoken English in a range of social and academic contexts. B.6. closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area. C.10. literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.11. Supporting own opinions and evaluating others opinions in speaking and writing. Nouns: nutrient, serving, digestion Adjectives: moderate, vigorous, daily Verbs: digesting, recommend Highlights of the 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. 10 HOTM Competency 1 Matrix: Grade 3

11 Grade 4 Overarching Nutrition Competency 1: Essential Nutrition Concepts All students will know the relationships among nutrition groups and the functions. Social Studies Science, Next Generation : Mathematics 1a. Know the six nutrient groups and the functions. 1b. Know nutrition and health guidelines. 1c. Know factors affecting energy balance. 1d. Describe how nutritional needs vary throughout the life cycle. 1e. Explain the physiological processes in digestion, absorption, and metabolism of nutrients. 1f. Explain the influence of nutrition and physical activity on health. 1g. Know principles of handling (growing, harvesting, transporting, processing, storing, and preparing) foods for optimal food quality and safety. 1h. Consider the interactions among nutrition science, ecosystems, agriculture, and social systems that affect health, including local, national, and global perspectives Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy. Life Sciences 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Geometry 4.G.3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL.4.1. Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. Informational Text RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1) W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. A.1. Exchanging information and ideas with others through oral 11 HOTM Competency 1 Matrix: Grade 4

12 : and Speaking : : Vocabulary Physical Education collaborative discussions on a range of social and academic topics. C.9. Expressing information and ideas in formal oral presentations on academic topics. B.6. closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. C.10. literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas. Nouns: nutrient, serving, digestion Adjectives: moderate, vigorous, daily Verbs: digesting, recommend Highlights of the 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. 12 HOTM Competency 1 Matrix: Grade 4

13 STANDARDS MATRIX - NUTRITION EDUCATION GRADE 5 Overarching Health & Nutrition Content & Competency 1 All students will know the relationships among nutrition groups and the functions. 1a. Know the six nutrient groups and the functions. 1b. Know nutrition and health guidelines. 1c. Know factors affecting energy balance. 1d. Describe how nutritional needs vary throughout the life cycle. 1e. Explain the physiological processes in digestion, absorption, and metabolism of nutrients. 1f. Explain the influence of nutrition and physical activity on health. 1g. Know principles of handling (growing, harvesting, transporting, processing, storing, and preparing) foods for optimal food quality and safety. 1h. Consider the interactions among nutrition science, ecosystems, agriculture, and social systems that affect health, including local, national, and global perspectives. Social Studies Science Next Generation : Mathematics 5.1 Students describe the major pre-columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River Describe how geography and climate influences the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils Describe their varied customs and folklore traditions. Life Sciences 5-LS1:C. Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) 5-LS1-1. Support an argument that plants can get the materials they need for growth chiefly from air and water. 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Numbers and Operations Fractions NF.5.5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. NF.5.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Measurement and Data MD.5. Convert like measurement units within a given measurement system. MD.5.3. Convert among different-sized standards measurement units within a given measurement system (e.g., convert 5 cm to 0.05m), and use these conversions in solving multi-step, real world problems. SL.5.1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. SL.5.1.b. Follow agreed-upon rules for discussions and carry out 13 HOTM Competency 1 Matrix: Grade 5

14 STANDARDS MATRIX - NUTRITION EDUCATION : and Speaking : : Vocabulary assigned roles. SL.5.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.1.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. - Informational Text RI.5.1. Quote accurately from the text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1.b. Provide logically ordered reasons that are supported by facts and details. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. B.5. actively to spoken English in a range of social and academic contexts. C.9. Expressing information and ideas in formal oral presentations on academic topics. B.6. closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area. B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area. A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia). C.10. literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas. Nouns: Portions, Dietary, Digestion, Absorption, Metabolism Adjectives: Nutrient Verbs: Obtained, Expended 14 HOTM Competency 1 Matrix: Grade 5

15 STANDARDS MATRIX - NUTRITION EDUCATION Physical Education Highlights of the 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. PE Record and analyze food consumption for one day and make a plan to replace foods with healthier choices and adjust quantities to enhance performance in physical activity Explain why body weight is maintained when calorie intake is equal to the calories expended. 15 HOTM Competency 1 Matrix: Grade 5

16 STANDARDS MATRIX - NUTRITION EDUCATION GRADE 6 Overarching Health & Nutrition Content & Competency 1 All students will know the relationships among nutrition groups and the functions. Social Studies Science Next Generation : Mathematics 1a. Know the six nutrient groups and the functions. 1b. Know nutrition and health guidelines. 1c. Know factors affecting energy balance. 1d. Describe how nutritional needs vary throughout the life cycle. 1e. Explain the physiological processes in digestion, absorption, and metabolism of nutrients. 1f. Explain the influence of nutrition and physical activity on health. 1g. Know principles of handling (growing, harvesting, transporting, processing, storing, and preparing) foods for optimal food quality and safety. 1h. Consider the interactions among nutrition science, ecosystems, agriculture, and social systems that affect health, including local, national, and global perspectives. 6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments Discuss the climactic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. Life Sciences 6-MS-LS1-7 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. 6-MS-LS1 Planning and carrying out investigations that use multiple variables and provide evidence that meet the goals of an investigation. -Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. Statistics and Probability SP.6.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. SP.6.5. Summarize numerical data in relation to their context, such as by: SP.6.5a. Reporting the number of observations. SP.6.5b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. SL.6.1. Engage effectively in a range of collaborative discussions (onoon-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.6.1.b. Follow agreed-upon rules for discussions and carry out assigned roles. SL.6.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.6.1.d. Review the key ideas expressed and draw conclusions in light 16 HOTM Competency 1 Matrix Grade 6

17 STANDARDS MATRIX - NUTRITION EDUCATION : and Speaking : : Vocabulary Physical Education of information and knowledge gained from the discussions. for Literacy in Science and Technical Subjects 6-12 RST Cite specific textual evidence to support analysis of science and technical texts. RST Determine the central ideas or conclusions of the text distinct from prior knowledge or opinions. RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. for Literacy in History/Social Studies, Science 6-12 WHST Write arguments focused on discipline-specific content. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. B.5. actively to spoken English in a range of social and academic contexts. C.9. Expressing information and ideas in formal oral presentations on academic topics. B.6. closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area. B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area. A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia). C.10. literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas. Nouns: Portions, Dietary, Digestion, Absorption, Metabolism Adjectives: Nutrient Verbs: Obtained, Expended Highlights of the 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 17 HOTM Competency 1 Matrix Grade 6

18 STANDARDS MATRIX - NUTRITION EDUCATION 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. PE List the long-term benefits of participation in regular physical activity Compile and analyze a log noting their food intake/calories consumed and energy expended through physical activity. 18 HOTM Competency 1 Matrix Grade 6

19 Overarching Nutrition Competency 2: Analyzing Nutrition Influences All students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes. Social Studies Science, Next Generation : Mathematics Grade Kindergarten Identify one influence on food choices. Recognize that not all products advertised or sold are good for them.(2.1.n) -State the purpose of food advertisements and commercials. -Give one example of a favorite food custom or food choice on a special holiday. -Identify one practice that makes mealtime enjoyable. Compare the feelings of hunger and fullness. K.6.3. Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws). Earth and Human Activity Obtaining, evaluating, and communicating information in K 2 builds on prior experiences and uses observations and texts to communicate new information. -Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. -Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. Measurement and Data MD.A.2. Directly compare two objects with a measurable attribute in common to see which object has more of / less of the attribute, and describe the difference. SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. -Informational Text RI.K.1. With prompting and support, ask and answer questions about key details in a text. RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear. RI.K.10. Actively engage in group reading activities with purpose and understanding. W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or 19 HOTM Competency 2 Matrix: Grade K

20 : : : Vocabulary Physical Education book (e.g., My favorite book is...). W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. A.1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics. A.3. Offering and supporting opinions and negotiating with others in communicative exchanges. B.5. actively to spoken English in a range of social and academic contexts. B.6. closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. C.10. literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.11. Supporting own opinions and evaluating others opinions in speaking and writing. Nouns: food, customs, taste Adjectives: hungry, full Verbs: see, smell, feel Highlights of the 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. 20 HOTM Competency 2 Matrix: Grade K

21 Grade 1 Overarching Nutrition Competency 2: Analyzing Nutrition Influences All students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes. Social Studies Science, Next Generation : Mathematics Discuss how family, friends, and media influence food choices.(2.1.n) -Report on one historical reason for making certain food choices. -Describe three factors that influence personal food choices, including seeing, smelling, and tasting. -Describe how taste affects personal food choices. -Describe body signals that tell people when they are hungry and when they are full Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home. Science and Engineering Practices Planning and carrying out investigations to answer questions or test solutions to problems in K 2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. -Make observations (firsthand or from media) to collect data that can be used to make comparisons. (1-ESS1-2) Measurement and Data MD.C.4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. -Informational Text RI.1. Ask and answer questions about key details in a text. R1.7. Use the illustrations and details in a text to describe its key ideas. RI.10. With prompting and support, read informational texts appropriately complex for grade 1. W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7. Participate in shared research and writing projects (e.g., explore a 21 HOTM Competency 2 Matrix: Grade 1

22 : : : Vocabulary Physical Education number of how-to books on a given topic and use them to write a sequence of instructions). W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. A.1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics. A.3. Offering and supporting opinions and negotiating with others in communicative exchanges. B.5. actively to spoken English in a range of social and academic contexts. B.6. closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. C.10. literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.11. Supporting own opinions and evaluating others opinions in speaking and writing. Nouns: health, choice, influence Adjectives: hungry, full Verbs: see, smell, feel Highlights of the 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. 22 HOTM Competency 2 Matrix: Grade 1

23 Grade 2 Overarching Nutrition Competency 2: Analyzing Nutrition Influences All students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes. Social Studies Science, Next Generation : Mathematics Discuss how family, friends, and media influence food choices.(2.1.n) Report on one historical reason for making certain food choices. Describe three factors that influence personal food choices, including seeing, smelling, and tasting. Describe how taste affects personal food choices. Describe body signals that tell people when they are hungry and when they are full Compare and contrast basic land use in urban, suburban, and rural environments in California Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources. Science and Engineering Practices Obtaining, evaluating, and communicating information in K 2 builds on prior experiences and uses observations and texts to communicate new information. -Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question. Measurement and Data MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems. SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. -Informational Text RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding 23 HOTM Competency 2 Matrix: Grade 2

24 : : : Vocabulary Physical Education statement or section. W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8. Recall information from experiences or gather information from provided sources to answer a question. A.1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics. A.3. Offering and supporting opinions and negotiating with others in communicative exchanges. B.5. actively to spoken English in a range of social and academic contexts. B.6. closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. C.10. literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.11. Supporting own opinions and evaluating others opinions in speaking and writing. Nouns: health, choice, influence Adjectives: hungry, full Verbs: see, smell, feel Highlights of the (PE) 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. 24 HOTM Competency 2 Matrix: Grade 2

25 Grade 3 Overarching Nutrition Competency 2: Analyzing Nutrition Influences All students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes. Social Studies Science, Next Generation : Mathematics ELA: ELA: ELA: Identify internal and external influences that affect food choices.(2.1.n) Analyze advertising and marketing techniques used for food and beverages. (2.2.N) -Describe the effects of peer influence and social environments on food choices. -Identify examples of a food item associated with a neighborhood, city, state, or country. Identify internal and external influences that affect physical activity.(2.3.n) Understand that some goods are made locally, some elsewhere in the United States, and some abroad Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs Discuss the relationship of students work in school and their personal human capital. Life Sciences 3-LS2-1. Construct an argument that some animals form groups that help members survive. Mathematical Practices 3.MP.4. Model with mathematics Numbers and Operations in Base Ten 3.NBT. Use place value understanding and properties of operations to perform multi-digit arithmetic. SL.3.1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. - Informational Text RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI By the end of the year read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2 3 text complexity band independently and proficiently. W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2b. Develop the topic with facts, definitions, and details. 25 HOTM Competency 2 Matrix: Grade 3

26 : and Speaking ELD : : Vocabulary Physical Education A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. A. 3. Offering and supporting opinions and negotiating with others in communicative exchanges. B. 5. actively to spoken English in a range of social and academic contexts. B.6. closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area. C.10. literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.11. Supporting own opinions and evaluating others opinions in speaking and writing. Nouns: advertising, marketing, peers Adjectives: social, internal, external Verbs: influence Highlights of the 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. 26 HOTM Competency 2 Matrix: Grade 3

27 Grade 4 Overarching Nutrition Competency 2: Analyzing Nutrition Influences All students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes. Social Studies Science, Next Generation : Mathematics Identify internal and external influences that affect food choices.(2.1.n) Analyze advertising and marketing techniques used for food and beverages. (2.2.N) -Describe the effects of peer influence and social environments on food choices. -Identify examples of a food item associated with a neighborhood, city, state, or country. Identify internal and external influences that affect physical activity.(2.3.n) Describe the mapping of, geographic basis of, and economic factors in the placement and function of the Spanish missions; and understand how the mission system expanded the influence of Spain and Catholicism throughout New Spain and Latin America Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy. Life Sciences 4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Mathematical Practices MP.4. Model with mathematics. SL.4.1. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Informational Text RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact 27 HOTM Competency 2 Matrix: Grade 4