LESSONS OBJECTIVES VOCABULARY LITERATURE

Transcription

1 GRADE 1 UNIT 3 - NUTRITION LESSONS OBJECTIVES VOCABULARY LITERATURE Lesson 1 Lesson 2 Lesson 3 Lesson 4 - classify selected foods using the USDA Food Guide Pyramid and GO and GROW food groups - identify GO and GROW foods in his/her own diet - compare and contrast his/her daily diet to a healthy diet - recognize why it is important to limit the intake of fats and sweets - classify snack foods as GO, GROW or SLOW - substitute SLOW foods in their diet with healthier alternatives - identify the approximate amount of each food group of which his/her daily diet should consist - recognize some common food portion equivalents - determine the portion equivalents for a sample menu and compare to USDA suggested daily amounts - discuss the importance of eating breakfast - recognize how the media influences what he/she eats - create and illustrate a healthy breakfast cereal Food Guide Pyramid Nutrient Nutrition Fat Oil Nurient Nutritious Breakfast 1. Students will comprehend concepts related to health promotion and disease prevention. 2. Students will demonstrate the ability to access valid health information and healthpromoting products and services. 4. Students will analyze the influence of culture, media, technology and other factors on health. 6. Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. 3. Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. 1

2 LANGUAGE ARTS SCI- VISUAL Lesson 1: Lesson Booster Lesson 3: Lesson Booster Lesson 1: Activity 1, 2 Lesson Booster Lesson 2: Activity 2, Lesson Booster Lesson 4: Activity 2 MATH Lesson 3: Activity 1 and 2 Lesson 4: Lesson Booster Behavioral Checklist Instructor Reflections Family Checklist Suggested work samples (scoring rubric provided) Lesson 1, Activity 2 Lesson 2, Activity 2 Lesson 3, Lesson Booster Lesson 4, Activity 2 Think About It! Wrap-Up Questions K-3 Graphics Language K-3 Self-Assessment and Reflections 2

3 Grade 1 LESSON 3 Recommended Daily Amounts OBJECTIVES: The learner will... - identify the approximate amount of each food group of which his/her daily diet should consist - recognize some common food portion equivalents - determine the portion equivalents for a sample menu and compare to USDA suggested daily amounts MATERIALS: Chart paper (optional) with Diera's menu written on it for Activity 2 Paper/pencil Set of measuring cups Food samples (optional for Activity 1) VOCABULARY: Nutrient - the parts of food that the body can use Nutritious - healthy, full of nutrients Tell students last lesson they learned to eat very little from the fats, oils and sweets food group. 3 Write on board and tell students: The USDA Food Guide Pyramid helps you to eat the right amount of healthy foods. Show students the picture of Diera on pages 14A and B of the. Re-introduce Diera to the students as a member of Team Turtle who makes sure that she eats right, drinks plenty of water and balances her eating with daily exercise. Tell the students that when Diera was younger, she learned that some types of food were good for her body (those in the GO and GROW food groups) and some types of foods she should only eat a little of (those foods in the SLOW group). Now that Diera is getting older, her family lets her make more of her own food choices. At school Diera can serve herself fruits and vegetables at the salad bar and at home she can make her own plate at dinner. Even though Diera mostly chooses foods that are good for her body, she is not sure if she is eating the right amounts of each type of food. Ask students what figure or picture do they think Diera could use as a guide to help her eat the right amounts of every food group (the USDA Food Guide Pyramid). Explain to students that the USDA Food Guide Pyramid shows us not only what types of foods they should eat but how much of each type.

4 Show the students the USDA Food Guide Pyramid on page 13A of the. Ask the students if all of the colored sections are the same size. Which sections are bigger? Which are smaller? Tell the students that the sizes of the sections on the pyramid show us about how much of our diet should be made up of that type of food. Display for the students the following recommended daily amounts from the USDA on pages 17A and B. Tell students that children who are active (meaning they are physically active for 60 minutes everyday, or most days) ages 4-8 should eat the following: Grains - 5 ounces Vegetables - 2 cups Fruits - 1fi - 2 cups Milk - 3 cups Meat and Beans - 5 ounces Point out to students that if they are not active for 60 minutes everyday, or most days, they may need to eat less than these amounts. Ask students to name some of the foods that they eat daily and list on the board or on chart paper. Using the following common food portion equivalents provided by the USDA, give students the specific amount for as many as the foods listed as possible. - 1 ounce of grains is about the size of 1 slice of bread, 1 cup of dry cereal or fi cup of cooked rice, pasta or hot cereal. - 1 ounce of meat or beans is about 1 sandwich slice of turkey or 1 egg. A small hamburger patty is actually 2-3 ounces and a can of tuna is 3-4 ounces. fi of a small chicken breast is 3 ounces, and 1 small steak is 3fi - 4 ounces. cup of cooked dry beans is about 1 ounce and 1 tablespoon of peanut butter is about 1 ounce. - 1 regular size container of yogurt and 1 half pint container of milk are each 1 cup of milk. 1 slice of hard cheese is about 1/2 cup of milk. - 1 cup of fruit or 100% fruit juice, 1 whole fruit such as a banana or apple, 32 grapes, 8 large strawberries or fi cup of dried fruit can be considered as one cup from the fruit group. - Most vegetables can be measured by the cup. Exceptions include one cup of lettuce or raw spinach counts as fi cup. 1 large potato counts as 1 cup and 2 onion slices count as cup. Show students a set of measuring cups and point out the, fi and 1 cup sizes. Relate to them to serving equivalents from above i.e. (showing the 1 cup measure) "If you eat this much dry cereal, you would have eaten 1 of the 6 ounces of grains you should eat everyday." Point out that not everything we eat equals just one ounce or cup. When we eat a hamburger we are actually eating about 3 ounces of meat and 2 ounces of grains. 4

5 If we pile slices of meat onto our sandwich, we are no longer eating 1 ounce of meat but several. If time allows, display some selected quantities of foods and have students estimate the amounts shown. Display the following meals that Diera ate yesterday written on the board or on chart paper. Divide students into small groups and have students practice estimating the amounts of each food group Diera ate yesterday. Assign one meal to each group of students. Breakfast - 1 scrambled egg and 1 piece of wheat toast, 1 small apple, 1 cup of milk Lunch - Turkey sandwich with 1 slice of turkey on 2 pieces of wheat bread with 1 slice of cheese, 1 cup of baby carrot sticks with ranch dressing, 1 cup of 100% orange juice Snack - 1 cup of celery sticks with 1 tablespoon of peanut butter, 1 cup of water Dinner - 3-ounce piece of fish, 1 cup of cooked rice, 1 dinner roll, 1 small dinner salad, fi cup of pudding made from milk, 1 cup of water After determining the amount of each food group that Diera ate, ask the students if Diera met the recommended daily amounts suggested by the USDA Food Guide Pyramid (yes). Point out that Diera did not eat any "junk foods" that have a lot of added fats and oils but no nutritional value to her diet. However, she did consume fats and oils by eating ranch dressing with her carrot sticks, peanut butter and pudding. Diera chose her fats and oils wisely by choosing foods that also gave her nutrients for her body like the peanut butter and pudding. Ask the students if they think it is easy or hard to eat the suggested amount of each food. Why or why not? Let students know that practice will make it easier. 1. What tool can you use to help you eat the right amounts of healthy foods? 2. Which food group should you eat approximately 5 ounces of every day? 3 cups? 2 cups? 3. What is an example of 1 ounce of grains? 1 ounce of meat and beans? 1 cup of milk? Materials: Paper/pencil and markers or crayons Have students create a one day menu for themselves making sure to get the recommended daily amount of each food group as shown on the USDA Food Guide Pyramid. Encourage students to bring their menus home to share with their families. 5

6 Materials: Various art materials (whatever is available), heavy weight paper or poster board, glue, bowls and measuring cups and spoons Have students create collages using a variety of art materials such as glitter, dried cereal, dried pasta, pom poms, confetti, cut-up construction paper, wall paper samples or colored tissue, cut yarn, fabric scraps, etc. (materials can be adapted to whatever is available). Display each art material in a separate bowl with a different sized measuring spoon or cup. Have students create their collages using only whole servings of each material. When complete, have students share the amount of each material used on their collage. For example, a collage may be created using 1 teaspoon of glitter, 1 cup of cut yarn and 2 - cups of pom poms. Some students may be able to convert the measurements before sharing i.e. I used fi cup of pom poms (instead of two cups). 6