Koski
3
Koski
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 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.
“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.
Behavioral Objectives:
· 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:
Meeks, L & Heit, P. (2003). Totally awesome strategies for
teaching health. “Hiding Hurt
Feelings.” New York City: McGraw-Hill
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 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.
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.
Behavioral Objectives:
· 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 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.
“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.
Behavioral Objectives:
· 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
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 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.
****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
Behavioral Objectives:
· 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.
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.
****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
Meeks, L & Heit, P. (2003). Totally awesome strategies for
teaching health. “Hiding Hurt
Feelings.” New York City: McGraw-Hill
Physical Activity Guidelines for Americans: Recommendation
statement. 2008. Accessed
March 1, 2009. Retrieved from:
http://www.nlm.nih.gov/medlineplus/ency/article/001941.htm
The Free Dictionary by Farlax (2009) Grapefruit, kiwi,
pineapple, star fruit, cinnamon, and
salsa Retrieved from:
http://www.thefreedictionary.com
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,” “What’s in the Bag?”
“Hydration,” and “Healthy
Snacks”. Winona State University, HERS 320