Melanie Roth & Mallory Glanzman ED123 Nutrition Unit Plan Topic: Nutrition Grades: 3-5 Iowa Common

Core Standards:
Recognize that media and other influences affect personal, family, and community health. Demonstrate appropriate responses to negative and positive health influences. Explain how information from school and family influences health. Identify characteristics of valid health information sources. Recognize the techniques used by print and non-print media sources. Identify factors that influence the selection of health products and services. Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society. Choose healthy foods. Assess risk factors that contribute to healthy choices. Obtain, interpret, understand and use basic health concepts to enhance personal, family, and community health. Describe the influence of risk and protective factors. Describe the impact of personal health behaviors on the functioning of body systems.

Week Breakdown (Monday- Friday): Day 1: Begin by having students talk with their peers about some unhealthy foods they know of and why they might be unhealthy. Then read the book Gregory the Terrible Eater by Mitchell Sharmat When finished ask students to talk with their peers if they had some of the same foods or were surprised with the foods in the book. Then have some students share to the class. Explain ways to find healthy facts about food, like labels on packaging. Have students complete the T-Chart of good and bad foods. Provide students magazines, empty containers of food, scissors, and glue, or markers to paste or draw the items and list some of their nutritional facts based on the magazines or resources provided. Collect the T-Charts as an assessment to see if students understand some of the good choices and negative choices and how they came to that conclusion. For Example:
Good Food Choices Bad Food Choices

-Whole Wheat Bread -110 calories -Made with whole wheat

-360 calories -Saturated fat 12 g -Sugar 43 g

Day 2: Based on the students understanding of good and bad choices, display the food group chart for them. Have them discuss with their peers what they understand on the chart, what they already know, and what they question about the specific foods and groups. Come back as a class and discuss the misconceptions or opinions. Then play the video: http://www.youtube.com/watch?v=7qHSz2GQ0D8 Have students then fill in their blank food pyramids based the five sections. Students can think of foods they enjoy that would fit in each section and draw the food as well as label the item. Students must also label the groups with a heading. When students complete the food pyramid charts, have them walk around and view their peers charts, to see what foods they enjoy eating that fit under each category.

Day 3: Explain to students how food choice is important and how to make those choices for meals. Then explain that they will be creating a My Plate Booklet. Students will use resources to build their own breakfast, lunch, snack, and dinner plates by incorporating their healthy knowledge. Have students use their MyPyramids from the previous day to use as a reference for food choices when creating the plate booklet. Also provide students with the On My Plate book series- protein, dairy, healthy snacks, vegetables, and fruits, which will help in picking choices for their plate booklet. When students complete the booklets, place them in the classroom library where students can read their peers during independent reading. For Example:

Day 4: Ask students based on the healthy foods they know of, how they think healthy food is made? Where it comes from? What makes it healthy? Discuss as a class the answers to those questions. Explain to students that there is a process in making healthy foods, and that they can do it at home with their families or friends. Model an example recipe (trail mix). Have the recipe on the board and create steps with the class. For example, based on the items I have here, what should be my first step? With the students help build a procedure list of making trail mix. Have students write down the list in their notebooks to take home. Then form groups with three to four students. Give each group a different recipe and supplies to make the item (ants on a log, butter (provide English muffins or whole wheat toast), fruit kabobs, etc.) Have students follow the steps of the recipe, and add to the list any extra steps they might have taken. Have students walk around and try each others snacks. Students can record the recipes in their notebooks as they walk around. Day 5: Based on the students learning from the past four days and the specific food groups. Have a take away discussion, where students share their thoughts on the food choices, how they have shared this at home or with friends. Then split the class into two teams to play jeopardy, to quiz the students on their knowledge as well as introducing interesting facts. If students are unclear of an answer or guessed, take that opportunity to have a class discussion to rationalize the answer. After completing the game, have students record two new facts they learned from the game and turn in on their way out of the classroom.