UNIT TITLE: The Food Pyramid

Author: Mary Ann Hase

School: Ridge Central Elementary Chicago Ridge, IL

THEME : Nutrition

BROAD CONCEPT: HEALTHY LIVING

GRADES: 3rd and 4th

INTEGRATED SUBJECTS: Math, Technology, Language Arts, Science, and Social Sciences

UNIT GOALS AND PURPOSE:

Specifically , the goal of this unit is to have the students learn about the groups which make up the food pyramid and what servings are required for a healthy life. The purpose of these lessons is to allow the students to understand the importance of a balanced diet and the ability to make wise food choices. Generally, throughout this unit the entire class will be working together in cooperative and continually changing groups. Therefore, we will all gain insight into each others way of thinking and learn to appreciate other points of view. Our lessons will take us to many different resources so, we will also need to be objective in our use of information found through different sources. We will be relying on each other to share knowledge especially when we do the computer and multimedia activities included in this unit. The assessment of this unit will be on-going and performance based

TIME FRAME: 3 to 4 weeks

OBJECTIVES:

In this lesson, students will:

understand the groups which make the food pyramid

create and use a variety of graphic organizers

create surveys and graph information

locate information using print and internet resources

analyze information to create a spreadsheet

use a multimedia presentation program
use a desktop publishing program
plan, shop for , and cook an entire meal

MATERIALS:

General materials and equipment : Health textbook, measuring cups, measuring spoons, pots, pans, access to an oven, recipes from home, fat counting data sheet, variety of fruit with seeds, calculators, sale ads from local grocery stores, various sized containers, food product labels

Technology tools : computer lab, digital camera, internet, LCD projector

Software Used in this Unit:

PrintMaster or Print Artist	Encarta
Kidspiration	The Cruncher
MS WORD	Peapod
Graph Club	Power point
KidPix Deluxe 3

STATE STANDARDS ADDRESSED BY THIS UNIT:

MATH:

6.B.2 Solve one- and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division.

6.C.2a Select and perform computational procedures to solve problems with whole numbers, fractions and decimals.

6.C.2b Show evidence that computational results using whole numbers, fractions and decimals are correct and/or that estimates are reasonable.
7.A.2a Calculate, compare and convert length, perimeter, area, weight/mass and volume within the customary and metric systems.

7.A.2b Solve addition, subtraction, multiplication and division problems using currency.

8.D.2 Solve linear equations involving whole numbers.

10.A.2a Organize and display data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots and stem-and-leaf graphs.

10.A.2b Using a data set, determine mean, median, mode and range, with and without the use of technology.

10.A.2c Make predictions and decisions based on data and communicate their reasoning.

10.B.2a Formulate questions of interest and select methods to systematically collect data.

10.B.2b Collect, organize and display data using tables, charts, bar graphs, line graphs, circle graphs, line plots and stem-and-leaf graphs.

10.B.2c Analyze the data using mean, median, mode and range, as appropriate, with or without the use of technology.

10.B.2d Interpret results or make relevant decisions based on the data gathered.

LANGUAGE ARTS:

1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses.
1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas.

1.B.2d Read age-appropriate material aloud with fluency and accuracy.

1.C.2a Use information to form and refine questions and predictions.

1.C.2d Summarize and make generalizations from content and relate to purpose of material.

1.C.2f Connect information presented in tables, maps and charts to printed or electronic text.

3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation.

3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting).

3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.

3.C.2b Produce and format compositions for specified audiences using available technology.

4.A.2a Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations.

4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings.

4.A.2c Restate and carry out a variety of oral instructions.

4.B.2a Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format.

5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs).

5.C.2a Create a variety of print and nonprint documents to communicate acquired information for specific audiences and purposes.

5.C.2b Prepare and deliver oral presentations based on inquiry or research.

SCIENCE:

11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring.

11.A.2c Construct charts and visualizations to display data

11.A.2d Use data to produce reasonable explanations.

11.A.2e Report and display the results of individual and group investigations.

SOCIAL SCIENCES:

17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments.

17.C.1a Identify ways people depend on and interact with the physical environment (e.g., farming, fishing, hydroelectric power).

N.C.T.M. STANDARDS ADDRESSED BY THIS UNIT:

represent and analyze patterns and functions, using words, tables, and graphs.

understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute;

understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems

carry out simple unit conversions, such as from centimeters to meters, within a system of measurement;

understand that measurements are approximations and how differences in units affect precision;

collect data using observations, surveys, and experiments;

represent data using tables and graphs such as line plots, bar graphs, and line graphs;

Build new mathematical knowledge through problem solving

Solve problems that arise in mathematics and in other contexts

Apply and adapt a variety of appropriate strategies to solve problems

Organize and consolidate their mathematical thinking through communication

Communicate their mathematical thinking coherently and clearly to peers, teachers, and others

Analyze and evaluate the mathematical thinking and strategies of others;

Use the language of mathematics to express mathematical ideas precisely.

Recognize and use connections among mathematical ideas

Recognize and apply mathematics in contexts outside of mathematics

Create and use representations to organize, record, and communicate mathematical ideas

TECHNOLOGY:

Technology Foundation Standards for Students

Basic operations and concepts
- Students demonstrate a sound understanding of the nature and operation of technology systems.
- Students are proficient in the use of technology.

Social, ethical, and human issues
- Students understand the ethical, cultural, and societal issues related to technology.
- Students practice responsible use of technology systems, information, and software.
- Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

Technology productivity tools
- Students use technology tools to enhance learning, increase productivity, and promote creativity.
- Students use productivity tools to collaborate in constructing technology enhanced models, prepare publications, and produce other creative works.

Technology communications tools
- Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
- Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Technology research tools
- Students use technology to locate, evaluate, and collect information from a variety of sources.
- Students use technology tools to process data and report results.
- Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

Technology problem solving and decision making tools
- Students use technology resources for solving problems and making informed decisions.
- Students employ technology in the development of strategies for solving problems in the real world.

STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED LEARNING:

Activity 1: To open this unit of study the teacher will create a concept web using the LCD projector and Kidspiration software program to create a visual of all ideas the students can relate to the word nutrition. The students will then view a powerpoint presentation on the structure of the food pyramid.

Activity 2: This activity will focus on the grains food group. Students will use print sources such as our health books and World Book encyclopedia to find the foods which belong in this group and the number of servings required for health. The student will then be divided into groups of three where they will survey their classmates to determine their favorite food from this group. These results will then be reported using The Graph Club software program.

Activity 3: This activity will focus on the fruits food group. Using the print sources from activity one students will find foods which belong in this group and how many servings are required for health. Each student will then create a riddle about a particular fruit. The students will use KidPix Deluxe 3 to illustrate their riddle which will be made into a class riddle book.

Activity 4: This activity will be an estimation exercise using seeded grapes, orange, and watermelons. The students will work in groups of 4. The students will estimate the number of seeds in each fruit. The students will then record their estimates along with the actual number of seeds using The Cruncher software program. From this spread sheet they will be able to compare the number of seeds to the size and weight of the fruit.

Activity 5: This activity will focus on the vegetable food group. Students will use print sources to find which foods belong to this group and the servings required for health. The students will then work with a partner to complete a report on one specific vegetable. They will use internet sources and print sources to create a Powerpoint presentation for the class. The presentation will include:

a picture of the vegetable

where the vegetable is grown in the world

a short history of its use

a survey of their classmates showing whether it is liked or disliked vegetable, this slide can be a pie or bar graph inserted from The Graph Club software program

Activity 6: This activity will focus on the meat/protein food group. As before the students will use print sources to find which foods belong to this group and the servings required for health. The students armed with peanuts in the shells will read the online story The Lonely Peanut. Using newspaper store ads students will use calculators to determine the cost of different amounts and cuts of meat according to the price per pound advertised.
Example:

How much would a 4 lb. roast cost at Dominicks? Jewel?

How much would 6 lbs. of ground beef cost at Cub Foods? Walts?, etc.

These comparison prices will be entered into The Cruncher program spreadsheet to determine the store with the better prices.

Activity 7: This activity will focus on the dairy food group. The students will read an online story about milk, The Story of Milk. As a class we will use a digital camera to create our own GOT MILK? ad book. Students will use standard english, metric, and non-standard containers to investigate liquid measurement. From the investigations we will create a conversion chart. Students will have the choice of using PrintMaster, Print Artist, or Kid Pix Deluxe 3 to illustrate their investigations.

Activity 8: This activity will focus on Fats in our diets. Using these web links:

http://www.fns.usda.gov/tn/Resources/readit_eatit.html

http://www.fns.usda.gov/tn/Resources/nutrition_yourhealth.html

students will :

learn to read a food product label

find the amount of fat calories in their food

Students will use the Fat Counting Diary data collection sheet to record their fat calories for one week.

Activity 9: Students will work in pairs to enter their fat intake information into a spreadsheet using The Cruncher software program. They will use the program to calculate their total fat intake for the week, as well as their average fat intake per day. Using The Cruncher program and the LCD projector the whole class will then total their fat intake for the week and calculate a class average for fat intake per day. The class will discuss their eating habits and talk about ways of curbing their fat intake individually and as a group. We will discuss ways to change our eating habits and try to identify which foods account for most of the fat in our diets.

Activity 10: Using all information learned from this unit, the internet, cookbooks, favorite recipes from home the students will design and create a healthy meal. The menus will be created and printed on the PrintMaster or Print Artist program. Each menu will be distributed to the class and a vote will be taken on the healthiest menu.

Activity 11: As a class we will work together to purchase, prepare, and of course enjoy our healthy meal. The students will work in cooperative groups of three to:

make a grocery list

use Peapod to shop for items

assemble all measuring tools, utensils, and tableware items

make all recipes

Enjoy a healthy meal

SHARE YOUR IDEAS:

Each activity in this unit has the students creating a product which they will be able to share, describe, and explain to peers, family, and friends. These valuable creations will allow the students many hours of interest long after the unit has concluded. The culminating activity is Activity 11. This activity will be for the pure enjoyment and satisfaction of a job well done. The other 10 activities in this unit will be scored by 2 separate rubrics. These rubrics will focus on performance and products created in this unit.

*Rubrics reprinted from: http://www.phschool.com/professional_development/assessment/rub_coop_product.html

Cooperative Learning Project Rubric A: Process

Name: ______________________________
Date: _______________
Class: ________________________________________

	4	3	2	1
Group Participation	All students enthusiastically participate	At least 3/4 of students actively participate	At least half the students confer or present ideas	Only one or two persons actively participate
Shared Responsibility	Responsibility for task is shared evenly	Responsibility is shared by most group members	Responsibility is shared by 1/2 the group members	Exclusive reliance on one person
Quality of Interaction	Excellent listening and leadership skills exhibited; students reflect awareness of others' views and opinions in their discussions	Students show adeptness in interacting; lively discussion centers on the task	Some ability to interact; attentive listening; some evidence of discussion or alternatives	Little interaction; very brief conversations; some students were disinterested or distracted
Roles Within Group	Each student assigned a clearly defined role; group members perform roles effectively	Each student assigned a role but roles not clearly defined or consistently adhered to	Students assigned roles but roles were not consistently adhered to	No effort made to assign roles to group member

Cooperative Learning Project Rubric B: Outcome or Product

Name: ______________________________
Date: _______________
Class: ________________________________________

	4	3	2	1
Organization	Extremely well organized; logical format that was easy to follow; flowed smoothly from one idea to another and cleverly conveyed; the organization enhanced the effectiveness of the project	Presented in a thoughtful manner; there were signs of organization and most transitions were easy to follow, but at times ideas were unclear	Somewhat organized; ideas were not presented coherently and transitions were not always smooth, which at times distracted the audience	Choppy and confusing; format was difficult to follow; transitions of ideas were abrupt and seriously distracted the audience
Content Accuracy	Completely accurate; all facts were precise and explicit	Mostly accurate; a few inconsistencies or errors in information	Somewhat accurate; more than a few inconsistencies or errors in information	Completely inaccurate; the facts in this project were misleading to the audience
Research	Went above and beyond to research information; solicited material in addition to what was provided; brought in personal ideas and information to enhance project; and utilized more than eight types of resources to make project effective	Did a very good job of researching; utilized materials provided to their full potential; solicited more than six types of research to enhance project; at times took the initiative to find information outside of school	Used the material provided in an acceptable manner, but did not consult any additional resources	Did not utilize resources effectively; did little or no fact gathering on the topic
Creativity	Was extremely clever and presented with originality; a unique approach that truly enhanced the project	Was clever at times; thoughtfully and uniquely presented	Added a few original touches to enhance the project but did not incorporate it throughout	Little creative energy used during this project; was bland, predictable, and lacked "zip"
Presentation Mechanics	Was engaging, provocative, and captured the interest of the audience and maintained this throughout the entire presentation; great variety of visual aids and multimedia; visual aids were colorful and clear	Was well done and interesting to the audience; was presented in a unique manner and was very well organized; some use of visual aids	Was at times interesting and was presented clearly and precisely; was clever at times and was organized in a logical manner; limited variety of visual aids and visual aids were not colorful or clear	Was not organized effectively; was not easy to follow and did not keep the audience interested; no use of visual aids

TEACHER ROLES: Teacher's role for this unit include instructional designer, collaborator, coordinator, advisor, monitor and assessment specialist. Each role is associated with specific activities and is made possible by the use of technology in support of project based learning. The teacher takes into account all the resources available to meet the needs of the students involved. It will be the teacher's role to train or model the use of the technology and multimedia included in this unit. As a collaborator the teacher is sharing and learning with the students. The teacher as coordinator will assign the students to teams to best allow for opportunities for peer tutoring, modeling, and support among students with mixed ability levels. The teacher will need to advise the students by posing questions or offering suggestions in such a way as to enable the students to find the information they need to complete their tasks. Finally it is the teachers role to monitor and assess performance throughout the unit

STUDENT ROLES: Students will have an influence on their learning. They will need to work cooperatively. They will need to share their knowledge with the class, since each of us has different levels of expertise. Students will share their opinions and ideas. They will listen to and respect their classmates' opinions and ideas. They will make choices individually and in groups. They will be designers and evaluators of their own work and ideas. Students will be problem solvers and decision makers.

ADDITIONAL REFERENCE PRINT RESOURCES STUDENTS MAY USE :

World Book Encyclopedia

Scott Foresman Health for Life

THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:

*This booklist was modified from: http://www.nal.usda.gov/fnic/pubs/bibs/gen/childlit.html

Food and Nutrition for Every Kid

Janice VanCleave
Abstract: How does milk help me grow? Where do vitamins come from? From the Science for Every Kid series, these experiments teach kids all about food and nutrition.

Gobble up Math
Sue Mograd & Kelly Kennedy
Abstract: Kids will have fun learning math concepts while using nutritious food. Activities incorporate the Food Guide Pyramid, patterns, geometry, measurement, fractions, estimations, and more. A delicious way to learn about math and nutrition.

Let’s Grow It!
Brenda Walpole
Abstract: Grow giant pumpkins, prickly cacti and brightly colored sunflowers. Produce delicious salad plates and learn how to create new plants from cuttings. Packed with great ideas and projects; this book also includes special tools and equipment to get you started right away.

Pigs in the Pantry: Fun with Math and Cooking
Sharon McGinley-Nally
Abstract: This book takes a look at the concepts of measurement, featuring a family of pigs in the mood for cooking. Also includes a recipe for vegetarian chili and a page of measurement facts.

Ready, Set, Grow! A Kid’s Guide to Gardening
Rebecca Hershey
Abstract: From plant tips, garden riddles, crafts from the garden, a personal garden journal, and garden puzzles and activities, there's something for everyone. Read, enjoy and happy gardening!

The Science Chef: 100 Fun Food Experiments and Recipes for Kids
Joan D’Amico and Karen Eich Drummond
Abstract: This book examines the science of food, while instructing children on the science behind various cooking reactions. Answers such questions as "How Does Bread Rise?" and "Why Does Popcorn Pop?" Includes over 100 simple, quick recipes that can be made with easy-to-obtain ingredients and standard kitchen equipment.

The Very Hungry Caterpillar
Eric Carle
Abstract: A narrative about a hungry caterpillar eats his way from one food to the next growing up to be a beautiful butterfly.

FOR ADDITIONAL ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE THE FOLLOWING INTERNET ARTICLES:

Title1: Technology Integration Support

URL1: http://web.rbe.sk.ca/support/primary.html#6

Description1:
Technology integration is a wonderful way to supplement your classroom program with hands-on student-centered learning activities. Using technology is motivational for students, provides for a variety of learning styles, and can promote critical and creative thinking.

Title2: KidsHealth

URL2: http://kidshealth.org

Description2: This site helps parents, children, and professionals find answers to commonly asked health questions.

Title3: Kids Source Online

URL: http://www.kidsource.com/kidsource/content3/ific/ific.ads.nutrition.html Description 3: CARU and IFIC have prepared this guide to provide parents with information and strategies to help you and your children evaluate food advertising, make informed decisions and create a healthy balance of food and nutrition choices that are right for your family.

Title4: President's Council on Physical Fitness and Sport

URL4: http://www.fitness.gov

Description4: A multitude of resources on fitness, including access to the President's Council on Physical Fitness and Sport Research Digests.

Title 5: All Foods Can Fit
URL 5: http://www.eatright.org/nnm97.html

Description 5: The American Dietetic Association presents information about what constitutes a healthy diet. They give examples of how moderation can effect food choices and profiles of individuals who have changed their food choices. Also, this site offers a quiz to test nutrition knowledge.

Title 6: Ask an Expert: Nutrition

URL 6: http://www.cln.org/int_expert.html
Description 6: CLN's "Ask an Expert" page has about 100 links to specialists in the field who can serve as a valuable source of curricular expertise for both students and teachers. Questions/answers on Nutrition may be found in our "All Subjects" section at the top of the page, the "Fitness/Health/Medicine" section, as well as the general "Reference" section.

       Title 7: CSPI Nutrition Quizzes
       URL 7:    http://www.cspinet.org/quiz/
       Description 7:    This page has three quizzes to test your knowledge. The first quiz is a question and answer type of quiz about olestra. The second quiz is on-line and tests your knowledge of fat content in our diet. Also on-line, the third quiz allows you to rate how healthy your diet is.

       Title 8: Teach-nology
       URL 8: http://teachers.teach-nology.com/themes/science/food/
       Description 8: Huge resources for lesson plans, technology integration, bulletin board displays, hands-on activities.

       Title 9: Nubod Concepts
       URL 9:    http://www.nubodconcepts.com/nubodconcepts/home/index.html
       Description 9: Nubod’s mission is to get kids excited about a healthy lifestyle

       Title 10: Nutrition explorations: Educators
       URL 10:   http://www.nutritionexplorations.org/educators/main.asp
       Description 10:   Resource for teachers , classrooms and students which includes nutrition lessons and activities for all grade levels, a timely calendar of nutrition tips, recommended children's books

RELEVANT INFORMATION, STUDENTS WILL VISIT THE FOLLOWING WEB SITES:

             Title 1: Dole5aDay
                URL 1: http://www.dole5aday.com/
                Purpose of use 1: Interactive activities kids will enjoy.
                Description1: Multifaceted site with resources for adults and children.

               Title 2:Fast Food Fact
               URL 2:   http://www.kenkuhl.com/fastfood/fastfacts.shtml
               Purpose for use 2: Students could use this site to research nutrient quantities in foods.
            Description 2: Large database of many fast food favorites and their nutrient content.

             Title 3: Kids Cart Smart
                URL 3:   http://www.ext.vt.edu/pubs/preschoolnutr/348-652/348-652.htm
                Purpose 3:   Students can find additional information about food and their own food choices.
                Description 3: This interactive while a bit young has great resources for students to link to.

                Title 4:   Healthy Choices for Kids Online
                URL 4:   www.healthychoices.org/
                Purpose 4: This site provides activities about nutrition for elementary students.

Description 4: The Healthy Choices for Kids nutrition education program was created by the growers of Washington state apples and is funded in part by the Washington Apple Education Foundation, Tree Top, Inc., and other industry sponsors. All materials are copyrighted, however any educator may freely copy and distribute all content for use in a classroom setting.

            Title 5:   FUN! Food and Nutrition Places for Kids
            URL 5:   www.kent.wednet.edu/KSD/CK/kids.html
            Purpose 5: Lunch Buddy has lots of fun games, videos, and info about eating healthy! Florida             Citrus Land for Kids Discover how orange juice is made, play games and find great Florida                   citrus recipes!
            Description 5: KidsHealth is a web site devoted to the health of children and teens. KidsHealth             has trainloads of up-to-date information about growth, food, health and fitness.

              Title 6: Nutrition Café
            URL 6: http://www.exhibits.pacsci.org/nutrition/default.html
              Purpose 6: Many links to explore, great edutainment
              Description 6: This site provides three nutrition games and some additional nutrition                              information. The games could be adapted to a variety of nutrition lessons.