Author:Nyree Bowen
E-Mail Address: nybowen@besd53.k12.il.us
School: Noel LeVasseur: Bourbonnais, IL
School Home Page URL: http://www.besd53.k12.il.us

THEME:Nutrition

BROAD CONCEPT: Healthy Lifestyle

GRADES:3rd

INTEGRATED SUBJECTS: math, science, language arts, technology, and social studies

UNIT GOALS AND PURPOSE:  Students will gain knowledge of the food pyramid and transfer this knowledge to create nutritional meals and a balanced diet.  Students will learn:
    *   Food pyramid basics (food groups including quantity of each food).
    *   The necessity of a balanced diet.
    *   About the six nutrients.

The content of this unit is that all humans have basic nutritional needs-nutrition concepts to be learned include nutrients (carbohydrates, water, fats, protein, vitamins, minerals) and their different functions:  food groups; and the components of a balance diet.

This unit will be an ongoing evaluation.  Students will evaluate their peers and the teacher will evaluate the students and/or groups.  The students along with the teacher will create rubrics to go along with each lesson/activity.

TIME FRAME: 2 to 3 weeks

OBJECTIVES:

In this lesson, students will:

• gain knowledge of the food pyramid and transfer knowledge to create a balanced diet
• record the fruits and vegetables they eat or drink in a week's time, look at their own average, and compare their results to others in their class
• write letters to request information
• identify equivalents among 1 cup, 1/2 cup, and 1/4 cup
• identify objects that represent 1 cup, 1/2 cup, and 1/4 cup
• solve addition, subtraction, multiplication, and division problems that focus on serving size and counting "5 A Day"
• observe effects of temperature on plants and will read temperature from a Celsius or Fahrenheit thermometer
• write a letter using email
• solve story problems using manipulatives
• create a slide show

• MATERIALS:
• General materials and equipment: list of organizations, list of health agencies, list of publishers, journal entry sheets, measuring cups, various foods, juices, Fruits and Vegetables Problem Sheet, nutrition charts, Cuisenaire rods, 3 potted plants or 3 plants per group, refrigerator, freezer, thermometers, "Temperature and Plants" data sheets
• Technology tools: one computer in the classroom, Averkey, TV monitor, computer lab, Internet, email, video camera, digital camera, tape recorder
• Software Used in this Unit

STATE STANDARDS ADDRESSED BY THIS UNIT:

English/Language Arts

1.C.1a Use information to form questions and verify predictions
1.C.1f Use information presented in simple tables, maps, and charts to form an interpretation
3.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.
3.B.1b Demonstrate focus, organization, elaboration, and integration in written compositions (e.g., short stories, letters, essays, reports).
3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes.
4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said.
4.A.1b Ask questions and respond to questions from the teacher and from group members to improve comprehension.
4.A.1c Follow oral instructions accurately.
4.A.1d Use visually oriented and auditorily based media.
4.B.1a Present brief oral reports, using language and vocabulary appropriate to the message and audience (e.g., show and tell).
4.B.1b Participate in discussions around a common topic.
5.A.1a Identify questions and gather information.
5.A.1b Locate information using a variety of resources.
5.B.1a Select and organize information from various sources for a specific purpose.
5.C.1a Write letters, reports and stories based on acquired information.
5.C.1b Use print, nonprint, human and technological resources to acquire and use information.

Mathematics

6.A.1b Identify and model fractions using concrete materials and pictorial representations.
6.B.1 Solve one- and two-step problems with whole numbers using addition, subtraction, multiplication and division.
6.D.1 Compare the numbers of objects in groups.
7.A.1a Measure length, volume, and weight/mass using rulers, scales, and other appropriate measuring instruments in the customary and metric systems.
7.A.1d Read temperatures to the nearest degree from Celsius and Fahrenheit thermometers.
7.B.1b Compare estimated measures to actual measures taken with appropriate measuring instruments.
10.A.1a Organize and display data using pictures, tallies, tables, charts, or bar graphs.
10.A.1b Answer questions and make predictions based on given data.
10.B.1a Formulate questions of interest and design surveys or experiments to gather data.
10.B.1b Collect, organize and describe data using pictures, tallies, tables, charts, or bar graphs.
10.B.1c Analyze data, draw conclusions, and communicate the results.

Science

11.A.1a Describe an observed event.
11.A.1b Develop questions on scientific topics.
11.A.1c Collect data for investigations using measuring instruments and technologies.
11.A.1d Record and store data using available technologies.
11.A.1e Arrange data into logical patterns and describe the patterns.
11.A.1f Compare observations of individual and group results.
13.A.1a Use basic safety practices (e.g., not tasting materials without permission, "stop/drop/roll").
13.A.1b Explain why similar results are expected when procedures are done the same way.
13.A.1c Explain how knowledge can be gained by careful observation.
13.B.1a Explain the uses of common scientific instruments (e.g., ruler, thermometer, balance, probe, computer).
13.B.1b Explain how using measuring tools improves the accuracy of estimates.

Social Studies

17.A.1b Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each.

Physical Development and Health

20.A.1b Engage in sustained physical activity that causes increased heart rate, muscle strength, and range of movement.
20.B.1 Describe immediate effects of physical activity on the body (e.g., faster heartbeat, increased pulse rate, increased breathing rate).
20.C.1 Identify a realistic health-related goal.
21.A.1a Follow directions and class procedures while participating in physical activities.
21.A.1b Use identified procedures and safe practices with little or no reinforcement during group physical activities.
21.B.1 Work cooperatively with another to accomplish an assigned task.
22.A.1b Identify methods of health promotion and illness prevention (e.g., obtaining immunizations, hand washing, brushing and flossing teeth, eating practices, sleep, cleanliness).
22.B.1 Encourage and support others in making positive health choices (e.g., eating practices, cleanliness, safety practices).
23.A.1 Identify basic parts of body systems and their functions (e.g., heart, lungs, eyes).
23.B.1 Identify healthy actions that influence the functions of the body (e.g., cleanliness, proper diet, exercise).
23.C.1 Identify individual differences in growth and development among people.
24.B.1 Recognize how choices can affect health (e.g., not brushing/tooth decay, smoking/risk of cancer and heart disease).
24.A.1b Identify positive verbal and nonverbal communication skills (e.g., body language, manners, listening).

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

• understand measurable attributes of objects and the units, systems, and processes of measurement
• apply appropriate techniques, tools, and formulas to determine measurements
• formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
• select and use appropriate statistical methods to analyze data
• develop and evaluate inferences and predictions that are based on data
• understand and apply basic concepts of probability
• 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
• monitor and reflect on the process of mathematical problem solving
• organize and consolidate their mathematical thinking though 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
• create and use representations to organize, record, and communicate mathematical ideas
• select, apply, and translate among mathematical representations to solve problems
• use representations to model and interpret physical, social, and mathematical phenomena

Lesson 1: The class will open with a PowerPoint Presentation showing all types of food. Music and a variety of Logos from restaurants the children are familiar with. Sounds and music will energize the students and have them wondering. We will then brainstorm, using Inspiration, as an entire class on all facts that the children may know about the food pyramid. We will use the KWL (what they know, what they want to know, and what they learned) as the strategy for recording their ideas.

Lesson 2: The students will use the program "5 A Day Adventures". This program will teach students about the benefits of eating or drinking five servings of fruits and vegetables a day. Then the students will keep a record of fruits and vegetables they eat or drink.  By doing this students can assess their eating habits, and will be able to compare their results to the goal of "5 a Day." The students will use Word to record the fruits and vegetables they eat or drink in a week's time, look at their own average, by using Excel, and compare their results to others in their class.

Students can also fill in the student activity sheets – "Fruits and Vegetables Eaten Yesterday".

Some of the following activities could be conducted in groups or classroom setting:

• Have the students compare the number of fruits and vegetables eaten by various members of
the class.
• Have the students compare their results to the national average of 2 1/2 servings a day.
• Have the students compare their results to the goal of "5 a Day."
• Have your students make a display for the school cafeteria wall about "5 a Day."
• Have students perform this record keeping activity for 5 days and find their own daily average.

Students can use the Excel Spreadsheetto help them record the data.

Lesson 3: The teacher will bring in some Nutrition Charts from a restaurant like McDonald's. Without showing the charts to the class, the teacher will tell the kids to write down what they would order if the teacher took them to McDonald's and they could order whatever they wanted. The teacher will tell them to be reasonable and only order what they would really eat. Then the teacher will have the class, in groups, use the Internet and the food sites to look up the calories, fat grams, and milligrams of sodium in each item. Then they will take that information they gathered and enter it onto the ExcelSpreadsheet. This way they will find the TOTAL calories, fat grams, and milligrams of salt in the meal.

Lesson 4: In this lesson, the students and/or groups will take their information from the Excel Spreadsheet and use the Graph Club software to graph their results. Then they may take the results from the entire class and graph the results.

Lesson 5: After finding the results of their meal and graphing the data, the students can try to plan a more nutritious meal at McDonald's using the Internet and the web food sites. Hopefully, the students will realize that portion sizes are important - you can order a small fries if you have a craving for fries – you don't have to super size it!

Lesson 6: Letter Writing using email.

Using Inspiration with the teacher, students will brainstorm questions about fruits and vegetables. Then the teacher will review with students the correct format for a letter. Next, the teacher will have the students email the organizations that can answer their questions about the particular fruits and vegetables. Finally, the students will share orally the information they received from the various organizations or they can make a PowerPoint presentation on the information they receive.

Lesson 7: Measuring

After the class uses "5 A Day Adventures" to explore Serving Size Land in the Land of 5 a Day, reinforce the different ways that servings of various foods are measured. The measurements differ and present a challenge as the students learn what equals 1 serving. They will also learn how to add servings to reach their goal of eating 5 fruits and vegetables each day.

1.  The teacher will show students different size measuring cups (1 cup, 1/2 cup, and 1/4 cup), and the foods they will be measuring.
2.  Next, the students determine which foods should be placed into which measuring cup to make 1 serving. For instance:
     Use the 1 cup to measure 1 serving of leafy greens
     Use the 1/4 cup to measure 1 serving of dried fruit -- raisins
     Use the 1/2 cup to show 1 serving of a canned fruit or cooked vegetable
     Use a 1 cup liquid measuring cup to measure 3/4 cup juice (or water)
3.  Next, the students will fill each measuring cup with the appropriate fruit or vegetable.
4.  The teacher will discuss with students the fact that fruits and vegetables, do not take the shape of the container, but juice (a liquid) does.
5.  The teacher will show everyday objects representing 1 cup, 1/2 cup, and 1/4 cup to which students can relate. (Small box of raisins, milk carton from cafeteria, small juice glass that holds 6 oz.)

The following can be a Group Activity:

Give each group measuring cups of 1 cup, 1/2 cup, and 1/4 cup. Have the students answer the following questions by testing equivalents using raisins, water, or material in the classroom, such as aquarium gravel, or any other appropriate material.

1. How many 1/2 cups = 1 cup? _______
2. How many 1/4 cups = 1 cup? _______
3. How many 1/4 cups = 1/2 cup? _______
4. How many 1 cups = 2 cups? _______
5. How many 1/4 cups = 2 cups? _______
6. How many 1/2 cups = 2 1/2 cups? _______
7. How much is a handful of raisins? ______
8. If a handful of raisins is one serving, how many servings would 2 handfuls be? _______

Lesson 8: Story Problems:

• Have students solve the word problems on the 'Problem Solving' sheets or the problems can be made into a PowerPoint presentation.  This presentation can be used as a center.
• If problem-solving sheets are used in a group setting, students can be asked to solve all or a designated number of problems, asking for assistance from group members as needed. After the set number of problems has been solved, group members should compare answers and try to reach a consensus as to the correct answers.
• Have students create their own fruit and vegetable word problems using Kid Pix Studio Deluxe, HyperStudio, PowerPoint or Ultimate Writing.
• Students may use Cuisenaire rods to demonstrate portions or fractions of foods.

• After the class uses "5 A Day Adventures" to explore Fruits and Vegetables Speak Up, they will see that some plants grow in warmer places and some plants grow in cooler climates. This experiment will help children see one reason for this, temperature. This experiment is a fun and interesting way for students to experience first-hand the effects of temperature on plants.
• First, the teacher will give each group three plants of the same kind, or use three plants for the entire class. Impatiens are good for this activity, because they are sensitive to temperature changes. With masking tape, label the plants as A, B, and C.
• Next, have the students place Plant A in the classroom, Plant B in the refrigerator, and Plant C in the freezer. The temperature of the classroom, refrigerator, and freezer should be recorded on the data sheet. Each group can then compare results by graphing the results using Graph Club. They can also use Excel Spreadsheet to record the data.

Lesson 10:  Slide Show:

The students will work in cooperative groups to create a slide show using KidPix Studio Deluxe. The groups will illustrate fractions using pictures of food. There is a minimum of four slides in the presentation. Some groups may wish to do more. Rubrics will be developed as a class before the start of the project.  This way students will know what to expect.

Lesson 11:  A Day of Graphing:

The students will poll their classmates on the following questions:

1.  What's your favorite fruit juice--orange, apple, grape, or grape cranberry?
2.  Which of these sandwiches do you prefer--peanut butter and bologna, ham and cheese, salami, or turkey?
3.  What's your favorite sandwich bread--white, wheat, Italian, multi-grain, rye, or pita?
4.  What's your favorite snack--potato chips, apple, banana, grapes, orange, candy bar, carrots, or pudding?

Once the students poll their classmates, they may graph the results by using Graph Club in the computer lab, or they may want to make graphs of their own using paper, rulers, and markers.

SHARE YOUR IDEAS:

CULMINATING ACTIVITY: Students may choose one of the following:

• Book of Poetry- Students must have 10 poems with the theme of food/nutrition. It must be illustrated and have a cover. May be done on any software available.

• Video of a Cooking Show- In this video, demonstrate how you would cook a certain recipe. It must be 4-5 minutes long. It must be clear and easy to understand. Bring a written or typed copy of the recipe to school. May use the digital camera to record and put into a PowerPoint presentation or video tape it with a video camera.

• Demonstrate Food Preparation- Must prepare food in class. Bring in written or typed copy of the recipe. The directions should be clear. Practice at home. There should be a food sample for all the students. This can be prepared ahead (25 students).

• Book of Recipes- This should be easy "child cooking" recipes. There must be a minimum of ten recipes. They must be neatly written (or typed) and illustrated and have a cover. You may use Ultimate Writing, PowerPoint, Kid Pix Studio Deluxe, or HyperStudio.

• A Play Written and Acted by Students- no more than four characters. It must have a written or typed script with a food/nutrition theme. Lines must be memorized- 5 minutes,

STUDENT AND TEACHER ROLES:

Teacher Involvement: The teacher has several roles. As a facilitator, she is the source of research techniques and information. She demonstrates the use of a computer to research, via the Internet, and to access information from electronic encyclopedias. She structures the learning so that the goals will be attained through the activities in the lessons. She evaluates the students’ work using checklists, self/group evaluations and rubrics (students helped develop) that assess students’ performance of authentic tasks. She monitors students during their research and stimulates their learning by asking questions to elicit responses requiring higher-order thinking skills. She asks them to explain the processes through which they arrive at answers and accomplish tasks. As a guide, she gives direction about the tasks to be accomplished and feedback to the whole class, groups, and individuals, as they progress through the unit. As a co-learner and investigator, she shares her expertise about using technology, provides opportunities for student exploration, and learns with the students as they work through their presentations together.

Student Involvement: As an engaged learner, the student is more than just the receptor of knowledge as in the traditional classroom. He/she is responsible for learning, taking part in setting up the areas in which the groups want to research on, and taking part in developing the rubric and group/self evaluation checklists. This is evident in the KWL chart and making choices about the topic and some of the activities to be done and determined with the teacher guidance. By researching and working collaboratively in groups, the student is an explorer, learning through technology, working and getting along with others, and choosing areas in which the groups are interested in doing their research on. In this collaborative group, the students receive continual feedback from the teacher and most of all from his/her peers. The student is a teacher as well as a student, sharing his/her knowledge and skills with others on his/her team and the class, parents, administration, and teachers through the groups presentations. As a producer of knowledge, he/she researches and completes the assignment with technology and working together.

Students are responsible for their own learning because they are designing methods of data collection, crafting possible solutions, deciding upon a means of presenting their findings, and working with the teacher to create rubrics to evaluate their final product. They are strategic in selecting and using appropriate problem-solving strategies to develop a solution. Collaborative learning is a key component, because the students are always working in teams and using the teacher as a facilitator. One of the most difficult tasks at the primary level was to find a way to make the task authentic. Connecting this to the real world was a big part of drawing on the students' intrinsic motivation. Using the computer, and the Internet in particular, is very energizing for primary students.

ADDITIONAL REFERENCE PRINT RESOURCES STUDENTS MAY USE:

World Book Encyclopedia, Child Craft, Maps

THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:

• 612.3 BA1 - Bailey, Donna - All About Digestion, 1991, 48ppg.
• E Cha - Charles, Donale – Fat, Fat, Calico Cat, 1977, 32 ppg.
• 641.1 F - Fodor, R.V. - What To Eat and Why: The Science of Nutrition, 1979, 96 ppgs.
• 613 M - Moncure, Jane Belk - Magic Monsters Learn About Health, 1980, 31 ppgs.
• 641.1 S - Simon, Seymour – About the Foods You Eat, 1979, 61 ppgs.
• 641.1 H - Health Myself, The Advantage

• Berger, Melvin - Germs Make Me Sick!
• Showers, Paul - What Happens to a Hamburger.

• 641 G - Good Nutrition…Good for You, - Troll Video, 1986
• 641.1 F - Kellogg’s Fit to Be – "Get a Taste of Healthy Life"
• 613.2 - Leedy, Loreen – The Edible Pyramid: Good Eating Every Day, 1994

 

                    Title1: Kids Food
                           URL1: http://www.kidsfood.org/teachers/t_links.html
                           Description1: Web links for teachers. This site is loaded with information. Great site to
                    bookmark.

                           Title2: The Food Guide Pyramid
                           URL2: http://www.nal.usda.gov:8001/py/pmap.htm
                           Description2: A guide to daily food choices.

                          Title1: Nutrition Café
                          URL1: http://www.exhibits.pasci.org/nutrition/
                           Purpose of Use1: Kids will learn a lot from this site.
                           Description1: This is a colorful and informational site. It has four games on nutrition
                    information.

                           Title2: Welcome to the Culinary Conscience Cafe!
                           URL2: http://rcc.webpoint.com/fitness/calcount.htm
                           Purpose of Use2: Students and teachers and grades K-12; this is interactive site, which
                     could be a whole class demo, or accessed individually.
                           Description2: At this site you select your meal (breakfast, lunch, or dinner) and then
                     choose, from lists, the items you want for that meal including drinks and dessert. Your
                     meal is returned to you in the form of how many calories and fat grams for each item
                     as well as the total for the meal.

• www.olen.com/food
• http://burgertown.kidscom.com
• www.colgate.com/kids-world/toothman.cgi Game
• www.dole5aday.com/menu/educators/menu.htm Game
• http://www.kidsfood.org
• http://kidshealth.org
• www.moomilk.com
• http://ficinfo.health.org/
• www.ksu.edu/~night/nutrition.html
• www.fsci.umn.edu/fscnprivate/handbook8.htp
• www.teleport.com
• www.healthychoices.org
• www.ktca.org
• www.broccoli.com
• www.healthfront.com
• www.educatioworld.com
• www.tossed-salad.com
• www.ganesa.com/food/index.html
• http://ericir.syr.edu/Virtual/Lessons/Health/Nutrition/
• http://ericir.syr.edu/Virtual/Lessons/Health/Nutrition/NUT0016.html
• http://ericir.syr.edu/Virtual/Lessons/Health/Nutrition/NUT0002.html