Healthy Eating, Author: Roberta Matthews, Grade Level: 4-6, - In this unit students will evaluate their own diets and electronically log their daily entries. During daily lessons students will learn about the food pyramid and different types of diets and how they relate to long term health. Students will research various diets.

Title: Healthy Eating

Author: Roberta Matthews

Grade Level: 4 - 6

School Address: Remington Elementary School

77 E. North St. Ilion

School Phone/Fax: 895-7729

Written Overview: In this unit students will evaluate their own diets and electronically log their daily entries. During daily lessons students will learn about the food pyramid and different types of diets and how they relate to long term health. Students will research various diets. Students will report out both verbally and in writing. Power Point can also be used as a way for students to demonstrate their knowledge of what constitutes a proper diet.

Students will also create their own jingle encouraging others to eat a type of fruit or vegetable.

Students will use their research on various types of produce and provide a question and answer box at a local grocery store regarding fruits and vegetables. Students will be responsible for answering the questions in writing. The answered questions will then be returned to the grocery store. This could be considered a public service type activity.

Initiating Activity: As an initiating activity I will bring in the "garbage" from all the foods I have eaten from the previous day. The garbage will be pre planned and include a cereal box, some McDonald’s wrappers, a part of a left over sandwich as well as a banana peel. I will list all the foods I had consumed the day before and explain that some foods are considered healthy and part of the "food pyramid" and some foods, while they may taste good are not considered healthy foods. I will then instruct the students to keep a list of the foods that they eat for a day and then we will look at and evaluate the information about foods eaten that students bring to school.

CONTENT: Procedural/Declarative Knowledge: The following activities can be completed in their entirety, or a few may be selected based on the needs and interests of the group.

1) Define root causes (D)

2) Knowledge of food groups (D)

3) Complete a survey on personal choices of foods

eaten; tally and graph results (P)

4) Research food pyramid on Internet (P)

5) What is produce? Define (D)

Choose an example of produce and give history

preparation and use (D/P)

how to select (P)

6) Define nutrition (D)

7) What is RDA ? (D)

8) Evaluate own diet (P)

9) Categorize own foods into food pyramid categories (P)

10) Research diet and its effects on diseases (cancers, diabetes, HBP, stroke)(D)

Answer question, "Is diet a root cause of some diseases?" (P)

11) Develop student-generated cookbook of healthy recipes. Each student presents one

recipe. (P, D)

12) Discuss/Research

Vegetarian diet vs. Meat diet, research characteristics of each then choose one of the diets and support your reasons for choosing it with facts learned. (D)

13) Food choices in other countries- choose a country, research and develop a typical menu- compare and contrast this menu with typical American menu, similarities? Differences? (D)

14) Why food pyramids? Compare/contrast/evaluate different shapes and tell why pyramid is best. Narrative telling "How Food Pyramid got the Job." (D)

15) Research growth charts. (D) Find self and estimate growth at 18 years of age given good health and nutrition. (P)

16) Listen to jingles and poems about food. Write your own. (P)

17) Students prepare a healthy meal for parents using food pyramid as a guide. (P)

18) Listen to a presentation from a registered dietitian and take notes. (D, P)

Develop a letter thanking the dietitian and outlining the material learned from the presentation. (P, D)

Standards: ELA 1,2,3; MST 1; Arts 1,2; HEHEPE: All

Standard: Students will read and listen for information and understanding.

Students will speak and write to acquire and transmit information.

Standard: Math, Science, Technology - Mathematical Analysis

Standard: Creating, Performing, and Participating in the Arts

Benchmarks:

Benchmarks: 1) Gather and interpret information and data from a variety of sources. 2) Select appropriate information to their purpose and use strategies for note taking, organizing, and categorizing information. 3) Support inferences about information and ideas with references to text features, such as vocabulary and organizational patterns.

Benchmarks: 1) Present information clearly in a variety of oral and written forms including letters, stories, charts, jingles. 2) Select a focus, organization, and point of view for oral and written presentations. 3) Use the writing process to produce

Benchmarks: 1) Use mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to their immediate environments. 2) Use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions. 3) Explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible. 4) Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.

Benchmarks: 1) Use creative drama to communicate ideas and feelings. 2) Identify and use in individual and group experiences some of the roles, processes, and actions for performing and creating theater pieces and improvisational drama

Essential Questions:

1) Are elementary students aware of the long-term effects of diet?

2) Given knowledge and opportunity will elementary students make at least minor adjustments to improve

their diets?

Activities:

Several activities are outlined for your review. You may complete all the activities or choose the activities that would be most beneficial to your students.

Students with assistance of the teacher will work on all aspects of food groups and healthy living; activities will include:

1) Knowledge of food groups

2) Evaluation of foods personally eaten over a period of time with

documentation kept electronically

3) Research food pyramid on Internet. Which foods should be eaten most? Least?

4) Lessons which will ask students to describe what "produce" is and give examples.

Choose 1 example and be able to explain its history, preparation and use, how to select, how fits with nutrition, what storage, what season

5) Field trip to a local grocery store and talk with a produce manager

6) Interview manager.

7) Students will interview a produce manager, research their various items of produce and construct a book detailing history, preparation and use, how to select, nutrition, storage and season of their selected produce. Students will also leave a box for the general public to leave questions having to do with produce. Students will pick up questions 2x per week, read and research answers and return questions to the public

8) Answer question, what is RDA?

9) Read books about food groups. Research food groups on Internet

10) Students will use the computer and the program "Microsoft Word" to categorize foods

eaten; use of CD-ROM and other computers with nutrition programs

11) Examining/observing design of food pyramid. The base of pyramid is foods eaten

more frequently- top less frequently. Evaluate reasons for this.

12) Books will be independently read. Research on the Internet.

13) Listen and take notes during presentation by dietitian.

14) Note taking during presentation by dietitian and reading for meaning while researching RDA information

15) Use of Internet as well as books on the subject

16) Compare/contrast material read.

17) Cooperative groupings, note taking of important information, brainstorming

18) Evaluations of foods eaten within own diet. Use of computer program Microsoft Word.

19) Cause/effect of different eating choices

20) Examine different structures/shapes in which a proper diet might fit. Why is pyramid best? Is pyramid best?

21) Students will select and read books about food groups. They will share in cooperative groups, take notes and report out what was learned.

22) Students will categorize their own daily diet entries with program Microsoft Word. They will evaluate their choices and the choices of their class in general and make a statement verbally and in writing about what has been observed/learned.

23) Students will research on the Internet and find the food pyramid as well as the types of foods categorized and their RDA. Given this information they will try to find a different shape that would fit a proper diet.

24) Students will read, research, and write answers to questions about produce asked in a local grocery store.

25) Students will listen to a dietitian’s presentation and take notes. They will also read books and take notes and search the Internet for RDA information.

Expectation:

As a result of this unit, students will be able to:

Use the Internet more effectively
Evaluate own diet
Research diet and its effects on disease; understand and apply concepts
Develop student-generated cookbook of healthy recipes
Discuss:
Vegetarian diet vs. meat diet. Research characteristics of both, then choose 1 and write a persuasive essay supporting it with reasons
Food choices in other countries- Choose a country and research typical menu, then compare/contrast this with a typical American diet
Why food pyramids? Compare/contrast evaluate different shapes and tell why pyramid is best. Create a narrative telling, "How food pyramid got the job>"
Categorize own foods eaten into the food pyramid
Research growth chart. Find self and estimate growth at 18 years of age given good health and nutrition
Listen to jingles and poems about food. Write your own.
Students prepare a healthy meal for parents using the food pyramid as a guide a their cookbooks as a guide. Note taking during dietitian’s presentation
Letter thanking dietitian and detailing at least 1 thing learned from presentation
Students will be shown how to use the Internet and how to go to addresses given. Repeated practice will be provided
Students will read and research what a proper diet looks like.
Students will plan, shop and cook a healthy meal for their parents after learning what constitutes a healthy meal.
Students write their own jingles within cooperative groups supporting and encouraging people to eat a much neglected fruit or vegetable.
Students will plan, shop for and cook a healthy meal for their families.
Students will take notes during presentation.
Students will construct and send a friendly letter thanking the dietitian for her time with the class.
Students will use the Internet effectively after having it modeled for them.
After reading and researching what a proper diet looks like student will compare and contrast this with their own diets.
Students will research diseases and using their knowledge of root cause, they will deduce whether diet is a root cause of disease.
Students will select a recipe based on their knowledge of healthy foods and whether they think people their age would eat it.
Students will evaluate the written material presented from Internet as well as books and present a written case for either a vegetarian diet or a traditional diet with meat as well as diets of other countries.
Students will create their own original narratives.
Students will use the computer to categorize their daily food choices.
Using growth charts, estimate height and weight at 18 years of age.

The teacher will:

Students will break into cooperative groups and research diseases (cancers, diabetes, heart disease, high blood pressure, and stroke. They will use heart monitor and pressure gauges with computer interfaces to learn about effects.
Students will be asked to read through cookbooks to find a healthy recipe they think would be appealing to people their ages. Sample recipes will be shared in class.
Students will be provided with Internet addresses as well as access to a dietitian for specific questions.
Review components of a narrative and model how to create a narrative. Students then work independently.
Students will be shown how to use the program "Access" to categorize their personal food choices.
Provide growth charts.
Provide many samples of jingles and poems about different things. Discuss and brainstorm important components.
Note taking strategies will be shown and modeled.
Friendly letter format reviewed.

Extending/refining Skills:

Comparing, Classifying

Inductive Reasoning; Deductive Reasoning

Error Analysis

Analyzing Perspectives; Constructing Support

Abstracting

Students will learn what types of foods are beneficial for optimal health and in what quantities. They will compare and contrast this knowledge with their current diets and make some generalizations based on the information provided. They will investigate diet as a root cause for disease and research different diets in different countries. They will learn about different types of produce and describe their history, preparation and use, storage, nutrition and season. They will create a book with this information in it.

Students will be demonstrating their awareness of what constitutes a proper diet as well as comparing and contrasting this knowledge with their own personal diets. Students will evaluate traditional diets as well as vegetarian diets and the diets of people from different countries.

Products:

Cookbook of favorite healthy recipes

Essay supporting either vegetarian or traditional diet

Evaluation of personal diet

Evaluation of food pyramid.

Creation of own jingle

Questions read and answered about produce from local grocery store

Dinner put on for parents at school by their students

Culminating Performance: The culminating performance will be a dinner that the students make for their parents from recipes that they have gathered for their classroom cookbook. The students will select a menu that reflects an understanding of incorporating the food groups into your daily menu planning. During dinner students will read or act out their interpretations of, "How the food pyramid got the job?" The form will be the choice of the student- either an essay, Power Point presentation, a skit or another type of performance designed by the student. The audience will be the student’s parents. The purpose of these presentations is to challenge students to think creatively and deeply about the food groups and the pyramid’s representation of healthy eating.

Evaluation:

Observation by teacher; checklists; student-self evaluation of diet,

Rubric scoring of essays and diet plan; jingle; interview report;

Produce report

Rubric:

Jingle

3: Jingle is complete. Food was named and reasons for eating the food given in the jingle

2: Jingle is somewhat complete. Student names food but may not support the food with reasons

1: Jingle incomplete or unfocused, brief or repetitive.

Diet Plan

4: Student evaluates diet accurately and uses the computer effectively to categorize foods into groups. Evaluation of diet accurate with effective use of the computer evident

3: Student may have some inaccuracies in their food categorizing but uses the computer effectively. Some inaccuracies in diet evaluation. Use of computer is effective

2: Student has several inaccuracies in food categories and difficulty using the computer

1: Inaccuracies in food categories and inability to use the computer make evaluation hard to read.

Produce Project:

4: Student research is complete and student has read and answered at least 3 "produce" questions. Research on "produce" complete. Answered at least 3 "produce" type questions.

3: Student research is somewhat complete and student has read and answered at least 2 "produce" questions Research is somewhat complete. Student read and answered at least 2 "produce" questions

2: Research has some inaccuracies. Student answered at least 1 "produce" question

1: Research is incomplete or inaccurate. Student did not answer any "produce" type questions

Essay:

4: Essay is complete and accurate with well chosen supporting details.

3: Essay is essentially correct but brief and supporting information may be sketchy

2: Essay may be incomplete or inaccurate with few details

1: Essay is inaccurate or incomplete. May be confused and difficult to read and understand

Learn to Learn Skills: Students will be learning as well as practicing and refining the following skills: cooperative learning, computer skills, essay writing, writing mechanics, and note-taking skills as well as the life-long skill of caring for your own personal dietary needs

Assessment Modifications: Modifications can be made on all written materials. Students may verbally record their answers and/or work in a group where one student is responsible for recording information for another student

Unit Schedule/Time Plan: Unit schedule would be approximately 4 - 6 weeks. Planning time is approximately 1 week prior to initiating unit.

Web Sites:

http://vegsource.org/joanne/qaphys.htm
http://www.myfood.net/storage1.htm
http://www.learning.21netconnect.com.au/heald2.htm
http://www.nal.usda.gov/fnic
http:warp.nal.usda.gov/fnic/etext/000023.html
http://www.dole5aday.com/
http://sln.fi.edu/biosci/healthy/pyramid.html