FFL packet_November_2 of 3 - Santa Clara County Office of

Transcription

THEME
BASED
LESSON
PLANS &
ACTIVITIES
Grades K-2
Lesson 1:
Exploring MyPyramid for Kids
Lesson Highlights
Getting Started:
Objective
Hang the MyPyramid for Kids poster where your students can see it.
Ask students to describe what they see – colored stripes, pictures of
food, stairs, and so on. Use this discussion to assess your students’
understanding of MyPyramid for Kids.
Students will:
• Learn that foods are
divided into food groups.
• Learn the colors that
represent the food groups.
• Participate in physical
activity while learning
about the importance of
daily physical activity as
a part of good health.
Curriculum Connections:
Science, Health, Physical
education, Language arts
Student Skills Developed:
• Thinking skills –
categorization
analyzing information
presented in a chart
• Understanding symbols
• Conceptualizing complex
things as whole, and
as simplified parts
Materials:
• MyPyramid for Kids
classroom poster
black-and-white
handout for
each student
• 3 x 5 cards
Activity: What’s On the Poster?
1. Point out that foods on the
poster are arranged in groups.
Help students use the key to learn
which color represents which food
group. Which of the colored stripes
are the largest? Point out that these
are foods that children should choose
more often. Which are the smallest?
These are foods that children
should choose less often.
2. Point out that everyone needs
food to live and grow. But if
people eat too much of some foods
high in sugar and fat, they don’t
have enough room to eat other
foods that are good for them. Ask
students to name healthy choices
from each of the food groups.
3. Discuss each food group in
turn. Ask students to identify the
foods they know that are shown
on the poster. What are some other
foods from each group that they
like or know about?
4. At this age, some students
may not know what a “grain”
is. Grains come from plants like
wheat, corn, and oats. They are
used to make foods like bread,
cereal, tortillas, and corn muffins.
Popcorn is a grain-group food, too.
5. What’s the thin yellow stripe?
It represents oils, which can be
found in foods like nuts or fish or
added to foods as soft margarine or
salad oil. Note how thin the stripe
is. Most people need to limit the
amount of oils they eat.
6. Why are there stairs? They
represent physical activity.
Look at the variety of activities
shown on the poster. How many
do you see? Part of being healthy
is keeping physically active.
Ask students to describe some
of the ways they stay active.
(Remind them that walking the
dog, doing household chores
and other daily activities count,
as well as sports activities.)
7. Give each student a copy
of the MyPyramid for Kids
handout. Using the wall poster as
a reference, have students color the
stripes to match the colors on the
poster. In the space provided have
students draw or paste a picture
of a smart food choice from each
group and write in the name of the
food group. You may want to have
students bring in pictures of their
own food choices for healthy eating
from each group and make their
own pyramid.
Grades K-2
Group Activity: Moving More Game
Physical activity is important for good health. Children need to eat
enough food to support growth and should be physically active at least
60 minutes every day, or most days. This game helps kids think about the
many ways to be physically active while playing a movement game.
Ask students to brainstorm about active things they like to do. These
could be sports moves like dunking a basketball and kicking a soccer ball,
dance moves like hip hop or ballet, or just everyday activities like raking
leaves or climbing stairs. As students make suggestions, write each on a 3
x 5 card.
Now have students go to the front of the room. Draw a card and read
what’s on it. Have students act out that movement for 15 to 30 seconds.
Then draw another card. If your students are readers, they can also take
turns drawing and reading cards. To keep the tempo up, add some music
in the background. (Power Panther™ songs are included on the enclosed
CD ROM.)
Lunchroom
Link:
Look at the lunch menu for
today. Ask students into
which food groups each of
the items on the menu
would fit. You may need to
explain mixed foods like pizza
and hamburgers, which fit
in several groups. (Pizza =
grain, milk, vegetable, meat)
Home
Connection:
Have students take their copy
of the MyPyramid for Kids
handout home to their
parents. Encourage them to
talk with parents about what
they have learned. Also ask
students to identify foods from
each food group at home.
Grades K-2
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Lesson 2:
Grades K-2
Eat Smart with MyPyramid for Kids
Lesson Highlights
Activity: Eat Smart with MyPyramid for Kids
Objective
1. Tell students that they are going to learn about many examples of foods
from each of the food groups shown on MyPyramid for Kids. Hand out a
copy of Eat Smart with MyPyramid for Kids to each student.
Students will:
• Practice sorting foods into the
appropriate food groups.
• Learn where to find foods
from each food group
in the lunch line.
• Learn to look for foods from
each food group when they
visit the supermarket.
Math, Science, Health,
Language arts
• Reading and following
directions
2. Have students complete the worksheet.
3. Review the worksheets with the students and talk to them about each
food group. Some points to cover are:
• Grains – Point out foods students might not think of as grains –
oatmeal, corn meal, or rice and popcorn.
Tell students that some grains are whole grains. At least half the grains
they eat should be whole grain. Some names for whole grains are whole
wheat, whole-grain corn, and oatmeal. Show them the words “whole
grain” on the ingredients label or the front of a cereal box and ask them
to look for it on a cereal box at home.
• Vegetables – Do your students eat fresh vegetables? Frozen?
Canned? Dark green and orange vegetables are especially important.
(Examples include spinach, broccoli, carrots, and sweet potatoes.)
Ask students to name dark green and orange vegetables they’d like
to try.
• Thinking skills - categorizing
• Fruits – Explain that fruit can be fresh, canned, frozen, or dried. Ask
children about their favorite fruits. What type or form do they eat?
Materials:
• Eat Smart with
MyPyramid for Kids
worksheet for each student
• Milk – Ask students to name some foods in the milk group (milk,
cheese, yogurt, ice cream). Where does milk come from? Do they drink
milk every day? For children who are lactose intolerant, there are
lactose-free products.
• Food illustrations from CD ROM
•
• Food label and ingredients
list for a whole-grain food
(cereal box, bread wrapper, etc.)
• Dear Parents - Grocery
Store Treasure Hunt
reproducible for each student
Meat and Beans – Ask students to name foods from the meat and
beans group (meat, fish, chicken, turkey, eggs, dry beans, and peas,
nuts, and seeds). Do they ever eat beans at home for dinner?
Grades K-2
Group Activity: Play Pyramid Go Fish
Students play Pyramid Go Fish with food cards. This activity will give
students additional practice in sorting foods into groups.
Getting Started:
• Duplicate food illustrations from CD ROM and cut into cards.
• Put students into groups of four and distrbute 30 cards to
each group.
• Now play Pyramid Go Fish. The dealer deals out four cards to each
student, and places the rest in the middle. The first student (let’s call
him Michael) asks the student sitting to his left, “Kayla, do you have
a fruit?” If Kayla has a fruit she says, “Yes, I do,” and hands her card
to Michael, who then places his pair of cards on the table. Michael is
then able to ask the next student a question.
• If Kayla doesn’t have a fruit, she replies, “No I don’t have a fruit.
Go fish,” and Michael can take a card from the pile in the middle.
It is then Kayla’s turn to ask the student on her left for a card. The
students continue to ask questions and find cards until all the pairs
are found. The student with the most pairs wins.
Lunchroom
Link:
Plan a visit to the cafeteria.
Ask the staff to show
students where to find foods
from each food group on the
serving line. (Perhaps the
foodservice staff could put the
appropriate color dot sticker
by the food on the serving
line, i.e., green =
vegetable, red = fruit, etc.)
Home
Connection:
Send the Dear Parents
Grocery Store Treasure Hunt
letter home with your
students. This is a
nutrition activity they can
do with their families.
Grades K-2
Name:
Draw a circle around the foods that are in the Grain Group.
Slice of bread
Baked potato
Popcorn
Pasta (bowtie)
Cereal
Candy bar
Draw a rectangle around the foods that are in the Vegetable Group.
Carrots
Spinach
Grapes
Pasta (macaroni)
Broccoli
Swiss cheese
Draw a square around the foods that are in the Fruit Group.
Corn
Orange juice
Apple
Banana
Strawberries
Muffin
Draw a triangle around the foods that are in the Milk Group.
1% Milk
Yogurt
Egg
American cheese
Cookies
Orange juice
Draw an oval around the foods that are in the Meat and Beans Group.
Peanut butter
Egg
Beans
Chicken
R eproducibleteamnutrition . usda . gov
Pork chop
Fish
Grades K-2
Answer Key:
Name:
Draw a circle around the foods that are in the Grain Group.
Slice of bread
Baked potato
Popcorn
Pasta (bowtie)
Cereal
Candy bar
Draw a rectangle around the foods that are in the Vegetable Group.
Carrots
Spinach
Grapes
Pasta (macaroni)
Broccoli
Swiss cheese
Draw a square around the foods that are in the Fruit Group.
Corn
Orange juice
Apple
Banana
Strawberries
Muffin
Draw a triangle around the foods that are in the Milk Group.
1% Milk
Yogurt
Egg
American cheese
Cookies
Orange juice
Draw an oval around the foods that are in the Meat and Beans Group.
Peanut butter
Egg
Beans
Chicken
Pork chop
Fish
Lesson 1:
Grades 3-4
MyPyramid for Kids
Lesson Highlights
Getting Started:
Objectives
Hang the MyPyramid for Kids poster on the wall so all students can
see it. Pass out the MyPyramid for Kids black-and-white handout to
each student.
Students will:
• Identify food groups and
how to get the right
amount of food from
each food group.*
• Review MyPyramid for
Kids to learn how they
should eat more from some
food groups than others.
*MyPyramid for Kids poster
illustrates an 1,800-calorie diet.
Some children may need more or
fewer calories. To find the amounts
that are right for an individual
child, go to MyPyramid.gov.
Activity: A Conversation with Pyramid Pal
This activity introduces students to MyPyramid for Kids concepts in a
fun way.
Read A Conversation with Pyramid Pal aloud. During the story, help
students answer the questions based on the teacher’s talking points.
A Conversation with Pyramid Pal
Pyramid Pal: Hi. I’m the kid climbing the side of the pyramid on the
classroom wall. Did you notice that I’m running up the steps? That’s
because I’ve got lots of energy from eating right and exercising a lot.
What do you do for exercise? On the steps (of the black-and-white
handout), write the ways you stay active.
Pyramid Pal: Let’s take a look at the MyPyramid for Kids I’m
climbing, it’s called MyPyramid for Kids because it’s just for you.
Language arts, Art
Pyramid Pal: Look at the MyPyramid for Kids poster on the wall.
Now wave at me. Come on, wave. If I weren’t stuck on this poster, I’d
wave back. The poster shows how much food kids our age should eat.
• Listening comprehension
Pyramid Pal: Do you know the food groups? Do you see the orange
stripe next to the steps? That’s the grains group! Do you know what
grains are?
Teacher: Who can name the grain group foods illustrated on the
poster? Write the word “grains” in the box under the grain stripe on
your handout.
• Writing
• Thinking skills - categorizing
Materials Needed:
classroom poster
black-and-white
handout for each student
Pyramid Pal: Do you know what whole grains are?
Teacher: Whole wheat products are commonly eaten whole grains.
Examples of whole-grain foods include: whole-grain cereal, whole-wheat
bread, and oatmeal. Explain that just because a bread is brown,
it’s not necessarily whole wheat. The only way to tell is to look at the
ingredient label. The first ingredient should read “whole wheat.”
Grades 3-4
Pyramid Pal: My favorite whole grain is lowfat popcorn! Did you know it
actually turns itself inside out when it pops? It’s yummy!
Pyramid Pal: The next color stripe is for vegetables. Some kids don’t
get enough vegetables. Write the word “vegetables” in the box. It is
important to eat dark green and orange vegetables. Come on, name a few.
Teacher: Before reading the examples, let the students name their
favorite dark green and orange vegetables.
Pyramid Pal: I like broccoli, carrots, spinach, collard greens, sweet
potatoes, and pumpkin.
Pyramid Pal: See the red stripe? That’s for fruits! Write the word “fruits”
in the box. I always put a fresh fruit in my backpack, and eat a piece of
fruit as a snack every day. Dried, frozen, and canned fruits are great, too.
Did you know there is a fruit snack made from dried grapes? Can you
name it?
Teacher: Raisins
Pyramid Pal: The blue stripe is the milk group. Write the word “milk”
in the box. Did you know that foods in this group include more than just
the milk we drink? They are foods made from milk. Can you name a few?
Teacher: Yogurt, pudding, cheese. Explain that calcium is important for
building strong bones. Students should consume the equivalent of three
cups of milk or other calcium-rich foods each day, emphasizing choices
that are lower in fat or fat-free.
Pyramid Pal: The last stripe on the right is meat and beans! Write
those words in the box below the meat and beans group. Meat and beans
provide protein, which is important in building muscles.
Teacher: Lean meat, chicken, turkey, fish, nuts, beans, peanut butter, and
eggs are all from this group.
Pyramid Pal: OK. We’re done with the food groups. No, you say?
What’s that skinny yellow line up there between the fruits and milk?
Those are oils. Write the word “oils” in the long box. They are not a food
group, but everyone needs some. I get mine from nuts and seeds.
Teacher: Other good sources are fish and liquid oils such as olive, corn,
soybean, and canola oil.
Lunchroom
Link:
Look at the lunch menu for
today. Ask students into
which food groups each of
the items on the menu would
fit. You may need to explain
mixed foods, like hamburgers
and pizza, which fit in
several groups. (Pizza =
grain, milk, vegetable, meat)
Grades 3-4
Pyramid Pal: Why are some of the food groups bigger than others?
The wider color stripes show that you should eat more foods from those
groups and less foods from the groups with the narrower stripes. Put an
“X” in each of the three widest food groups. Which groups are the widest?
Teacher: Grains, vegetables, milk.
Teacher: Students should learn to eat healthier foods more often and
foods such as candy, potato chips, or French fries less often. Moderation
is represented by the narrowing of each food group from the bottom to
top. The wider base stands for foods with little or no solid fats or added
sugars. These should be selected more often. The narrower top area
stands for foods containing more added sugars and solid fats.
Pyramid Pal: Now look closer for some MyPyramid for Kids secrets.
See how each of the color stripes is wider at the base of the pyramid and
narrower at the top? That’s to remind you (and me, too) that the healthier
foods in each group are at the base of the pyramid. Those are foods low
in fat and added sugar. We should eat mostly those foods. Can you name
some?
Teacher: Whole-grain cereal, fruit, vegetables.
Pyramid Pal: See how the colored stripes are narrow at the top?
That’s for foods that are high in fats and added sugars. These foods are
for eating once in a while.
Grades 3-4
Pyramid Pal: Here is a Pyramid Pal example. In the grain group, a slice
of whole-wheat bread is a healthy lowfat choice and is at the base of
MyPyramid for Kids, while a donut is a high-fat and a high-added-sugar
choice. I only eat these on special occasions. Then I run up and down the
stairs of MyPyramid for Kids a bunch of times! Draw a slice of bread at the
bottom of the grain group, and a donut at the top.
Pyramid Pal: Here’s another Pyramid Pal example. In the vegetable
group, a baked sweet potato is low in fat and added sugar and great for
you any day. But French fries are high in fat. You should eat them only
once in a while.
Pyramid Pal: Thanks, kids. Hope you enjoyed Pyramid Pal’s tour of
MyPyramid for Kids. I hope your teacher leaves me up here on the wall so
you can see me every day.
Group Activity: Pyramid Pal Cartoons
Have students work in groups to create Pyramid Pal cartoons in which
Pyramid Pal gives kids nutrition advice from MyPyramid for Kids. Students
can use the poster on the wall as background information. Display
cartoons around the room or in the lunchroom.
Grades 3-4
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Lesson 2:
Grades 3-4
Food Math
Lesson Highlights
Getting Started:
Objective
Have students look at the MyPyramid for Kids poster. Point out that
MyPyramid for Kids tells how much of each food group to eat; MyPyramid
for Kids gives the amounts for each day in ounces and cups. Grains and
meats are weighed in ounces. For example, a piece of bread is 1 ounce,
so is a cup of ready-to-eat breakfast cereal or one small tortilla. A small
chicken breast half is 3 ounces. Vegetable, fruit, and milk amounts are
given in cups. For example, one small apple, about 12 baby carrots, and
an 8-ounce glass of milk count as 1 cup equivalent.
Students will:
• Add and subtract fractions
as they calculate how much
of various food groups they
need to meet the MyPyramid
for Kids recommendations.
• Create a daily menu based
on the MyPyramid for
Kids recommendations.
• Discuss the importance of
eating fruits and vegetables.
Math, Language arts, Music
• Math skills – adding and
subtracting fractions
• Creative writing
• Song development
Materials Needed:
• Food Math worksheet
for each student
• Paper and pencils to use in
creating their day’s menu
• (Optional) Glass measuring
cup, cut raw fruits or
vegetables to fill
measuring cup to 1- cup line
• (Optional) Paper plate for
the fruits or vegetables.
You may want to help students understand what 1 cup of vegetables or
fruit looks like. Put food in a measuring cup, then pour out onto a paper
plate. Or, mention that a baseball is about the size of 1 cup and a small
computer mouse is ½ cup.
Ask students to estimate how many fruits and vegetables they eat in a
typical day. Point out that most students their age should eat more foods
from these food groups. They are high in nutrients.
Activity: Food Math
• Have students work in pairs. Hand out the Food Math worksheet.
Tell students they are going to choose foods they think would make
a healthy menu for a day for Jason. Their menu should include
breakfast, lunch, dinner, and a snack.
• The menu they create must include the right amount of food from
all the food groups. For one day, that would be: 6 ounces of grains,
2½ cups of vegetables, 1½ cups of fruit, 3 cups of milk, and 5 ounces
of meat or beans. (This amount of food is based on 1,800 calories, the
estimated energy requirement for a moderately active 9- to 10-yearold.) Before students begin work, review each of the food groups and
the amounts needed.
Grades 3-4
• Have them write their menu on a sheet of paper including the
amount of food for each entry and the totals for each group along the
bottom of the sheet.
• Discuss students’ choices and have them check their math. Also
have students check to see whether half their choices from the grain
group are whole grains. Did they choose any dark green or orange
vegetables?
(Note to teacher: Food Math will help prepare students to play the
MyPyramid Blast-Off game on the enclosed CD ROM.)
Group Activity: Be Hip-Hop Healthy
Divide students into groups. Have each group write a rap (at least eight
lines long) about the importance of eating from all the food groups. Have
the group come up with movements that go along with their rap. Groups
should perform their raps for the entire class. Then post a written copy of
the rap on your bulletin board. (To help the students get started, you can
use the Power Panther™ songs on the enclosed CD ROM that have a
“hip-hop” beat.)
Lunchroom
Link:
Invite a staff member from
your school foodservice
program to talk about how
they create balanced menus
and determine the amount
of each food to serve.
(Have the students work
with the lunchroom staff
to plan a menu and then
announce over the PA
system when the menu
is served, recognizing the
students’ efforts.)
Grades 3-4
Name:
Food Math
Jason is 9 years old. He’s physically active sometimes. Each day, he needs to eat:
Grains
6 ounces
Vegetables
2½ cups
Fruit
1½ cups
Milk
3 cups
Meat and Beans
5 ounces
Help Jason decide what to eat today. Plan breakfast, lunch, dinner, and a snack. Be sure he gets all
the food he needs from each group. (Food items may be selected more than once.)
Grains 6 ounces
Fruits 1½ cups
___1 slice whole-wheat toast* (1 oz eq.)
___1 small apple or ½ large apple (1 cup eq.)
___5 whole-wheat crackers* (1 oz eq.)
___1 large orange (1 cup eq.)
___1 slice white bread (1 oz eq.)
___1 snack-sized container of peaches (½ cup eq.)
___1 slice whole-wheat bread* (1 oz eq.)
___1 large plum (½ cup eq.)
___1 cup whole-grain ready-to-eat
breakfast cereal* (1 oz eq.)
___1 small box raisins (½ cup eq.)
___½ cup cooked brown rice* (1 oz eq.)
___1 medium wedge cantaloupe (½ cup eq.)
___1 cup cooked pasta (2 oz eq.)
___1 hamburger bun (2 oz eq.)
___1 cup 100% orange juice (1 cup eq.)
___1 small wedge watermelon (1 cup eq.)
___3 cups lowfat popcorn* (1 oz eq.)
Milk 3 cups
Items marked with a * are whole-grain
___½ cup lowfat or fat-free
cottage cheese (¼ cup eq.)
Vegetables 2½ cups
___1 cup fat-free milk (1 cup eq.)
___6 baby carrots* (½ cup eq.)
___1 snack-sized lowfat or fat-free yogurt (½ cup eq.)
___1 large ear of corn (1 cup eq.)
___1 half-pint container 1% or 2% milk (1 cup eq.)
___1 medium baked potato (1 cup eq.)
___2 ounces of lowfat or fat-free American cheese (1 cup eq.)
___1 cup cooked greens* (1 cup eq.)
___1½ ounces of lowfat or fat-free cheddar cheese (1 cup eq.)
___1 large baked sweet potato* (1 cup eq.)
___1½ cups light ice cream (1 cup eq.)
___3 spears broccoli* (1 cup eq.)
___½ cup tomato juice (½ cup eq.)
Meat and Beans 5 ounces
___1 cup chopped lettuce (½ cup eq.)
___1 ounce of nuts (2 oz eq.)
Items marked with a * are dark green or orange vegetables
___1 cup split pea soup (2 oz eq.)
___1 small chicken breast half (3 oz eq.)
___1 small lean hamburger (3 oz eq.)
___1 hard-boiled egg (1 oz eq.)
___1 tablespoon peanut butter (1 oz eq.)
___¼ cup of pinto beans (1 oz eq.)
Key: (1 oz eq.) means (equals 1 ounce equivalent)
___1 slice of turkey (1 oz eq.)
R e producibl e t e amnutrition . usda . gov
Lesson 1:
Grades 5-6
Getting the Most Nutrition From Your Food
Lesson Highlights
Objective
Students will:
• Review the content of
MyPyramid for Kids,
identifying food groups and
important nutrition messages
relating to each food group.
• Chart the foods they
eat during1day and
place each food into the
appropriate food group.
• Explore the concept of
choosing the healthier
foods from each group
and discuss examples
from all the food groups.
Math, Science, Language arts
• Analysis and recordkeeping
• Understanding and
interpreting visual data
• Understanding
scientific inquiry
Materials:
classroom poster
• MyPyramid for Kids black and-white handout for
each student
• MyPyramid Worksheet for
each student
• Access to the MyPyramid.gov
Web site during class, in the
computer lab, or at home
Getting Started:
Hang the MyPyramid for Kids poster (full-text side) where
everyone can see it. Pass out the black-and-white MyPyramid
for Kids handout to each student. Review the food groups and messages
with your students. Have students follow along and write the name
of the food groups on the handout.
Here are some points to discuss with your students:
• Make half your grains whole. Whole grains are higher in fiber
and some nutrients than other grains. Look for whole wheat or other
whole grains on the ingredient label of bread bags and cereal boxes.
It should be the first thing listed. Ask your students whether they can
name other grains (oats, rye, corn). Most grains are ground into flour,
then made into grain foods like cereals, bread, and tortillas. Popcorn
is a whole grain too.
• Vary your veggies. Most people do not eat enough vegetables,
especially dark green and orange vegetables. Ask students if they
can name dark green and orange vegetables (broccoli, collard greens,
dark green leafy lettuce, kale, romaine lettuce, spinach, butternut
squash, carrots, pumpkin, and sweet potatoes). Vegetables have
vitamins and minerals that are important for a healthy body.
• Focus on fruits. Variety is important. Tell students they should try to
eat different colors of fruit such as oranges, cantaloupes, strawberries,
grapes, and blueberries. Juice drinks should be 100% juice.
• Get your calcium-rich foods. Milk and milk products are sources of
calcium. Tell students that they are at an age when calcium is most
important because their bones are growing quickly. Ask them to name
other milk products (cheese, yogurt, ice cream). Check the labels for
fat content. (Students may be interested to learn that there is calcium
in dark green leafy vegetables, but it takes a lot to equal the calcium
in a glass of milk.)
• Go lean with protein. Protein is needed for growth; however, many
Americans eat too much protein. Extra calories of any kind get turned
into fat. (Students will learn more about protein in Lesson 2.)
• Physical activity. MyPyramid for Kids focuses on physical
activity. Ask students whether they get 60 or more minutes
of physical activity per day. Do they think most kids do? Why or
why not?
Grades 5-6
• Point out that MyPyramid for Kids gives the amounts to eat in
ounces and cups – ounces for the grain and meat and beans
groups and vegetables, fruit, and milk are given in cups.
Note: ounce equivalents for grains can also be measured in cups,
e.g., 1 cup ready-to-eat cereal or ½ cup cooked cereal, and ounce
equivalents for meats and beans can also be measured in tablespoons,
e.g., peanut butter.
Getting the most nutrition from your food:
• Ask your students if they know why the food group stripes are wider
at the bottom of MyPyramid for Kids. Explain that every food group
has foods that you should eat more often than others; these are at the
bottom of MyPyramid for Kids. The wider stripes at the bottom remind
you to eat more of these healthier foods.
• Explain that the foods at the bottom of MyPyramid for Kids provide
vitamins and minerals without a lot of solid fat or added sugar.
Examples include: a slice of whole-wheat bread, a piece of fruit,
steamed vegetables, fat-free milk, or a baked chicken breast. Tell your
students that they should choose these foods most often because it
is important to get the nutrients the body needs without eating too
much solid fat or added sugar.
• Foods with higher amounts of solid fat and added sugar are in
the narrower top area of MyPyramid for Kids. Tell students that
occasionally everyone can enjoy these foods (for example, cake,
candy, sweetened drinks, chips, and fried foods). But, eating too
many of the foods from the top of MyPyramid for Kids could lead
to weight gain.
Grades 5-6
• Every food group has foods that fall into the bottom and the top of
MyPyramid for Kids. Here are some examples. Recreate the main text
of the chart below on the board and discuss why the foods have been
placed in each category. (The explanations in italics are points you
might make.)
MyPyramid for Kids Food Group Stripes
Food Groups
Wider Area Narrower Area
Grains
Whole-wheat bread
Doughnut
Explanation: Whole-wheat bread is a whole grain food with little fat. But doughnuts are fried and have lots of fat and added sugar.
Vegetables
Baked sweet potato
Explanation: Baked sweet potato is an orange
vegetable full of vitamins and minerals and it
doesn’t need butter or sugar to taste good! The
French fries are also potatoes, but they are fried and have a lot of fat.
Fruits
Peach
Explanation: Fresh peaches are in their most
natural form and have a lot of vitamins and
minerals. A slice of peach pie has less than one peach and has a lot of added sugar and fat.
Milk
Lowfat frozen yogurt
Explanation: Both lowfat frozen yogurt and ice cream are desserts made from milk. The lowfat
frozen yogurt is usually made from fat-free milk,
while the ice cream is often made with cream,
which is higher in fat.
Meat and Beans
Baked fish
Explanation: Fish has lots of protein. The amount
of fat depends on the way it has been cooked.
Fried fish is much higher in fat than baked fish.
French fries
Peach pie
Ice cream
Fried fish
• Ask your students if they can think of other foods in each food
group that belong on the top and bottom of MyPyramid for Kids.
Have them write in their ideas on the MyPyramid for Kids blackand-white handout.
Grades 5-6
Activity: MyPyramid Worksheet
Pass out the MyPyramid for Kids Worksheet to students. Ask students to
fill out the worksheet by listing all the foods (and the amounts) they ate
yesterday for breakfast, lunch, dinner, and snacks. After students have
completed this task, have students categorize the foods they ate yesterday
into food groups. (You may need to help students with combination foods.
For example, a slice of pizza would fit into several food groups such as
grains, vegetables, milk, and meat and beans.) Next, have them list their
physical activity and time spent on each activity. Then have the students
rate how they did yesterday and set goals for tomorrow.
Group Activity: Play the MyPyramid Blast-Off Game
As a follow-up to the lesson, have students play the MyPyramid
Blast-Off Game on the enclosed CD ROM or at teamnutrition.usda.gov or
MyPyramid.gov educators’ page. In this game, students see if they can
make the MyPyramid rocket fly. To do this they need to fill the rocket with
the right “fuel”— a day’s worth of smart food choices and physical activity.
They will use the knowledge learned from this lesson to help them make
the best choices. After students have played the game, ask what they
have learned.
Lunchroom
Link:
Have students analyze
1 week of lunchroom menus,
identifying which foods
come from each of the food
groups and if the foods
fit on the top or bottom
of MyPyramid for Kids.
Grades 5-6
Re
Ep
Pr
Ro
Od
Du
Uc
C iI b
Bl
Le
E
teamnutrition.usda.gov
MyPyramid Worksheet
Name:
Check how you did yesterday and set a goal to aim for tomorrow
Write In Your
Choices From Yesterday
Breakfast:
Food and
Activity
Grains
Vegetables
Lunch:
Goal
Tip
(Based On a 1800 Calorie Pattern)
Make at least half your grains
whole grains.
Color your plate with
all kinds of great tasting
veggies.
List Each Food Choice
In Its Food Gruop*
6 ounce equivalents
(1 ounce equivalent is about 1 slice bread,
1 cup dry cereal, or ½ cup cooked rice,
pasta, or cereal)
Estimate
Your Total
ounce
equivalents
2½ cups
(Choose from dark green, orange, starchy,
dry beans and peas, or other veggies).
cups
Fruits
Make most choices fruit,
not juice.
1½ cups
Snack:
Dinner:
cups
Milk
Choose fat-free or lowfat
most often.
3 cups
(1 cup yogurt or 1½ ounces cheese = 1 cup
milk)
cups
Physical activity:
Meat and
Beans
Choose lean meat and
chicken or turkey. Vary your
choices—more fish, beans,
peas, nuts, and seeds.
5 ounce equivalents
(1 ounce equivalent is 1 ounce meat,
chicken or turkey, or fish, 1 egg, 1 T. peanut
butter, ½ ounce nuts, or ¼ cup dry beans)
Physical
Activity
Build more physical activity
into your daily routine at
home and school.
At least 60 minutes of moderate to
vigorous activity a day or most days.
ounce
equivalents
How did you do yesterday? Great So-So Not So Great
My food goal for tomorrow is: ___________________________________________________________________
My activity goal for tomorrow is: ________________________________________________________________
* Some foods don’t fit into any
group. These “extras” may be
mainly fat or sugar—limit your
intake of these.
Grades 5-6
minutes
Lesson 3:
Grades 5-6
Get Your Calcium-Rich Foods
Lesson Highlights
Activity: What’s on the Label?
Objectives
Make the following points about the health benefits of
calcium-rich foods:
• Diets that are rich in lowfat and fat-free milk and milk products help
build and maintain bone mass.
Students will:
• Identify foods in
the milk group.
• Identify the health and
nutrition benefits from
eating foods rich in
calcium.
• Analyze food labels to
determine which foods
contain the most calcium.
• Compare food labels to
determine which calciumrich foods are lowest in fat.
Math, Health, Science
• Reading charts
making comparisons
• Math computation
Materials:
• What’s on the Label?
handout for each student
• What’s the Score? worksheet
for each student
• Samples of fat-free, 1%, 2%,
and whole milk
• Four plastic glasses (for each student
trying the taste test)
• Marker
• Students their age especially need to drink milk, because this is when
their bone mass is being built.
Now pass out What’s on the Label? handout. Tell students that food
labels give them important information about the nutritional value of the
food. Discuss the following information with the students:
• Ask students to look for the words “Serving Size” on the labels. In the
case of milk, the serving size is 8 fluid ounces – 1 cup.
• Next, have students find first the number of calories in a single
serving of the food. Each of the first four labels is for an 8 fluid
ounce glass of milk; yet they have a very different number of
calories per serving. Why? Because of the fat and sugar content.
Look at the calorie content for 1% chocolate milk. It is higher than
the calorie content for whole milk. The extra calories come from
sugar and chocolate.
• At the bottom of the food label, students will find some numbers
followed by percent signs. This is where calcium is listed. Use the
% Daily Value (DV) column when possible: 5% DV or less is low,
20% DV or more is high.
Pass out the What’s the Score? worksheet. Have students complete
the chart at the top of the page, filling in numbers from the four nutrition
labels for milk. Later, check students’ answers.
Next, have students use What’s on the Label? to help them complete the
questions on What’s the Score? Check student answers and discuss.
Grades 5-6
Group Activity: Taste Test
Bring in samples of fat-free, 1%, 2%, and whole milk. With a marker,
label four plastic glasses A, B, C, and D. Without showing students what
you are doing, pour a small amount of the four types of milk into the
glasses. (Prepare one set of glasses for each student participant.)
Now have a student come up to taste each of the four milks. Describe
the tastes. Rate each. Repeat with other students trying the taste test.
Later, have students talk about how they can reduce the fat they consume
by switching the milk they drink. If they usually drink whole milk,
they should switch gradually to 2% milk, then to 1% milk, and finally
to fat-free milk.
Lunchroom
Link:
Does your school have
vending machines? Do they
offer milk for sale? If not,
perhaps your class could
start a campaign to add
fat-free or lowfat milk to the
choices available in your
school vending machines.
Grades 5-6
Name:
What’s on the Label?
Milk
fat-free
Milk 1%,
chocolate
Milk 2%
Milk
whole
Nutrition Facts
Nutrition Facts
Nutrition Facts
Nutrition Facts
Serving Size 8 fl oz (245g)
Servings Per Container 8
Amount Per Serving
Amount Per Serving
Calories 90
Calories from Fat 0
Amount Per Serving
Calories 170
Calories from Fat 20
0g
0%
Saturated Fat
Trans Fat
0g
0g
Cholesterol
< 5mg
Sodium 130mg
Total Carbohydrate
12g
Dietary Fiber 0g
4%
2.5g
0%
Saturated Fat
Trans Fat
0%
Cholesterol
1.5g
0g
5mg
5%
Sodium 190mg
4%
Total Carbohydrate
Protein
8g
Vitamin A 10%
•
Vitamin C 4%
Calcium 30%
•
Iron 0%
* Percent Daily Values are based on a 2,000
calorie diet.
8%
5g
Saturated Fat
2%
Cholesterol
5%
Dietary Fiber 1g
Total Fat
Trans Fat
10 %
15 %
3g
0g
20mg
Sodium 125mg
Total Carbohydrate
13g
•
Vitamin C 6%
Calcium 30%
•
Iron 4%
calorie diet.
12 %
8g
5g
25 %
35mg
11 %
Saturated Fat
Trans Fat
7%
Cholesterol
0%
0g
5%
Sodium 125mg
4%
Total Carbohydrate
Sugars 12g
Vitamin A 10%
%Daily Value*
Total Fat
0%
0%
Dietary Fiber 0g
Protein
8g
Calories 150
%Daily Value*
8%
8%
29g
Amount Per Serving
0%
Sugars 27g
Sugars 12g
Protein
Total Fat
0%
0%
Calories 130
%Daily Value*
%Daily Value*
Total Fat
5%
12g
4%
0%
Dietary Fiber 0g
Sugars 12g
Protein
8g
Vitamin A 10%
•
Vitamin C 4%
Calcium 30%
•
Iron 0%
calorie diet.
8g
Vitamin A 6%
•
Vitamin C 4%
Calcium 30%
•
Iron 0%
calorie diet.
Vanilla
ice cream
American
cheese
Fruit-flavored
yogurt
Cottage
cheese
Nutrition Facts
Nutrition Facts
Nutrition Facts
Nutrition Facts
Serving Size 1/2 cup (65g)
Amount Per Serving
Calories 140
Serving Size 1 slice (19g)
Amount Per Serving
Calories 60
Amount Per Serving
%Daily Value*
Total Fat
11 %
7g
Saturated Fat
Trans Fat
23 %
4.5g
0g
Cholesterol
20mg
Sodium 40mg
Total Carbohydrate
15g
Total Fat
7%
4.5g
Saturated Fat
13 %
2.5g
Trans Fat
6%
Cholesterol
2%
Sodium 250mg
5%
Total Carbohydrate
Sugars 15g
Protein
0%
0g
5%
15mg
10 %
1g
0%
0%
Dietary Fiber 0g
Sugars 1g
Protein
3g
Vitamin A 4%
•
Vitamin C 0%
Calcium 10%
•
Iron 0%
calorie diet.
Calories 170
Total Fat
2%
1.5g
Saturated Fat
Trans Fat
1g
0g
•
Vitamin C 0%
Calcium 20%
•
Iron 0%
calorie diet.
Cholesterol
10mg
Sodium 125mg
Total Carbohydrate
33g
Saturated Fat
Trans Fat
8%
1.5g
0%
0g
3%
Cholesterol
5%
Sodium 410mg
11 %
4%
2.5g
5%
0%
Dietary Fiber 0g
%Daily Value*
Total Fat
0%
Sugars 30g
Vitamin A 4%
Calories 90
%Daily Value*
Protein
3g
Serving Size 1/2 cup (119g)
Amount Per Serving
%Daily Value*
0%
0%
Dietary Fiber 0g
Serving Size 6 ounces (170g)
5%
15mg
17 %
Total Carbohydrate
6g
2%
0%
Dietary Fiber 0g
Sugars 5g
Protein
6g
Vitamin A 0%
•
Vitamin C 0%
Calcium 20%
•
Iron 0%
calorie diet.
11g
Vitamin A 4%
•
Vitamin C 0%
Calcium 8%
•
Iron 0%
calorie diet.
Grades 5-6
Name:
What’s the Score?
Here is a way to compare foods to see which foods are the best choices for you.
Answer the questions below for these four foods, using What’s on the Label?
Fat-free
milk
1% chocolate
milk
2%
milk
Whole
milk
1. What is the serving size for this item?
2. Is the serving size realistic? (Is this how
much you would normally eat/drink?)
3. How many total calories in one serving?
4. How many total grams of fat in one
serving?
5. What percent of calcium in one
serving?
Based on this information, which type of milk offers the most calcium
with the lowest fat?
__________________________________________________________________________________________________
Now look at all the labels on the page. Answer these questions:
1. If Manuel drinks 8 fluid ounces of 1% chocolate milk and eats 6 ounces of fruit-flavored yogurt,
how much calcium has he had?_____________________________________________________________________
How many grams of fat?___________________________________________________________________________
2. Which food item on the sheet has the least calcium with the highest amount of fat?
________________________________________________________________________________________________
3. Which food item on the sheet has the most calcium with the lowest amount of fat?
________________________________________________________________________________________________
Grades 5-6
Name:
What’s the Score? Answer Key
Here is a way to compare foods to see which foods are the best choices for you.
Answer the questions below for these four foods, using What’s on the Label?
Fat-free
milk
1% chocolate
milk
2%
milk
Whole
milk
1 cup (8 fl oz)
1 cup (8 fl oz)
1 cup (8 fl oz)
1 cup (8 fl oz)
3. How many calories in one serving?
90
170
130
150
4. How many total grams of fat in one
serving?
0
2.5
5
8
5. What percentage of calcium in one
serving?
30% DV
30% DV
30% DV
30% DV
1. What is the serving size for this item?
2. Is the serving size realistic? (Is this how
much you would normally eat/drink?)
Based on this information, which type of milk offers the most calcium
with the lowest fat?
Answer: Fat-free
Now look at all the labels on the page. Answer these questions:
1. If Manuel drinks 8 fluid ounces of 1% chocolate milk and eats 6 ounces of fruit-flavored yogurt,
how much calcium has he had? Answer: 50% DV
How many grams of fat? Answer: 4 grams
2. Which food item on the sheet has the least calcium with the highest amount of fat?
Answer: Vanilla ice cream
3. Which food item on the sheet has the most calcium with the lowest amount of fat?
Answer: Fat-free milk
Unit 5 Information for Leaders
Behavior Goal
Children will eat more whole grain foods.
Key Message
Choose whole grains whenever you can.
Key Concepts for Children
•
Grains are plant kernels that are used for making breads, cereals and pastas.
Examples are wheat, corn, rice, and oats. The term whole grain means that the
kernels are in their natural intact form, and still contain all their flavor and fiber.
•
Processed grains (white bread, muffins, pasta, white rice) lose the good stuff like
fiber and nutrients.
•
Fiber is important because it helps fill you up, and then it cleans out your body
and keeps your bowel movements regular.
•
Breakfast is a great time to try whole grains – check out cereals, waffles, or
whole wheat bagels with 3 or more grams of fiber per serving.
Key Information for Leaders
With so many processed and convenience foods available, many children do not get
enough fiber in their diets, and they miss out on the nutrients found in whole grain
foods. Processed or refined grains strip the fiber, essential fat, and nutrients such as
vitamin E and B vitamins (though these are often added back to breads or cereals
through “enrichment”).
Children have several opportunities during the day to consume whole grains. The two
easiest meals to do so are breakfast and lunch since there are numerous cereals and
breads made with whole grains. Out-of-school programs can help introduce such foods
via test tastes and by serving low-sugar breakfast cereal for snack. Whole wheat
crackers (with no trans fats) are tasty alternatives to processed snack foods.
¾ Look for products with 3 grams of fiber and no more than 5-10 grams of
sugar per serving.
© President and Fellows of Harvard College and YMCA of the USA.
Unit 5
Page 5 of 18
Mosaic Creations
Objective:
Children will become familiar with different types of whole grains by handling
them in an arts and crafts project.
Materials:
•
Various grains (barley, wheat berries, oats, brown rice, popcorn kernels, pasta)
•
•
Various dried beans (kidney, black bean, pinto, lentils – packaged dry bean soup
mix works well)
•
Sunflower seeds
•
Glue
•
Paper plates
•
Small bowls or cups
•
Optional: photo of each child
Instructions:
1. Distribute paper plates and have grains, beans and seeds available in bowls for
children to share, or in individual cups. If desired, you can ask children to bring
in grains from home, after discussing grains with them in your program.
Tip: Discuss with children how beans are not considered part of the grain group,
even though they are grown from plants and are high in fiber. Beans are part of
the meats and beans food group, because they are high in protein.
2. If using photos, have each child paste his or her picture in the center of the plate.
3. Instruct the children to make a creation by gluing the various items to the plate.
4. While they handle the grains and other items, ask if anyone can identify the
different grains, bean, and seeds.
5. Explain that whole grains have lots of flavor, fiber and nutrients; and we should
go for whole grains everyday!
Unit 5
Page 9 of 18
A Basic Guide to Taste Tests
Key Information for Program Staff
Taste tests encourage children to try new healthy foods in a non-threatening manner.
You can test just one item or recipe at a time, or compare new and familiar foods. Don’t
be afraid to reintroduce foods as children’s taste and acceptance of new foods often
change! Finally, when selecting foods, consider any food allergies that may be present.
Instructions and Things to Keep in Mind:
1. Determine how many children will taste the food and purchase the appropriate
amount of food to be tasted.
2. Prepare food samples in advance, if possible, and have all materials (plates,
small cups, napkins, etc.) readily available, along with clean-up items such as
paper towels, wet wipes and trash bins.
3. Maintain proper sanitation procedures: clean work and surface areas, wash and
dry all produce, and wash all hands.
4. Copy the taste test rating sheet (one per child), and consider writing in the foods
to be tasted before copying the sheet. Each page has space to try two food
items, so copy additional pages if you are trying more foods.
¾ If you do not have access to a copier, try a creative rating method, such as
placing popsicle sticks into coffee cans or other containers labeled with the
rating options. (Like A Lot! Like Somewhat. Do Not Like Very Much.)
5. Ask children to wait until everyone has received his or her samples before eating,
then have the children try the food and praise them for doing so.
6. Do not force a child to try a food; however, explain to the children that although
they may not think they are going to like the new food, that tasting is a good way
to find out. Praise children for trying something new!
7. Instruct children to express their opinions on their rating sheets without
verbalizing how they feel about the new food. Summarize the group’s evaluation
(Did they like the food a lot? Somewhat? Or Not very much?) and decide whether
or not they would eat/drink/make that food/beverage/recipe again. Provide
opportunities for the children to offer feedback and comments on the taste,
texture and smell of the food.
¾ Be sure to serve those items that they like again!
Unit 5
Page 16 of 18
Go for Whole Grains!
Taste Test Ideas for Whole Grains
¾ Morning Munchers – taste different whole grain cereals (i.e.: oats, rice,
wheat, corn)
¾ Lots of Loaves – compare a whole grain to a traditional white bread
(consider taste as well as texture); or try pieces of various breads, such as
whole wheat, rye, multigrain, oat, etc.
¾ Cracker Comparison – try whole grain versus butter-type cracker
¾ Silly popcorn – add toppings such as parmesan cheese, olive oil, garlic salt
or cinnamon and sugar to fresh popped popcorn (if using microwave
popcorn, check label for trans-fat free)
¾ Oatmeal – January is National Oatmeal Month so try different flavors of
oatmeal, or different preparations (e.g.: microwave versus slow cook)
Unit 5
Page 17 of 18
Taste Test Rating Sheet
Today I tried:
I liked this:
A lot!
Somewhat
Not very much
Comments on the look, taste, feel or smell of this food:
Today I tried:
I liked this:
A lot!
Somewhat
Not very much
Comments on the look, taste, feel or smell of this food:
Unit 5
Page 18 of 18
Health and Learning Success Go Hand-In-Hand
School meals are designed to provide the nutrition students need to be healthy
and ready to learn! The Fresh Fruit and Vegetable Program is a great way for
schools to provide healthy snacks to students during the school day. Consider
leading your school in developing its own fruit and vegetable snack program.
Harvest of the Month can support your efforts to show students how to make
healthy food choices and be more active. For information on the Fresh Fruit and
Vegetable Program, visit www.fns.usda.gov/cnd.
Exploring California Greens: Taste Testing
Network for a Healthy California
SWISS C
HA
RD
Getting Started:
n Contact school nutrition staff about cooking greens or conducting
taste testing in cafeteria.
What You Will Need (per group):
n 1 cup each of 3-6 leafy green varieties*, raw and cooked
n Paper and colored pencils
n Printed Nutrition Facts labels and botanical image**
Bok Choy
Gr
e
en
s
Activity:
n Make a chart to record observations for each raw and cooked variety: shape,
color, smell, texture, and taste.
n Explore the look, smell, feel, and taste of raw leafy greens and cooked greens.
Record observations in chart. Compare and contrast.
n Use botanical image to identify the parts of the raw leaf.
n Examine Nutrition Facts labels and discuss similarities and differences. Complete
Student Sleuths (page 3) and report back to class.
n Complete Literature Links activity (page 4). Share drawings with library staff.
n Take a vote of the favorite cooked greens variety. Display results in cafeteria.
ll a
Co
rd
*See Botanical Facts on page 2 for varieties.
**Download from www.harvestofthemonth.com.
For more ideas, visit:
www.fns.usda.gov
K AL E
Nutrition Facts
Serving Size: ½ cup cooked Swiss
chard (88g)
Calories 18
Calories from Fat 0
% Daily Value
Total Fat 0g
0%
Saturated Fat 0g
0%
Trans Fat 0g
Cholesterol 0mg
0%
Sodium 157mg
7%
Total Carbohydrate 4g 1%
Dietary Fiber 2g
7%
Sugars 1g
Protein 2g
Vitamin A 107%
Vitamin C 26%
Calcium 5%
Iron 11%
Cooked
Greens
Cooking in Class:
Simmered Greens
Ingredients:
Makes 32 servings at ½ cup each
n ½ cup olive oil
n 4 cloves garlic, minced
n 4 onions, chopped
n 2 cups chopped green onion
n 4 cups low-sodium vegetable broth
n 4 cups tomato juice
n 4 pounds greens (mixture of kale,
mustard, collard, and turnip greens)
n Salt and pepper
n Small paper cups and forks
1. In large pot, sauté garlic and onions
in oil.
2. Add broth and juice. Bring to a boil.
3. Add greens and seasonings.
4. Cover and cook on low heat for 35
minutes or until tender. Serve warm.
Source: Network for a Healthy California, 2009.
For nutrition information, visit:
www.harvestofthemonth.com
Reasons to Eat Greens
A ½ cup of most cooked green varieties
provides:
n An excellent source of vitamin A,
vitamin C, and vitamin K (bok choy,
collards, kale, Swiss chard).
n An excellent source of folate (bok choy
and collards).
n A good source of manganese (kale
and Swiss chard).
n A good source of iron and potassium
(Swiss chard).
n A good source of calcium (bok choy
and collards).*
*Learn about calcium on page 2.
Champion Sources of Calcium:*
n Almonds
n Fortified cereals
n Lowfat dairy foods
n Nopales (cactus leaves)
n Soybeans
*Provide a good or excellent source of calcium.
Source: www.nichd.nih.gov/milk/prob/
calcium_sources.cfm
Botanical Facts
What is Calcium?
Calcium plays a key role in teeth and bone health. In
fact, more than 99 percent of the body’s total calcium is
found in the teeth and bones.
n Bones are the “calcium bank” for our bodies. Bones
are living tissue constantly withdrawing and depositing
calcium.
n Vitamin D is needed (from food and sunlight) to help us
absorb calcium.
n Calcium also helps keep nerves healthy so that
muscles can contract and blood can clot.
n As calcium need increases, the calcium absorption
efficiency also increases (and vice versa).
n Calcium absorption declines with aging in both men
and women.
n
For more information, reference:
Dietary Reference Intakes, Institute of Medicine, 2006.
How Much Do I Need?
A ½ cup of cooked greens is about the same as two cups of
raw leafy greens. Leafy greens cook down considerably –
from one-quarter up to one-eighth of the original volume.
Cooking greens are leafy green vegetables, which are
among the most widely grown vegetables. They are
also known as potherbs and most varieties can be used
either fresh or cooked. The term “leafy greens” refers to
vegetables like lettuce, cabbage, endive, escarole, spinach,
broccoli, collards, turnip greens, mustard greens, kale,
Swiss chard, and bok choy. They are grown for their leaves
and stems, though sometimes the stems are inedible.
Most varieties – like collards, kale, mustard greens, turnip
greens, and bok choy – are part of the cabbage family
(Brassicae). Other varieties, like Swiss chard, are related to
the spinach family (Amaranthae).Young plants have small,
tender leaves and a mild or sweet flavor (collards, Swiss
chard, bok choy, kale). Mature plants have tougher leaves
and a stronger flavor (mustard greens, turnip greens).
Activity:
n Use the chart below as a guide to make another chart
with four different leafy green varieties. Fill in all of the
fields (family, genus, species, etc.). Make a list of all the
different species to which leafy greens belong.
For more information, visit:
www.ers.usda.gov
The amount of fruits and vegetables you need depends on
your age, gender, and physical activity level. All forms of
fruits and vegetables count towards your daily amount. Leafy
greens are available fresh, frozen, and canned and are just
as nutritious when cooked.
Leaflet
How Do Cooking Greens Grow?
Blade
Petiole
Cooking greens are known as cool-season crops, but
can be grown and harvested almost year-round. They are
commonly used as fall and winter vegetables, as they grow
best in cooler weather and can survive an occasional frost.
Some varieties, like kale and collards, taste sweeter after
a frost. These varieties, along with Swiss chard, also grow
well in warmer, more humid climates and in poor soil.
Well-drained, loam soil is ideal for most cooking greens.
Lateral bud
Stem
Cotyledon
Hypocotyl
Branch root
For a chart with information on how to plant and grow
cooking greens, refer to Cooked Greens Botanical Images
on www.harvestofthemonth.com.
Helpful Hint:
Refer to Adventurous Activities on page 4.
Primary root
Source: http://library.thinkquest.org/3715
www.cfaitc.org/GardenGuide
Bok choy
Collard
Kale
Swiss chard
Pronunciation
bäk-‘choi
kŏl’ərd
kāl
swis-‘chärd
Spanish
repollo chino
hojas de berza
col rizada
acelga
Family
Brassicaceae
Brassicaceae
Brassicaceae
Amaranthaceae
Genus
Brassica
Brassica
Brassica
Beta
Species
Brassica rapa
Brassica oleracea
Brassica oleracea
Beta vulgaris
Cultivar group
Chinensis, Pekinensis
Acephala
Acephala
Cicla
Other names
Pak-choi, snow cabbage,
Chinese chard
Coleworts, Tree cabbage,
non-heading cabbage
Coles or caulis,
Borecole
Chard, Seakale,
Spinach beet
School Garden: Parts of a Plant
Visit your school or neighborhood garden to study the
parts of the plant.
n Choose a leafy green vegetable plant.
n Identify the parts: hypocotyl, cotyledon, stem, petiole,
lateral bud, blade, and leaflet.
n Choose another plant, like a fruit plant.
n Identify the parts: root, stem, leaflet, fruit, bud, and
blossom.
n Compare and contrast fruit and vegetable plants.
Helpful Hint:
Fall is a great time to plant leafy greens like kale, collards,
and spinach. Refer to How Do Cooking Greens Grow?
(page 2) for growing information.
For more ideas, visit:
www.csgn.org
Home Grown Facts
California produces about two-thirds of the nation’s leafy
green vegetables.
n California leads the nation in production of mustard
greens and ranks second for collard greens.
n California’s production of mustard greens is about three
times greater than collard greens. Kale production
approximately doubles collard production.
n Monterey County is California’s leading grower of most
leafy green varieties.
n
Activity:
n Select one leafy green vegetable.
n In which counties or regions of California is it grown?
n Why are these regions optimal for growing the variety?
nOn average, about how much (acreage and tons) is
grown annually?
n Does the variety rank among California’s top thirty
agricultural commodities?
www.cdfa.ca.gov
A Leaf of Cooking Greens History
Collards were grown by the ancient Greeks and
Romans. They are the oldest leafy green within the
cabbage family.
nLike collards, kale descended from wild cabbage in
eastern Europe and parts of Asia.
n Bok choy is a descendant of Chinese cabbage that
originated in China about 6,000 years ago.
n Swiss chard was first grown in Sicily (Italy), but a Swiss
scientist was the first to name it.
n
Activity:
n Select one cooking green that is grown in California.
Research when and how the variety came to be grown
in California.
www.fruitsandveggiesmatter.gov/month/greens.html
http://plantanswers.tamu.edu/publications/vegetabletravelers
S tudent Sleuths
1 Examine the four Nutrition Facts labels for bok choy,
collard greens, kale, and Swiss chard. Make a list for
each variety of the excellent and good nutrient sources.
Which varieties have similar excellent sources? Which
have similar good sources? Which have different good
or excellent sources? Describe each nutrient’s function
in the body and how it connects to health.
2 Select one leafy green variety. Find the nutrition
information for raw and cooked. (Hint: use similar
measurements.) Make a chart comparing nutrient values
for both forms. What happens to the nutrients when
cooked? Make a hypothesis why there are differences
between the raw and cooked forms. Why do leafy
greens shrink when cooked? On average, by how much
do leafy greens shrink (use percentages or ratios)?
3 Research several cultures and describe how “greens”
have played a role in traditional recipes. Where in
the United States are cooked greens most commonly
eaten? Interview family members or neighbors to find
out which cooked greens they eat. Bring a recipe to
share with class featuring your favorite cooked greens
and key nutrient facts.
For information, visit:
www.fruitsandveggiesmatter.gov/month/greens.html
www.ars.usda.gov
S tudent Advocates
How walkable is your school’s
community? All neighborhoods
have the right to clean, safe
physical activity areas – including
walking routes. Encourage
students and parents to get
involved with International Walk
to School Month (October) and in
assessing your community’s needs
for improved walking routes.
n Visit www.cachampionsforchange.net. Go to the
Our Community – How to Make Healthy Changes page.
n Download the Walkability Assessment and complete as
a class.
n Submit results to the school principal, faculty, and PTA.
n Develop a plan to make improvements, if needed.
n Identify and map safe walking routes to and from school.
Work within a two-mile radius of school.
n Map out safe walking routes to other community areas –
parks, farmers’ markets, and shopping centers.
n Share maps with parents, school leaders, and
neighbors.
Follow-up Activity:
Complete the Physical Activity Corner exercise on page 4.
www.saferoutesinfo.org
Adventurous Activities
Science Investigation
What You Will Need (per student):
n Printed copy of leafy green botanical image*
n Paper and colored pencils
Activity:
n Define each of the labeled plant parts in the botanical
image.
n Describe photosynthesis and its role in plant growth.
n Select one leafy green variety. Research how it grows
from root cells to maturity. Make a sketch at each stage
of development.
n Complete School Garden activity on page 3.
*Download from www.harvestofthemonth.com.
Cafeteria Connections
Share results from Taste Testing activity (page 1) of
students’ favorite cooked greens variety.
n Encourage school nutrition staff to do weekly taste tests
of different cooked greens. Offer to help prepare and
serve taste tests.
nOrganize a school-wide contest for students to vote for
their favorite cooked greens variety.
n Suggest using local growers to supply greens for the
salad bar – spinach, romaine lettuce, and cabbage.
n
Just the Facts
Collard, mustard, and turnip greens are commonly
known as “Southern greens.”
n In Chinese, bok choy means “white vegetable.”
n Although it looks like romaine lettuce or celery stalks,
bok choy is actually a type of cabbage.
n Swiss chard is a type of beet grown for its edible leaves.
n Some kale varieties are “flowering” and grown for their
white, red, pink, purple, and blue ornamental leaves.
n
www.fruitsandveggiesmorematters.org
Activities & Resources Galore
Visit the Educators’ Corner online for more resources:
n Cooking in Class (recipes analyses, cooking tips)
n Reasons to Eat (Nutrition Glossary)
nHow Does It Grow (botanical images, growing tips)
n Student Sleuths (Answer Key)
n Adventurous Activities
nLiterature Links (book lists)
nLinks to California Content Standards (all grades)
Physical Activity Corner
Walking is one of the best
ways to be active every
day. Physical activity can
improve students’ learning.
Encourage students to walk
more – especially outside of
school.
Class Activity:
n Participate in any school
activities celebrating
International Walk to
School Month in October.
nHave students make a pledge to walk a certain number
of steps each day (e.g., 10,000 steps).
n Map out the estimated number of steps to get to
common places within the school (e.g., from the
classroom to the school yard, cafeteria, front office).
n Make a challenge among students in your classroom to
track the number of steps they take each day.
n Track results on a display or poster board in classroom.
n Challenge other classrooms to a similar walking contest.
n Complete Student Advocates activity on page 3.
Helpful Hint:
Work with school leaders to start a Kids Walk-to-School
Program at your school. For information, visit:
www.cdc.gov/nccdphp/dnpa/kidswalk
For information on Walk to School Month, visit:
www.walktoschool.org
Literature Links
Plan a visit to the library. Work with librarian to display
a variety of books, encyclopedias, and journals on leafy
greens and gardening. Feature a collection of ethnic
cookbooks. Post students’ leafy green drawings and
botanical images around the library.
Activity:
n Select one leafy green variety.
n Find at least two different sources on your variety
(e.g., a book and journal article).
n Write a report describing the plant’s history, growing
patterns, growing regions, uses, and health benefits.
n Find a recipe that features the leafy green vegetable.
n Present findings to class.
For a list of book ideas, visit:
www.harvestofthemonth.com
All available at www.harvestofthemonth.com.
This material was produced by the California Department of Public Health, Network for a Healthy California, with funding from the USDA Supplemental
Nutrition Assistance Program (formerly the Food Stamp Program). These institutions are equal opportunity providers and employers. In California, food
stamps provide assistance to low-income households, and can help buy nutritious foods for better health. For food stamp information, call 877-847-3663.
For important nutrition information, visit www.cachampionsforchange.net. © California Department of Public Health 2009.
SUPPLEMENTAL
STUDENT
ACTIVITY
SHEETS
Make the Right Choice Multiple Choice
Circle the
best answer!
Milk
Chocolate
Orange
Milkshake
Juice
Circle the drink that
gives you Vitamin C.
Banana
Cheese
Muffins
Circle the only
dairy food in the group.
Apple
French
Fries
Circle the one that is
NOT a good breakfast food.
Eggs
Muffins
Bread
Cow
Carrots
Circle the one that is
NOT in the grains group.
© 2002 ARAMARK Corporation
Fish
Dog
Circle the animal that
produces milk for your cereal.
Eat Right! Fill-in-the-Blanks
Choose a word from the word bank
provided to complete the sentences below.
BONUS: Try to create your own sentences
using these words.
Fill-in-the-Blanks!
Eat Right
1. Bananas, grapes and strawberries are all
examples of
.
2. Drinking
and teeth strong.
will help make your bones
3. Mom made a delicious
picnic.
pie for our
4. At the lake, Jimmy and his dad caught
dinner.
5. Kelly fed
for
to her pet rabbit everyday.
6. Before he goes to school, Tom always has a bowl of
for breakfast.
7. Did you have a ham and
lunch?
sandwich for
Word Bank
fish
cereal
apple
cheese
carrots
fruits
milk
Sports and Exercise Fill-in-the-Blanks
Choose a word from the word bank
provided to complete the sentences below.
BONUS: Try to create your own sentences
using these words.
Fill-in-the-Blanks!
Sports and Exercise
1. To win first place in the race, Sally had to
very fast.
2. The lifeguard taught the children how to
in the pool.
3. The girls liked to
rope in the schoolyard.
4. The soccer player kicked the
into the net.
5. Bobby liked to take his dog for a long
every night.
6. Which
do you like better, basketball,
football, or hockey?
7. Mike asked for a
for his birthday.
bat and glove
Word Bank
ball
walk
sport
swim
run
jump
baseball
Building the Food Pyramid Matching Game
Spike needs to bring each food to its right place on the food pyramid.
Draw a line
matching the food
to its food group!
Good Food Word Search
Challenge - Level 1
Can you find the
10 "GOOD FOOD"
words in the
Word Search?
A
B
C
A
R
R
O
T
M
E
A
T
C
D
A
O
I
F
I
S
H
E
P
A
L
R
F
G
E
H
P
S
K
U
I
J
E
K
L
T
L
I
M
N
S
G
E
O
P
T
Q
R
E
S
G
T
U
V
D
R
I
N
K
S
Answer Key
MILK
APPLE
FISH
MEAT
EGGS
FRUIT
CARROT
DRINK
CHEESE
TOAST
Good Sport Word Search
Challenge - Level 1
Can you find the
10 "GOOD SPORT"
words in the
Word Search?
A
B
J
W
A
L
K
S
C
R
U
N
D
E
F
P
S
G
M
H
B
U
V
O
P
W
P
L
A
Y
Z
R
I
X
R
E
L
J
V
T
K
L
A
R
L
H
A
S
E
S
W
I
M
E
O
N
S
F
U
N
B
R
S
P
Answer Key
RUN
JUMP
PLAY
SPORTS
FUN
BALL
SPIKE
WALK
HOP
SWIM
Stay Healthy Word Search
Challenge - Level 2
Can you find the
16 words about
STAYING HEALTHY?
V
E
G
E
T
A
B
L
E
S
B
R
E
A
D
F
G
E
E
V
N
L
D
A
I
R
Y
P
X
I
S
T
P
O
Z
U
W
F
E
T
P
Y
R
A
M
I
D
O
R
A
I
G
O
M
E
T
Y
O
C
M
K
R
T
K
A
M
L
D
I
I
E
A
E
G
T
N
I
M
S
N
C
I
I
M
U
S
C
L
E
S
T
N
N
F
I
S
H
A
K
C
J
B
R
E
A
K
F
A
S
T
Answer Key
BREAKFAST
DAIRY
EXERCISE
FISH
FOOD
FRUIT
GRAIN
BREAD
MEAT
MILK
MUSCLES
PROTEIN
PYRAMID
SPIKE
VEGETABLES
VITAMINS
Meat and Beans
For more fun
nutrition games
Visit ChefSolus.com
Copyright © Nourish Interactive, All Rights Reserved
Meat and Beans
For more fun
nutrition games
Visit ChefSolus.com
Meat and Beans
For more fun
nutrition games
Visit ChefSolus.com
Meat and Beans
For more fun
nutrition games
Visit ChefSolus.com
Food Pyramid Matching Game
Help Chef Solus match the right foods with the right food group.
Draw a line from the food to its correct food group
Fruit Group
Milk Group
Grains
Group
Meat and
Beans Group
Vegetables
Group
Visit www.ChefSolus.com
for printable worksheets for kids,
nutrition education games,
puzzles, activities and more!
Food Pyramid Coloring
Color the pyramids to match the correct food groups then color the foods!
orange for grains
green for vegetables
blue for the milk
red for fruit
purple for the meat &
beans
Visit www.ChefSolus.com
for printable worksheets for kids,
nutrition education games,
puzzles, activities and more!
Visit

FFL packet_November_2 of 3 - Santa Clara County Office of

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