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NutritionBy

Darilyn WinterCarolina Meadows

Teresa MaeRebecca BowlingCathy Vasquez

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Table Of Contents

Goals--------------------------- 3Vegetables Lessons------------ 4-7Breakfast, Lunch,

Dinner lessons-------------- 8-14Food Pyramid lessons---------- 15-19Dairy lessons------------------- 20-26Fruit lessons------------------- 27-33Research on Nutrition--------- 34-38Bibliography-------------------- 38

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Goals

1. Introduce students to the importance of Healthy nutrition and healthy eating.

2. Students are to understand the different types of vegetables, how they are grown, and why they are healthy.

3. Students are to know the differences between fruits and vegetables.

4. Students are to understand the importance of Dairy in the daily diet.

5. Students are to learn ways to eat healthy breakfasts, lunches and dinners.

6. Students are to be introduced to the importance of the food pyramid.

7. Students are to be aware of how much hey eat each day.

8. Students will try new and exciting foods to broaden their awareness of healthy foods.

9. Students will grow their own plant that is edible10. Students will have fun and learn many new

things!

Darilyn WinterVegetable Lesson Plans

Lesson 1Title: Mystery Vegetable

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Objective/Purpose: Students are to identify the vegetables using their sense of touch, smell and hearing. Procedure: Students are to place hand in paper bag without looking and feel, smell and listen to decide what type of vegetable is in the bag. The students are to record their findings and guesses in their journals for a later discussion with the whole class.Materials: Paper Bags, Broccoli, Head of Lettuce, Potato, Celery, Asparagus, Corn, Carrots, Artichoke and blindfolds.Evaluation: Did students use their senses to decide what was in the bag? Were students aware of the types of vegetables in the bags? Were there familiar vegetables in the bag? Did the students discuss their findings with the class?

Lesson 2Title: Broccoli ArtObjective/Purpose: Students will understand the importance of vegetables and the vitamin C in them, especially broccoli. Students will also use Broccoli as a paintbrush and experience vegetable art.Procedure: Teacher will go over the importance of vegetables in the diet and the importance of vitamin C in Broccoli. Students will then have fun and create art using Broccoli. They will dip the broccoli leaves into paint and use it as a paintbrush to make a broccoli art piece on a piece of construction paper.Materials: Broccoli, construction paper, tempera paint, shallow bowlsEvaluation: Did students enjoy learning about vegetables and broccoli? Did students show their creativity through vegetable art? Did students grasp the concept of the importance of vitamin C?Lesson 3Title: Vegetable GardenObjective/Purpose: Students are to grow their own vegetable and take care of it. They will understand the care and time it takes to grow a vegetable and how it happens. They will also understand the vegetable they are growing more thoroughly.Procedure: Each student brings in a vegetable with a seed in it. The seeds are removed from the vegetable and planted into a cup with dirt and water in it. Students place the cups in the sun and water the seeds daily to grow their vegetable. They will have the vegetables marked and labeled and will track what happens during the growing process. They will also present what they have learned about their vegetable to the class.Materials: Dixie Cups, Planting soil, Water, Trays, Vegetable seedsEvaluation: Did students experience growing a vegetable? Did students get a better understanding of how vegetables grow? Did students record their findings and track their vegetables progress? Did students enjoy the growing process?

Lesson 4Title: Vegetable CollageObjective/Purpose: Students will be introduced to distinguishing between vegetables and other plants and fruits. Students will exhibit cutting and pasting skills

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Procedure: Students are to cut out pictures of vegetables from magazines and newspapers and paste onto pieces of construction paper to make a vegetable collage. The collages will be put together to make a vegetable wall to mark that part of our daily diet. Materials: Magazines, Newspapers, Scissors, Paste, Glue, Markers, Crayons, Construction Paper, TapeEvaluation: Did students identify between vegetables and fruits? Did students search through magazines and newspapers for a certain vegetable? Did students cut and paste correctly?

Lesson 5Title: Salad PartyObjective/Purpose: Students identify healthy vegetables to make a good salad. Students will understand eating healthy can taste good and be fun too.Procedure: Students will be provided with all different types of vegetables to place on their miniature salad. They will taste and experience many different vegetables and learn the importance of eating healthy. They will write in their journals what vegetables they liked and which ones they didn’t and why. Materials: Lettuce, Bowls, Ranch Dressing, Italian Dressing, Misc. Dressing, Broccoli, Radish, Carrots, Peppers, Cucumbers, Zucchini, Potatoes, asparagus, artichoke, and more vegetables, forks, knife, napkins, water, journals.Evaluation: Did students get to taste and judge new and familiar vegetables? Did students mix different vegetables together to make other vegetables taste better? Did they record their opinions in their journals and discuss?

Lesson 6Title: Veggie BingoObjective/Purpose: Children will become familiar with different types of vegetables and be able to recognize and name them from a picture. Procedure: Students will be given a list of vegetables. They will also be given a bingo card. They will pick vegetables from the list and write them in the bingo squares where they want to. Then the teacher will hold up pictures of vegetables and if the students have that on their card, they mark it off. This is to be played several times. Materials: Bingo Cards, List of Veggies, Bingo Markers, Pictures of all Vegetables.Evaluation: Did students recognize the vegetables form the pictures and could they name them? Did students understand the bingo game?

Lesson 7Title: Vegetable MobileObjective/Purpose: Students will identify vegetable types and experience creativity.Procedure: Students are to follow lecture in class and use handout to pick out vegetables that come from different parts of the plant. (i.e. Roots, step, leaves, or flower.) They then will make a mobile by drawing and coloring pictures of vegetables that come from the part of the plant they chose. They will then attach each vegetable to a string, which will be attached to a wooden dowel to hanging the classroom. Materials: Wooden Dowel, List of Vegetables, String, Markers, Crayons, Paper, and Example of activity completed for students to view.

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Evaluation: Did students understand that vegetables come from different parts of the plant? Did students draw pictures of the vegetables and attach the correctly? Did the students mobile contain vegetables from the same part of the plant?

Lesson 8Title: Hot Potato Vocabulary Objective/Purpose: Students will name words familiar to them dealing with vegetables.Procedure: Students are to get in groups of six or seven and play hot potato. The music will play and the potato will be tossed, but whoever has the potato when the music stops has to name a vegetable or word dealing with the vegetable thematic unit. This is repeated until the words are running low so that no word is repeated.Materials: Potatoes, MusicEvaluation: Did students name the vocabulary words? Did students struggle thinking of a word to say? Does more instruction need to be done?

Lesson 9 Title: Ants on a logObjective/Purpose: Students will learn how to make a fun healthy snack using vegetables. Procedure: Students will be given celery sticks cut in half, peanut butter and raisins. They are to place the peanut butter in the celery and fill it up making a log and then place raisins on the peanut butter to represent the ants. (If there are peanut allergies then yogurt or pudding can be substituted for peanut butter).Materials: Celery stick cut in half, creamy peanut butter, raisins, napkins, plates, water.Evaluation: Did students learn a new healthy snack? Did students enjoy eating vegetables?

Lesson 10Title: Vegetable PartyObjective/Purpose: Students will learn about dishes that other families make using vegetables discussed in class.Procedure: Students are to go home and ask parents for recipe that involves a lot of vegetables in it (Salad, casseroles, cold veggies trays, etc). The parents are to send a copy with the child or send them a dish, which would be preferred, so that children can try it. Students will try vegetable dishes and experience healthy eating. Students will then be provided with a copy of each recipe to make a “Healthy Eating Recipe Book” to be collected throughout the year. Materials: Plates, Napkins, Forks, Spoons, Copies of recipes, Markers, Crayons, vegetable trays brought in by parents, Drinks (could be vegetable juice).

Evaluation: Did students have the opportunity to try new dishes and experience good vegetables? Did students share their vegetable recipes and take in others suggestions? Did students have fun and enjoy the overall vegetable theme unit?

Nutrition Rubric Vegetables

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Lesson 1: Mystery VegetableStudent identified vegetable using Student recognized the vegetableonly touch , smelling and hearing: by looking:

Y N Y NLesson 2: Broccoli ArtStudent understood importance of Student participated in art only:Broccoli and used it in an art project. Y N

Y NLesson 3:Vegetabl Garden Student tracked Vegetable progress Student grew plant:and understood the process:

Y N Y NLesson 4: Vegetable CollageStudent cut ad pasted pictures Student made collage with objects other of vegetables into a collage: than just vegetables:

Y N Y NLesson 5:Salad PartyStudent participated in making salad Student made a salad and tried to new foods:with healthy vegetables of their choice:

Y N Y NLesson 6: Veggie BingoStudents was able to recognize vegetables Student could identify Vegetables by their name:By their appearance in pictures:

Y N Y NLesson 7:Vegatbale MobileStudent made mobile with vegetables on it: Student made mobile that represented a

Certain part of the plant:Y N Y N

Lesson 8:Hot Potato VocabularyStudent named the vocabulary words Students had a difficult time remembering wordsDiscussed in class: discussed through class:

Y N Y NLesson 9:Ant on a LogStudent enjoyed and made on their own, Student did not participate and enjoyA new healthy snack: a new exiting food:

Y N Y NLesson 10: Vegetable PartyStudent brought in own recipe from home Student treated everyone’s dish withAnd shared with the class: respect and enjoyed the new foods.

Y N Y N

Teresa MillerBreakfast Lunch & Dinner

Lesson 1

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Title: Breakfast is ImportantObjective/Purpose: Demonstrate the importance of starting the day with a good breakfastMaterials: “Pancakes, Pancakes” by Eric CarleProcedure:

1. Discuss the importance of starting the day with a good breakfast. Use the example of a car that needs fuel to go.

2. Read the story3. Discuss the foods in the story4. Tell students that pancakes are a grain group food because it’s main ingredient

is flour, and is made from wheat.Evaluation: Students will retell the story. Students will tell why we need to eat breakfast, using the car example.

Lesson 2Title: Breakfast Big BookObjective/Purpose:

1. Students will help to create a “big book” 2. Student swill recall foods that are good for them

Materials: 12 x 18- inch paper – 1 per studentCrayons, markers, or paintYarn, fasteners, or other material for binding the book

Procedures:1. Tell the students that you need their help making a book about breakfast2. Talk about why breakfast is important and how we feel when we do not eat

breakfast.3. Reinforce the five food groups that the students have learned from the food

pyramid. Brainstorm a list of breakfast foods.4. As a group, review the list and decide to which food group each belongs.5. Give each student a piece of paper. Have them write or draw some of the

following information.a. What foods they like to eat for breakfastb. Who they like to eat breakfast withc. Where they eat breakfastd. How they feel when they eat or don’t eat breakfast.

6. Have student illustrate pages with crayons, markers, or paint. Bind the pages together into a book. In reading circle let each student share his or her page in the book.

7. Display the book in the class library.

Evaluation: Observe the students as they select foods for the list of breakfast foods to assess their understanding of choices for Breakfast.

Lesson 3Title; Food CollageObjective/Purpose:

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Students will recognize foods that are good for you. Students will develop fine motor skills by cutting with scissors.

Materials: Pictures cut from a magazine.GlueLarge poster boardMarkers

Procedure:1. As a homework assignment, ask the students to bring in pictures of foods that

are good for you. Student should have prior knowledge from prior lessons on the food groups about foods that are good for you.

2. Have student take turns showing their picture to the class. Allow the students to discuss the food and determine if it is good for you.

3. Students will glue their pictures of good for you foods to the class collage. 4. Display the poster on the wall for later review.

Evaluation: The class discussion about whether the food picture can go on the poster will proved information on how well the students understand the concepts of healthy food choices.

Lesson 4Title: RestaurantObjective/Purpose: To play restaurant and chose healthy foods when eating out.Procedure:

1. Students will make menus with pictures of vegetables and dinners from magazines. 2. Under each picture write the name of the item.3, Set up a kitchen area and lots of play food to use to make dinners in the restaurant. 4. Students will set the table with a plate, cup, napkin, and utensils.5. Students will take turns being the waiter, cook, and the customer.

Note: This activity could be repeated throughout the unit on nutrition. Materials:

Paper for menusMarkers, crayons, & pencilsGlueMagazinesScissorsItems from the dramatic play area - table, chairs, play food, cups, plates, napkins.

Evaluation: Observe the choices made by the children to see if they are grasping the concept of choosing good foods.

Lesson 5Title: Tasting Passports Objectives/Purpose:Students will be able to:

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State that we use a passport when we travel to other countriesDecorate a passport to use with Chef Combo's tasting activitiesMaterial and Advance Prep:Optional: real passport8 1/2 X 11-inch paper (2 sheets per student)Crayons or markersPhoto of each studentPaste or glue stick for attaching photoStamps or stickers for your passportMake a passport for each student:Place the cover face downAdd 2 sheets of blank paperFold the 3 sheets in half, making a sharp creaseStaple on the creaseMake and decorate a sample passport for yourself; place a few stamps or stickers insideProcedure:1. Begin by asking students if they have ever traveled to another country. Ask if anyone knows what a passport is. Optional: If you have a real passport show it to the students.

2. Explain that when people travel to other countries, they must have passports. When we visit another country, such as Mexico or Japan, our passport is stamped when we arrive and when we leave. Optional: Show students the stamps of various countries in the real passport.

3. Write the name of the food students tasted on the chart.

4. Tell students there are many different foods in the world. Since they will be trying some of these foods during the next few months (alter for the time frame of your nutrition unit), they are going to make a Tasting Passport. Each time they take a "taste" of a new food, they will get their passports stamped. Show the students your Tasting Passport and the stickers or stamps inside.

5. Attach each child's photo to his or her passport. Have each child decorate the cover using crayons and markers. Collect the Passports and save them for your next Tasting Activity.Evaluation: Students will tell what a passport is used for. They will remember to get the passport stamped each time they try a new food.

Lesson 6Title: Breakfast, Lunch, and Dinner with Gregory

This activity may span over several days. Objective/Purpose: Students will locate the items needed for a healthy breakfast, lunch and dinner and feed Gregory the goat.

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Advance preparation: Create a Gregory the goat using an image of a goat’s head. It should be the size of one sheet of paper. Back it with card stock. Cut a hole in the mouth of the goat. Place a 2 gallon baggies on the back of the goat’s head so it opens to the mouth. This baggie will hold the food pictures found by the children.Procedure:

1. Read - “Gregory the Terrible Eater” - Ask - Gregory eats food like you and I . How can we make sure his meals are healthy?2. Review the food pyramid and the number of foods that are allowed from each group for one day. 3. Divide the students into 5 groups. Each group will locate foods from their group to cut from magazines. 4. Students will use these pictures to create breakfast, lunch, or dinner for Gregory. They may place the pictures on a paper plate and take them to the

puppet to feed Gregory. 5. Discuss their choices of foods and help them decide if they have made good choices.

Materials:MagazinesPaper PlatesScissors

Evaluation: Observe as the students create meals for Gregory. See if they are able to choose appropriately for each meal.

Lesson 7Title: Let’s Just try ItObjective/Purpose: Students will be challenged to try new foods.Procedure: Prior to the lesson, prepare a tray with some unusual foods .Look for foods that some of the students may not have tried. (jicama, turnips, asparagus, tofu, broccoli, cauliflower, bell pepper, green onions, various cheeses, etc. Try to choose foods that can be served raw.)1. Read the book “Cheese, Peas, and Chocolate Pudding” by Betty Van Witsen2. Discuss the little boy’s picky food choices. Encourage the students to share their own food likes and dislikes. 3. Share with the students how food likes sometimes change. The first time a food is tried you may not like it and another time you might. 4. Ask who is brave enough to try some different foods. 5. Give each student a napkin. Use toothpicks to select small pieces of food. 6. Have the students record on their response sheet which foods they liked and which ones they did not like.

Materials: Book - Cheese, Peas, and Chocolate PuddingPencilsChart with the names of the food to be tasted with a box to mark yes, I liked it or

no, I did not like it. Napkins

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ToothpicksTray of foods to be tried cut in very small pieces

Evaluation: Observe as the students try new foods. Look at each student’s chart.

Lesson 8Title: Colors of FoodObjective/Purpose: To learn the different colors of foods and make a poster of the different colors to hang on the wall. Students will sort by color. Students will use fine motor skills to cut pictures from a magazine.Procedure: Label each poster - Green Foods, Red Foods, Yellow Foods etc.

1. Students will cut pictures of food from the magazines.2. Have the students sort their pictures by color3. Let the students glue the food pictures on the appropriate poster.4. Label each food with its name. (ie: grapes, tomato, banana, spaghetti) 5. Hang the posters on the wall for future reference and practice of colors and names of food.

Materials:Magazines - especially food magazines

Poster Board for each color of food you will collectScissorsGlue

Evaluation: Observe students as they cut, sort, and match the picture to the correct poster.

Lesson 9Title: Sorting Food into Food GroupsObjectives: Students will sort food into the food groups. Students will recognize god foods.Materials:

Pictures of food or felt food picturesSign for each food group

Procedure:

Ask the students to name the food groups. As they name each group, give a food group sign to a child to hold. For example, the Grains at the front of the room, the fruit group in the back of the room, etc.Pass out one or two felt food pieces or pictures to each child. Have each child name that food and then ask: "Which food group does it belong to? Then the child will go to that group and wait. The activity can be repeated giving each student different kinds of food.

Evaluation: Observe as the students will place the foods on the correct groups.

Lesson 10Title: People Who Work with FoodsObjective/Purpose: Students will be able o identify the many kinds of people who work with our food. Procedure:

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Read the story Farmer’s Market by Paul Brett Johnson. Ask the children about the photograph on the cover. What does the picture show? Have they been to a Farmer’s Market? Encourage children to share their experiences. What did they learn that was new? Interesting? Surprising? Talk with the children about all the things that happen to foods. From the time they are grown to the time they are eaten. Discuss all of the people involved, including the farmers who grow the food, delivery truck drivers, grocery store clerks, etc. Discuss your experiences working with food. If you work in a Child Nutrition Program-schools, child care center, hospital, etc. discuss your job. How is the food prepared that is served to the children? Central Kitchen? Pre-packaged? Materials:

Book - Farmer’s MarketEvaluation: Students will draw a picture about one of the things that happen to our food before we get it.

NUTRITION RUBRICTeresa Miller

Breakfast, Lunch, and Dinner

LESSON #1(Breakfast is Important)Student will give reasons Student will suggest some Student will retell the story Why breakfast is important healthy breakfast foodsY N Y N Y N

LESSON #2 (Breakfast Big Book)Student will use the book to recall Students will make appropriate Student will cut out pictures what foods are good for breakfast Choices of pictures for the book for the book.Y N Y N Y N

LESSON #3 (Food Collage)Students will tell which food Student will identify foods Student will cut pictures Group their picture is in. that are good for you. For the collage.Y N Y N Y N

LESSON #4 (Restaurant)Student will make choices of Students will engage in several Students will help make

good for you foods as they play aspects of restaurant play. menusY N Y N Y N

LESSON #5 (Tasting Passports)Students will relate what a Students will remember to get their Student will make the Passport is used for . passport stamped when tasting new foods passport.

Y N Y N YN

LESSON #6 (Breakfast, Lunch, and Dinner with Gregory)Student creates an appropriate Students cut out pictures from Student listens to story.Meal for Gregory the food pyramidY N Y N Y N

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LESSON #7 (Let‘s just Try It)Student tries new food Student share their food likes Student listened to the story.

And dislikes.Y N Y N Y N

LESSON # 8 (Colors of Food)Students sorts food by color. Student identifies food by color Student cuts food out of

Magazine.Y N Y N Y N

LESSON # 9 (Sorting Food into Food Groups)Student can name the Student sorts food pieces Student names foods food groups into the food groupsY N Y N Y N

LESSON #10 (People Who Work with Foods)Student draws picture of one Student retells story Student listens to story process of food productionY N Y N Y

Carolina MeadowsFood Pyramid Activities

Lesson #1 Nutritional Egg HuntObjective/Purpose of Activity:

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Students will learn the food groups in the Food Pyramid.Students will learn the difference between healthy and unhealthy foods. Procedure:Before students get to class, hide plastic eggs in the classroom with a picture of a type of food in it. When class starts explain to the children that there is going to be an egg hunt and that each child is to find one egg then sit back down in their seat. After the egg hunt have the children open up their egg and one by one ask them what type of food they have and if they think it is healthy or unhealthy. Introduce the Food Pyramid (with a picture) and explain the food groups. Materials:3-4 dozen of plastic eggsPictures of different types of foodsPicture of Food PyramidEvaluation:Rubric on last page

Lesson #2 Making the Food PyramidObjective/Purpose of Activity:Students will classify foods into the correct food groupProcedure:The teacher will have an overhead picture of the Food Pyramid displayed. The teacher will start to explain the Food Pyramid and break it down into its components. The teacher will explain that people should eat more of the food at the base of the pyramid and less of the food on the top. Explain what makes a balanced meal and the importance of eating balanced meals. After the discussion the teacher will pass out magazines and the students will cut out pictures of different types of foods. The class will build a Food Pyramid out of different shaped boxes. The teacher will ask the students one by one what foods they have cut out and have them put their foods in the correct areas of the Food Pyramid. Materials:Overhead picture of Food PyramidMagazinesScissorsVarious shaped boxesEvaluation:Rubric on last page

Lesson #3 Name that FoodObjective/Purpose of Activity:Students will identify the different types of foods.Procedure:The teacher will pick an area of the Food Pyramid and choose a letter of the alphabet. The students will have one minute to give the teacher foods from that section that start with that letter. For example, the teacher will choose the vegetable group and the letter C. Everything the children say that fits in the food section the teacher will right on the

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board. There is only one rule for the game; they must raise their hand to say an answer. This will be a fun class assignment. Materials:ChalkChalkboardEvaluation: Rubric on last page

Lesson #4 Making a Meal (art)Objective/Purpose of Activity:Students will learn what makes a balanced meal.Procedure:Review what a balanced meal is. Pass our paper plates, scissors, glue, magazines and newspapers. Tell the students that they need to make a balanced meal out of pictures they find. Explain that they decide which meal of the day they want to make. The students will cut out the pictures and glue them onto their plate. Materials: Paper platesScissorsGlueNewspapersMagazines Evaluation:Rubric on last page

Lesson #5 Food Pyramid BookObjective/Purpose of Activity: Students will decide which food belongs in which food group. Procedure:Have the children pick out the color construction paper they want and six pages of paper. They will hole punch the papers and tie yarn through the holes to keep the book together. Have the students make a section in their book for each food group. Have them either draw or cut pictures out, then paste them in the section they belong. Materials:Various colors of construction paperNotebook paperYarn Crayons, markers, and colored pencilsScissorsMagazinesEvaluation:Rubric on last page

Lesson #6 Pizza Can Be Healthy!

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Objective/Purpose of Activity:Students will learn how to find different food groups in a single foodProcedure:Draw a pyramid on the board with the correct sections. Discus how a single food can be made up of different food group and use a pizza as an example. Start off by showing the students a felt pizza with cheese, pepperoni, vegetables, and pineapple. Take off each felt piece and tape it in the correct area in the food pyramid. Ask which other foods are made up of the different food groups. Materials:ChalkChalkboardFelt pieces: crust, tomato sauce, cheese, various vegetables, pineapple, and pepperoni Evaluation:Rubric on last page

Lesson #7 Making A Balanced MealObjective/Purpose of Activity:Students will learn how to pick a balanced meal from various restaurant menus. Procedure: Separate the class into five groups and give each group a menu from a restaurant. Have each group select three balanced meals from their menu. Have each group explain why their meals are balanced. Materials:Various MenusEvaluation:Rubric on last page

Lesson #8 Stay Healthy By Eating RightObjective/Purpose of Activity:Students will learn that nutrients from food are needed to stay healthyProcedure:Draw or put up a picture of the Food Pyramid. Explain to the students that food gives some type of nutrients when eaten and that our bodies need nutrients to stay healthy. Give some examples. Milk = calcium = helps build strong bones.

Oranges = vitamin C = keeps you healthyCarrots = vitamin A = helps eyesMeat = protein = building blocks to keep body growingBread = vitamin B = helps use energy from food

Materials:Picture of Food PyramidEvaluation:Rubric on last page

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Lesson #9 Pyramid RelayObjective/Purpose of Activity:Students will identify different foodsStudents will put foods in their correct categoryHave funProcedure:Teacher will draw the Food Pyramid on the board. Each section will have an envelope taped to it. There will be two sets of index cards (different colors) with pictures of different foods on them. The index cards will be placed in two paper bags in the front of the room. The class will be separated into two teams. When the teacher says go the first person in the line will go to their teams bag and pull a card. They then have to place the card in the envelope of the correct section. At the end of the relay the teacher will count up the correct answerers for each team. The team with the most points wins. Materials:ChalkChalkboardEnvelopes2 paper bags2 sets of index cardsEvaluation:Rubric on last page

Lesson #10 Pyramid Food PartyObjective/Purpose of Activity:Students will bring in food from their designated food groupProcedure:A week before the designated date, send home a letter to parents and guardians explaining that the class has learned about the Food Pyramid. Explain that there is going to be a Food Pyramid party and that each child is to bring a food from a food group. Write the food group that the child is to bring a food from on the letter you send home. Have the party the last hour of the designated day. Materials:Letter to parentsCupsPlatesNapkinsFoods students bring inEvaluation:Rubric on last page

Rubrics

Lesson #1 (Nutritional Egg Hunt)

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Student leaned the six areas Student learned the difference between of the food Pyramid healthy and unhealthy foods

Y N Y N

Lesson # 2 (Making the Food Pyramid)Student learned to classify foodsFoods into the correct food group Y N

Lesson # 3 (Name that Food)Student learned to identify different types of foods

Y N

Lesson # 4 (Making a Meal)Student learned what makes a balanced meal

Y N

Lesson #5 (Food Pyramid Book)Student put food in correct food group

Y N

Lesson # 6 (Pizza Can Be Healthy!)Student can differentiate different food groups in a single food

Y N

Lesson # 7 (Making A Balanced Meal)Student picked a balanced meal from a restaurant menu

Y N Lesson # 8 (Stay Healthy By Eating Right)

Student learned that nutrients from food are needed to stay healthyY N

Lesson # 9 (Food Pyramid Relay)

Student identified food correctly Student put foods in correct categoryY N Y N

Lesson # 10 (Pyramid Food Party)Student brought in food from assigned food group

Y N

Rebecca Bowling Dairy Lessons

Lesson 1

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Title: Cagel’s Dairy Farm Coloring Books

Objective/Purpose of activity: For the children to have some art

and fun time without my guidance

Procedure: The children will receive a packet of color pages to

complete at there own leisure.

Materials: Packet of color pages provided by the teacher, crayons

and markers

Evaluation: This will not be a mandatory assignment to turn in but

they will have a chance to take a break from learning and have a

good time coloring.

Lesson 2Title: Anderson Dairy Farm Tour

Objective/Purpose of activity: For children to see up close and

personal how milk is gathered and put together in the factories. The

children will have an opportunity to see the process in person and will

even get a chance to taste different kinds of milk products.

Procedure: As a class we will take a bus to the Anderson Dairy Farm

where will be shown around by an employee to all the different

sections of the building. The children and I will have time to wonder

on our own and sight see while discovering the miracles of the Dairy

Farm. Then we will head back to class and talk about our

experiences.

Materials: Permission slips, school bus, teachers and/or parents, and

the Dairy Farm

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Evaluation: This will be a great time for all of us. We will get a

chance to learn of a whole new world that we’ve never experienced

(the dairy business)

Lesson 3Title: Matching Cows-File Folder Game

Objective/Purpose of activity: For children to use there thinking and

memory skills by matching the cows in the file folders with the correct

matching cow, they will be color coded to match.

Procedure: Five children at a time will get a chance to take turns

matching different patterns of cows

Materials: Five file folder games with cow matches and five students

at a time

Evaluation: This may be fun for a center idea for children to learn

how to take turns. They should have fun doing this and usually the

children are excited with the file folder games.

Lesson 4Title: Fun to Do!

Objective/Purpose of activity: For children to use their imaginations

and creativity skills in making cheese slices and yummy yogurt pops.

Procedure: For the yogurt pops: we will spoon yogurt into the paper

cups, insert the wooden sticks, put them in the freezer for two hours

and then wait patiently for the cups to freeze and then we will tear

away the cup and enjoy. For the cheese slices the children will chose

whatever type of farm animal cookie cutter they would like to use and

make 4/5 slices that they can put on crackers and enjoy.

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Materials: 1 container of blended fruit yogurt, spoons, papers cups,

wooden sticks, freezer, farm animal cookie cutters, crackers, paper

plates and different kinds of cheese slices.

Evaluation: To have a good time making snacks for everyone to eat.

The children should have a blast preparing snacks and watching the

process of making yogurt pops. After everything is made we will have

a chance to taste our cheese and crackers and have yogurt pops

outside in the grass.

Lesson 5Title: Milk from cow to me

Objective/Purpose of activity:For children to use imagination and creativity when talking about

cows and where they come from. The packet provides children with

choices, opinions, decision making skills and language development.

Procedure: Each child must complete each page of the packet. The

first page being a story about dairy farmers, the second page consist

of matching, the third page is real fun and encourages the children to

make up there own menu list at a restaurant, the fourth page a

decision making color page and the last page is a fill in the blank

story page.

Materials: Packet of five activities

Evaluation: Children should have fun while doing this project. They

can share ideas with others and make believe they are farmers who

raise cows.

Lesson 6Title: My Own Cow Farm

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Objective/Purpose of activity: For the children to use hand

coordination and thinking skills

Procedure: Children will receive three handouts; a storyboard paper,

a cut out cow page and a page with a farm picture on it. The children

will color their cows, cut them out, and paste them on the farm page-

they are free to make it how ever they would like. After creating their

own farm they will write a story of some sort relating to cows. When

the children are finished they will get a chance to hang up they’re

pictures on the Dairy Board located in the classroom (our theme

board for the week)

Materials: Children will receive three handouts; a story board paper,

a cut out cow page and a page with a farm picture on it

Evaluation: This will be fun and exciting for us all, especially when

we are finished and can share with each other.

Lesson 7Title: Phonics Cow Assignment

Objective/Purpose of activity: For children to sound out and

pronounce the -ow- sound of three rows of words and to think of and

write down there own -ow- sound words.

Procedure: Children will each receive two worksheets having to do

with the sound -ow-. The first one will be pronouncing the -ow- words and the second hand out will be for the children to write down

there own -ow- sound words

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Materials: Two handouts provided by me and there pencils

Evaluation: This will be good for their English and comprehension

skills

Lesson 8Title: Vanilla and chocolate pudding with M&M’s

Objective/Purpose of activity: To enhance math skills and make

pudding at the same time

Procedure: The children will make there own pudding by measuring

all of there own ingredients (with my help). Then the children will have

a chance to decorate their flavored pudding with colorful M&M’s and

at the same time we will add and subtract them as a class.

Materials: Vanilla and chocolate pudding, bowls, spoons, milk, a bag

of M&M’s and the children

Evaluation: This will be a chance for the children to integrate math

and cooking along with communication skills.

Lesson 9Title: Story time: The Cow that Went Oink

Objective/Purpose of activity: To have story time with flannel board

characters

Procedure: As a class we will sit together on the circle carpet and

read a story relating to cows: we will also have flannel board pictures

to go along with the story, I will chose different students to display the

appropriate picture on the board.

Materials: flannel board, flannel board characters, the book The Cow

that Went Oink by; Bernard Most.

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Evaluation: This should be fun, especially for the children because

they will have a chance to participate with the flannel board

characters.

Lesson 10Title: Cow facts and Virtual Tour-The Story of Milk

Objective/Purpose of activity: For the children to learn about

milk/cows and where they come from

Procedure: As a class we will sit together at circle time. As the

teacher I will read some interesting facts and information about cows

and milk. After discussing cows and there where a bouts we will get a

chance to see a slide presentation of the Virtual Cow Tour that I have

found on Moomilk.com.

Materials: Presentation, circle time carpet, my interesting facts

packet about cows and milk

Evaluation: To start out our lesson on dairy we will sit together as a

class and talk about cows and milk, from here the children should

have interest and curiosity towards learning about this topic. From

doing this circle time activity the children will boost there interest and

think of questions and comments to share.

NUTRITION RUBRIC

LESSON #1(MILK FROM A COW TO ME PACKET)Understands how milk child was able to fill in blanks could recall what was taughtgoes from cows to humans and use imaginationY N Y N Y N

LESSON #2 (COOKIE CUTTERS AND YOGURT POPS)Understands where the yogurt child was able to use cutters child understoodand cheese come from and explain what was made concept of “dairy foods”Y N Y N Y N

LESSON #3 (MAKING PUDDING)

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Can stir pudding together understands what part ofpudding is dairy

Y N Y N

LESSON #4 (COW FACTS AND VIRTUAL TOUR)Children can sit and children can recall info. children can share thereuse listening skills taught ideas/storiesY N Y N Y N

LESSON #5 (STORY TIME)Children sat and listened children can recall info. children can share ideas

and storiesY N Y N Y N

LESSON #6 (FARM COLORING BOOK)Children can color and children successfully completed understood the differencediscuss pictures book in colors and picturesY N Y N Y N

LESSON #7 (MATCHING COWS)Children understood concept children could take turns could determine differences

in the cowsY N Y N Y N

LESSON # 8 (PHONIC COW ASSIGNMENT)Children can pronounce understands the sounds/letters providedthe “ou” soundY N Y N

LESSON # 9 (DAIRY TOUR)Children had an idea children followed directions children had funof why we did thisY N Y N Y N

LESSON #10 (MAKE UP OUR OWN FARM/STORY)Children could use children understood why they imagination wrote a story for pictureY N Y N

Kathy VasquezFruits

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Lesson 1

Title: Berry Bingo

Objective/Purpose of activity: Children will use mathematical logic to play bingo

Procedure: Each child will be given a Berry Bingo card with numbers. The teacher will give the children one digit numbers to add and the children will put a marker on the sum of the numbers. When one student got four in a row they may yell BINGO!

Materials: One Berry Bingo card for each child (card in the shape of a berry)

Berry markers

Evaluation: When a child yelled Bingo was he right about all the numbers? As teacher walks around they look over the children to see that they are marking the right numbers.

Lesson 2 

Title: Discovering bananas.

Objective/Purpose of activity: Children will use fine motor skills to use magnifying glass to look and discover what is inside a banana. Then will draw what they saw.

Procedure: Children will be given a plate with diced bananas and a magnifying glass. They will look and verbally describe what they see to their classmates. After everyone has the chance to observe the inside of a banana they will be given a piece of paper to draw what they saw.

Materials: One plate for each child

Diced Bananas

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Magnifying Glass

Evaluation: Did the child draw what seems to be the inside of a banana? Did the child use the vocabulary words provided to them during the lesson.

 

Lesson 3 

Title: Fruit Shadows

Objective/Purpose of activity: Students use their observation and logical Mathematical along with abstract thinking to find different shapes.

Procedure: Students will be broken into groups of three and will be asked to find different objects in the room or other things in their environment then draw on the same piece of paper the object and fruit that share the same shape.

Materials: A few pieces of paper

Markers, crayons, pencils

Evaluation: Were the objects and fruit that the students compared, share the same shapes?

Lesson 4

Title: Making Fruit Jelly

Objective/Purpose of activity: Children will follow a recipe to make Fruit Jelly

Procedure: Children will form into groups of four during center time. One group at a time will be making fruit jelly with the teacher. Each child will be given one ready prepped ingredient they must be in charge of. As a group they will make a batch of jelly to take home.

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Materials/ Recipe 1 pkt of jelly crystals1 cup of hot water½ cup cold waterFruit consisting of strawberries, mandarin segments, and ½ apricots.

(Put the jelly crystals in a heatproof bowl, add the hot water, and stir till the crystals are dissolved. Then add the cold water and stir. Then add the fruit. Into the fridge for the jelly, till it has set.)

Evaluation: Did each child participate in the cooking activity?

Was their measuring and counting involved from all group members?

Lesson 5  

Title: The Very Hungry Caterpillar

Objective/Purpose of activity: Will use they vocabulary skills to act out the Very Hungry Caterpillar.

Procedure: Each child will be given a big fruit cut out of butter paper and will have to act out their fruits roll in the story. If there are more then 15 children in the class they may be a moon, leave, sun or caterpillar.

Materials: One apple

Two Pears

Three Plums

Four Strawberries

Five Oranges

Butter paper

Markers

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Evaluation: Did each child participate in the retelling of the story?

Did every child vocally participate by saying what day of the week they were eaten?

 Lesson 6

Title: Counting the worms in the apples

Objective/Purpose of activity: Children will use counting skills in a matching game.

Procedure: Each child will be given a deck of flash card with one apple in it with several wholes ranging 1-15. The children will place the number of worms that should go on each apple. Then put it in a row ranging from least wholes to greatest wholes.

Materials: One deck of flash cards with one apple each and wholes

Enough worms to cover all the wholes on the deck of apples.

Evaluation: Did the children have the right amount of worms in each apple? Were the apple flash card ranged from least the greatest?

Lesson 7

Title: Fruit Field trip

Objective/Purpose of activity: Students will explore where fruit naturally grow.

Procedure: Student will go on a field trip to Gillcrest Orchard and get to pick fruit that they like and learn about when a good time to pick fruit would be according to color and texture.

Materials: Bags to put fruit in

Permeation slips

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Evaluation: Did the children have a good time? Were students able to pick out fruit?

 Lesson 8

Title: How much fruit did I eat in a week?

 

Objective/Purpose of activity: Children will use mathematical logic to chart how much fruit they eat in a week.

Procedure: In the front of the class a chart will be put up with each student’s name. At the beginning of the day a few minutes will be set aside so that the children can put markers the shape of the fruit they eat the day before. At the end of the week the children will look at the long chart that have made and see their own weekly diet according to fruit.

Materials: One large piece of Butter paper with a name chart drawn.

Small fruit shaped markers

Evaluation: Do the children remember what they ate the day before? Is what the child marking possible? Is the student using correct vocabulary when identifying the fruit and the number of fruit eaten?

 Lesson 9

 Title: Picking seeds

Objective/Purpose of activity: Children will use fine motor skills to pick up seeds with a dropper.

Procedure: Children with be given a large plate filled with seeds and have drop them in watercolor paint then pick the seed back up with the dropper and place it on construction paper to make art.

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Materials: One plate

Orange seeds

Watercolor paint

Dropper

Evaluation: Where the children able to pick up the seeds. Did the children use the proper vocabulary when using the dropper and seeds? Where the children counting how many seed there were on their paper.

Lesson 10

Title: Tomatoes

 

Objective/Purpose of activity: Children will use logical Mathematic to count seeds.

Children will use fine motor skill by using tweezers.

Procedure: Children will be 1/4 a tomato each and will have to take all the seeds out of it with tweezers. They will put the seeds in a napkin and count them all at the end. Children will then be asked if they were working with a fruit or a vegetable. Then be told that all fruit are foods that have seeds.

Materials

A few tomatoes

Tweezers

Evaluation: Did each child participate in the counting and tweezing activity?

Was their counting involved from all group members?

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NUTRITION RUBRICCatherine Vasquez

Fruits

LESSON #1(Berry Bingo)Students will count four berries Student will get all the math Students will recognize the Before calling bingo problems correctly to get bingo sum of the problems.Y N Y N Y N

LESSON #2 (Discovering Bananas)Student will use magnifying Students will use bananas & Student will draw bananas Glass to look at bananas magnifying glasses correctly as they saw them.Y N Y N Y N

LESSON #3 (Fruit Shadows)Students will draw the Student will identify fruit Student will cut the drawnY N Y N Y N

LESSON #4 (Making fruit Jelly)Student will each have their Students will measure Students will help make

Own responsibility for cooking correctly jelly and help othersY N Y N Y N

LESSON #5 (The very hungry Caterpillar)Student will use the book to recall Students will make appropriate Student will play their How many foods were fruit Choices of pictures for the book part in the book.Y N N Y N Y

LESSON #6 (Counting the worms in the apples)Student will count how many Students will correspond Students will verbally count Worms in the apples worms to apples all the apples at the end.Y N Y N Y N

LESSON #7 (Fruit Felid Trip)Students will observe growing Student will pick frit they this Students will listen toFruit. Is ready to be eaten. Direction during tripY N Y N Y N

LESSON # 8 (How much fruit did I eat this Week)Students have graphed Students will verbally identify Students compare theirAll the fruit they have eaten. what they eat. Graph to other studentsY N Y N Y N

LESSON # 9 ( Picking seeds ) Students will pick up and drop Student Students count Students use appropriate Seeds appropriately. While making the art vocabulary for the seeds.

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Y N Y N Y N

LESSON #10 (Tomatoes)Student will squeeze seeds out Students will tell you that if a Students listen to seed Of tomatoes. Food has seeds it is a fruit. Explanation.Y N Y N Y N

Nutrition for Preschoolers

Good nutrition is the key to growth and development for preschool age children. Good nutrition helps the preschooler to grow and develop physically, of course. But good nutrition also plays a part in social-emotional, cognitive, and language development. Social development is enhanced as his nutritional needs are met. The interaction experienced during meals helps to develop a trust that his needs will be met and goes a long way towards that social development.

Language development relies heavily on good vision and good hearing. Good nutrition keeps the body healthy and strong, including the eyes and ears. A healthy child is more likely to be able to concentrate on language development. Cognitive development involves the taking in and storing of information. This process takes a lot of energy. Good nutrition is essential for providing that energy. Good nutrition supports brain development.

Physical development is dependent on good nutrition. As the preschooler develops and begins to walk, run, and jump, the energy requirements increase. Without the right nutrients in the appropriate amounts, his muscles could be weak and cause him to delay development of gross and fine motor skills.

The basic nutritional needs of preschoolers are similar to those of older children. The amounts differ due to age. A preschooler needs:

* Breads, cereal, rice, and pasta* Vegetables* Fruits* Milk, yogurt, and cheese* Meats, poultry, fish, dry beans and peas, and eggs

The preschooler needs to be offered a variety of healthy foods. Protein is needed for growth. A diet rich in milk, meat, fish, eggs, beans and peas, and cheeses will provide the protein. Calcium is needed for strong teeth and bones. This found primarily in milk and milk products. All the other food categories provide the needed vitamins and minerals to support the rapid growth and development of the preschooler. Sugary foods provide few if any nutrients and should be offered on a very limited basis.

Mealtime can often turn into a time of conflict. Mealtime can be made more pleasant by incorporating some of the following ideas. 1) Involve the child in mealtime by allowing them to help with meal

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preparation. 2) Include at least one of the child’s favorite foods in each meal. 3) Offer a variety of colors and textures. 4) Keep portions child sized. 5) BE safe with foods always cut them into child-sized pieces to prevent choking. 6) Expect and tolerate childlike manners. 7) Keep the eating environment comfortable and calm. 8) Serve meals and snacks on a dependable schedule. 9) Offer a variety of healthy foods and children will eat what they need. 10) Make meal time a family time.

The preschool child needs a variety of good foods to promote growth and development. A growth chart is a reliable way to tell if his diet is meeting his needs. Allow him to eat until he is full, even if he has eaten little or none of his meal. Use a preschool feeding guide to track the kinds of food he is eating and offer good foods. He will eat a balanced diet over a period of time if given good choices.

Table I. Feeding guide for the preschool child.Food group

Suggested daily servings

Suggested serving sizes

Vegetables

Dark-green leafyDeep-yellowDry beans and peasStarchy vegetablesOther vegetables

3-5 servings

Include all types regularly. Serve dark-green leafy and deep-yellow vegetables often. Serve cooked dry beans and peas several times a week

1/4 cup of cooked vegetables

1/4 cup of chopped raw vegetables

1/2 cup of leafy raw vegetables such as lettuce or spinach

Fruits

Include citrus fruits or their juices regularly.

2-4 servings 1/2 whole fruit such as an apple, banana or orange; or a melon wedge

1/2 cup of juice

1/4 cup cooked or

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canned fruit

1/4 cup of raisins

Breads, cereals, rice and pasta

6-11 servings

Include several servings of whole grain products daily.

1/2 slice of bread

1/2 roll, biscuit or muffin

4 crackers, saltines

1/4 cup cooked cereal, rice or pasta

1/3 of a cup ready-to-eat dry cereal

1/4 of a cup for hot cooked cereal

Milk, yogurt and cheese

4 servings

1/2 cup of milk or yogurt

3/4 ounce of natural cheese

1 ounce of processed cheese

Meats, poultry, fish, dry beans and peas, eggs and nuts

3-5 servings 1 ounce of cooked lean meat,

Poultry or fish

1/2 egg 1/2 cup

cooked beans

2 tablespoo

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ns peanut

Nutrition Myths:

Children should clean their plates. Do not force your child to eat all of the food you put in front of them. Each day your child may need a different amount of food. Their body needs a certain amount and overfeeding can lead to obesity. Let your child eat until they are full.

Parents should insist kids eat all their vegetables. Vegetables are a good source of vitamins, minerals and fibers but it is often difficult to get children to eat them. By giving choices, role modeling and not pressuring the child, he or she might enjoy the vegetables even more. Don’t make your child hate the vegetable because you were forcing them to eat it.

Kids should not snack between meals. It is very normal for kids to get hungry in between meals. Let them have a high nutrient snack that will suffice their hunger. Don’t just rely on cookies and milk as a snack either. Plan substantial snacks for your children that everyone can enjoy.

Heavier kids need to go on diets. When parents cut back on the amount of food a child eats, the child will still want more food. They may sneak food, eat secretly or crave certain things. Underfeeding a child may also lead to them overeating when they do get to eat. You should feed obese children just like average-weight children.

Kids should drink plenty of juice. Juice is a great source of vitamins for kids, but giving them too much may fill them up too much for any other foods. It may also lead to diarrhea, poor growth or contribute to obesity. Instead feed them the fruits as a food so that they get all of the nutrients. Offer kids cool water instead. That’s really good for them too.

Bibliography

Capital HealthPreschoolershttp://www.cdha.nshealth.ca/publichealth/preschoolersNutrition.html

Education WorldLessonshttp://www.educationworld.com

National Network for ChildcareNutrition for the Preschool Childhttp://www.nncc.org/Nutrition/nutrition.pres.html

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Tiny Tummies OnlineChildren’s Nutritionhttp://www.tinytummies.com/cream.html