Nutrition

Nutrition

Primary 2nd/3rd grades
Rosa Parks Elementary

Developed by:
Barbara Barr, Cathy Anderson, Aaron Isaacs, Carol Robey, Karen Arthur

Organizer

Am I a healthy eater?

Academic Expectations and Demonstrators

1.2 Students make sense of the variety of materials they read.

Show interest by listening to and/or reading a multicultural variety of print materials.
Use a variety of strategies (e.g., conversation, art, media, writing) to construct meaning.
Respond to reading through a variety of forms (e.g., conversation, art, media, writing)

1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

Express thoughts/ideas through verbal and/or symbolic representation (e.g., pictures, scribbles, words).
Write for a variety of purposes (e.g., expressive, transactive, imaginative) and forms (e.g., journal entry, letter, poem/story) to a variety of audiences.

1.13 Students make sense of ideas and communicate ideas with the visual arts.

Use art media, tools, techniques, and processes.
Use drawing, painting, print making, modelings, and constructing to communicate ideas and feelings.

1.16 Students use computers and other electronic technology to gather, organize, manipulate, and express information and ideas.

Use a variety of technologies in various ways.
Use technology to display information in various ways.
Gather and manipulate data using technology.
Express information and ideas using technology.

2.30 Students evaluate consumer products and services and make effective consumer decisions.

Describe products and services of personal concern and preference.

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Investigate nutritional practices, which enhance health.
Explore measures for preventing and controlling disease.
Develop awareness of the interrelatedness of body functions and the impact of lifestyle choices on body systems.
Evaluate and select actions, which can enhance growth, development, and wellness.

4.2 Students use productive team membership.

Share tools and help each other to work cooperatively on a task.

Essential Questions

What is the food pyramid and how does it help me create a balanced diet?
What happens to my body if I do not eat a balanced diet?
How do I know if what I eat is healthy for me?
How can I become the healthiest person I know?

Culminating Activity

The student will:

Participate in a group project where a video will be created incorporating ClayAnimation (basic five food groups), skits, and nutrition news, including daily servings, nutrients, benefits and food examples.
Write a persuasive letter to parents encouraging them to buy nutritious foods.
Maintain a ‘Food Journal’ where the students will record things they eat each day, vocabulary words and reflect on their diet in writing.

Note: All components of the culminating activity will be showcased during a student-led conference. For example, parents will come in, sit down with their child at his/her seat. The child will discuss work completed during the unit, including the specific components outlined in the above ‘Culminating Activity’ category.

Scoring Guide

Activity

Points

Rubric

Persuasive Letter

4

Piece is written in a friendly letter format.

Writer develops body of letter with four or more supporting details in a logical order using descriptive language and varying sentence structure.

Has no errors in writing mechanics – CUPS (capitalization, usage, punctuation and spelling)

3

Piece is written in a friendly letter format.

Writer develops body of letter with at least three supporting details in a logical order.

Has only 1 or 2 errors in writing mechanics – CUPS (capitalization, usage, punctuation and spelling)

2

Piece is missing or does not have in the appropriate order one or more parts of a friendly letter format.

Writer develops body of letter with at least two details relating to the topic of the piece (buying nutritious foods) that may or may not be in logical order.

Has 3 or 4 errors in writing mechanics – CUPS (capitalization, usage, punctuation and spelling)

1

Friendly letter format has not been followed.

Writer fails to develop the body of the letter; only including one or two details that may or may not be in logical order.

Has 5 or more errors in writing mechanics – CUPS (capitalization, usage, punctuation and spelling)

Activity	Points	Rubric
Video/Group Work	4	Student consistently works to maintain a positive and productive atmosphere in the group, exhibiting leadership skills in an effective manner. Video project (ClayAnimation) is exceptional in terms of organization and production.
	3	Student contributes to the overall effort of the group, using tools appropriately, cooperating with others, and exhibiting a good attitude all the time. Video project (ClayAnimation) is well organized and complete.
	2	Student participates most of the time during group work, but struggles with using tools appropriately, cooperating with others, and exhibiting a good attitude. Video project (ClayAnimation) is complete but lacks continuity.
	1	Student rarely participates and shows little effort in completing the group project. Video project (ClayAnimation) is incomplete or poorly organized.

Scoring Guide

Activity

Points

Rubric

The Journal

4

Journal includes detailed daily food list, vocabulary, and reflective writing in a well-organized manner.

3

Journal includes daily food list, vocabulary, and reflective writing.

2

Journal includes some daily food list entries, vocabulary, and missing some reflective writing.

1

Journal includes little relative information.

Scoring Guide

Activity

Points Earned

The Journal

Video/ Group Work

Persuasive Letter

Total Number of Points

How Did You Do?
Mr. GoodBody	10 – 12 points
	7 – 9 points
	4 – 6 points
Sloppy Joe	1 – 3 points

Knowledge (Core Content)

PL-E-1.4.1 Nutritious foods play a role in the growth of healthy bodies

PL-E-1.4.2 The food guide pyramid has an organizational structure that recommends the number of servings at each level.

PL-E-1.4.3 Nutritious snack choices (e.g., fruits, vegetables, dairy products) are preferable to snack foods (e.g., sugar-coated cereals, soft drinks, candy) for health and well being.

AH-E-4.1.34 Describe a variety of media and art processes used to produce two-dimensional and three-dimensional work.

AH-E-4.1.35 Media – crayon, pencil, paint, fabric, yarn, clay, paper, papier-mâché (used to produce artworks).

AH-E-4.1.37 Art processes: three-dimensional – pottery, sculpture, and weaving.

AH-E-4.2.32 Purposes of Art – expressive, narrative, functional

AH-E-4.2.37 Subject Matters: landscape, portrait, and still life

AH-E-2.1.11 Create movement ideas which could be used to compose a dance using locomotor and non-locomotor movement.

AH-E-2.1.13 Create a dance that uses the elements of dance (space, time, and force) with locomotor and non-locomotor movements.

AH-E-1.1.23 Sing rote melodies accurately.

Technology Standards

T4.5 Navigate within an operating system or software

T6.4 Use a Word Processor to present information.

T6.5 Create a presentation or product using application software.

T6.6 Use digital imaging and audio

Skills and Procedures

Reading
Listening
Writing
Movement
Using ‘Spin PhotoObject’
Using digital camera
Using word processor
Singing
Communication (verbal and nonverbal)

Suggested Activities for Teachers
Music	P.E./ Health	Art
Learn songs and dances for book titled, Today is Monday. Learn songs from Dole CD, "Five a Day Adventure". Above songs/dances will be used in video productions; presented to parents/school at student-led conferences and health fair.* Note: Health fair is a bonus activity provided by Partners in Education – St. Joseph Hospital.	First/Second Classes – time will be used to teach students about the different food groups/serving size of each using overhead projector. Food Guide Pyramid Relay – students demonstrate what they learned (food groups) from first two classes in a relay game. Fourth/Fifth Classes – time will be used to teach students about nutrients, nutrition facts and labels on food products. Sugar Gram Relay – students demonstrate what they learned (nutrients, facts, labels) from fourth/fifth classes in a relay game. Square Meal Activity – students work in groups planning a balanced meal using food product containers brought in by students.	Students will sketch different types of foods from each of the five food groups. Students will create a 3-D food sculpture using clay from their 2-D sketches. Students will develop their sculpture techniques and creativity by molding and decorating their own clay food. Students will learn the format and design of a clay animation film (i.e. foreground, background, middle ground, and props).

Technology	Communication	Classroom Teacher
Students will learn how to create an animated movie using the ClayAnimation Kit and the clay figures/props made in Art class. Students will learn how to use a digital camera. Students will practice proper keyboarding skills to type persuasive letters. Students will learn how to use Microsoft Word to type persuasive letters. Students use activities from Five a Day Adventure CD to reinforce what they have learned about nutrition.	Students will write a script that will be used in their ClayAnimation video skit. Students will create posters to promote healthy eating habits. Students will learn proper speaking/presentation techniques.	Students will learn how to write a persuasive letter using a friendly letter format. Students learn appropriate nutrition vocabulary words and use them effectively in various writing activities.* *Note: See P.E./Health curriculum. Students will learn how to conduct a student-led conference. Students will learn how to organize and maintain a daily food journal (everything they eat, vocabulary words, writing activities).

*Critical Resources*
Vocabulary nutrients, carbohydrates, products, labels, fats, proteins, food pyramid, vitamins, gram, minerals, sugar, diet, balanced diet (meal), cholesterol, fruits, vegetables, iron, calcium, serving size, products – nutrition facts, ingredients, disease (diet-controlled), consumer	Books Today is Monday The Very Hungry Caterpillar D.W. The Picky Eater How Are You Peeling? Dictionary
Equipment/Software computers (including laptops) overhead projector digital camera video camera scan converter CD player piano ClayAnimation Kit (Spin PhotoObject Software) Five a Day CD Microsoft Word	Media clay sculpting tools paper/pencils empty food product container clipboards

Online Resources

ClayAnimation websites: http://www.tech4learning.com/products/claykit.html , http://www.animateclay.com

This site links to numerous websites dealing with food and nutrition: /trt1/science.htm#food

More health and physical education links: http://www2.gov.pe.ca/educ/lester/educator/primary/phys_ed.html

PBS health and fitness site: http://www.pbs.org/teachersource/health.htm

Jammin’ Five a Day Song Website: http://www.menc.org/guides/dole/lyrics/lyr_5_a_day.html

Thinkquest Nutrition for Kids: http://tqjunior.thinkquest.org/3641

Kellogg’s Learning Lab and Fun Center: http://nutritioncamp.com

Kids Food CyberClub: http://www.kidfood.org/

Back to Rosa Parks

Back to PET Project

Scoring Guide
Activity	Points	Rubric
The Journal	4	Journal includes detailed daily food list, vocabulary, and reflective writing in a well-organized manner.
	3	Journal includes daily food list, vocabulary, and reflective writing.
	2	Journal includes some daily food list entries, vocabulary, and missing some reflective writing.
	1	Journal includes little relative information.

Scoring Guide
Activity	Points Earned
The Journal
Video/ Group Work
Persuasive Letter
Total Number of Points