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Serving up Myplate-A Yummy Curriculum, Level 2

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Serving up Myplate-A Yummy Curriculum, Level 2 Grades 3 & 4 Standards-Based Nutrition Education SERVING UP MyPlate Fruits: Vegetables: Grains: Protein: Dairy: Fuel Up With Color Your Plate Make at Least Vary Your Get Your Fruits at Meals With Great- Half Your Grains Protein Foods Calcium-Rich or Snacks Tasting Veggies Whole Grains Try fish, shellfish, Foods Pears, watermelon, Try to eat more Choose whole- beans, and peas Choose fat-free plums, raisins, dark-green, red, and grain foods, such as more often. Some or low-fat milk, berries, and orange vegetables, whole-wheat bread, tasty ways include yogurt, and cheese applesauce and beans and peas. oatmeal, whole- a bean burrito, at meals or snacks. (without extra wheat tortillas, hummus, veggie Dairy foods contain sugar) are just a few brown rice, and chili, fish taco, calcium for strong of the great choices. popcorn, shrimp stir-fry, or bones and healthy Make sure your fruit more often. grilled salmon. teeth. juice is 100% juice. raisins Keep on Moving! Know Your “Sometimes” Foods Kids need at least 60 minutes of Look out for foods with added sugars or solid physical activity every day. Whether fats, such as candy, cake, cookies, chips, ice that’s running, biking, tossing a ball, or cream, soda, fruit punch, lemonade, hot dogs, playing tag, every little bit counts. and bacon. They fill you up so that you don’t So, run around at recess, jump rope have room for the foods that help you with friends, ride your scooter, eat smart and play hard. Enjoy these or play a sport. It all adds up! every once in a while, not every day. Serving Up MyPlate — Grades 3 & 4 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-445 LETTER TO Teachers Dear Teacher, What are healthy food choices? What is a balanced • Three Original Songs: Alive With 5 Food Groups and diet? The U.S. Department of Agriculture’s Food and Do/Be help students learn about healthy choices in an Nutrition Service is providing these lessons under engaging and memorable way and are incorporated its Team Nutrition initiative in order to help teachers into the lessons. Dancing and singing along to an integrate nutrition education into Math, Science, English additional song called Do Your Body Right may Language Arts, and Health. This yummy curriculum be a fun extension activity in the third lesson. We introduces the importance of eating from all five food invite you to listen to it ahead of time to determine groups using the new MyPlate icon and a variety whether your class would enjoy it. All of the songs are of hands–on activities. Students will also learn the provided on the enclosed CD, along with the lyrics, importance of physical activity to staying healthy. and may be downloaded at http://teamnutrition. In this Teacher’s Guide, you’ll find three inquiry-driven usda.gov/myplate.html. lessons that help 3rd and 4th grade children discover • Eat Smart To Play Hard With MyPlate Poster: a two- nutrition, explain their understandings, and reflect upon sided poster showing the MyPlate icon and foods their experiences — all of which encourage a lasting in the five food groups. The blankMyPlate on the awareness of what it means to be healthy. In addition reverse can be used as a tool to assess students’ to subject-driven learning, each lesson offers valuable understanding. and easy-to-implement cafeteria activities and home • MyPlate at Home: a colorful handout to share with connections. We encourage you to include these in your parents that reinforces the lesson at home. It’s also planning, as they will provide your students with further available in Spanish. Additional copies are free for practice and real-world experience. Let parents know schools at http://teamnutrition.usda.gov/myplate.html. what their children will be learning about in class so We hope you and your students enjoy the process of they can support these new skills at home. learning how to make healthy choices. It’s an education You will also find: that will last a lifetime! • A Pacing Guide: time required per activity and Sincerely, recommended pacing to help you plan each lesson Your Friends at Team Nutrition • Teacher’s Morsels: helpful resources, background, and tips • Extra Helpings: ideas on how to extend the learning beyond the lesson • Savor the Learning: valuable ways to connect the learning to the school cafeteria and/or students’ homes to provide real-world practice • Student Handouts: easily reproducible handouts designed to appeal to students while reinforcing lesson objectives United States Department of Agriculture Food and Nutrition Service • FNS-445 September 2012 The U.S. Department of Agriculture (USDA) prohibits discrimination in all of its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex (including gender identity and expression), marital status, familial status, parental status, religion, sexual orientation, political beliefs, genetic information, reprisal, or because all or part of an individual's income is derived from any public assistance program. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA's TARGET Center at 3 (202) 720-2600 (voice and TDD). To file a complaint of discrimination, write to USDA, Assistant Secretary for Civil Rights, Office of the Assistant Secretary for Civil Rights, 1400 Independence Avenue, S.W., Stop 9410, Washington, DC 20250-9410; or call toll-free at (866) 632-9992 (English) or (800) 877-8339 (TDD) or (866) 377-8642 (English Federal-relay) or (800) 845-6136 (Spanish Federal-relay). USDA is an equal opportunity provider and employer. TABLE OF Contents Essential Lesson Title Learning Objectives Student Handouts Question Students will be able to… • Identify the five main food groups and First Course: name a variety of nutritious examples of What choices foods in each. We Are What 1. Who Am I? We Eat can you make • Explain how MyPlate serves as a Clue Card Time Required: that help you reminder for how to eat a healthier meal. Session 1 (60 minutes) 2. Food Writer stay healthy? • Create and describe a healthy meal Session 2 (40 minutes) Session 3 (30 minutes) containing a food from each food group. • Discuss the importance of physical activity as part of a healthy lifestyle. Students will be able to… • Identify what foods to eat more of, and Second explain that nutrients in food help us Why is it Course: grow and stay healthy. 1. Snack of important to You Be • Name at least three reasons why it is Champions the Chef eat a variety of important to eat foods from all five food 2. Measuring Up Time Required: foods from all groups for a healthy diet. Session 1 (40 minutes) food groups? MyPlate Session 2 (40 minutes) • Apply their knowledge of healthy foods Session 3 (40 minutes) and food groups to create a healthy meal or snack. Students will be able to… • Identify foods that are high in solid fats Third Course: What are and added sugars. The Science of “sometimes” Describe the benefits of limiting the • 1. Experiment: Fats “Sometimes” foods? Why consumption of solid fats and added Experiment: Foods are they called sugars. 2. Time Required: Added Sugars Session 1 (50 minutes) that? What can • Explain the concept of eating in Session 2 (50 minutes) I eat instead? moderation. Session 3 (40 minutes) • Give examples of healthier food options to choose instead. 4 Serving Up MyPlate — Grades 3 & 4 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-445 TABLE OF Contents Lesson Title Standards Met* English Language Arts: Language Standards: Conventions of Standard English (3.2, 4.2): Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; Vocabulary Acquisition and Use (3.5, 4.5): Demonstrate understanding of word relationships and nuances in word meanings; Conventions of Standard English (3.2, 4.2): Demonstrate reading standards for First Course: informational text (3.2, 4.2): Determine the main idea of a text and explain how it is We Are What supported by key details; summarizing the text; Writing Standards (3.1, 4.1): Write opinion pieces on topics or texts, supporting a point of view with reasons; Speaking and We Eat Listening Standards (3.1, 4.1): Engage effectively in a range of collaborative discussions with diverse partners, building on others’ ideas and expressing their own clearly. Science: Standard (A): Understandings about Scientific Inquiry: Classifying Objects. Health: Standard (8.5.1): Encourage others to make positive health choices; Standard (6.2.1): Identify a short-term personal health goal and take action toward achieving the goal. English Language Arts: Speaking and Listening Standards (3.1, 4.1): Participate in collaborative conversations with diverse partners; Writing Standards (3.2, 4.2): Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Second Health: Standard (1.5.1): Describe the relationship between healthy behaviors and Course: personal health; Standard (5.5.5): Choose a healthy option when making a decision; You Be Standard (6.2.1): Identify a short-term personal health goal and take action toward achieving the goal. the Chef Science: Standard (F): Personal Health: Nutrition is essential to health. Students should understand how various foods contribute to health. Math: Numbers and Operations (3, 4): Fractions: Develop understanding of fractions as numbers. English Language Arts: Reading Standards for Information Text (4.7): Interpret information presented visually, orally, or quantitatively (Meal 2); Writing Standards (4.2): Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
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