Grades 5 & 6

Standards-Based Education SERVING UP MyPlate

Fruits: Vegetables: Grains: : Dairy: Fuel Up With Color Your Plate Make at Least Vary Your Get Your Fruits at Meals With Great- Half Your Grains Protein 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 , berries, and orange vegetables, whole-wheat bread, tasty ways include , 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 ) 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 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 5 & 6 http://teamnutrition.usda.gov U.S. Department of Agriculture • and Nutrition Service • September 2012 • FNS-446 LETTER TOTeachersTeachers

Dear Teacher, What are healthy food choices? What is a balanced • Three Original Songs: Do Your Body Right and Do/ ? The U.S. Department of Agriculture’s Food and 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 into Math, Science, English additional song called Alive With 5 Food Groups may Language Arts, and Health. This yummy curriculum be a fun extension activity in the first lesson. All of introduces the importance of eating from all five food the songs are provided on the enclosed CD, along groups using the new MyPlate icon and a variety with the lyrics, and may be downloaded at http:// of hands–on activities. Students will also learn the teamnutrition.usda.gov/myplate.html. importance of physical activity to staying healthy. • Eat Smart To Play Hard With MyPlate Poster: a two- In this Teacher’s Guide, you’ll find three inquiry–driven sided poster showing the MyPlate icon and foods lessons that help 5th and 6th grade children discover in the five food groups. The blankMyPlate on the nutrition, explain their understandings, and reflect upon reverse can be used as a tool to assess students’ their experiences — all of which encourage a lasting understanding. awareness of what it means to be healthy. In addition • MyPlate at Home: a colorful handout to share with to subject-driven learning, each lesson offers valuable parents that reinforces the lesson at home. It’s also and easy-to-implement cafeteria activities and home available in Spanish. Additional copies are free for connections. We encourage you to include these in your schools at http://teamnutrition.usda.gov/myplate.html. planning, as they will provide your students with further We hope you and your students enjoy the process of practice and real-world experience. Let your students’ learning how to make healthy choices. It’s an education parents know what their children will be learning about that will last a lifetime! in class so they can support these new skills at home. Sincerely, You will also find: Your Friends at Team Nutrition • A Pacing Guide: time required per activity and recommended pacing to help you plan each lesson

• 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-446 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 (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 food groups and name a variety of examples from each. First Course: • Explain how MyPlate serves as a reminder What choices MyPlate, to eat from all five food groups. can I make to 1. MyPlate, MySelf MySelf • Create and describe a healthy meal Time Required: be and stay (2 pages) containing foods from each , Session 1 (40 minutes) healthy? Session 2 (30 minutes) including whole-grain options and a Session 3 (40 minutes) variety of vegetables. • Discuss the importance of physical activity as part of a healthy lifestyle.

Students will be able to… Second • Identify the six main nutrients and a Why is it Course: variety of foods that contain them. important to Know Your • Explain how nutrients help us grow and 1. Nutrient eat a variety of Nutrients stay healthy. Knowledge Time Required: foods from all • Apply knowledge of healthy foods and Session 1 (40 minutes) food groups? Session 2 (40 minutes) food groups to create a healthy meal or Session 3 (60 minutes) snack.

Students will be able to… • Identify ways to limit the consumption of What foods Third Course: solid fats, added sugars, and sodium. should I eat Decisions, • Read, compare, and analyze Nutrition 1. Nutrition Label less of, and Decisions! Facts labels to determine which snack is a Comparison Time Required: why? How can healthier alternative. Ad Awareness Session 1 (40 minutes) I make better 2. Session 2 (40 minutes) • Summarize the benefits of limiting the Session 3 (60 minutes) choices? consumption of solid fats, added sugars, and sodium.

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Serving Up MyPlate — Grades 5 & 6 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446 TABLE OF Contents

Lesson Title Standards Met*

English Language Arts: Language Standards: Conventions of Standard English, Vocabulary Acquisition and Use (5.1, 6.1): Demonstrate the command of the conventions of the standard English grammar and usage when writing or speaking; Speaking and Listening Standards: Comprehension and Collaboration (5.1, 6.1): Engage effectively in a First range of collaborative discussions with diverse partners, building on others’ ideas, and Course: expressing their own clearly; Presentation of Knowledge and Ideas (5.4, 6.4): Report on a topic or text, or present an opinion. Writing Standards: Text Types and Purposes MyPlate, (5.2, 6.2): Write informative/explanatory texts to examine a topic and convey ideas and MySelf information clearly. Science: Standard (A): Science as Inquiry: Understandings about Scientific Inquiry. 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: Language Standards: Conventions of Standard English (5.1, 6.1): Demonstrate the command of the conventions of the standard English grammar and usage when writing or speaking; Speaking and Listening Standards: Comprehension and Collaboration (5.1, 6.1): Engage effectively in a range of collaborative discussions with Second diverse partners, building on others’ ideas, and expressing their own clearly; Presentation of Knowledge and Ideas (5.4, 6.4): Report on a topic or text (5.5, 6.5): Include multimedia Course: components (e.g., graphics, sound) and visual displays in presentations. Know Your Measurement and Data (5, 6): Represent and interpret data. Nutrients Math: Science: Standard (F): Science in Personal and Social Perspectives: Personal Health. Health: Standard (1.5.1): Describe the relationship between healthy behaviors and personal health; Standard (5.5.5): Choose a healthy option when making a decision; Standard (8.2.1): Encourage peers to make positive health choices.

English Language Arts: Language Standards: Conventions of Standard English, Vocabulary Acquisition and Use (5.1, 6.1): Demonstrate the command of the conventions of the standard English grammar and usage when writing or speaking; Speaking and Listening Standards: Comprehension and Collaboration (5.1, 6.1): Engage effectively in a range of collaborative Third discussions with diverse partners, building on others’ ideas and expressing their own clearly; Course: Presentation of Knowledge and Ideas (5.4, 6.4): Report on a topic or text (5.5, 6.5): Include Decisions, multimedia components (e.g., graphics, sound) and visual displays in presentations. Decisions! Science: Standard (A): Science as an Inquiry: Understandings about scientific inquiry; Standard (F): Science in Personal and Social Perspectives: Personal Health. Health: Standard (1.5.1): Describe the relationship between healthy behaviors and personal health; Standard (8.5.1): Encourage others to make positive health choices.

*Sources: English Language Arts and Math standards — Common Core; Science education standards — National Academy of Sciences; Health standards — American Cancer Society 5

Serving Up MyPlate — Grades 5 & 6 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446 Original Songs LYRICS

Do Your Body Right Do/Be Chorus: Chorus: Do your body right Nutrients are good for me Make your day a better day Some help me do and some help me be Go on and help yourself Some help me run and jump and grow It's going to feel real good Others keep me feeling like a pro You've got the choice Nutrients are good for me To eat foods in a smarter way Some help me do and some help me be Better for your health Working all together to keep me healthy Here's why you should Those five food groups we learned about You’re ready to eat breakfast They’ve got nutrients we need But you’re not sure what to eat To do things at our peak There's a box of sugary To be more healthy But you know that can be beat Some help give our skin a healthy glow Some dairy, fruit, and protein Some help keep us from catching colds Can help give you an edge And others strengthen bones and muscles So you open up plain yogurt So round those bases we can hustle Throw in some berries and nuts instead (all right) Chorus (mmm hmm) That candy, cookies, soda, ice cream Chorus Sometimes we eat too much The soccer game is over They don’t have as many nutrients And you're feeling kind of drained No, they don’t have quite the touch You need something to recover So, how about we substitute To get that spring in your step again The sweet stuff with a piece of fruit You got a glass of milk or a sugary drink Because fruit’s got the stuff we’re talking about And they both taste oh so nice So many nutrients — there is no doubt But only one will help you be at your best Chorus Yeah, the milk will do you right (mm hmm)

Chorus You’re finishing up dinner With your family at night And you feel like you’re still hungry A dessert sounds just right You’ve got a fresh fruit cup or chocolate cake But you want to keep in shape Well, reach out for those peaches, yeah That’s the smarter choice to make

(Let’s sing that chorus one more time)

Chorus 6

Serving Up MyPlate — Grades 5 & 6 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446 First COURSE LESSON 1 FOR GRADES 5 & 6

Main Ingredients We Are What We Eat Recommended Pacing: Session 1 (40 minutes) — First Taste What’s Cooking? Session 2 (30 minutes) — Digging In Session 3 (40 minutes) — Digesting It All In this lesson, students learn about making healthy food choices and being Essential Question: physically active. Through interactive and engaging lessons that meet What choices can you make that help you curriculum standards in English Language Arts, Science, and Health, students stay healthy? will be introduced to the five food groups, explore the vegetable subgroups, Learning Objectives: and discuss differences between whole grains and refined grains. Students will be able to… • Identify the five food groups and name a FIRST TASTE: Engage (40 minutes) variety of examples from each. 1. Begin the lesson by asking students to close their eyes and think about • Explain how MyPlate serves as a reminder their favorite meal or dish. Encourage them to think about the taste, to eat from all five food groups. texture, and colors of their favorite meal. Invite students to share and • Create and describe a healthy meal brainstorm descriptive words to use when talking about food. (For containing foods from each food group, including whole-grain options and a example: Texture — soft, chewy, crunchy; Taste — sweet, sour, spicy; variety of vegetables. Feeling — comforting, happy, warm) List these words on the board. • Discuss the importance of physical 2. Give students 10 – 15 minutes to write about their favorite meal in their activity as part of a healthy lifestyle. notebooks. Ask them to answer the following questions: Subject Connections: English Language Arts, Health, Science • What is your favorite meal? Does it have a name? Materials & Preparation: • What specific foods and beverages are part of your favorite meal? • Notebooks • Why is it your favorite meal? (Prompts: Is there a specific memory • Computers around the meal, when it is served, or who prepares it?) • Student Reproducible 1: MyPlate, MySelf (2 pages) • How would you describe it to someone? (Prompts: Can you think of • Eat Smart To Play Hard With MyPlate 10 or more words that describe your favorite meal? Think about the Poster taste, what it looks like, and the colors it has, the texture, the feeling you get when you eat the meal.)

3. When students are finished, invite volunteers to share their favorite meals and answer the questions.

4. Next, ask students what they think it means to be healthy. What does one need to eat to be healthy? (Accept all answers at this stage. Students will likely mention that it is important to eat fruits and vegetables.) Explain to students that eating fruits and vegetables every day is important for healthy eating. Fruits and vegetables represent two important food groups, out of five. Do students know what the other food groups are? (Accept all answers.) 5. Display the MyPlate poster. Explain that this icon shows the five different food groups:Fruits , Vegetables, Grains, Protein, and Dairy, and serves as a visual reminder to eat foods from all five food groups. By eating a variety of foods from each of the food groups, we can make sure we are feeding our bodies what we need to have energy, play hard, learn, grow, and stay healthy. 7

Serving Up MyPlate — Grades 5 & 6 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446 6. Explain that the Vegetable Group has five subgroups: Dark-Green, Red and Orange, Beans and Peas, Starchy, and Other. Eating vegetables from all of the subgroups helps us get different kinds of nutrients — and also makes eating more interesting and fun. Most Americans need to eat more dark-green, red, and orange vegetables, and beans and peas. Can they think of some vegetables from these subgroups that they like? Are there any that are served on the school lunch menu? 7. The Grain Group is also divided into two subgroups. But first, what is a grain? Any food made from a new vegetable or with a whole-grain food like wheat, rice, oats, cornmeal, barley, or another cereal brown rice or a whole-wheat tortilla. Also, not every grain is a grain product. Bread, pasta, oatmeal, meal or snack may have something from every food breakfast , tortillas, and grits are examples of group. So, if breakfast has no veggie, suggest to grain products. students that they can try munching baby carrots 8. The two subgroups of the Grain Group are Whole for an after-school snack. Grains and Refined Grains. Whole grains contain the 10. Invite volunteers to share their favorite meals with entire grain kernel: the bran, germ, and endosperm. the class and explain how they made adjustments, if (Whole grains include foods such as 100% whole- needed, to fit intoMyPlate . If there is time, have students wheat bread, brown rice, oatmeal, popcorn, whole- create a colorful illustration of their favorite meal. wheat tortillas, and whole-grain cereal.) Refined grains have been sent through a mill to remove DIGGING IN: Explore (30 minutes*) the bran and germ of the grain. This process also MyPlate Quiz Show removes some nutrients we need for good health. 11. Next, your class will play a game, much like a quiz Examples of refined grain foods are white bread, show, to learn about MyPlate and healthy habits. Divide corn bread, regular pasta, white rice, cornflakes and students into teams of five. Explain that they will play puffed rice cereal, and most pretzels, crackers, and a game where both teams are asked questions. Teams cookies. MyPlate encourages us to replace some of may have 30 seconds to discuss their answer before the refined grains we are eating with whole grains, they must share it. If necessary, they may use a pen so that at least half of the grains we eat are whole and paper on some of the longer questions. Whichever grains. Instead of making a sandwich with white team gets the question correct gains a point. If all bread, make it with whole-wheat bread. Or have teams are correct, they all win a point. oatmeal for breakfast instead of a bagel made with 12. Use the questions on the next page to get started. Tell refined grains. your students that there are some trick questions as 9. Ask students to think about how their favorite meal well as bonus points to be gained in the game! The fitsMyPlate . Are all five food groups represented questions start off easy and get more challenging as in their meal? If not, can they think of substitutions they go on. Play as long as you want, until you run out to make their favorite meal more balanced and of questions, or to a certain number of points. Some in line with MyPlate? Have students make these answers may vary. (Add to the list and make up your adjustments and substitutions on another page in own questions.) Visit http://www.chooseMyPlate.gov their notebook. Students may refer back to MyPlate for more ideas. if they need ideas. Encourage them to try it with * 8

Serving Up MyPlate — Grades 5 & 6 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446 a. How much of your plate at meals should be fruits and vegetables? (Half) b. What food groups does a beef taco fit into? (Protein Foods: ground meat; Vegetable: lettuce, tomato; Grain: tortilla/taco shell; Dairy: cheese) c. Shrimp belongs to what food group? (Protein Foods) d. Yogurt belongs to what food group? (Dairy) e. Beans and peas are special. They belong to two food groups. What are they? (Vegetables and Protein Foods) f. 100% orange juice is part of what food group. (Fruits) carrot, celery, collard greens, corn, cassava, g. At least 60 minutes of______is recommended cabbage, cauliflower.) each day for a healthy lifestyle. (Physical activity) q. (1) What food groups are missing from this meal: h. Cream cheese is part of what food group? Fish, beans, broccoli, milk? (Grain, Fruit) (TRICK! It’s not part of any food group. Cream (2) Name two options from each missing food group. cheese is mostly fat. It does not contain enough BONUS 2 points (Answers can vary, e.g., 100% nutrients to be part of the Dairy Group.) orange juice, mango, brown rice, whole-wheat pasta.) i. Provide two examples of a whole-grain food. r. Walnuts, almonds, and peanuts are examples of (Answers can vary, e.g., brown rice, whole- what, and all belong to what food group? BONUS wheat bread/pasta/tortilla/crackers, oatmeal, 2 points (Nuts, Protein Foods) buckwheat, quinoa, popcorn) s. Which of the following is not a whole grain? j. Water is part of what food group? (TRICK! It’s Oatmeal, shredded wheat, whole-wheat toast, not. But it is an essential nutrient, and some fruits corn flakes? (Corn flakes) and vegetables, like cucumber, celery, apple, t. Identify four types of beans that are Protein orange, tomato, and watermelon, have high water Foods. (Answers can vary, e.g., black, kidney, soy, content.) pinto, navy) k. Dark-Green, Starchy, Red and Orange, Beans and u. What are five foods from the Fruit Group that Peas — these are subgroups of foods in what food make good on-the-go snacks? (Examples include group? (Vegetable) raisins, apples, plums, unsweetened applesauce l. What is a whole-grain alternative to white rice? cups, 100% fruit juice. Note that flavored gummies (Brown rice) do not count as fruit.) m. A Hawaiian pizza, with pineapple and ham as toppings, v. Make at least half your grains each day whole belongs to what food group? BONUS 2 points (All grains. Which of the following are examples of five! Fruit: pineapple; Vegetable: tomato sauce; Protein whole grains? Animal crackers, corn bread, cheese Foods: ham; Dairy: cheese; Grain: crust.) puffs, pretzels, whole-wheat crackers. (Only the n. Kale is an example of a ______. (Vegetable; whole-wheat crackers) specifically a dark-green vegetable) w. Create a breakfast with foods from the Protein o. Which of the following are examples of physical Foods, Fruit, Dairy, and Grain Groups. Make your activity? Jumping rope, playing soccer, taking a grain a whole grain. BONUS 4 points (Answers can walk, raking leaves, yoga, dancing, and sleeping. vary; e.g., whole-wheat English muffin, scrambled (All except for sleeping) egg, strawberries, fat-free milk.) p. Name five vegetables beginning with the same x. Create a healthy and delicious-sounding letter. BONUS 5 points (Answers can vary, e.g., snack to help you soar through your 9

Serving Up MyPlate — Grades 5 & 6 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446 day like a rocket ship. Your snack must have ingredients from at least three of the five food groups.BONUS 4 points (Answers can vary; e.g., yogurt with almonds and berries = Protein Foods, Dairy, Fruits.) DIGESTING IT ALL: Explain, Evaluate (40 minutes) • Have the students make a My Lunch Tray poster that illustrates how the school lunches provide foods from 13. As a final activity, students will create a healthy 5-day dinner meal plan including a variety of foods all of the food groups. You can divide the class into from each food group, using MyPlate as a guide. small groups to make different posters for different Remind students that their meals can include more school meals. than one food group in an entrée or main dish, such • Hold a contest to see which student can create the as a stir-fry, soup, salad, or sandwich. best tray liner, placemat, or table tent featuring positive • At least half of their grains must be whole grains. MyPlate messages that can be used in the cafeteria. • Use at least one food from the Beans and Peas At Home: subgroup. • Have students take home the MyPlate at Home parent reproducible and the MyPlate, MySelf menu planner • Use at least one vegetable from the Dark-Green reproducible they worked on in class. Encourage Vegetable subgroup. students to talk with their families about trying these • Use a variety of proteins. Each protein food may meals at home. be used only once. 14. The second part of their task is to create a physical EXTRA HELPINGS: activity plan. How can they be active for at least 60 minutes a day? Their plan must include a variety Elaborate (15 minutes*) of activities that they can do on their own, with Blast Off! Game: Divide students friends or on a team, or with their family. into pairs and have each play the computer game called . One student in each team will act as 15. Finally, they need to set one MyPlate goal for Blast Off themselves. What would they like to accomplish? pilot and enter his/her name in the Control Panel. The More activity? Trying new foods? Have students game challenges players to reach Planet Power by share their plans with a partner. fueling their rocket with smart food choices from the five food groups and 60 minutes of physical activity. SAVOR THE LEARNING: Elaborate It reinforces the importance of choosing foods from Cafeteria: all five food groups in order to be healthy. Did their • Analyze the menus from the cafeteria for 1 week. How rockets make it to Planet Power? Print a copy of do the foods offered fit into the five food groups? If their “Mission Report” for information on their “fuel” they selected the school lunch, would half their trays be choices. Discuss with the class how many teams fruits and vegetables? Are all the vegetable subgroups reached their goal for each food group. Did any team offered throughout the week? Invite the school food not reach its goal for a particular food group? What service director to talk to the class about how the advice does the Mission Report offer students about school lunch provides foods from all food groups, and reaching their goal the next time? To access the get input from students about items they would like to game, go to http://www.fns.usda.gov/multimedia/ see on the menu. Games/Blastoff/BlastOff_Game.html. *Can vary. 10

Serving Up MyPlate — Grades 5 & 6 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446 MyPlate, MySelf FIRST COURSE • REPRODUCIBLE 1-A

Create 5 days of healthy dinner meals that you would enjoy. Use MyPlate as your guide to create delicious dinners that include all five food groups. Use the resources and checklist on this page to design My 5-Day Dinner Menu Planner on page 2. After you complete the plan, follow directions to create My Physical Activity Plan and My MyPlate Goal. Remember to: a. Make at least half of your grains whole grains. b. Include at least one food from the Beans and Peas Vegetable Subgroup. c. Include at least one vegetable from the Dark-Green Vegetable Subgroup. d. Have a variety of proteins. Each protein food may be used only once. MyPlate’s Food Group Menu Options The five food groups are important for a . Choose a variety of papayas foods from each for your menu. Use the following chart to get your meal plan started. (Not a complete list. Visit http://www.chooseMyPlate.gov for more.)

Apple, grapefruit, blueberries, watermelon, cantaloupe, plum, banana, kiwi fruit, grapes, papaya, orange, 100% fruit juice, raisins,

FRUITS strawberries

Dark-Green (broccoli, spinach, kale, bok choy, collard greens, romaine lettuce); Red and Orange (tomato, carrots, sweet potato, red pepper, butternut squash); Beans and Peas (black beans, pinto beans, soybeans, lentils, split peas); Starchy (potatoes, corn, green peas, plantains); Other (avocado, beets, okra, asparagus, mushrooms, celery) VEGETABLES

Whole Grains (whole-wheat breads, pastas, and tortillas; whole-grain or whole-wheat crackers; popcorn; oatmeal; brown rice; and whole- wheat breakfast cereal); refined grains (white breads and rolls, flour tortillas, white rice, cornbread, and most pretzels, crackers, cookies, and GRAINS noodles)

Meats (lean beef, pork, lamb), poultry (chicken, turkey), eggs, beans and peas (black beans, falafel), processed soy products (veggie burgers, ), nuts and seeds (almonds, cashews, sesame seeds, peanut butter), seafood (cod, shrimp, salmon, tuna) PROTEIN

Milk (fat-free, low-fat, flavored, lactose-free), cheese (string cheese, cheddar, cottage cheese, mozzarella), yogurt, calcium-fortified soy milk DAIRY

Menu Planner Checklist: Did You... q Include whole grains in at least three of your dinners? What are your whole grains? q Include at least one food from the Beans and Peas Subgroup? List your beans and peas here: q Include at least one vegetable from the Dark-Green Vegetables Subgroup? List your dark-green vegetables here: q Include a variety of proteins? List your protein foods here:

Serving Up MyPlate — Grades 5 & 6 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446 MyPlate, MySelf FIRST COURSE • REPRODUCIBLE 1-B

Name:______Date:______

My 5-Day Dinner Menu Planner SAMPLE DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Peach FRUITS

Spinach VEGETABLES

Whole-wheat roll GRAINS

Chicken PROTEIN

Milk DAIRY fat free

My Physical Activity Plan My MyPlate Goal Make a plan to be active for at least 60 minutes a day! What do you want to achieve for yourself? Do you want Think of new ways you can move. to be more physically active? Try new foods? Learn to Ideas for activities that I can do on my own: make healthy recipes? Pick up a new sport?

Ideas for activities that I can do with friends:

Ideas for activities that I can do at home:

Serving Up MyPlate — Grades 5 & 6 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446 Second COURSE LESSON 2 FOR GRADES 5 & 6

Main Ingredients Know Your Nutrients Recommended Pacing: What’s Cooking? Session 1 (40 minutes) — First Taste Session 2 (40 minutes) — Digging In In this lesson, students will explore the concept of nutrients in foods. Session 3 (60 minutes) — Digesting It All Utilizing a range of engaging learning activities that meet curriculum Essential Question: standards in English Language Arts, Science, Health, and Math, students What can nutrients in foods do for me? will learn how nutrients affect how they look and feel and can help them do Learning Objectives: what they need and want to do, better. Students will be able to… • Identify the six main nutrients and a FIRST TASTE: Engage (40 minutes) variety of foods that contain them. 1. Begin this lesson by asking students to think about and then write Explain how nutrients help us grow and • down their definition of a “healthy” food. Ask them how they think stay healthy. “healthy” foods can benefit them. (List their answers on the board.) • Apply knowledge of healthy foods and food groups to create a healthy meal Ask students what it is about these foods they think makes them or snack. “healthy.” (Accept all answers.) Subject Connections: 2. Next, play the song Do/Be once and ask students to listen to the lyrics English Language Arts, Math, Health, carefully. Write the word “nutrient” on the board and ask students to Science explain what they think it means. Explain that a nutrient is something Materials & Preparation: found in foods that helps us grow and stay healthy. Different nutrients • Index Cards (enough for each student to have 3 – 4) do different things for our bodies and help us be healthy. Play the song • Notebooks again, this time inviting students to dance and move around the room expressing the lyrics. The song lyrics give us examples of benefits the • Computer, CD or MP3 player with speakers nutrients in foods can give us. (Giving us energy, building our muscles, • Original Song & Lyrics: Do/Be strengthening and growing our bones) • Student Reproducible 1: Nutrient Knowledge

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Serving Up MyPlate — Grades 5 & 6 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446 3. Foods are categorized into the different food groups based upon the nutrients they contain and also how we normally eat them. Eating different foods from all five food groups helps us get all of the nutrients we need to grow, play hard, and be healthy. 4. Can anyone name a nutrient? Explain to students that there are six main categories of nutrients. Write the names of the following six main nutrients on the board: carbohydrates, proteins, fats, vitamins, 6. Next, hand out the Nutrient Knowledge reproducible minerals, water. to all students. Explain that this chart is a good way 5. Have students create a KWL chart in their to help students remember the six main nutrients, notebooks. (What do I Know? What do I Want along with important vitamins and minerals, and to know? What have I Learned?) Allow time for understand what they can do to help students look students to write down what they Know about these and feel their best, and in what food groups these nutrients, and what they Want to know. Then invite nutrients can be found. Students will use this chart volunteers to share with the class. as a reference throughout the lesson. DIGGING IN: Explore (40 minutes) Power Up Poetry 7. Next, divide your class by asking students to count off in fives. Students should gather in their groups according to their number. Explain that, for this activity, each group will need to work together, using what they’ve already learned about nutrition and healthy behavior, along with their creative language skills and vocabulary, to create short phrases. Distribute index cards so that every student has at least 3 – 4 cards. First have students write their designated group number on one side of each card. Then, give students time to generate their phrases and write one per card. • Ones will need to write a short, creative sentence or phrase about what they need and like to do each day (at home, at school, at play). For example: Complete my social studies project; Rehearse my play; Practice my dance routine; Run five laps during soccer practice. • Twos will identify a nutrient (e.g., carbohydrates, protein, fats, water, vitamins, or minerals) and what it does for the body. For example, carbohydrates give me energy to play hard. For vitamins and minerals, students can list a specific vitamin (e.g., vitamin C, vitamin A) or mineral 14

Serving Up MyPlate — Grades 5 & 6 http://teamnutrition.usda.gov U.S. Department of Agriculture • Food and Nutrition Service • September 2012 • FNS-446 (e.g., calcium) and how it helps the body. For example: Vitamin A helps me see at night; Calcium helps my bones stay strong. • Threes will provide one example per card of foods from each of the five food groups. They