mountain view school district
Post on 16-Oct-2021
2 Views
Preview:
TRANSCRIPT
Mountain View School District
Department of Curriculum Development
Nutritional Instructional Guide
Grade 4
1st Edition
Instructional Handouts
Adapted from EMCSD Network for a Healthy California
TABLE OF CONTENTS
4TH
GRADE 3
THEME 1 12
THEME 2 22
THEME 3 42
THEME 4 60
THEME 5 76
THEME 6 87
Adapted from EMCSD Houghton Mifflin Nutrition Education Matrices Updated 6/2013
Theme Target the Standard Possible Answers Cross Curriculum
Standard
Health
Standard
Extended Application/Activities Teacher
Resources/Materials
Theme 1: Journeys
Story: Akiak
Genre:
Realistic Fiction
1) What can Mick do to prepare
for a physically demanding race?
2) What could Mick have done
during the layover to gather
strength for the last leg of the
race?
1) Mick can plan a healthy
breakfast and healthy
snacks. He could have a
physical workout routine.
2) Mick can rest, drink
water, stretch and practice
physical movements that
will prepare him for the
course.
R 2.3
Write information
reports
R2.4 Evaluate new
information
R2.2
Use reading
strategies
N.S. 3.1
Demonstrate an
understanding of
and ability to use
standard algorithms
for addition and
subtraction of multi-
digit numbers
7.4N
Practice how to
take personal
responsibility for
engaging in
physical activity
1.3N
Describe the
relationship
between food
intake, physical
activity and good
health
1) Research and write about the types of
physical activities required to
participate in the Iditarod. (Page 51)
2) Read and discuss the handout,
Caloric Balance Equation
3) Identify facts and evaluate
importance of healthy caloric balance
using the handout, The Caloric Balance
Equation
4) Refer to the handout Be a Fit Kid
5) Refer to the handout Calories Burned
Worksheet
6) Students write a summary on how
they will practice the new information
learned
The Caloric Balance
Equation
The Caloric Balance
Equation
Be a Fit Kid
Calorie Burned Worksheet
Nutrition Education Curriculum
Mountain View School District
Grade 4
Adapted from EMCSD Houghton Mifflin Nutrition Education Matrices Updated 6/2013
Nutrition Education Curriculum
Mountain View School District
Grade 4
Theme Target the Standard Possible Answers Cross Curriculum Standard Health
Standard
Extended Application/Activities Teacher
Resources/Materials
Theme 2:
American
Stories
Story: Tomas
and the Library
Lady
Genre: Realistic Fiction
1) Why is it important to drink plenty
of water on a hot day or during
physical activity? (Page 161)
1) Should drink water
to keep hydrated and
healthy.
R2.4 Evaluate new information
and hypotheses.
W2.1 (a) Write Narratives:
Relate ideas, observations, or
recollections of an event or
experience.
W2.3 Write information
reports.
R2.4 Evaluate new
information and hypotheses by
testing them against known
information and ideas.
IE a. Differentiate observation
from inference (interpretation)
and know scientists’
explanations come partly from
what they observe and partly
from how they interpret their
observations.
IE d. Conduct multiple trials to
test a prediction and draw
conclusions about the
relationships between
predictions and results.
1.6N
Explain the
importance of
drinking plenty
of water,
especially during
vigorous physical
activity.
1) Research and write about
dehydration and the effects on the
body.
2) Students will write a narrative
paragraph using Running Causes
worksheet on: How they feel while
running? What did they feel like
drinking after completing their run?
3) Students will compare and contrast a
mini plant project. One receiving plenty
of water and sun, and the other plant
receiving no water just sun. Use the
worksheet Plant Observation for Five
Days to record observations.
4) Using Water Gives… write a
paragraph on issues concerning water.
5) Refer to Rethink Your Drink for
discussion on sugary drinks.
6) Use Water is the Way to Go to
identify main idea and supporting
details.
Running Causes
Plant Observation for Five
Days
Water Gives…
Rethink Your Drink
Water is the Way to Go
Materials:
- Plants
- Journals to write notes
Adapted from EMCSD Houghton Mifflin Nutrition Education Matrices Updated 6/2013
Theme Target the Standard Possible Answers Cross Curriculum Standard Health
Standard
Extended Application/Activities Teacher
Resources/Materials
Theme 2:
American
Stories
Story: Tanya’s
Reunion
Genre: Fiction
In evaluating the illustration and text
on pages 188-189, what are the
MyPlate food groups represented?
What could be added to make the
meal a healthy meal?
List from the food
groups
SA 2.2 Make informational
Presentations.
1.2N
State the
recommended
number of
servings sizes for
different food
groups.
Make a list of fruits and vegetables in
season. Choose some fruits or vegetables
that may be unfamiliar to students. From
the list choose one to three unfamiliar
fruits or vegetables for students to taste
test. Have students evaluate familiar
foods and unfamiliar foods using Fruit or
Vegetable handout.
Use the Food Group List to describe food
that could be found at a family reunion
using the Describing Wheel.
Write an expository essay on foods found
at a family reunion using the handout.
Write Facts and Opinions on an
unfamiliar fruit or vegetable.
Write a review(expository essay) of a
unfamiliar fruit or vegetable.
Write an expository essay of your
favorite fruit or vegetable.
Use the Cluster/Word Web to organize
thoughts on fruits and vegetables.
Use the Describing Wheel to organize
describing words on traditional foods
bought by your family.
Write an expository essay on traditional
foods bought by your family.
*Students can do an informational
presentation, advertising a particular
fruit or vegetable they have researched.
They can “advertise” the benefits of
their fruit or vegetable with posters as a
visual or they can come up with a radio
or TV ad to support their fruit or
vegetable.
My Daily Food Plan
Fruit or Vegetable
The Food Group List
Describing Wheel-Family
Reunion
Fact and Opinion
Expository Essay
Describing Wheel
Cluster/Word Web
Traditional Foods that Your
Family Buys
Adjectives Describing
Fruits & Vegetables
Foods Found in MyPlate
Glossary of Nutrients
Adapted from EMCSD Houghton Mifflin Nutrition Education Matrices Updated 6/2013
Nutrition Education Curriculum
Mountain View School District
Grade 4
Theme Target the Standard Possible Answers Cross
Curriculum
Standard
Health
Standard
Extended Application/Activities Teacher
Resources/Materials
Theme 3:
That’s Amazing
Story: The
Stranger
Genre: Fantasy
1) How does weather affect the types
of activities that you can do?
1) Answers may vary but
should include: can’t play many
outdoor sports in rain, heat or
cold temps
LS1.2
Summarize major
ideas and
supporting
evidence presented
in spoken
messages.
W1.3
Use traditional
structures for
conveying info
(e.g. chronological,
cause/effect,
similarities/differen
ces, pose question/
answer question).
5.2N
Describe how to
use a decision-
making process
to select healthy
options for
physical activity.
1) Design a matrix with inclement
weather (rain, heat, smog, etc.) on the X
axis and play areas (grass, blacktop,
indoors) on the Y axis. Students
complete the matrix with appropriate
activities (may have blank spaces).
2) Review Causes and Effects of
Overweight and Obesity.
3)Students complete Cause and Effects
graphic organizer and decide which are
causes and effects of obesity, complete
quick write and pair share.
3) Students complete Why Exercise Is
Important?
4) Students complete the Decision
Making Map using activities and
calories burned in one hour.
5) Refer to Calories Burned as a
reference.
Causes/Effects of Overweight
and Obesity
Causes/Effects Graphic
Organizer
Why Is Exercise Important?
Decision Making Map
Calories Burned charts
Show health benefits of
physical activity with
Physical Activity for Your
Health information at
Champions for
Changehttp://
www.cachampionsforchang
e.cdph.ca.gov/en/docs/BeAc
tiveTips/BRO183_AUG_20
07FINAL.pdf
Adapted from EMCSD Houghton Mifflin Nutrition Education Matrices Updated 6/2013
Theme Target the Standard Possible Answers Cross
Curriculum
Standard
Health
Standard
Extended Application/Activities Teacher
Resources/Materials
Theme 3:
That’s Amazing
Story: Cendrillon
Genre: Fairy
Tale
1) Cendrillon stepmother and sisters
are concerned with their appearances.
How can you offer support to
someone who is teased because of
weight or body shape? (page 332)
1) Responses may vary:
Help them be more active.
Be friends with them. Highlight
their positive qualities (i.e.,
pleasant personality, pretty
eyes, sense of humor, nice
smile)
R2.4 Evaluate new
information and
hypotheses.
8.1N Support
others in making
positive and
physical activity
choices.
(Practicing
Health Enhancing
Behavior)
7.1S Demonstrate
strategies to
avoid bullying
and other types of
harassment.
1) Student will complete My Plate
chart from a previous at home
meal. After completion, teacher
will show them what a healthy
meal would look like. Use
Serving Up MyPlate; The Key
to a Healthy Life is in Your
Hands; Kid-friendly Veggies
and Fruits.
2) Class will work on role playing:
A Role-Playing Game.
3) Lead a discussion on what is
bullying.
4) Bubble Map on positive
responses/support to someone
who is teased
5) Student will write a reflective
journal explaining what is
bullying.
MyPlate worksheet
Serving Up MyPlate handout
The Key to a Healthy
Lifestyle in Your Hands
handout
Kid-friendly Veggie and
Fruits ideas/recipes to stay
healthy
A Role-Playing Game
Paper, pencils
Adapted from EMCSD Houghton Mifflin Nutrition Education Matrices Updated 6/2013
Theme Target the Standard Possible Answers Cross
Curriculum
Standard
Health
Standard
Extended Application/Activities Teacher
Resources/Materials
Theme 3:
That’s Amazing
Story: Heat
Wave
Genre: Tall
Tale
1) Throughout the story, the main
character went through various
activities in the heat wave. What
physical activities can you do at
school and at home? (p. 367)
2) Why is it especially important to
drink water? ( p.367)
1) See Planning a Fitness Program
and Fitness Schedule Worksheets
2) See Why Drinking Water is the
Way to Go Handout and Worksheet
R 2.5 Compare
and contrast
information on
the same topic
after reading
several
passages or
articles.
MR 2.2 Apply
strategies and
results from
simpler
problems to
more complex
problems.
6.2N Make a plan
to choose
physical activities
at school and
home.
7.4N Practice
how to take
personal
responsibility for
engaging in
physical activity.
Make a one-week plan of what type of
physical activity you could or will try to
do for 60 minutes/day. Refer to
handouts: You May Be More Active
Than You Think (Project Lean);
Physical Activity Record Sheet;
Move More, Sit Less
Make a list of fun, creative and safe
physical activities that students can do
or can be facilitated by the teacher.
Refer to handouts on beverage choices:
Why Drinking Water is the Way to Go ;
Make Better Beverage Choices
You May Be More Active
Than You Think (Project
Lean)
Physical Activity Record
Sheet
Move More, Sit Less
Why Drinking Water is the
Way to Go
Make Better Beverage
Choices
Adapted from EMCSD Houghton Mifflin Nutrition Education Matrices Updated 6/2013
Nutrition Education Curriculum
Mountain View School District
Grade 4
Theme Target the Standard Possible Answers Cross
Curriculum
Standard
Health
Standard
Extended Application/Activities Teacher Resources/Materials
Theme 4:
Problem Solvers
Story: Marven
of the Great
North Woods
Genre: Realistic
Fiction
1) Marven takes responsibility for
following dietary laws of his religion.
What are some ways you can take
responsibility for eating healthy food
and limiting sugar consumption?
2) What are some possible effects
Marven could experience if he does
not limit his sugar consumption?
1) Students should share ideas
of healthy food and beverage
choices. They will share foods
they are not allowed to eat
and/or foods of low nutritional
content.
2) He will potentially get
cavities, gain weight, diabetes,
etc.
R2.4
Evaluate new
information and
hypotheses.
WS1.1
Select a focus, an
organizational
structure, and a
point of view based
upon purpose and
audience.
NS3.1 Demonstrate
an understanding
and ability to use
algorithms of
addition and
subtraction.
7.1N
Practice how to
take personal
responsibility for
eating healthy
foods.
7.2N
Practice how to
take personal
responsibility of
limiting sugar
and salt
consumption in
foods, snacks,
and beverages.
3.2N
use food labels to
determine
nutrient and
sugar content.
1) Write a letter from Marven to a
friend and tell about your adventure
and all the physical activities you did.
2) Have students compare labels on
various beverages using Drink Label
Cards.
3) Use Calculating How Much Sugar
is in a Container handout to measure
amount of sugar in beverages.
4) Refer to Show Me the Sugar!
5) Refer to Read It Before You Eat
It.
Drink Label Cards (WIC)
http://cdph.ca.gov/programs/cpns/
Documents/RYD/RYD_Drink_La
bel_Cards_USDAapproved.pdf
Calculating How Much Sugar is in
a Container
Show Me the Sugar!
Read It Before You Eat It
Adapted from EMCSD Houghton Mifflin Nutrition Education Matrices Updated 6/2013
Nutrition Education Curriculum
Mountain View School District
Grade 4
Theme Target the Standard Possible Answers Cross Curriculum
Standard
Health
Standard
Extended Application/Activities Teacher Resources/Materials
Theme 5:
Heroes
Story: Gloria
Estefan
Genre: Biography
1) Gloria Estefan owns a restaurant
and she provides a recipe for a fruit
salad. Design your own fruit salad
with your favorite fruits and
vegetables.
1) Draw and color
and label your own
salad. Add a healthy
beverage to your
drawing.
R2.4 Evaluate new
information and
hypotheses.
Math
NS3.3* Solve problems
involving multiplication
of multi-digit numbers by
two-digit numbers.
MR1.1 Analyze problems
by identifying
relationships,
distinguishing
relevant from irrelevant
information, sequencing
and prioritizing
information, and
observing patterns.
6.1N Make a plan
to choose healthy
foods and
beverages.
12) The class will discuss what students should
be eating each day. Students will complete
Make It Healthier restaurant worksheet. Refer
to What’s On Your Plate?
2) Students begin "Planning Our Food
Project." Students will create a Goal Setting
Action Plan and Calendar for what they want
to eat (healthy foods) during the month.
3) Students will then proceed to keep a Food
Diary to keep track of what they are eating
every day.
4) Wrap up by completing Reached My Goal?
Optional: Teacher’s Morsel; Added Sugars
Experiment; and/or Drinks Word Search
What’s On Your Plate?
Make It Healthier
My Goal Setting Action Plan
My Goal Setting Calendar
My Food Diary
Reached My Goal?
Teacher’s Morsel
Added Sugar Experiment
Drinks Word Search
Adapted from EMCSD Houghton Mifflin Nutrition Education Matrices Updated 6/2013
Theme Target the Standard Possible Answers Cross Curriculum
Standard
Health
Standard
Extended Application/Activities Teacher Resources/Materials
Theme 6:
Friend or Foe
Story: Salmon
Summer
Genre: Non-
fiction
1) Salmon is very important to life on
Kodiak Island. What are the key
nutrients of salmon?
(page 638)
2) What happens to the salmon you
eat as it passes through your digestive
system?
1) Omega 3 oil is food for
brain function.
2) Your mouth starts
everything moving! The
salmon moves through the
mouth, down the esophagus
and into the stomach.
R2.6 Identify
fact/opinion, cause
and effect.
W2.3 Write
information reports.
LSa. Plants and
animals illustrate the
complementary
nature of structure
and function,
including cells,
tissues, organs
systems and the
whole organism.
1.3N Describe
the relationship
of food intake.
Your digestive system started working
even before you took the first bite of
food. The digestive system will be busy
at work on your chewed-up food for the
next few hours. This process is called
digestion. It allows your body to get the
nutrients and energy it needs from the
food you eat. So let’s find out what
happens to the food that goes down
your digestive system.
Refer to handouts:
The Digestive System-An Overview;
Digestive System Fun Facts;
Digestive System-an Illustration;
Digestion Vocabulary
The Digestive System-An
Overview
Digestive System Fun Facts
Digestive System-an
Illustration
Digestion Vocabulary
Nutrition Education Curriculum
Mountain View School District
Grade 4
top related