WINONA STATE UNIVERSITY

Elementary Health Education Teaching ModuleFor

Nutrition – Kindergarten

By

Priscilla Sadek

Submitted to Dr. Gail A. Grimmin Partial Fulfillment

of the Requirements for the Course HERS 320:Teaching Health in the Elementary Schools

Department of Health, Exercise & Rehabilitative Sciences

December 3, 2009

Description of Module:

This module consists of six lesson plans that are aimed at teaching the kindergarten grade level. The content of this module is nutrition and more specifically focusing on the different types of foods and meals that humans eat. The first three lessons of this module: “Fruits and Vegetables”, ”Dairy and Meats” and “Grains” were originally taught at Goodview Elementary in Winona, MN. The class that the lessons were taught to was Ms. Oldham’s Kindergarten class. Her classroom consisted of 22 students who were mostly 5 years old with a few being six years old. This module can be taught at any time during the school year, but it would be most effective at the beginning when they do not know as much about different types of foods. To teach this module in the best way it should be taught during a two week span with 3 lessons being taught each week.

National Health Education Standards:

o Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health

o Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

o Standard 5: Students will demonstrate the ability to use decision-making sills to enhance health.

o Standard 7: Students will demonstrate the ability to practice health- enhancing behaviors and avoid or reduce health risks.

o Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

Overall Broad Objectives:

1. After being taught the Nutrition unit, the students will have enough knowledge of the different types of food and will be able to tell someone else what they know.

2. In the process of learning about Nutrition, the students will be able to decide what their different types of favorite foods are.

3. By the end of each lesson of the Nutrition unit, the students will be able to create through drawing all the different types of foods and meals.

Words To Know:

Breakfast: a meal eaten in the morning, or the first meal of the day.Dairy foods: Foods that are made from milk.Energy: The strength to be active without becoming tired; eating fruit gives you energy. Fruit: the fleshy, juicy parts of a plant that people eat; fruits have seeds.Grains: foods that give you energy that last a very long time.Healthy: Fit and well; vegetables and fruits have nutrients that help people stay healthy. Lunch: a meal eaten in the middle of the day.Main course: the part of the meal that has the most food.Meat: The part of an animal that people eat; beef, chicken, and fish are kinds of meat.Protein: A substance found in all plants and animals; meat, cheese, eggs, beans, nuts, and fish are good sources of protein. Roots: Part of the plant that grows underground. Seeds: small part that the plant grows from that you plant in the ground.Stems: Part of the plant that grows from the root which could be above or below the ground.Supper: the last meal eaten during the day.Vegetable: The part of the plant that people eat; vegetables comes from many parts of a plant; vegetables can be roots, stems, leaves, flowers, or seeds.

Materials, Equipment, and Supply List:

The Fruit Book The Vegetable Book Fruit and vegetable picture cards White paper (2- ¼ sheets per student) Construction paper (2- ¼ sheets per student) Crayons Pictures of foods in both the dairy and meat groups The Meat and Protein Group Book The Dairy Group Book Scissors Glue Teacher made home and family worksheet Pictures of grains Yarn Paper plates Markers Pictures of breakfast foods “Breakfast Foods” activity worksheet Pictures of lunch foods Pictures of supper foods

Nutrition Jenni DergantzKindergarten HERS 320Goodview Elementary School jdergantz07@winona.edu Ms. OldhamNovember 30, 2009

Fruits and Vegetables

Health Education Standards and Performance Indicators: o Standard 1: Students will comprehend concepts related to health promotion and

disease prevention to enhance healtho Performance Indicator

1.2.1. Identify that healthy behaviors affect personal behaviors o Standard 5: Students will demonstrate the ability to use decision-making sills to

enhance health. o Performance Indicator:

5.2.1. Identify situations when a health related decision is needed. o Standard 7: Students will demonstrate the ability to practice health- enhancing

behaviors and avoid or reduce health risks. o Performance Indicators:

7.2.1. Demonstrate healthy practices and maintain or improve personal health.

7.2.2. Demonstrate behaviors that avoid or reduce health risks. o Standard 8: Students will demonstrate the ability to advocate for personal, family, and

community health. o Performance Indicators:

8.2.1. Make requests to promote personal health. 8.2.2. Encourage peers to make positive health choices.

Goal: The students know and be able to name different fruits and vegetables.

Behavioral Objectives: The students will be able to identify what a fruit is and what a vegetable is by drawing at least one fruit and one vegetable.

Assessment: In order to assess the knowledge of what was discussed in class, each student will draw his/her favorite vegetable as well a favorite fruit.

Time: 30-40 minutes

Integration: Communication skills, Art

Materials: The Fruit Book, The Vegetable Book, Fruit and vegetable picture cards, white paper (2- ¼ sheets per student), construction paper (2- ¼ sheets per student), crayons

Vocabulary: o Vegetable: The part of the plant that people eat; vegetables comes from many parts of a

plant; vegetables can be roots, stems, leaves, flowers, or seeds. o Roots: Part of the plant that grows underground. o Stems: Part of the plant that grows from the root which could be above or below

the groundo Seeds: small part that the plant grows from that you plant in the ground

o Fruit: the fleshy, juicy parts of a plant that people eat; fruits have seeds. o Energy: The strength to be active without becoming tired; eating fruit gives you energy. o Healthy: Fit and well; vegetables and fruits have nutrients that help people stay healthy.

Procedure: o Introduction: “This morning we are going to talk about different types of food

groups. Foods are broken up into different groups. The two groups we are going to talk about today are fruits and vegetables.”

o The class will start with fruits. To start off, the teacher is going to read The Fruit Book. After the class has gone through the book, the class will discuss other kinds of fruits. By using popsicle sticks with the students’ names on them, the teacher will call on a student to answer the question: “What other fruits can you think of?” (4-5 minutes)

o The class will look through the different fruit picture cards and identify what fruits they are. As the cards are held up, the class will call out the name of the fruit together. Also, the class will name some other fruits they know of.

o Activity: Before the students are let go into the activity, the class will review the fruits that were just talked about. The teacher will first mix up the fruit picture cards and then hold them up again and have the students say that name once more.

o The students will then go back to their desks and will be given one sheet of paper, ¼ in size. On the ¼ sheet of white paper they will draw their favorite fruit. The piece of paper will then be glued to the construction paper. The teacher will keep the students’ pages because they will be made into a book the last day of teaching with all the food groups. (10 minutes)

o Once the class has completed their fruit page, they will regroup together to learn about the second food group.

o After the class has an understanding of what fruits are, they will move on to vegetables. The class will then read The Vegetable Book. Again, using the popsicle sticks, the students will take turns naming different vegetables.

o The students will then look at the vegetable picture cards and identify them. The class will also name other vegetables they already know. (4-5 minutes)

o Activity: The students will go back to their seats to make the second page of their book. It is important that the two pages be done separately so the students don’t get confused with fruits and vegetables. The students will be given another ¼ size of paper along with another piece of construction paper. On this white sheet, the students will draw and color their favorite vegetable and then glue it to the construction paper. (10 minutes)

o The assessment of this activity is whether or not the students can draw and identify their favorite fruit and vegetable.

o To wrap up the lesson, the students will show what they drew and tell the class which fruit and vegetable is their favorite.

Modifications/Enrichment/Extension: If students find the activity to be too easy, they can draw a second fruit and vegetable. If students find the activity to be too challenging, they can list or name fruits and vegetables.

Home and Family Involvement: To make sure the lesson is being used in the home, they students will bring home a worksheet they can complete with their parents that have pictures of different fruits and vegetables. The object of the worksheet is to identify

Resources: Frost, H. (2000) The Fruit Group. Mankato, Minnesota: Capstone Press

Frost, H. (2000) The Vegetable Group. Mankato, Minnesota: Capstone Press

National Dairy Council Flash Cards (Fruits and Vegetables)

Nutrition Jenni DergantzKindergarten HERS 320Goodview Elementary School jdergantz07@winona.edu Ms. OldhamNovember 30, 2009

Fruits and Vegetables

Health Education Standards and Performance Indicators: o Standard 1: Students will comprehend concepts related to health promotion and

disease prevention to enhance healtho Performance Indicator

1.2.1. Identify that healthy behaviors affect personal behaviors o Standard 5: Students will demonstrate the ability to use decision-making sills to

enhance health. o Performance Indicator:

5.2.1. Identify situations when a health related decision is needed. o Standard 7: Students will demonstrate the ability to practice health- enhancing

behaviors and avoid or reduce health risks. o Performance Indicators:

7.2.1. Demonstrate healthy practices and maintain or improve personal health.

7.2.2. Demonstrate behaviors that avoid or reduce health risks. o Standard 8: Students will demonstrate the ability to advocate for personal, family, and

community health. o Performance Indicators:

8.2.1. Make requests to promote personal health. 8.2.2. Encourage peers to make positive health choices.

Goal: The students will know and be able to name different fruits and vegetables.

Behavioral Objectives: After the teacher has taught about fruits and vegetables, the students will be able to identify what a fruit is and what a vegetable is by drawing at least one fruit and one vegetable.

Assessment: In order to assess the knowledge of what was discussed in class, each student will draw at least one of his/her favorite vegetable as well at least one of his/her favorite fruit.

Time: 30-40 minutes

Integration: Communication skills, Art

Materials: The Fruit Book, The Vegetable Book, Fruit and vegetable picture cards, white paper (2- ¼ sheets per student), construction paper (2- ¼ sheets per student), crayons, one Kids Explorers worksheet per student, scissors.

Vocabulary: o Vegetable: The part of the plant that people eat; vegetables comes from many parts of a

plant; vegetables can be roots, stems, leaves, flowers, or seeds. o Roots: Part of the plant that grows underground. o Stems: Part of the plant that grows from the root which could be above or below

the groundo Seeds: small part that the plant grows from that is planted in the ground

o Fruit: the fleshy, juicy parts of a plant that people eat; fruits have seeds. o Energy: The strength to be active without becoming tired; eating fruit gives you energy. o Healthy: Fit and well; vegetables and fruits have nutrients that help people stay healthy.

Procedure: o Introduction: “This morning we are going to talk about different types of food.

Foods are broken up into different types. The two types we are going to talk about today are fruits and vegetables.”

o The class will start with fruits. To start off, the teacher is going to read The Fruit Book. After the class has gone through the book, the class will discuss other kinds of fruits. By using popsicle sticks with the students’ names on them, the teacher will call on a student to answer the question: “What other fruits can you think of?” (4-5 minutes)

o The class will look through the different fruit picture cards and identify what fruits they are. As the cards are held up, the class will call out the name of the fruit together. Also, the class will name some other fruits they know of.

o Activity: Before the students are let go into the activity, the class will review the fruits that were just talked about. The teacher will first mix up the fruit picture cards and then hold them up again and have the students say that name once more.

o The students will then go back to their desks and will be given one sheet of paper, ¼ in size. On the ¼ sheet of white paper they will draw their favorite fruit. The piece of paper will then be glued to the construction paper. The teacher will keep the students’ pages because they will be made into a book the last day of teaching with all the food groups. (10 minutes)

o Once the class has completed their fruit page, they will regroup together to learn about the second food group.

o After the class has an understanding of what fruits are, they will move on to vegetables. The class will then read The Vegetable Book. Again, using the popsicle sticks, the students will take turns naming different vegetables.

o The students will then look at the vegetable picture cards and identify them. The class will also name other vegetables they already know. (4-5 minutes)

o Activity: The students will go back to their seats to make the second page of their book. It is important that the two pages be done separately so the students don’t get confused with fruits and vegetables. The students will be given another ¼ size of paper along with another piece of construction paper. On this white sheet, the students will draw and color their favorite vegetable and then glue it to the construction paper. (10 minutes)

o The assessment of this activity is whether or not the students can draw and identify their favorite fruit and vegetable.

o To wrap up the lesson, the students will show what they drew and tell the class which fruit and vegetable is their favorite.

Modifications/Enrichment/Extension: If students find the activity to be too easy, they can draw a second fruit and vegetable. If students find the activity to be too challenging, they can list or name fruits and vegetables.

Home and Family Involvement: To make sure the lesson is being used in the home, they students will bring home a worksheet they can complete with their parents that have pictures of different fruits and vegetables.

Resources: Frost, H. (2000) The Fruit Group. Mankato, Minnesota: Capstone Press.

Frost, H. (2000) The Vegetable Group. Mankato, Minnesota: Capstone Press.

National Dairy Council Flash Cards (Fruits and Vegetables)

Nutrition Education, Free - Fun Healthy Kids' Games, Healthy Family Living Website, Food Pyramid Education, Healthy Eating Wellness Tools, Children's Nutrition Information, Free Kids' Games. (n.d.). Nutrition Education, Free - Fun Healthy Kids' Games, Healthy Family Living Website, Food Pyramid Education, Healthy Eating Wellness Tools, Children's Nutrition Information, Free Kids' Games. Retrieved December 2, 2009, from http://www.nourishinteractive.com

***Changes done by Priscilla Sadek are in bold***

Nutrition Lindsay DaveyKindergarten HERS 320Goodview Elementary LDavey06@winona.eduMs. OldhamNovember 24, 2009

“Dairy & Meats”

Health Education Standards and Performance Indicators Standard 1: Students will comprehend concepts related to health promotion and

disease prevention to enhance healtho Performance Indicator

1.2.1. Identify that healthy behaviors affect personal behaviors Standard 7: Students will demonstrate the ability to practice health-enhancing

behaviors and avoid or reduce health riskso Performance Indicator

7.2.1 Demonstrate healthy practices and behaviors to maintain or improve personal health

Goal: The students will be able to name the different types of dairy and meat products.

Behavioral ObjectivesThe kindergarten students will draw their favorite dairy and meat product after a class discussion that explains these two food groups.

AssessmentIn order to assess the student’s knowledge of the two food groups discussed, have each student draw their favorite dairy product as well as their favorite meat product.

Time: 30 minutes

Integration: Art & Communication Skills

Materials Pictures of foods in both the dairy and meat groups The Meat and Protein Group Book The Dairy Group Book White computer paper (2 – ¼ sheets per student)

Construction paper (2 – ¼ sheets per student) Crayons Scissors Glue Teacher made home and family worksheet

Vocabulary Dairy foods

o Foods that are made from milk Meat

o The part of an animal that people eat; beef, chicken, and fish are kinds of meat

Protein o A substance found in all plants and animals; meat, cheese, eggs, beans, nuts,

and fish are good sources of protein

Procedure1. Opener: The instructor will ask the students what types of foods were discussed

yesterday. The teacher will review with the students the types of fruits and vegetables that were discussed in class yesterday. The instructor will show the picture cards of these foods again to the students. The students should be able to tell the instructor what the pictures are. The teacher will then tell the class that two new types of foods will be discussed today: dairy and meat products. (5 minutes)

2. The instructor will show the various types of dairy products on picture cards. Some of these pictures include: milk, ice cream, and yogurt. Students should identify what these pictures are aloud as a class. The instructor will then ask the students if they can name other types of dairy products: cottage cheese, cheese, and pudding. (5 minutes)

3. Transition: Now the class will discuss another food type known as meats. 4. The instructor will show the various types of meat products on picture cards. Some

of these pictures include: pork chops, chicken, and hamburgers. The students should identify what these pictures are aloud as a class. The instructor will then ask the students if they can name other types of meat products that the children enjoy eating. (5 minutes)

5. Assessment: To evaluate the student’s learning, the students will return to their desks and be instructed to draw a picture of their favorite dairy and meat product on the ¼ sheet of white paper. The students will cut out their drawings and glue them onto the two pieces of construction paper. These pictures will add to their “Favorite Foods book.” (10 minutes)

6. To end the lesson, the class will then review the two types of food groups discussed. The instructor will review examples that were being discussed. (5 minutes)

Modifications/Enrichment/Extension

Modifications for this lesson may include: teaching only one food group to students who have a difficult time grasping more than one concept at a time and students can be assisted from other classmates or the instructor with drawing and coloring the different foods.

In order to challenge students with this lesson, the instructor can go into depth about the food groups and how they make up the food guide pyramid. The instructor could then go further into depth about serving suggestions for this age group.

An extension activity that can be used to go more in depth with these two food groups would be to read The Meat and Protein Group and The Dairy Group to the students. This would further enforce the concepts of the various foods that make up these food groups.

Home & Family InvolvementTo display the importance of these two food groups, the children will take home a

refrigerator and freezer inventory worksheet. The worksheet will require the students to take inventory of the dairy and meat products they have at home. See the attached sheet to make copies for the students.

Resources

Frost, H. (2000). The Meat and Protein Group. Mankato, Minnesota: Capstone Press.

Frost, H. (2000). The Dairy Group. Mankato, Minnesota: Capstone Press.

National Dairy Council Flash Cards

Dairy & Meat Inventory

Directions: Circle the items you found in the refrigerator or freezer at home.

Nutrition Priscilla SadekKindergarten HERS 320Goodview Psadek06@winona.eduMs. Oldham11/30/09

Grains

Health Education Standard(s) and Performance Indicator(s): Standard 4: Students will demonstrate the ability to use interpersonal communication

skills to enhance health and avoid or reduce health risks. o 4.2.2: Demonstrate listening skills to enhance health.

Goal: The students will be able to name different types of grains.

Behavioral Objectives: After the teacher has taught about the different types of grains the students will draw at least one of their favorite type of grain to add to their “My Favorite Foods Book.

Assessment: In order to assess the student’s knowledge on grains they will draw at least one of their favorite grain.

Time: 30 minutes

Integration: Art, Communication skills

Materials: pictures of grains, construction paper, white computer paper, crayons, glue, and yarn.

Vocabulary: Grains: foods that give you energy that last a very long time.

Procedure:Opener: (5 min) The teacher will start the lesson by reviewing what was talked about the during the last

two lessons. The teacher will show the pictures if fruits.

o Watermelono Strawberryo Apple

o Banana The teacher will show the pictures of vegetables.

o Lettuceo Corno Carrot

The teacher will show the pictures of Dairy.o Ice Creamo Milko Yogurt

The teacher will show the pictures of Meats.o Steako Pork Chopo Chickeno Eggo Tuna Fish

Transition: (2 min) Teacher will explain that they will learn about one more important food group.

o Grains: foods that give you energy that last a very long time.Content: (20 min) Teacher will ask what a grain is and if they can come up with any examples. Teacher will show four types of grains using pictures.

o Breado Crackerso Waffleo Toast

The teacher will then ask the students “Are there any other types of grains that you can think of?”

o Possible answers: rice, noodles, etc. “Today we are going to be adding the last page to our ‘My Favorite Foods Book’.” The teacher and teacher aids will pass out the materials and the students will draw

their favorite grains. After the students have finished drawing their pictures of their favorite grain, the

teacher and teacher aids will hand out all the other favorite drawings from the other two lessons.

The teacher and teacher aids will help the students put their books together by threading yarn through the two pre-punched wholes on the pages and create a title page for their book. The title pages will be pre-cut out and the teacher will give them each one to glue onto a colored construction paper that matches all the other pages and then the student will write their name on the line provided.

Closure: (3 min) The teacher will ask each of the students what their favorite type of food is and then

have them share their favorite type from their book with the other students at their table.

o Fruits, Vegetables, Dairy, Meats, Grains.

To see if the students have grasped the understanding of grains, as an assessment the teacher will observe the students’ favorite grains that they drew.

Modifications/Enrichment/Extension: An extension of this lesson if there were more time would be to test their knowledge of

the 5 types of food taught.o The teacher would have all the pictures of the food ready for the students.o There would be 5 hula-hoops laid out in the room and the class would have to

work together to separate all the foods by the correct types.

Home & Family Involvement: The students will take their “My Favorite Foods Book” home and share them with their parents.

Resources: National Dairy Council Flash Cards. Google Images. (n.d.). Google Images. Retrieved November 29, 2009, from

http://images.google.com/imghp?hl=en&tab=wi

My Favorite Foods Book

Name: _________________________

Breakfast

Health Education Standard(s) and Performance Indicator(s): Standard 4: Students will demonstrate the ability to use interpersonal communication

skills to enhance health and avoid or reduce health risks. o 4.2.2: Demonstrate listening skills to enhance health.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health

o 8.2.2: Encourage peer (family) to make positive health choices.

Goal: To teach children what types of breakfast foods fall into the 5 different types of food.

Behavioral Objectives: After the teacher has taught about what kinds types of foods are eaten at breakfast the children will draw their favorite breakfast plate.

Assessment: To assess the children the teacher will ask them what they have drawn and what type of food it is.

Time: 40 minutes

Integration: Art, Communication skills

Materials: paper plates, crayons or markers, pictures of breakfast foods, “Breakfast Foods” activity worksheets.

Vocabulary: Breakfast: a meal eaten in the morning, or the first meal of the day.

Procedure:Opener: (5 min) The teacher will go over what was talked about the last three days.

o Fruit and Vegetableso Dairy and Meatso Grains

Transition: (2 min) The teacher will explain that today they are going to be talking about breakfast foods

and how that relates to what they have learned about all the 5 types of foods.Content: (30 min) The teacher will tell the children that there are breakfast foods that fall into different

types of foods.o Fruit: applesauce, apples, etc. (you can eat fruits at breakfast time). o Dairy: milk, yogurt (you can eat these dairy products at breakfast time).o Meat: eggs, sausageo Grains: toast, waffles, cereal, bagels, etc. (you can eat these grains at breakfast

time).

The teacher will ask the children if there are any other foods that they eat for breakfast and if they can tell the teacher what type of food it is.

o Possible Answers: French toast (grains), biscuits and gravy (grains), etc. The teacher will explain that they are going to create a plate of breakfast. The teacher will give the children a paper plate to draw their favorite breakfast on. Children can draw any type of breakfast that they like. After the children are done with their plates the teacher will have them all gather at the

circle area. The teacher will give each child a chance to go to the front of the class and share their breakfast plate with the rest of the class. The teacher will ask the children to say what type of food they have drawn on their plate. (Assessment)

o Fruit, Dairy, Meat, Grains.Closure: (3 min) The teacher will ask the students what they learned about breakfast foods that they did

not know before. The teacher will explain that there are many different types of foods that people can eat

at breakfast and that today we only talked about some of them. The students that did not get a chance to share their plate in class during the previous

lesson they will have a chance to share the next lesson. (Assessment)

Modifications/Enrichment/Extension: This lesson could be modified by having the children vote on their favorite type of

breakfast food the day before and then plan to make the breakfast food that was voted on after the teacher talks about the different types of breakfast foods.

Home & Family Involvement: Have the children bring home the attached worksheet. The children will work with

there parents and circle all the breakfast foods that they can find at their house.

Resources: Google Images. (n.d.). Google Images. Retrieved November 27, 2009, from

http://images.google.com/imghp?hl=en&tab=wi http://www.labelsforeducation.com/pdf/nutrition_plan_KGarten.pdf

Name: ______________________

Breakfast FoodsDirections: Circle all the foods that you can find in your kitchen!

Lunch

Health Education Standard(s) and Performance Indicator(s): Standard 4: Students will demonstrate the ability to use interpersonal communication

skills to enhance health and avoid or reduce health risks. o 4.2.2: Demonstrate listening skills to enhance health.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health

o 8.2.2: Encourage peer (family) to make positive health choices.

Goal: To teach children what types of lunch foods fall into the 5 different types of food.

Behavioral Objectives: After the teacher has taught about what kinds types of foods are eaten at lunch the children will draw their favorite lunch plate.

Assessment: To assess the children the teacher will ask them what they have drawn and what type of food it is.

Time: 40 minutes

Integration: Art, Communication skills

Materials: paper plates, crayons or markers, pictures of lunch foods.

Vocabulary: Lunch: a meal eaten in the middle of the day.

Procedure:Opener: (5-10 min) The teacher will discuss what was talked about during the previous lesson.

o Different types of breakfast foods Students that did not share their breakfast plates during the last lesson will share their

plates at this time.Transition: (2 min) The teacher will tell the class that they will be talking about another meal that we eat

everyday.o Lunch

Content: (30 min) The teacher will tell the children, that like breakfast, there are many different types of

foods that people can eat at lunch as well. The teacher will then give examples of these.

o Fruit: apples, oranges, grapes, etc. (almost all fruits can be eaten at lunch).o Vegetables: celery, carrots, cucumbers, etc. (usually raw vegetables are eaten at

lunch).o Dairy: cheese, milk, yogurt. (cheese for sandwiches and milk to drink).

o Meat: lunchmeat such as ham, turkey, salami. (usually eaten in sandwich form but can be eaten in other ways).

o Grains: Bread (usually for the sandwiches), crackers, etc. After the teacher has talked about these types of lunch foods, he/she will ask the

children if they can think of any other types of foods that fit into these areas that can be eaten at lunch time.

o Many possible answers The teacher will explain to the children that like they did for breakfast foods they are

going to create a plate for lunch foods. The teacher will hand out the paper plates to all the students for them to draw their

lunch meal. The children will be able to draw whatever type of lunch that they would like, but it

should relate to what was talked about in class. After the children are done with their plates the teacher will have them all gather at the

circle area. The teacher will give each child a chance to go to the front of the class and share their lunch plate with the rest of the class. The teacher will ask the children to say what type of food they have drawn on their plate. (Assessment)

o Fruit, Vegetable, Meats, Dairy, GrainsClosure: (3 min) The teacher will ask the children what they learned about lunch. The students that did not get a chance to share their plates during this lesson will have

a chance to share at the beginning of the next lesson.

Modifications/Enrichment/Extension: A modification of this lesson could be to have the children bring in their favorite lunch

as a packed lunch and then have a class picnic outside after the teacher talks about the different types of lunch food.

Home & Family Involvement: Have the children go home and prepare a lunch meal that they normally eat and have a

parent take a picture of their meal with the child. The pictures will then be displayed in the classroom for all the children to see. The teacher will make sure that the children all have access to a camera and if they do not, the teacher will provide one for them.

Resources: Sadek, P. (2009). Lunch. Winona, MN: Priscilla Sadek.

Supper

Health Education Standard(s) and Performance Indicator(s): Standard 4: Students will demonstrate the ability to use interpersonal communication

skills to enhance health and avoid or reduce health risks. o 4.2.2: Demonstrate listening skills to enhance health.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health

o 8.2.2: Encourage peer (family) to make positive health choices.

Goal: To teach children what types of supper foods fall into the 5 different types of food and have children explore different types of supper meals.

Behavioral Objectives: After the teacher has taught about what kinds types of foods are eaten at supper the children will draw their favorite supper meal plate.

Assessment: To assess the children the teacher will ask them what they have drawn and what type of food it is.

Time: 45 minutes

Integration: Art, Communication skills

Materials: paper plates, crayons or markers, pictures of supper foods.

Vocabulary: Supper: the last meal eaten during the day.Main course: the part of the meal that has the most food.

Procedure:Opener: (5-10 min) The teacher will discuss what was talked about during the previous two lessons.

o Different types of breakfast foodso Different types of lunch foods

Students that did not share their lunch plates during the last lesson will share their plates at this time.

Transition: (2 min) The teacher will tell the class that they will be talking about another meal that we eat

everyday.o Supper

Content: (35 min) The teacher will tell the children, that like breakfast and lunch, there are many different

types of foods that people can eat at supper as well. The teacher will then give examples of these.

o Fruits: Usually in the form of some type of desert Apple pie, strawberry shortcake, etc.

o Vegetables: usually cooked Corn, carrots, beans, etc.

o Dairy: Milk, cheese.o Meat: steak, hamburger, chicken, fish, pork chops, etc. (usually as the main

course)o Grains: dinner rolls, bread, buns, etc.

After the teacher has talked about these types of supper foods, he/she will ask the children if they can think of any other types of foods that fit into these areas that can be eaten at supper time.

o Many possible answers: at this point the students will think of different types of meals such as: sloppy joes meat loaf, etc.

The teacher will explain to the children that like they did for breakfast and lunch foods they are going to create a plate for supper foods.

The teacher will hand out the paper plates to all the students for them to draw their favorite supper meal.

The children will be able to draw whatever type of supper meal that they would like, but it should relate to what was talked about in class.

After the children are done with their plates the teacher will have them all gather at the circle area. The teacher will give each child a chance to go to the front of the class and share their supper plate with the rest of the class. The teacher will ask the children to say what type of food they have drawn on their plate. (Assessment)

o Fruit, Vegetable, Meats, Dairy, Grains There will be enough time allowed for ALL students to share their supper plate on this

day.Closure: (3 min) The teacher will ask the children what they learned about all the different meals.

Modifications/Enrichment/Extension: For children that are struggling with coming up with a complete supper meal they could

draw at least one food that they have eaten at supper. For children that are more advanced you could have them label all the foods that they

have drawn to practice spelling and writing.

Home & Family Involvement: After the teacher has taught all six lessons on nutrition the class could organize a family

fun night where each student and their parents can bring their favorite dish from any of the 3 types of meals to share with everyone else. At the family fun night the students will have a chance to share what they have created with their families.

Resources: Sadek, P. (2009). Lunch. Winona, MN: Priscilla Sadek.

Assessment: Since this is a kindergarten class an adult would work one on one with each child to asset them with this assessment. In other words, the adult will read the question for the child and the child with answer by circling the correct choice.

Name: _____________________

Food Types Assessment

1. Circle the food that is a fruit.

2. Circle the food that is a vegetable

3. Circle the food that is a dairy product.

4. Circle the food that is a meat product.

5. Circle the food that is a grain.

6. Circle the plate that is a breakfast meal.

7. Circle the plate that is a lunch meal.

8. Circle the plate that is a supper meal.

References: Davey, L. (2009). Dairy and Meats. Winona, MN: Lindsay Davey.

Dergantz, J. (2009). Fruits and Vegetables. Winona, MN: Jenni Dergantz.

Frost, H. (2000) The Fruit Group. Mankato, Minnesota: Capstone Press

Frost, H. (2000) The Vegetable Group. Mankato, Minnesota: Capstone Press.

Frost, H. (2000). The Meat and Protein Group. Mankato, Minnesota: Capstone Press.

Frost, H. (2000). The Dairy Group. Mankato, Minnesota: Capstone Press.

Google Images. (n.d.). Google Images. Retrieved November 29, 2009, from http://images.google.com/imghp?hl=en&tab=wi

http://www.labelsforeducation.com/pdf/nutrition_plan_KGarten.pdf

National Dairy Council Flash Cards (Foods Items).

Sadek, P. (2009). Lunch. Winona, MN: Priscilla Sadek.