 Share
|
Food Groups
|
|
Summary: Main Curriculum Tie: Instructional Procedures: See preface material including clip art, songs, and other resources. INTRODUCTION: Introduce Nutrio the puppet. Have the puppet explain that everyone eats. Why do people eat? Why is food important? (you may wish to use the word strips included in this lesson, Word strips 4-1.) A. HUNGER--Our stomachs are smart and yell at us when they are hungry. B. TO GROW--We would not want to remain the same size we were when we were babies. We could not walk or talk. Think about all the things you can do with your body that you could not do when you were small. You can do these things because the food you eat provides material to build bones, muscles, skin, etc. C. TO HAVE ENERGY--You know when you are hungry. You know when you run out of energy because you want to sleep or just sit and rest. You are sort of like a battery operated toy. Instead of your batteries running down, your body runs out of food and you get tired. How long can your body survive without eating? If you were lost and had no food, how long do you think you could live? D. TO STAY HEALTHY--Foods can protect your body against sickness and disease. E. FOOD TASTES GOOD--The taste of food helps us determining what we eat. However, we should use our brains to make most of the choices, not just our taste buds. Do you know a special word that we use to talk about healthy eating habits? (play hangman until they derive the word nutrition.) NUTRITION REVIEW: Use the puppet to review why we eat, what nutrition is (eat right, feel right), etc. Remind the students that as they get older, they get smarter and will be able to try new foods that they may not have tasted before. You may wish to use the mystery bag and place some foods in the bag that the students may not have eaten. Use the story "Green Eggs and Ham" (see resource list) to introduce this concept. FOOD PYRAMID INTRODUCTION: Place a wide variety of food models or labels, or empty containers, etc. on the table to be used during the following activity. A. FOOD PYRAMID: Review the food groups with the class:
You may also wish to cover the name of the food groups on the pyramid with a sheet of paper and then remove the paper as the students identify the groups. B. (1) PLACE FOODS IN ACTUAL GROUPS. Using the food models or food containers, have the students place the foods in the correct food group. (2) SIMILAR FOODS: Ask the class if anyone notices foods that are similar on the board. Help them understand what makes these foods similar to each other. Have Nutrio the puppet ask questions like the following:
Show students how the bottom of the pyramid comes from plants. The middle comes from animals, and the top are the items we use sparingly to make our foods taste good. (3) HANDOUT: Have students complete the handout 'Foods from Plants and Animals, 4-3B. VISUAL DISCRIMINATION: This game is played using food cards or pictures. Place four food card pictures where all the students can see them. Three of these cards will be from a particular good group, but the other one will not belong to that group. Ask the children to tell which food is in the wrong group. Why is it in the wrong group? In which group does it belong?
WORKSHEET: Let each student complete his/her own worksheet "Which Food Doesn't Belong?",4-5 LUNCH RECORD: After lunch each day have the children record on a long sheet of butcher paper the foods served in the lunchroom or brought from home and what they ate. Identify the correct food group to which it belongs. At the end of the weeks, vote on which was the favorite food served that week. Let the children write thank your letters to the lunchroom workers or their parents. Evaluate the foods and compare them to the pyramid. STORY: Have students participate in the silly food story "NUTRIO AND THE MONSTERS"-- Teacher resource 4-7. The first time you read this story they should clap their hands each time they hear the name of a food. The second time the story is read they should clap only if the food is a fruit or vegetable. You may wish to do this with all the food groups. This story required class participation. When you come to a sentence that is in bold type, this is a question to ask toe class. Take time for them to give their answers and be involved. (You may wish to have the students draw a picture about this story.) HEALTHY SNACK: Serve a food from one of the food groups. For instance, the vegetable group could be represented using foods such as raw cut vegetables with dip, vegetable soup made in class, fresh raw green beans, or stew made with several vegetables. Some foods the children enjoy making are cottage cheese and season salt as a dip for vegetables, fruit placed on toothpicks and dipped in a combination of lemon and vanilla yogurt. Remind students of the classroom rule that they should taste the foods that are prepared or simply say "no thanks" if they do not want to taste the food. To visually show the students the nutrients found in foods, place a food model of milk and one of a soft drink in separate lunch sacks. Have two students come to the front of the room and take the smacks from the sacks. Ask them which snack is better for them to eat. Then show the comparison card of the two snacks. The students can quickly see the difference in the nutrients found in these foods. (Be sure that pictures are attached to the comparison cards.) EVALUATION: "Food Group Game"--Divide the class into four groups. Provide several empty food containers or pictures of a variety of foods on the table in front of large paper bags labeled:
Let the children take turns coming to the table, selecting a food, and putting it into one of the bags. As the class observes, let them make comments about whether or not they would put the food into the same bag. Discuss the characteristics of each food (color, taste, texture, etc.). Explain that eating foods from each of these food groups keeps our bodies healthy. We need foods from each group every day.
Author: Created Date :
|
|