Grade 1 2013

1. Eating Healthy from Farm to Fork … Promoting School Wellness Grade 1 2013

2. Focus in Grade 1 is more on Farm connections • Children will: • Expand their consumption of vegetables, fruits, and whole grains. • Expand the variety of their diets. • Recognize MyPlate and identify it as a guide to healthy eating and exercise. • Increase their understanding of the food continuum from farm production to consumption. Exploring the First Grade Curriculum

3. Lesson 1 MyPlate for Kids • Lesson 2 Vary Your Vegetables • Lesson 3 California Fruit Bowl • Lesson 4 Grains Fuel Our Body • Lesson 5 Proteins • Lesson 6 Dairy…Calcium Foods • Lesson 7 Food Safety • Lesson 8 Get Active Exploring the Lessons

4. Objectives Children will: • Recognize MyPlate as a guide to healthy eating. • Identify the five food groups on MyPlate. • Know children should eat foods from each food group every day. • Know they also need exercise and sleep to be healthy. • Identify farms and ranches as the source of healthy food. Health Content Standards – Growth and Development 1.3 G Identify a variety of behaviors that promote healthy growth and development. 2.1 G Explain why sleep and rest are important for proper growth and good health. Nutrition Competencies 1.b Classify various foods into appropriate food groups. 1.b Identify actions key to feeling healthy and maintaining a healthy body. 1.f List the benefits of healthy eating including beverages and snacks. 1.f Explain how both physical activity and eating habits can affect a person’s health. 7. Plan a nutritious meal. Lesson 1 – MyPlate for Kids

5. Activity 1 Getting to Know MyPlate This activity introduces children to the MyPlate and shows them how it can be used to make healthy food choices.

6. Activity 2 Where Does Food Come From? This activity introduces children to the concept of food, farms and agriculture. They will work with a booklet that discusses past and present practices of agriculture.

7. Recipe Activity MyPlate Snack Ingredients: For each “farmer”: • 1 whole grain cracker • ½ tablespoon peanut butter or low-fat cream cheese • 2 raisins • 2 sticks of low-fat cheese (such as cheddar or jack) • ¼ banana* • 2 sticks celery or carrot *For ¼ banana, cut banana in half and then cut each half lengthwise Directions: • Place each of the ingredients (enough for the class) in separate bowls or plates. • Show the children the foods. Ask if they can name the food and the food group to which it belongs. • Explain to the children they will be making a farmer with the foods – cracker with peanut butter or cream cheese for head, raisin eyes, banana body, cheese arms, and celery or carrot legs. • Give each child a plate and have them take foods from each group. (See ingredients for amount.) • Let each child assemble his farmer. Remember there is no right or wrong way to do this. • Give children time to enjoy their snack. 

8. Making the Connection Farm • Sing The Farmer Works the Farm Garden • Heirloom Gardens Cafeteria • Local Foods • Local Farmers • Food Groups Nutrition • MyPlate Bulletin Board • Grocery Store Alphabet • MyPlate Tasting

9. Objectives Children will: • Name at least three foods in the Vegetable Group. • State one way vegetables help keep them healthy. • Name parts of the plants we eat. • Name one vegetable they like to eat and one vegetable they will try next time it is offered. Health Content Standards – Growth and Development 1.1 G Describe how living things grow and mature. 1.3 G Identify a variety of behaviors that promote healthy growth and development. Nutrition Competencies 1.b Classify various foods into appropriate food groups. 1.b Identify actions key to feeling healthy and maintaining a healthy body. 1.f List the benefits of healthy eating including beverages and snacks. 8. Try foods that are grown locally. Lesson 2 – Vary Your Vegetables

10. Activity 1 Vegetable Soup Vegetables provide us with a diverse mix of nutrients that help us stay healthy. This is why we encourage children to “eat a rainbow every day!” In this activity, children are able to discuss what vegetables they like to eat and which vegetables they may want to try in the future. This activity will work best outside or in the multi-purpose room.

11. Activity 2 To Market, To Market Farmers’ markets and roadside produce stands allow us to buy locally grown vegetables directly from the farmers. They also let us see vegetables in a more natural whole state, not waxed, polished or processed. In this activity, children learn the different parts of the plant and the vegetables that come from the various parts.

12. Recipe Activity Veggie Plant Parts Snack Ingredients: • Large flat whole wheat cracker or ½ slice of whole wheat bread • Hummus, peanut butter or bean dip (seed) • 1 broccoli or cauliflower floret (flower) • 1 celery stick (stem) • 1 lettuce leaf or spinach, torn into small pieces (leaves) • Shredded carrots (roots) Directions: • Lightly spread a cracker or bread with hummus, peanut butter or bean dip. • Create a plant design on the cracker by arranging shredded carrots for roots, celery stick for the stem, lettuce or spinach for leaves, and broccoli or cauliflower for flowers. (Ask where are the seeds.) • Eat and enjoy!

13. Making the Connection Farm • Visit a Farm or Community Garden • Visit a Farmers’ Market • Visit a Local Produce Stand Garden • Plant a Bean • Create a Wheel Barrow Garden • Plan a Rainbow Cafeteria • Bring a Vegetable • Read Stone Soup • Rainbow Poster Nutrition • Create a Vegetable Soup Bulletin Board • Make a Rainbow • Taste Testing

14. Objectives Children will: • Identify at least three foods from the Fruit Group. • Identify fruits as a good source of vitamins and minerals needed for smooth skin, shiny hair, and sparkly eyes. • Describe the physical attributes of several fruits. • Identify that fruits contain the seeds of a plant and seeds come in many shapes, sizes and colors. Health Content Standards – Growth and Development 1.1 G Describe how living things grow and mature. 1.3 G Identify a variety of behaviors that promote healthy growth and development. Nutrition Competencies 1.b Classify various foods into appropriate food groups. 1.b Identify actions key to feeling healthy and maintaining a healthy body. 1.f List the benefits of healthy eating including beverages and snacks. 8. Try foods that are grown locally. Lesson 3 – California Fruit Bowl

15. Activity 1 Fruit in the Golden State Just like vegetables, fruit is an important source of vitamins and minerals needed for body functioning and health. For children this age, emphasize that the Fruit Group makes our skin smooth, our hair shine and our eyes sparkle. In this lesson, children also learn California produces more fruit than any other state in the nation.

16. Activity 2 Bringing in the Seeds Seeds come in all shapes and sizes. Foods from the Fruit, Vegetable, Grain and Protein Groups have seeds; although in the lesson we will focus only on fruits. Some fruits like peaches have large seeds, while strawberries have very small seeds. Seeds are essential for growing new plants.

17. Making the Connection Farm • Orchards Then and Now • Blossom Beauty • U-Pick Fruit Stand Garden • Seed Collection • Fruits in the Garden • Container Fruits Cafeteria • Fruit Bar • Fruit Forms • Fruit in the Meal Nutrition • Fruit Basket • Fruit Graph • Nutrition Drawings

18. Objectives Children will: • Identify the position of the Grain Group on MyPlate. • Identify at least three foods in the Grain Group. • Identify one reason why we need to eat foods from the Grain Group. • Tell how grains are grown and prepared for eating. • Describe why sleep is important for a healthy body and brains. Health Content Standards – Growth and Development 1.3 G Identify a variety of behaviors that promote healthy growth and development. 2.1 G Explain why sleep and rest are important for proper growth and good health. Nutrition Competencies 1.b Classify various foods into appropriate food groups. 1.b Identify actions key to feeling healthy and maintaining a healthy body. 1.f List the benefits of healthy eating including beverages and snacks. 2. Explain why sleep and rest are important for proper health. 7. Describe how energy is obtained and expended during the day. Lesson 4 – Grains Fuel Our Body

19. Activity 1 Grains Every Day In this activity, children are introduced to the Grain Group and learn it is important for the energy they need everyday. They also examine several whole grains and some of the food made from each grain and learn the importance of sleep for bodies and brains.

20. Activity 2 The Little Red Hen…From Seed to Table Through reading The Little Red Hen and the Ear of Wheat, children learn the process of planting, growing, harvesting and milling wheat. They then have an opportunity to put the steps in sequential order.

21. Making the Connection Farm • Farm Machinery • Sing the Grains Song Garden • Grow Some Grains • Grains as Grass Cafeteria • Grains on the Menu • Baking Bread Nutrition • Tasting Grains • Finding the Grains

22. Objectives Children will: • Name at least three foods in the Protein Group. • Know foods in the Protein Group provide protein to help them grow and build muscle. • Identify foods in this group from animal and plant sources. • Observe a soaked bean seed and identify the emerging plant. Health Content Standards – Growth and Development 1.1 G Describe how living things grow and mature. 1.3 G Identify a variety of behaviors that promote healthy growth and development. Nutrition Competencies 1.b Classify various foods into appropriate food groups. 1.b Identify actions key to feeling healthy and maintaining a healthy body 1.f List the benefits of healthy eating including beverages and snacks. 8. Try foods that are grown locally. Lesson 6 – Protein Group

23. Activity 1 Protein Foods/Matching Pairs Foods from the Protein Group provide protein to help children grow and build muscles. Foods in this group come from both animal and plant sources and include a wide variety of foods. This activity helps children identify foods and match them to the animal or plant they come from.

24. Activity 2 Beans, Beans, Beans! In this activity, children learn about beans as a plant source of protein. They dissect a bean seed to see where the tiny plant begins and sequence the growing process from seed to plant maturity and bean harvest.

25. Making the Connection Farm • Visit a Local Livestock Operation • Invite a Dry Bean Farmer to Your Classroom • Read Books about Bean Productions Garden • Read One Bean by Anne Rockwell • Native American Three Sisters Garden • Tour a Garden Supply Store Cafeteria • Serve a Vegetarian Meal • Count the Bean Salad • Protein Sleuths • From Farm to Cafeteria Nutrition • Classroom Mural • Nuts about Protein • Protein from the Sea

26. Objectives Children will: • Know that milk comes from dairy cows and goats. • Identify at least three foods from the Dairy Group. • Name one benefit of drinking milk or consuming milk products. • Identify at least two of the steps involved in getting milk from the farm to the supermarket. Health Content Standards – Growth and Development 1.1 G Describe how living things grow and mature. 1.3 G Identify a variety of behaviors that promote healthy growth and development. Nutrition Competencies 1.b Classify various foods into appropriate food groups. 1.b Identify actions key to feeling healthy and maintaining a healthy body 1.f List the benefits of healthy eating including beverages and snacks. 8. Try foods that are grown locally. Lesson 5 – Dairy…Calcium Foods

27. Activity 1 Milk from the Farm to the Supermarket Reading Milk From Cow to Carton sets the stage for learning about how milk gets from the farm to the supermarket. Playing the Flow of Milk game reinforces the learning.

28. Activity 2 Build Your Bones Game Children today are often lacking in their consumption of milk, the prime source of the body’s calcium. Calcium is essential for healthy bone growth and development. In this activity, children learn about the importance of consuming Dairy Group foods every day.

29. Making the Connection Farm • Dairy Farm Art • Sing a Song Garden • What Do Cows Eat? Cafeteria • Dairy Decorations • Milk Bar • Milk Chart • Bone Power Nutrition • Shopping for Dairy Group Foods • Make Butter

30. Objectives Children will: • Demonstrate proper hand washing techniques. • Identify at least one situation before or after which they should wash their hands. • Describe how fresh food is handled from the farm to the table. Health Content Standards – Growth and Development 1.3 G Identify a variety of behaviors that promote healthy growth and development. Nutrition Competencies 1.b Describe how to keep food safe from harmful germs. 1.g Identify examples of foods that must be stored at cool temperatures, in the refrigerator or freezer. 1.g Describe how food is handled safely on its way from the farm to the table. Lesson 7 – Food Safety

31. Activity 1 Helpful Hand Washing! Unclean hands are the most common cause of infection. Hand washing is the single most effective means of preventing the spread of communicable diseases. Hand washing removes or controls bacteria. In the lesson, children learn how bacteria can grow very quickly. They practice proper hand washing techniques and identify activities before and after which they should wash their hands.

32. Activity 2 Keeping Cold Foods Cold Perishable foods need to be kept cold to keep harmful bacteria from growing. In the home, we use the refrigerator to keep foods fresh and safe. When we pack lunches, we add a cold pack to keep them cool so our lunches are safe. When farmers ship foods to the grocery store, they also must keep the foods cool to maintain their freshness and safety.

33. Making the Connection Farm • Farm Fresh • Farm to Table • Truck Loads Garden • Produce Washing Station • Safety Detectives in the Garden Cafeteria • Hand Washing before Eating • Keep Cold Foods Cold • Eggs, Eggs, Eggs Nutrition • To Market to Market • Field Trip to the Grocery Store • Hand Washing Song

34. Objectives Children will: • Identify physical activity as an important element of a healthy lifestyle. • Describe a variety of physical activities that will keep them fit. • Identify that they need to warm up their muscles before they do heavy exercise. • Compare and contrast the kinds of physical activities done by children today with those in the past. Health Content Standards - Growth & Development 1.3.G Identify a variety of behaviors that promote healthy growth and development. Nutrition Competencies 1.b Describe the benefits of drinking water in amounts consistent with current research-based health guidelines. 1.b Identify physical activities that students can enjoy and sustain for 30 minutes every day. 1.c. Describe a variety of physical activities that will help keep children physically fit. 1.f. Explain how both physical activity and eating habits can affect a person's health. Lesson 8 – Get Active

35. Activity 1 Warm Up Your Muscles Daily physical activity is essential for a healthy lifestyle. Our muscles should be warmed up before we work them. Children learn how to warm up their muscles before doing strenuous exercises.

36. Activity 2 Exercise Past and Present As a whole, children today are not getting enough exercise. We are beginning to see serious health consequences of this inactivity. In this activity, children compare and contrast the kinds of exercise done by children in the past and children today. They also practice some quick and easy exercises that can be done in the classroom.

37. Making the Connection Farm • Past and Present • Farm Machinery in the Past Garden • Warm up for the Garden • Helping Hands in the Garden • Get Moving in the Garden Cafeteria • Fit Kids in the Cafeteria • Foods Then and Now • Recycling and Composting Nutrition • Exercise Sticks for Recess • Exercise Sticks in the Classroom • Physical Activity is Good Because…

38. Eating Healthy from Farm to Fork Power Point Presentation Sharon K. Junge, 4-H Youth Development and Nutrition Family Consumer Science Advisor, Emeritus Eating Healthy from Farm to Fork, Revisions 2013: Sharon K. Junge, 4-H Youth Development and Nutrition Family Consumer Science Advisor, Emeritus Rosemary Carter, UC Cal Fresh Placer County Program Manager Acknowledgments

39. EDITOR: Sharon K. Junge, 4-H Youth Development Program Director/Nutrition Family Consumer Science Advisor AUTHORS: Jane Chin-Young, 4-H Youth Development Advisor/Nutrition Family Consumer Science Advisor Susan S. Donohue, County Director/Nutrition Family Consumer Science Advisor Chutima Ganthavorn, Nutrition Family Consumer Science Advisor Marilyn J. Johns, County Director/ 4-H and Nutrition Family Consumer Science Advisor Sharon K. Junge, 4-H Youth Development Program Director/Nutrition Family Consumer Science Advisor Dorothy Smith, County Director/Nutrition Family Consumer Science Advisor CONTRIBUTORS: Rosemary Carter and Amy Netemeyer, Youth FSNEP Program Representatives LAYOUT AND DESIGN: Annette Cosgrove and Victoria Hoffman, Administrative Assistants Acknowledgments