Food Pyramid/Nutrition

1. Food Pyramid/Nutrition Literature Focus Unit Megan Power

2. Literature Selection • Cloudy With a Chance of Meatballs by Judi Barrett • This Book Is Not Good For You by Pseudonymous Bosch • The Candy Shop War by Brandon Mull • A Wacky Guide to Food Fun by Alan Snow • Amelia Bedelia Talks Turkey by Herman Parish • A Chocolate Moose For Dinner by Fred Gwinne • Mary Had a Little Jam by Bruce Lansky • Good to Eat: Riddle of Food and Culture by Marvin Harris • Native North American Food and Recipes by Bobbie Kalman • Food by Fiona MacDonald • It’s Disgusting and We Ate It! True Food Facts From Around the World and Throughout History by James Solheim • The Story of Noodles by Ying Chang Compestine • Something’s Happening on Calabash Street by Judith Enderle and Jacob Gordon • What Pete Ate from A to Z • Eats Shoots and Leaves • Weekly Reader (www.weeklyreader.com)

3. Thematic Study • Students will take part in a thematic unit on the food pyramid and nutritional information while dissecting each content area. This unit will integrate language arts, science, mathematics, social studies, music, art, and physical education. • Students will apply nutritional information to food labels, and vocabulary based on areas of nutrition. • Students will apply their understanding of the nutrition to their own daily eating habits.

4. Auto Nutrition Nutrition literature Write/produce a commercial Fat point Language Arts Science Water, Water Everywhere Record a daily food journal for three days Write a poem, with a partner Nutrition Shipwreck Decorate Poem Social Studies Music/Arts Produce Commercial Make Peanut Butter Field Trip to Dan’s Supermarket Weekly Reader/ Class Discussion Learn songs Sugar Graph Decorate Bulletin Board Physical Education Math Food Label conversions Shipwreck Servings on Food Journal Building Food Pyramid

5. Language Arts: Reading • Students will read various literature (fiction, non-fiction, poems) based on nutrition individually, guided reading, reader’s theater, and partner reading. • Students will present poems to the class. • Students will read Weekly Reader that focuses on food products made throughout the country.

6. Language Arts: Writing • Students will keep a daily food journal for three days. • Students will make several journal entries based on lessons. • Students will write a poem with a partner based on their favorite food. • Students will be divided into five groups and write/produce a commercial for an area of nutrition: carbohydrates, proteins, fats, vitamins, and minerals.

7. Language Arts: Listening • Teacher will read aloud Cloudy With a Chance of Meatballs by Judi Barrett • Teacher will read aloud a variety of poems based on food. • Students will listen to the poems being read aloud. • Students will listen to a manager at Dan’s Supermarket describe a variety of food products. • Students will listen to lecture of important facts of nutrition.

8. Language Arts: Talking • Students will present poems to the class. • Students will be divided into five groups and write/produce a commercial for an area of nutrition: carbohydrates, proteins, fats, vitamins, and minerals. • Students will read various literature based on nutrition individually, guided reading, reader’s theater, and partner reading.

9. Language Arts: Viewing • Students will view all of the commercials based on nutrition. • Students will read various literature based on nutrition individually, guided reading, reader’s theater, and partner reading. • Teacher will show students an example of a daily food journal. • Teacher will demonstrate how to keep a daily food journal and how important accuracy is when tracking food intake.

10. Language Arts: Visually Representing • Students will be divided into five groups and write/produce a commercial for an area of nutrition: carbohydrates, proteins, fats, vitamins, and minerals. • Students will decorate poem to coincide with topic. • Students will decorate the class bulletin board to feature important nutritional information. • The teacher will keep a 3-D food pyramid and poster of the food pyramid in the room. • Students will write vocabulary words/definitions on paper grocery bags. Every art project from the unit will go into the grocery bag to take home at the end of the unit. • 3-fold Vocabulary: Students will practice vocabulary words using a three part piece of paper: word, definition in student’s own words, and a picture.

11. Science Activities • Auto Nutrition: Class discussion on the comparison of parts of a car to the body and nutrition. • Water, Water Everywhere: Importance of water/dehydration. • Each student pair gets 2 halves of a potato and 2 separate cups of water: one water and one salt-water solution. The pairs then put the potatoes in the water and wait for a couple minutes. The pairs then watch to see the solution potato shrivel to model dehydration. • Fat Point: Discuss arteries, plaque, heart attack, and stroke. • The teacher has a funnel, candle, 2 cups colored water, and a stop watch. A student pours the ½ c. water into the funnel with the water being timed while going through. The teacher lights the candle and pours a small amount of wax into the funnel. The steps are repeated until the funnel (artery) is completely closed off.

12. Math Activities • Students, in pairs, will graph the grams of sugar in six different food items with sugar cubes on a poster board. 1 gram=4 sugar cubes • Students will go around the room and answer questions on a worksheet. • Food item: highest in sugar, lowest in sugar, items comparable. • Students will translate their daily food journals into servings of carbohydrates, proteins, fruits, vegetables, and fats. • Students will make homemade peanut butter using correct measurements. (If no allergies) • Students will determine the amount of carbohydrate, protein, and fat calories from food labels placed around the room. • 1 gram carbohydrate= 4 calories • 1 gram of protein= 4 calories • 1 gram of fat= 9 calories

13. Social Studies Activities • Field Trip to Dan’s Supermarket to learn about products made in North Dakota. • Read Weekly Reader that focuses on food products made throughout the country. • Class Discussion of products made in North Dakota. • Ship Wreck Class Discussion:

14. Music and Art Activities • Students decorate class bulletin board to inform other students of healthy choices. • Students decorate favorite food poem. • Students will learn a song as a mnemonic device to remember the areas of nutrition. • Students will produce a commercial on a specific area of nutrition. • Students will learn the song “Peanut Butter Jelly Time” • Students will make food pyramid paper mache • Students will sketch fruit bowls, measuring shadow and value.

15. Physical Education Activities • The students will construct a food pyramid based on their daily intake records with colored building blocks. The pyramid may or may not stand depending on intake. • Shipwreck:Tubes will be placed in corner/side of room. The students will be given a scenario of 2 people shipwrecked and may only bring 75lbs. of food. They must take turns going to the middle of the room and bring back an illustration of a particular food with its corresponding weight. • The students will be given a sheet with a list of the food to choose from before going to retrieve any items. • The teacher will then go around and ask why the students chose particular items.

16. Technology • Students will watch a video about nutrition and its importance. • My Pyramid: Choosing Nutritious Food and Healthy Activities • Students will divide into teams and play jeopardy based on nutrition • What’s To Eat? Food Pyramid Game Show from New Dimension Media • Students will make commercials based on five areas of nutrition with a video recorder. • Students will watch all five commercials on a Television. • The teacher will use an Active Board to demonstrate various writing activities. • Students will listen to an audio CD for music. • “Peanut Butter Jelly Time”

17. Language Arts Strategies • Activating background knowledge: Students will think about what they already know about the food pyramid and nutrition. • Brainstorming: Students will about many different foods for writing activities and interactive activities. • Connecting: Students will relate the production of foods from around the world and foods produced in North Dakota. • Predicting and Monitoring: Students will monitor their daily food intake and predict what will happen if too many fats are in a diet. • Playing with Language: Students will create a poem and journals by using language in different ways. • Visualizing: Students will create a food pyramid based on their own servings from their daily food journals. They must make a prediction through visualization about their personal pyramid before construction.

18. Language Arts Skills • Print: Students will recognize words on a bulletin board and transparencies. • Comprehension: Students will recognize the importance of a healthy diet though a variety of activities and will compare and contrast areas of nutrition. Students will recognize literary genres of fiction, non-fiction, and poetry. • Language: Students will apply various skills in their writing activities and commercials. • Reference: Students will make graphs and read articles.

19. Grouping Patterns • Large Group: Class discussions, field trip, viewing videos and commercials, singing a song, bulletin board, reader’s theater, Fat point, Auto nutrition, Weekly Reader. • Small Group: Shipwreck, nutrition commercials, favorite food poem, pyramid construction, sugar graphs, and Water, Water Everywhere. • Individual: Journal activities, daily food journal, food labels, and silent reading.

20. Assessments • Poem • Daily food journals and translations • Sugar cube graphs • Food label worksheet • Commercials • Reinforcing worksheets • Observation by teacher throughout activities • End of unit assessment

21. Unit Schedule

22. Lesson Plan • Grade: 5 • Subject: Science/ Media • Materials Needed: TV commercials bookmarked on computer, paper, pencil, 5 groups, video camera, television • Standards: 5.7.1 Identify risks or benefits of personal health choices (e.g., tobacco, alcohol, prescription and illegal drugs, fast foods) • 5.7.2 Explain ways humans benefit from Earth’s resources (e.g., air, water, soil, food, fuel, building materials) • Objectives: TLW create a commercial identifying the risks and benefits of an element of nutrition. • TLW discuss the ways in which we retrieve different elements of nutrition. • Lesson: • The class will discuss elements of nutrition in a previous lesson. The teacher will do a relatively quick review of important topics. • The teacher will show the students a variety of commercials off of the internet. The class will discuss the elements of the commercial to make it successful. • The class will be divided into five groups and given a particular area of nutrition: carbohydrates, proteins, fats, vitamins, and minerals • The students will take time to write a commercial in the group. • The students will record the commercial. • The students will watch each commercial and discuss the important points made. • The students will vote for the best commercial. • Assessment: • Students will write a commercial involving all persons in the group. • Students will create a commercial that will be graded based from a rubric. • Students will give a peer review of the commercials. • Reflection:

23. “Peanut Butter Jelly Time” • It's peanut butter jelly time!!!Peanut butter jelly time!!!Peanut butter jelly time!!!bridge:now Where he at?Where he at?Where he at?Where he at?Now There he goesThere he goes • There he goesThere he goesPeanut butter jelly [x4] • chorus:Do the Peanut butter jelly Peanut butter jellyPeanut butter jelly with a baseball batDo the Peanut butter jellyPeanut butter jellyPeanut butter jelly with a baseball batbridgechorusnow break it down and freezetake it down to your kneesnow lean back and squeezenow get back up and screambridgechorusbridge chorusnow walk walk walk walkstomp stomp stomp stompslide slide slide slideback it up one more timenow walk walk walk walkstomp stomp stomp stomppeanut butter jelly break it downthrow the ball up swing that batturn your head back and see where I’st atthrow the ball up swing that batturn you head back and see where it’s atpalm beachpeanut butterdade countyjelly orlandopeanut buttertallahasse jelly