Transcript Slide 1

GOOD FOR ME AND YOU
A Nutrition Curriculum for Second Grade
GOOD FOR ME AND YOU
A Nutrition Curriculum for Second Grade
Book-based Lessons
Goals
 Lesson 1 – Eating Healthy is Good for Me and You
Students will make
healthy food and
exercise choices by
developing positive
attitudes and
behaviors towards
food and fitness.
Good for Me and You by Mercier Mayer
 Lesson 2 – Breakfast is Good for Me and You
The Hatseller and the Monkeys by Baba Wague
Diakite
 Lesson 3 – Healthy Snacks and Beverages are
Good for Me and You
Eat Well by Liz Gogerly
 Lesson 4 – Exercise is Good for Me and You
Wallie Exercises by Steve Ettinger
 Lesson 5 – Keeping Food Safe for Me and You
Food Safety by Sally Lee
Objectives
Students will:
 Recognize MyPlate and identify it as a guide to healthy
eating.
 Describe the health benefits provided by foods from each
of the five food groups.
 Increase their consumption for fruits, vegetables, and
whole grains.
 Expand the variety in their diets.
GOOD FOR ME AND YOU
A Nutrition Curriculum for Second Grade
Students make
healthy food and
exercise choices by
developing positive
attitudes and
behaviors towards
food and fitness.
Lesson Highlights:
Provides more than 10 hours of
instruction, plus other classroom
enrichment activities.

Teacher Background

Group Book Reading

Lesson Application

Classroom Enhancements

Tasting Activity

Family Flyers

Visual Support Pieces
Meets California State Department of Education’s
Grade-based Standards



Common Core Standards for English Language Arts
Health Framework and Content Standards
Nutrition Competencies
GOOD FOR ME AND YOU
A Nutrition Curriculum for Second Grade
2003 California Health Framework and
2008 Health Education Content Standards
 Nutrition and Physical Activity emphasized in
grades K, 2, 4, 5, 7, 8, 9-12
 Growth and Development emphasized in
grades K, 1, 3, 4, 5, 7, 8, 9-12
Meets California
State Department
of Education’s
2010 Common Core
Standards for English
Language Arts.
Content standards met are listed in each lesson.
2010 Nutrition Competencies
Guide the development of curricular materials and
benchmark learning in nutrition education.
Nutrition Competencies are listed for each lesson.
GOOD FOR ME AND YOU
A Nutrition Curriculum for Second Grade
Establishing Healthy Habits
Positive habits of healthy eating, adequate
physical activity, sufficient sleep, and proper
hand washing can lead to increased life
expectancy, enhanced quality of life, and
reduced risk of disease.
 Only 2% of children daily meet the
MyPlate recommendations.
 Only 42% of children get 60 minutes of
physical activity.
 Few children get 10-12 hours of sleep.
 Most children do not practice proper
hand washing.
Promoting healthy
eating and physical
activity in childhood,
when important
lifestyle habits are
formed, can provide
lifelong health
benefits for children.
Teachers and Schools are Important Players
Teachers and schools, not only play and important
role in helping students acquire important knowledge
and skills, but also in promoting healthy
environments where these behaviors are valued,
nurtured, and practiced.
GOOD FOR ME AND YOU
Role of Schools in Nutrition Education
School Involvement
According to the CDC,
it is unlikely the rate
of childhood obesity
will be significantly
improved without
strong contributions
from schools.
 School Administrators – can assure
that School Wellness and other policies
are of sufficient strength and fully
implemented.
 Teachers – can integrate nutrition
education into daily activities and
create environments that nurture and
support behavior adoption.
 Food Service – can provide healthy
appealing food and appropriate eating Multiple Benefits
• Schools have opportunities to implement a range of
environments for making healthy
policies to promote student wellness, enhance health
choices.
skills and knowledge, and influence positive behavior
acquisition.
• There are more benefits than just health…research
shows that healthy children also perform better
academically and socially.
GOOD FOR ME AND YOU
Role of Teachers in Nutrition Education
Our Amazing Classroom
 Easy to implement ideas that reinforce
the learning.
 Ways to enhance the classroom
environment to support the learning.
 Offers a secondary book of the
opposing genre for the lesson.
 Provides family supports - Family Time
Flyer – Creating Healthy Habits
Together.
Teachers make the
classroom a warm
and supportive
environment that
instills the joy of
learning in every
student.
Enhancing the Classroom Environment
Teachers can assure that students are not just learning
new knowledge, but adopting new habits that will help
them maintain healthy bodies for optimal growth and
development.
GOOD FOR ME AND YOU
Role of Families in Nutrition Education
Family Involvement
 Active partners in nutrition education.
 Engaged in policy development and
volunteer activities.
 Informed of classroom and school
practices and strategies.
 Communicated with through
consultations, newsletters, take-home
sheets, and workshops.
Parents and
families have the
greatest initial
influence on
children’s nutrition
and physical
activity behaviors.
Curriculum Family Supports
• Family Time: Creating Healthy Habits Together Take Home
Sheet – Lesson specific flyer with easy to implement
strategies that reinforce the lesson’s messages.
• Families Have You Tasted Take Home Sheet – One page
sheet on the produce or food tasted in the classroom and an
easy to prepare recipe.
GOOD FOR ME AND YOU
Use of Literature
Books Are Used to Teach Nutrition
 Books are a natural way to reach early
elementary students.
 Books provide an emotional
attachment to the content – important
for effective learning.
 Books offer a familiar and interesting
way to stimulate curiosity, build
background, and introduce the lesson
content.
Use of Book Genre
Books were
selected to help
tell the nutrition
message, meet the
SDE CCS, and be
interesting and
engaging for
students.
• Narrative Books – Also called picture or story books, tell a
story based on reality or fiction.
• Information Books – Are non-fiction books and should
provide reliable, documentable information.
Illustrations are an essential part of both types of books.
GOOD FOR ME AND YOU
Assessment of Student Learning
Students
understanding of
the lesson content is
critical to students’
application and
adoption of the
nutrition and health
strategies.
Assessments
 Activity 1 – Book Retell and Fact Sheets.
 Activity 2 – Review and Reflect
questions to check understanding and
ability to apply the information.
 A Review the Lesson page is included at
the end of each lesson.
 Pre-Post Student Evaluation for the
entire curriculum is available for
measuring overall knowledge gains.
Educator Evaluation
To help UCCE capture valuable teacher “expert
observer” input on potential changes in students’
knowledge, skill and behavioral changes, an
Educator Evaluation sheet is included at the end of
each lesson.
GOOD FOR ME AND YOU – Educator Evaluation
GOOD FOR ME AND YOU
How to Read the Books
How a Book is Read is Critical For:
 Comprehension
 Vocabulary development
 Literacy development
Narrative Books
Students listen for the sequence of the
story (what happens first, next, and in
the end), as well as the problem that
was identified and the solution to the
problem. Students are asked to make
predictions.
Information Books
Students learn something new and
answer questions. They are asked what
they already know about the topic and
what they would like to learn.
Activity 1 in each lesson uses
research-based strategies and CCS for
presenting the book reading activity.
Worksheets for each type of book
are included to retell the story
or book content.
GOOD FOR ME AND YOU
Classroom Tasting
Increasing Fruit and Vegetable Consumption
Tasting of fruits and
vegetables is an
effective way of
introducing students
to new fruits and
vegetables.
 Many children consume less than
recommended amounts.
 Taste preference is a strong predictor of
children’s intake.
 Access and exposure to fruits and
vegetables affects children’s consumption.
 Children who set goals and have positive
feelings towards fruits and vegetables are
more likely to consume them.
Let’s Take a Taste
• A fruit or vegetable is featured in each lesson.
• Instruction is provided for selecting and preparing
the produce and conducting the tasting.
• A Family Take Home Sheet – Families Have you
Tasted…is provided for each lesson.
GOOD FOR ME AND YOU – Tasting Activity
GOOD FOR ME AND YOU
A Nutrition Curriculum for Second Grade
Good For Me and You! Lessons
EATING HEALTHY IS GOOD FOR ME AND YOU
Eating Healthy is Good for Me and You
Students learn the importance of healthy
eating and physically active and the
nutrients provided by each food group.
Objectives:
 Recognize MyPlate as a guide to
making healthy choices.
 Classify various foods into
appropriate food groups.
 Identify the nutrients provided by
each of the five food groups.
 Describe the health benefits
provided by foods from each food
group.
 Describe high fat and high sugar
foods as sometimes foods and that
they belong “on the side” of
MyPlate.
Good for Me and You
by Mercier Mayer
Lesson
1
GOOD FOR ME AND YOU – Lesson 1
The Good for Me and You curriculum is
introduces students to the key nutrients
needed for good health and the food groups
that provide them.
GOOD FOR ME AND YOU – Lesson 1
Activity 1 Book Reading
Good for Me and You
Read the book several times, so you are
familiar with the cadence of the text,
the key messages, and where to pause
and discuss content.
GOOD FOR ME AND YOU – Lesson 1
Activity 2
MyPlate, A Guide to Healthy Eating
Students study MyPlate and the
concept of nutrients provided by
each food group. They determine
which foods belong on MyPlate and
which foods are sometimes foods
that belong “on the side”.
GOOD FOR ME AND YOU – Lesson 1
Activity 2
IT’S MY CHOICE…
FRUITS AND VEGETABLES EVERY
DAY!
1. Show the Tri-fold Board.
2. Build on What Students Know.
3. Introduce the Concept of
Sometimes Foods.
4. Food Groups and Nutrients.
5. Put the Nutrient Cutouts on the
Tri-fold Board.
6. Play the Nutrient Game.
7. Review and Reflect.
Photo of tri-fold board at the end of the lesson.
GOOD FOR ME AND YOU – Lesson 1
Good for Me and You MyPlate Goal Sheet
GOOD FOR ME AND YOU – Lesson 1
Our Amazing Classroom
Enhancing the Learning
Classroom Tasting
 Daily review the school lunch menu.
 Integrate nutrition into other
subjects.
 Use non-food items for class
fundraisers.
 Do classroom food tastings.
Read More…
Information Book
MyPlate and You by Gillia M. Olson
Apples…come in many colors and
varieties, require no preparation,
and are full of fiber and many
antioxidants.
GOOD FOR ME AND YOU – Lesson 1
BREAKFAST IS GOOD FOR ME AND YOU
Lesson
2
Breakfast is Good for Me and You
Students learn their bodies and brains
need to be refueled every morning with
a healthy breakfast.
Objectives:
 Identify that eating breakfast is an
important way to maintain a
healthy body.
 Describe that eating a healthy
breakfast gives our bodies and
brains energy for a new day.
 Describe how they feel when they
skip breakfast.
 Give an example of a healthy
breakfast.
 Identify healthy alternatives to
 high fat and high sugar foods
consumed at breakfast.
The Hatseller and the Monkeys
by Baba Wague Diakite
GOOD FOR ME AND YOU – Lesson 2
Benefits of Eating a Healthy Breakfast
Improved Student Health
 When students miss breakfast, they are hungry and hunger is associated with lower physical
activity, stomachaches, headaches, depression, anxiety, and a decreased ability to focus.
 Children who consume breakfast have higher intakes of many nutrients such as vitamins A, E, C, B6 ,
B12; folate; iron; calcium; phosphorus; magnesium; potassium; and dietary fiber.
 Children and adolescents who eat breakfast have a healthier weight.
Enhanced Student Academic Performance
 Students are better able to differentiate among visual images, show less errors, and have better
attention, memory recall, and cognitive functioning.
 Children who eat breakfast at school, closer to class and test-taking time, perform better on
standardized tests than those who skip breakfast or eat breakfast at home.
 Fewer mistakes and the ability to solve math problems more quickly are reported in children who
eat a complete breakfast versus a partial one.
Improved Student Behavior
 Students show improved school attendance and less tardiness.
 Less depression, anxiety, and hyperactivity is reported in children who eat breakfast.
 Fewer discipline problems and visits to the school nurses office are reported in children
consuming a healthy breakfast.
GOOD FOR ME AND YOU – Lesson 2
Activity 1 Book Reading
The Hatseller and the Monkeys
BEFORE READING introduce the book,
activate prior knowledge, grab interest,
and predict the content.
GOOD FOR ME AND YOU – Lesson 2
Activity 2
Breakfast Fuels Our Bodies and Brains
Students identify how they feel when
they miss breakfast and through a
fun hands-on exercise learn the
importance of refueling their body
every morning with healthy foods.
GOOD FOR ME AND YOU – Lesson 2
Activity 2
Breakfast Fuels Our Bodies
and Brains
1. Review the Hatseller and the
Monkeys Story.
2. Breaking the Fast.
3. Fuel Up at Breakfast Helicopters.
4. Getting the Right Breakfast Fuel.
5. Making Better Choices.
6. Revisit, Fuel Up for Breakfast
Helicopters.
7. Review and Reflect.
GOOD FOR ME AND YOU – Lesson 2
Our Amazing Classroom
Enhancing the Learning
Classroom Tasting
 Encourage participation in the
School Breakfast Program.
 Talk to students about the
importance of breakfast.
 Do classroom food tastings for a
morning snack.
 Make sure you eat a good
breakfast, too!
Read More…Information
My Breakfast – A Book About a Great
Morning Meal
Citrus Fruits…are high in vitamin C;
important for healing wounds and
fighting infection. They come in
many varieties and are also high in
fiber and contain no fat or sodium.
GOOD FOR ME AND YOU – Lesson 2
HEALTHY SNACKS & BEVERAGES
ARE GOOD FOR ME AND YOU
Healthy Snacks & Beverages
are Good for Me and You
Students learn the difference between
treats and healthy snacks and beverages
and how to make healthy choices from
the five food groups.
Objectives:
 Describe healthy snacks as “mini
meals” from the five food groups.
 Identify water as a healthy beverage
choice.
 Describe healthy snack alternatives
to high fat and high sugar “treats”.
 Identify a variety of healthy snacks
and beverages.
Eat Well
by Liz Gogerly
Lesson
3
GOOD FOR ME AND YOU – Lesson 3
Healthy Snacks and the Role of Schools
The Issue
 Children are consuming more snacks, nearly three a day and making up 27% of their daily calories.
 Desserts and sweetened beverages are the major source of snack calories, followed by salty snacks
and candy.
 Sugary drinks account for 22% of the empty calories consumed by children.
Role of Schools
 Students consume 35 – 50% of their daily calories at school, often through exposure to sugary
drinks and high fat and high sugar snacks.
 Strong school policies directed toward decreasing student access to sugary drinks and high fat and
sugar snacks have proven effective.
 Students in states with stronger policies gained less weight over a three-year period than in those
states without the policies.
Healthy Snacks
 Low in fat, especially trans and saturated fats.
 Low in added sugar and calories.
 High in vitamins, minerals, fiber, calcium, and protein.
 Come from the five food groups.
GOOD FOR ME AND YOU – Lesson 3
Activity 1 Book Reading
Eating Well
DURING THE READING pause to
emphasize text and illustrations and
discuss the key points of the book.
GOOD FOR ME AND YOU – Lesson 3
Activity 2
Choosing Healthy Snacks
and Beverages
Students identify the differences
between treats (sometimes foods)
and healthy snacks and recognize the
importance of water, an anytime
beverage.
GOOD FOR ME AND YOU – Lesson 3
Activity 2
Choosing Healthy Snacks
and Beverages
1. Healthy Snacks Versus Treats.
2. Sugar in Treats.
3. Healthy Snacks from the Five
Food Groups.
4. Water a Healthy Beverage.
5. Play Swap for a Healthy Snack.
6.
Review and Reflect.
Photo of tri-fold board at the end of the lesson.
GOOD FOR ME AND YOU – Lesson 3
Our Amazing Classroom
Enhancing the Learning
 Describe and discuss food in a
positive context.
 Set-up a water station in the
classroom.
 Limit unhealthy competitive foods in
school snack bars and vending
machines.
 Choose non-food items for class
reward programs.
 Offer healthy choices for classroom
celebrations.
Read More Books on
Healthy Snacks and Beverages
Drink Water by Mari C. Schuh
Classroom Tasting
Pears…are a versatile fruit that can
be used in many ways. They
contain a third more potassium
than apples, an important mineral
for maintaining heartbeat.
GOOD FOR ME AND YOU – Lesson 3
EXERCISE IS GOOD FOR ME AND YOU
Exercise is Good for Me and You
Students learn they need at least 60
minutes of physical activity every day
and explore three different types of
exercises.
Objectives:
 Describe the benefits of being
physically active and how it helps
different parts of the body.
 Identify that they need at least 60
minutes of physical activity every
day.
 Describe the kinds of sedentary
activities they should limit.
 Set a goal for daily physical activity.
Wally Exercises
by Steve Ettinger
Lesson
4
GOOD FOR ME AND YOU – Lesson 4
Importance of Physical Activity
Physical Health Benefits
 Improves strength and endurance.
 Helps build and maintain healthy bones and muscles.
 Improves blood pressure and cholesterol levels.
 Helps control weight.
 Reduces risk of chronic diseases such as diabetes, cardiovascular disease, and cancer.
Mental and Emotional Health Benefits
 Reduces anxiety and stress and promotes psychological well-being.
 Increases self-esteem.
 Reduces feelings of depression and anxiety.
Academic Benefits
 Enhanced academic performance and improved grades.
 Improves time on task.
 Enhances concentration and attentiveness in the classroom.
GOOD FOR ME AND YOU – Lesson 4
Activity 1 Book Reading
Wally Exercises
AFTER THE READING review the list of
things students wanted to learn and ask
questions to reinforce and clarify the
learning.
GOOD FOR ME AND YOU – Lesson 4
Activity 2
Keep on Moving
Students learn about aerobic and
muscle and bone strengthening
exercise and ways they can be active
every day.
GOOD FOR ME AND YOU – Lesson 4
Activity 2
Keep on Moving
1. Introduction to Physical Activity.
2. Aerobic Exercise for Strong
Hearts and Lungs and Healthy
Brains.
Photo of tri-fold board at the end of the lesson.
3. Exercise for Strong Muscles.
4. Exercise for Strong Bones.
5. Less Seated Activities.
6. Keep on Moving Chart.
7.
Review and Reflect.
Photo of Keep on Moving Chart completed.
GOOD FOR ME AND YOU – Lesson 4
Our Amazing Classroom
Enhancing the Learning
Classroom Tasting
 Chart class progress on physical
activities done at school.
 Energize your students.
 Set a class walking goal.
 Use an exercise ball.
Read More Books on
Physical Activity – Poetry Book
Good Sports..Rhymes About Running,
Jumping, Throwing, and More
Broccoli…is a nutrient
powerhouse. One serving provides
150% of one’s daily requirement
for vitamin C. It is also low in
calories and high in fiber.
GOOD FOR ME AND YOU – Lesson 4
KEEPING FOOD SAFE FOR ME AND YOU
Keeping Food Safe for Me and You
Students learn helpful life skills
about how to keep food safe.
Objectives:
 Describe how germs can grow
quickly in the “danger zone”.
 Identify that foods should not be
kept in the “danger zone” for more
than two hours.
 Identify practices that may put food
in the danger zone.
 Identify foods that should be
refrigerated.
 Identify hand washing as a safe food
practice, before and after handling
food.
Food Safety
by Sally Lee
Lesson
5
GOOD FOR ME AND YOU – Lesson 5
Importance of Food Safety and Handling
The Issue
 The Center for Disease Control estimates that each year 1 in 6 Americans get sick with foodborne
illness.
 Nearly half of all reported foodborne infections occur in children under 15.
 56% of hospitalizations for salmonellosis and campylobacteriosis occur in children under 9.
Schools Can Assure a Food Safe Environment by:
 Establishing and following school food safety policies and procedures.
 Implementing and monitoring Food Safe practices in the cafeteria.
 Sending food workers and teachers to food safety trainings.
 Educating parents on safe lunches and snacks.
 Developing policies on bake sales, potlucks, and classroom
celebrations that include food.
 Encouraging hand washing in classrooms.
GOOD FOR ME AND YOU – Lesson 5
Activity 1 Book Reading
Food Safety
AFTER THE READING help the students
“retell the story” by completing the
Story Retell or Fact Sheet.
GOOD FOR ME AND YOU – Lesson 5
Activity 2
Keeping Your Food Safe
Students learn about the danger
zone where germs can multiple
quickly and how to keep food safe to
eat.
GOOD FOR ME AND YOU – Lesson 5
Activity 2
Keeping Your Food Safe
1. Review the Key Points of the
Book Reading.
2. Germs Multiple.
3. Conduct the Experiment.
4. Store Foods in the Refrigerator.
5. The Danger Zone.
6. Revisit the Experiment.
7. Review and Reflect.
Photo of tri-fold board at the end of the lesson.
GOOD FOR ME AND YOU – Lesson 5
Our Amazing Classroom
Enhancing the Learning
Classroom Tasting
 Encourage hand washing before
eating or preparing food in the
classroom.
 Establish safe places for storing
students’ lunch boxes.
 Provide tissues in the classroom.
 Demonstrate food safety when
doing classroom food tastings.
Read More…Information Book
Germs Make Me Sick! by Marylin Hafner
Jicama…It has a crunchy crisp
texture and slightly sweet taste. It
is high in fiber, low in calories, and
a good source of vitamin C.
GOOD FOR ME AND YOU – Lesson 5
GOOD FOR ME AND YOU – Credits
Developer:
Sharon K. Junge, University of California Cooperative Extension, Emeritus
Contributor:
Rosemary Carter, University of California Cooperative Extension,
Placer/Nevada Counties
Translation:
Myriam Grajales-Hall, ANR News and Outreach in Spanish
Pilot Testing:
Rosemary Carter, University of California Cooperative Extension,
Placer/Nevada Counties
Layout and Design:
Annette Cosgrove, University of California Cooperative Extension,
Placer/Nevada Counties
Slide Presentation:
Developed by Sharon K. Junge
Video by Rosemary Carter and Molly Klumb
Layout by Annette Cosgrove
©2013 by the Regents of the University of California. All rights reserved. Permission is granted to reproduce the handouts
and home activities for workshop sessions. No other part of this publication may be reproduced in whole or in part, or stored
in a retrival system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without written permission of the author.