| Content Area II: Nutritional Choices |
| Standard 1: Comprehend health promotion and disease prevention concepts. |
| South Carolina Performance Criteria K-5 |
HealthTeacher Lesson Guide |
Synopsis of Lesson |
| · classify foods by their type, function, and nutritional content; |
Nutrients and Food Groups |
Working in groups, students use food pictures from magazines to create food pyramid collages and explain why the Food Guide Pyramid is a valid source of information about nutrition. |
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The Fruit Group |
Fruit samples are served at a class tasting party. Students set goals to eat more fruit each day. |
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Our Bodies Need Water |
Students learn the value of water to the body, then keep track for one day of the water they drink and eat in foods. |
| · explain the short and long-term benefits and risks of nutritional choices; |
Finding Fat |
Students learn about the importance of limiting fat intake. Students participate in an exercise that helps them identify the "hidden fat" in foods. |
| · explain the structure and function of the digestive system; and |
The Digestive Process |
Students write stories about the process of digestion from the perspective of the food being digested, stressing the importance of fiber for the digestive process. |
| · recognize the relationship among food intake, physical activity, and health. |
Healthful Eating and Exercise |
Students discuss healthful eating then participate in physical exercise and an activity that helps them understand the role of both eating and exercise. |
| Standard 2: Access valid health information, products, and services. |
| South Carolina Performance Criteria K-5 |
HealthTeacher Lesson Guide |
Synopsis of Lesson |
| demonstrate the ability to locate valid nutrition information (e.g., food labels, Dietary Guidelines for Americans, Food Guide Pyramid, school nutrition services). |
Food Guide Pyramid |
Using a felt board and pictures of food, students practice identifying food groups and using the Food Guide Pyramid. |
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Nutrients and Food Groups |
Working in groups, students use food pictures from magazines to create food pyramid collages and explain why the Food Guide Pyramid is a valid source of information about nutrition. |
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Food Labels |
Students practice figuring out what food labels tell about the nutrition content of a food item. |
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Food Labels Gr 4-5 |
Students learn about the validity and value of food labels by examining labels in the classroom, then go on a "scavenger" hunt in the grocery store to find a food that matches each clue from a list of labels. |
| · use the Dietary Guidelines for Americans and the Food Guide Pyramid as guides for making healthy food choices; |
Food Guide Pyramid |
Using a felt board and pictures of food, students practice identifying food groups and using the Food Guide Pyramid. |
| · describe reliable sources of nutrition information; |
Food Guide Pyramid |
Using a felt board and pictures of food, students practice identifying food groups and using the Food Guide Pyramid. |
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Nutrients and Food Groups |
Working in groups, students use food pictures from magazines to create food pyramid collages and explain why the Food Guide Pyramid is a valid source of information about nutrition. |
| · demonstrate the ability to locate community nutrition-related resources. |
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| Standard 3: Demonstrate the ability to practice behaviors that enhance health and reduce risks. |
| South Carolina Performance Criteria K-5 |
HealthTeacher Lesson Guide |
Synopsis of Lesson |
| · explain the relationship between food selection and oral health; |
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| · demonstrate safe and sanitary food handling procedures that prevent disease; and |
Getting Ready to Eat |
Students brainstorm things to do in preparing for a snack time then simulate preparing snacks by playing "Simon Says", focusing on keeping hands and surfaces clean when eating. |
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Preventing Infectious Illness |
Students work in groups to research a type of infectious disease (food-borne, air-borne...) then present their findings in classroom news conference. They also develop comic strips to depict how germs are spread and ways to limit their spread, including immunization. |
| · demonstrate the ability to practice appropriate nutrition behaviors and make healthy nutritional choices. |
It's a Matter of Balance |
Students learn about the Dietary Food Guidelines and demonstrate the importance of eating a balanced diet based on the guidelines by creating a mobile of food pictures. |
| Standard 4: Analyze the influence of personal beliefs, culture, mass media, technology, and other
factors on health. |
| South Carolina Performance Criteria K-5 |
HealthTeacher Lesson Guide |
Synopsis of Lesson |
| · relate examples of how parents, family, culture, peers, and personal preferences influence food choices; |
Let's Get Cooking |
Students identify their favorite snacks and identify where they fit on the Food Guide Pyramid. |
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Favorite Foods |
Students brainstorm questions to include in a class survey about food choices and influences. Students then interview students in different grade levels, and create a log or graph to display their findings to the class. |
| · explain how technology influences food availability and selection; |
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| · explain how mass media influence the selection of nutrition information, products, and services; and |
Let's Go Shopping |
Students vote for the food package that is most attractive to them, then they discover the package contents. Using the Food Guide Pyramid, students decide whether or not the foods their bodies need can be chosen just by looking at the packaging. |
| · describe marketing and advertising techniques used to influence food selection and body image. |
Food Packaging |
Students apply what they learn about the influence of food packaging by creating both an appealing and unappealing label for the same food product. |
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Advertising and Food Choice |
Students consider influences on food choices including common advertising techniques. They work in groups to create a commerical for a food product and act out their commercials for the class which discusses the advertising techniques used.. |
| Standard 5: Use interpersonal communication skills to enhance health. |
| South Carolina Performance Criteria K-5 |
HealthTeacher Lesson Guide |
Synopsis of Lesson |
| · demonstrate the use of effective communication skills to express nutritional needs |
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| · demonstrate ways to communicate consideration and respect for self and others as related to body composition and shape and dietary choices. |
Respect for Self and Others |
Volunteer students model the use of manners and respect in sample situations and students discuss how behavior influences the way people treat each other. Using the book "It's a Spoon, Not a Shovel" students respond to a variety of situations by giving a kind response, then respond to an unkind response and say how the unkind response made them feel. |
| Standard 6: Use goal-setting and decision-making skills to enhance health. |
| South Carolina Performance Criteria K-5 |
HealthTeacher Lesson Guide |
Synopsis of Lesson |
| · demonstrate the ability to apply a decision-making process to nutrition issues and problems; |
The Food Guide Pyramid |
Students work in groups to create a class presentation about their assigned food groups that includes the major nutrient of their food group and what that nutrient does for the body. Students demonstrate healthful food choices based on the Food Guide Pyramid. |
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Let's Go Shopping |
Students vote for the food package that is most attractive to them, then they discover the package contents. Using the Food Guide Pyramid, students decide whether or not the foods their bodies need can be chosen just by looking at the packaging. |
| · predict risks and consequences of positive and negative nutrition decisions; and |
It's a Matter of Balance |
Students learn about the Dietary Food Guidelines and demonstrate the importance of eating a balanced diet based on the guidelines by creating a mobile of food pictures. |
| · set a personal dietary goal and track progress toward its achievement. |
Calcium |
Students record and evaluate their calcium intake, then make a plan to be sure they get enough calcium over a two day period. |
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Eat More Fruits and Vegetables |
Students keep a "Fruits and Vegetable Log" for three days, then total the number of servings eaten each day. Student logs are transferred to a class log and the students set goals for eating an average of 5 fruits and vegetables a day. Class goals may also be set. |
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The Fruit Group |
Fruit samples are served at a class tasting party. Students set goals to eat more fruit each day. |
| Standard 7: Demonstrate the ability to advocate for personal, family, and community health. |
| South Carolina Performance Criteria K-5 |
HealthTeacher Lesson Guide |
Synopsis of Lesson |
| · demonstrate ways to influence and support others in making positive nutritional choices |
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| · define nutrition issues that affect health in the school and community. |
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