Food Groups Activity 9- Favorite Food Creation!
Standards: K.2 The student will create works of art that express feelings and ideas. K.5 The student will create works of art that connect to everyday life. K.15 The student will describe and respond to works of art.
Identify Key Objectives:
• The student will be able to illustrate their favorite foods by creating them with construction paper.
Identify Materials Needed:
• Classroom Book Bag (parent instructions, white construction paper, crayons, glue, scissors, a magazine, and a pencil)
• Construction Paper (different colors)
• Glue
• My Favorite Foods Example
• Scissors
• The book Good Enough to Eat: A Kid’s Guide to Food and Nutrition by L. Rockwell
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Have students sit on the floor for “circle time”.
2. Tell the students that we are going to learn about what is in food, such as carbohydrates, fiber, minerals, and vitamins.
3. Ask the students, “Do anyone know what ____ is?” (name the vocabulary words)
4. On the Smart Board, write the vocabulary words so that every student is able to see the words.
• Lesson
1. Go over the vocabulary words one by one, asking students, “Does anyone know what that word means?”
2. Have students repeat the vocabulary words as we go over them as a class.
3. Then explain what each word means so that students understand their meanings.
4. Read the book Good Enough to Eat: A Kid’s Guide to Food and Nutrition by L. Rockwell
5. When a vocabulary word is talked about in the book, ask the students, “Who remembers what ____ means?” (can prompt students if needed)
• Closure
1. Have the students go back to their seats.
2. Explain to the students that they are going to create their favorite foods by using construction paper.
3. Show the students my “Favorite Food Example”.
4. Walk around and see if students need help.
5. When students are done, have them explain what they created and
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I will allow these student(s) time to comprehend the information. I will encourage them to participate in the lesson when they are ready. I will go over the vocabulary thoroughly and will help them concentrate on these words and meanings. I will also provide one-on-one and/or small groups for these student(s) so that they will be able to understand the lesson. Lastly, if there are other ELL student(s) that understand English better, I will pair these students up together.
Home- School Connection:
Create a “Classroom Book Bag” that contains parent instructions, white construction paper, crayons, glue, scissors, a magazine, and a pencil. Explain to the parents that today their child was introduced to carbohydrates, fiber, minerals, and vitamins. Have the students create their own food (like they did in class) and see if they can explain what is in these foods. (some might remember from the lesson done in class) Have the students bring in their food so that we can discuss what they created as a
Pass out the student handouts (handouts will be stapled together in a packet—each student gets one packet with materials)
Students will be able to write a summary of what they learned in the lesson and write the new vocabulary word in their vocabulary journal: place value
*After announcements take roll and send it to the office. I always send it to the office with Atzy. Then take lunch count and put the number of classroom trays needed on a post it on the outside of the classroom door.
After the students, have worked in their groups to come up with words. Students words are place up in front of the room.
Giving them two or more choices and let them decide what they like, giving more details about the food will help them to choose.
To touch on poor nutrition, research shows that almost one-third of U.S. children between the ages of four and nineteen eat fast food every day; this results in weight gain of approximately 6 extra pounds on a growing child each year (NACHRI, 2007). Fast food consumption has increased fivefold among children since 1970. Not only is fast food an issue, but when parents reward their children with sugary foods and/or use fruits and vegetables as a punishment, this may cause children’s views toward nutritious food to be negative. Some great educational tools that can be shared both in and out of the classroom are “The Food Guide Pyramid” and “My Plate.” Both show that appropriate number of serving of each food category. “My Plate” does a great job of even providing games, activity sheets, kid-friendly recipes, and physical activity tips to elementary aged children (My Plate, 2015). They also provide great resources for adults so parents and educators can practice what they preach and set good examples for children. Educating children on an what a healthy diet consists of and why it is important is probably the greatest preventative tool we can use to prevent obesity. As the famous saying goes, “knowledge is
Describe how you plan to support the children (during and/or prior to the learning experience) to develop and use the key vocabulary identified in prompt 4a.
Under 5’s: How healthy school dinners meet the nutritional requirements of the need for under 5’s.
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