Lesson Assessment Tool for Show Me Nutrition: Grade 3 Lesson 1: Getting to Know the Food Groups. Educator(s) Name (s): Sub-Contractor:

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1 Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment Tool for Show Me Nutrition: Grade 3 Lesson 1: Getting to Know the Food Groups Educator Self-Assessment Supervisor Assessment Fidelity Team Assessment Educator(s) Name (s): Sub-Contractor: Region: County: Date of Lesson: Start Time: End Time: Program Setting (classroom/grade, food bank, clinic etc.): Your review about this session is important. Your description of how the lesson was taught, in relation to the written curriculum, will help us strengthen our program. Please consider each part of the lesson below and indicate if you presented it using yes or no in the space provided. If no, details about why and how you adapted the lesson are important to continuous program improvement. Please complete the assessment tool by the end of the next working day from when lesson was taught. Welcome & Introduction Yes No Comments and/or Changes Welcome participants and introduce yourself and the program. Time: Not Specified Core Activity Yes No Comments and/or Changes What s inside the Food Groups? Divide class into 4 groups Distribute Six Nutrients handout (optional) Educator reads clues one by one about a nutrient Groups discuss and raise their hands if they know the answer When groups provide the correct answer, tape the nutrient card on the board. Carbohydrates Vitamins Proteins Minerals Fats Water Comprehension Check How will you use this information? Time: Minutes

2 Core Activity Yes No Comments and/or Changes What s the Function of your Food? Remind students that a variety of foods in the different groups help us grow and healthy. Point to each food group and ask students to name them and examples of food that belong to each group. Introduce topic that foods are grouped together based on the nutrients they contain. Educator writes Nutrients that supply energy and Nutrients that don t supply energy on the white board forming two columns. Explain that our food is digested/broken down into nutrients which are absorbed into our blood. Nutrients are then carried to every part of our body where the nutrients work to keep us healthy. Mention that our bodies cannot make most nutrients, so we have to get them from our food. Review the six nutrients: carbohydrates, proteins, fats, vitamins, minerals, and water. Place the carbohydrates, proteins and fat cards under the nutrients that supply energy column Place vitamins, minerals and water cards under the nutrients that do not supply energy column Explain that carbohydrates, proteins and fats provide energy. Explain that fat gives us more energy than carbohydrates and proteins Define calorie Explain that everyone needs calories and that the number of calories we need depends on age, weight, height, and activity level. Go over what happens if we don t eat enough calories and if we eat more calories than we use. Explain to stay healthy it is important that we balance the number of calories

3 we eat with the number of calories we use Ask questions: How can we make sure we get the right amount of carbohydrates, proteins, fats, vitamins, minerals and water each day? Display MyPlate Where have you seen the Food Groups? Review food groups as a class Explain that all the nutrients are important for us to stay healthy and so I physical activity. Educator places activity cards by each nutrient card: Carbohydrate = Jog in place Proteins = Raise arms over head Fats = Rub your arms Vitamins = make eye glasses Minerals = stand up straight and tall Water = turn around in a circle Instruct students to do the action whenever the educator says that nutrient s name. Educator reads what each nutrient does for our bodies while the students participate by doing the action that is related to the nutrient Continue to do the activity until the students can quickly do the activity when the nutrient is called Review what the students learned from this activity: Tell students that in this lesson they learned about the six nutrients and how they keep their bodies healthy Comprehension Check Now that you know what some of the nutrients do in our bodies, which do you think is the most important? What do you think would happen to your body if you don t get all of the nutrients you need? Can you get all the nutrients you need from only one food or one food group?

4 How can you be sure that you get all the nutrients you need? What can you do at school to get all the nutrients your body needs? How about when you are at home? Time: Minutes Review Questions Yes No Comments and/or Changes Review lesson and prompt answers as needed: Can you name six nutrients we learned? Which nutrients contain calories or energy? Which nutrient helps build muscle? Which nutrients help build strong bones? Which nutrient helps keep our bodies warm in the winter? Which nutrient makes up 60 percent of the body and carries nutrients through our bodies? Which nutrient is used for energy to run and play? Nutrients come in many forms like A, which helps us have healthy eyes, C which helps us have healthy skin, and D, which helps us build strong bones. What are A, C, and D called? How can we get all of the nutrients our bodies need? What would you tell your friends or family about the importance of nutrients? Time: minutes Closing Yes No Comments and/or Changes -Pass out Lesson 1 Newsletters Time: Not specified Materials and Supplies Yes No Comments and/or Changes Used Materials and supplies -Visual Aids -Posters -Teaching Supplies Additional Activities (Optional) Yes No Comments and/or Changes Plan it by the Food Groups Energy Explosion Motion

5 Please respond to the following questions. It s important we know the successes and challenges of the lessons you teach. 1. What went well? 2. What challenges were noted? 3. What timing issues were noticed? 4. Other remarks and feedback: Please contact Maggie Grate at maggie.grate@wsu.edu or at if you have any questions about the completion of this form.