Welcome & Introduction Yes No Comments and/or Changes

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1 Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment Tool for Show Me Nutrition: Grade 5 Lesson 4: Make Half Your Grains Whole 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: Remind students your name and agency you represent. Review lesson 3: Break class into groups of three to four students. Give each group a package from a grain food, paper and markers and allow five minutes to design food labels for an imaginary bread or grain product. Ask them to list the ingredients required by law: total fat, saturated fat, trans fat, cholesterol, sodium, total carbohydrates, sugars, protein, vitamins and minerals, and dietary fiber. Give each group two minutes to share its product with the class. Lesson Yes No Comments and/or Changes Ask students: Did you have whole-wheat toast, a bagel or a favorite whole-grain cereal for breakfast this morning? Maybe you ate pizza, spaghetti or tacos for lunch or dinner? What do you think all of these foods have in common?

2 MyPlate: Point to the Grains Group on MyPlate poster and say to students: All the foods in the Grains Group are made from plants called grains. Grains foods are an important source of fiber, minerals, (iron, magnesium, selenium) and B vitamins (thiamin, riboflavin, niacin, folate). Eating grains, especially whole grains, will help keep us healthy. Nutrition experts have found that Americans don t eat enough whole-grains. Here is what our plate would look like if we took information from MyPlate and used it to plan a healthy plate. At least half our grains should come from whole-grains. If students don t know what whole-grains are, use the following information: Whole-grains consist of the entire grain kernel: the bran (outer layer), germ and endosperm. During refining, most of the bran and germ are removed. This causes a loss of fiber, many B vitamins, and iron. Some vitamins and minerals are added back to refined grains. Whole-grains have more fiber and minerals than refined grains. Say to students: Let s make a list of whole-grain foods and some foods made from refined grains. Make notes on the board and reference lesson outline for examples. Grain examples: Bring out grain samples and let students examine them and tell them: Wheat, corn, rice, and oats are the most important grains that we eat. When grain plants grow, they produce a stalk and seeds. When grain plants are harvested, the stalk are often used for animal food and bedding.

3 The seeds are processed into foods we eat every day. Have students partner with a neighbor and make a list of their favorite grain foods. Ask volunteers to share the foods they thought of. Make a list of each food that is mentioned. Ask students, what grain was used in your product? Have them find the labels that list wholegrain as the first ingredient. Say to students: The amount of grains we should eat every day depends on our age, sex and how active we are. Girls your age need 5 ounces from the Grains Group and boys need 6 ounces daily. At least half the grains you eat should be whole-grains. Show students grain foods or food models in these amounts: o 1 slice bread o 1 cup ready-to-eat breakfast cereal o ½ cup cooked rice o ½ cup cooked pasta o ½ cup cooked cereal o ½ bagel o 6-inch tortilla Invite students to come up and choose their recommended amounts. Remind them that this is the amount they should try to eat each day in their meals and snacks. Distribute Grain food nutrient match to complete while you discuss the nutrients in grains. Tell students that grain foods give us many nutrients that help keep us healthy: Fiber Can anyone tell me why fiber is important? It reduces our risk of heart disease, keeps us from being constipated, and lowers cholesterol levels. Whole-grains are high in fiber, but refined, or processed grains contain little fiber.

4 B vitamins The B vitamins (thiamin, riboflavin and niacin) are lost when whole grains are refined, but they are added back when grains are enriched. These B vitamins help release energy from our food and keep our nervous system healthy. Folate Folate is another important B vitamin that is added back to grain foods. It s important to get plenty of folate before and during pregnancy to help prevent serious birth defects. Folate also helps our bodies form red blood cells. Minerals Iron carries oxygen in our blood. It also helps prevent anemia. Whole-grains and enriched, refined grains are good plant sources of iron. Whole-grains are a good source of two minerals: magnesium and selenium. Magnesium helps build bones and releases energy from our muscles. Selenium keeps our body cells and immune system health. Core Activity/Food Tasting Yes No Comments and/or Changes Grains around the world Tell students: People in every culture in the world eat grains. People in different parts of the world raise different grains and use them in different ways. Today, we will taste grain products from different cultures and talk about what they re made from and where they re eaten. Grains tasting Wash hands and surfaces used for foods. Have students wash their hands. Demonstrate proper hand washing if necessary.

5 Distribute Grains around the world taste test worksheet. Ask students to taste each grain food and fill out the form. Come back together and ask these questions: Has anyone tasted this food before? Do you know what kind of grain it is made from? Do you know what culture/country eats this food? Do we eat this food in the United States? When? Where? What other foods do we eat with it? What special grain foods do you eat? Collect worksheets Alternative to tasting If you are not able to use tasting, do the Partner to break the fast additional activity. Time: minutes Lesson Yes No Comments and/or Changes Break the fast with breakfast Discuss these breakfast quick facts: A fast is when someone hasn t eaten in a long time. So, when we eat breakfast, we are breaking the fast. We are hungry when we get up because our body hasn t had any fuel in a long time. Skipping breakfast makes us feel tired by the middle of the morning because we haven t refueled our bodies. People who skip breakfast: don t concentrate as well, have shorter attention spans, score lower on standardized tests. A good breakfast contains foods from at least three of the five food groups. MyPlate: If students ask if their plate should look like MyPlate at breakfast, remind them that they do not have to have every food group at every meal. It is more about balance over the course of the day. Distribute Youth MyPlate and Breakfast buzz worksheet. Have students form pairs and give them three minutes to complete these sentences: o Breakfast is the most meal of the day. o Breakfast means to the fast.

6 o Students who skip breakfast score on tests. Come together and ask them how they completed the sentences. How did they arrive at their conclusions? Brainstorm with students and make notes on the board. What are some examples of breakfasts that contain foods from at least three of the food groups? What are some other foods you could eat if you don t like breakfast foods? What are some reasons you might skip breakfast? Distribute Get a better start with breakfast worksheet. Give students five minutes to complete. If time permits, have students share some of their ideas. Encourage them to take worksheets home to give them breakfast ideas. Physical Activity Yes No Comments and/or Changes Tell students: Being active every day will help keep us healthy for life. Children and teens need 60 minutes or more (up to several hours) of physical activity every day. Being physically active depends on what types of facilities we have available in our neighborhoods. Help students think about what physical activities they can do in their neighborhood by answering these questions as a group. Take notes on the board. What are some physical activities you like to do? What types of facilities do you have at home or in your neighborhood that help you to be physically active? What are some problems in your neighborhood that might stop you from getting physical activity? What are some ideas for solving these problems?

7 What are some ways you could get other family or household members to be active with you? Take a break, have fun and get some physical activity Have class break into small groups. Give groups five minutes to develop a twoto-three minute group cheer that encourages hearers to get physical activity every day. Come back together and have groups perform their cheers. Remind students to record their time on their MyActivity Logs. Consider asking the teacher to follow up with students to record activities. Comprehension Check Yes No Comments and/or Changes Review of lesson 4: To review lesson, ask students the following questions and make notes on the board: If you were going to write a test about what we learned today, what questions would you ask? If you were going to tell a friend or family member why it s important to eat foods from the Grain Group, what would you say? If you were writing a 30-second radio commercial to encourage people not to skip breakfast, what would you say? What are some fun ways to engage in physical activity with your family and friends? Closing Yes No Comments and/or Changes Pass out Family Newsletter: Lesson 4 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 Breakfast food feud (20-25 min)

8 How fit is my neighborhood? (10-15 min) Partner to break the fast (10-15 min) 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.