Summary Students will be able to: 쐌 Compare and contrast the information on two posters. (Language Arts) 쐌 Make a stacked bar graph.

Transcription

1 ACTIVITY 5 COUNT YOUR SERVINGS ACTIVITY 5 Estimated Lesson Length UR O Y T GS N U CO ERVIN S 60 minutes Nutrition Objective Students will be able to: 쐌 State daily servings from each of the five food groups. Cross-Curricular Objectives Summary Students will be able to: 쐌 Compare and contrast the information on two posters. (Language Arts) 쐌 Make a stacked bar graph. (Mathematics) 1. Students begin this activity by completing a 24-hour food diary. 2. After comparing the graphics of two nutrition posters, they learn the recommended number of daily servings from the five food groups by participating in a class survey. 3. To help remember the recommended servings, students learn a two-part mnemonic. Then students create stacked bar graphs to summarize the findings of the class survey. 4. The session ends as students write their fifth Step to Good Health in their Choose Well Owner s Manuals. Materials Required 쐌 Meet the Power Foods poster 쐌 MyPyramid for Kids poster 쐌 Choose Well Owner s Manuals (from Activity 1) 쐌 Blacklines masters 13 Food Log, 14 Making A Stacked Bar Graph 쐌 Tape or glue 쐌 OPTIONAL: Appetite Attack CD-ROM game 쐌 OPTIONAL: FOOD! DVD-VIDEO e t a a s l s c y Howm Title: ings. daily serv servings. mber of mber of daily rvings. se ended nu d nu recomm e recommende number of daily Ate the d Key: 씲 e more than th recommende the 씲 At er than 씲 Ate few Grain ble Vegeta Fruit Milk s d Bean Meat an up Gro 23

2 BLACKLINE MASTER 5 Copyright 2006, CATTLEMEN S BEEF BOARD and NATIONAL CATTLEMEN S BEEF ASSOCIATION. May be duplicated for instructional purposes E Key: Ate daily servings. BLACKLINE MASTER Copyright 2006, CATTLEMEN S BEEF BOARD and NATIONAL CATTLEMEN S BEEF ASSOCIATION. May be duplicated for instructional purposes E14 24 ACTIVITY 5 COUNT YOUR SERVINGS Advance Preparation Review the activity ahead of time. Read the information in the Choose Well Teacher Backgrounder on the MyPyramid for Kids program from the United States Department of Agriculture (page 6). The Teacher Backgrounder will provide you with an overview of how the Choose Well program and the MyPyramid for Kids program coordinate. Hang the Meet the Power Foods poster in a spot where all students can see it. Fold the MyPyramid for Kids poster just below the colored bars with the names of the five food groups so only the top section of the poster is showing. Hang the MyPyramid for Kids poster close to the Meet the Power Foods poster. Duplicate blackline masters 13 Food Log, 14 Making A Stacked Bar Graph, making one copy of each for each student. Draw a chart like the one below on the board or on an overhead for use in Step 5. Food Number of students Number of students Number of students who ate the who ate more than the who ate less than the recommended recommended recommended daily servings daily servings daily servings Grain Vegetable Fruit Milk Meat and Beans OPTIONAL: Take another look at Appetite Attack on the CD-ROM. The primary objective of Appetite Attack is to teach students to select a variety of foods from each of the five food groups while staying within one s calorie limit. If you have not yet introduced the game to your class, a good time to do so would be after you teach Activity 5. Instructional Strategy 1. Begin this lesson by distributing copies of backline master 13 Food Log. Ask students to fill in the log with the foods they ate yesterday. Review the directions reminding students to include everything they ate or drank, whether it was a meal or a snack. Give students about 8-10 minutes to complete the log. Have students put their logs to the side until Step 3. Name: Time Food or Drink FOOD LOG Directions: 1. Think about what 2. In the log below, fill in: 3. Include everything you ate you ate yesterday. The approximate time you ate the food or drank. Also include snacks. The food or drink MAKING A STACKED BAR GRAPH Directions: 1. Select 3 different colored markers or crayons. 2. Fill in each box of the key with a different color. 3. For each food group you will make a stacked bar graph. A. The bottom of the bar will show the number of students who ate daily servings. B. The middle of the bar will show how many students ate more than daily servings. C. The top of the bar will show the number of students who ate fewer than servings. 4. Give the graph a title. Ate more than daily servings. Ate fewer than daily servings. Number of Grain Vegetable Fruit Milk Meat and Beans Daily Servings: Name: _ Title: Grain Vegetable Fruit Milk Meat and Beans Introduce the MyPyramid for Kids Poster 2. Remind students that in the past four lessons they ve learned the importance of eating nutritious foods from the five food groups to get the nutrients they need. Explain that today they ll be learning more about nutrition. Point out the MyPyramid for Kids poster. Ask students if they ve seen this graphic or heard about MyPyramid. Mention: The United States Department of Agriculture (USDA) is one part of our federal government concerned with nutrition. In 2005, USDA developed MyPyramid to remind all Americans to eat more healthfully and to be physically active. MyPyramid replaced the old Food Guide Pyramid. USDA even developed a special poster called MyPyramid for Kids designed especially for students your age. Take a look at the Meet the Power Foods and MyPyramid for Kids posters. How are they similar? How are they different? Did you notice that the bands on MyPyramid are different widths? Why do you think they were drawn that way? (To get all the nutrients you need, you should eat more from some food groups than others.) Today we ll begin unlocking the secret of MyPyramid and learning the answer to this question: How much do I need to eat to get the nutrients to keep me healthy? Introduce the Recommended Number of Daily Servings from the Five Food s 3. Write: Recommended Number of Daily Servings from the Five Food s on the board or overhead. Beginning with the Grain, ask students: How many servings from the Grain do you think you need each day?

3 Tell students: Students your age who have about minutes of activity each day, need 6 ounces or 6 1-ounce servings from the grain group. Have students turn to the Meet the Power Foods chart in their Owner s Manuals. In the bottom row (Recommended Serving Number) under the Grain, have students print the number Now have students turn to their Food Log worksheet. Ask them to count the number of Grain foods they recorded on their log. Have them write the number in the box under Grain at the bottom of the worksheet. 5. Give students a minute to complete the activity. Explain that as a class, you ll be collecting information on how many servings students ate from each food group to do a graphing activity later. Ask students who ate 6 servings from the Grain to raise an arm. Ask the other students to count those with their arms up. When the number is determined, write that number on the chart on the board/overhead. Next ask students who ate more than 6 servings from the Grain to raise their arms. Have the other students count those with their arms up. Add this number to the chart. Finally ask the students who ate less than 6 servings from the Grain to raise their arms. Have the other students count them. Add this number to the chart. 6. Continue with each of the food groups: Vegetable, Fruit, Milk, and Meat and Beans. For each group: Have students guess how many servings are recommended for most students their age. Share with students the servings from each food group; Vegetable, 5; Fruit, 3; Milk, 3; Meat and Beans, 2. On the Meet the Power Foods chart in their Owner s Manuals, have students record the number of recommended servings for each food group in the bottom row. Have students go through their Food Logs and count how many servings from each group they ate yesterday. Have them write the number in the box under the food group column. Count the students who ate the recommended number of servings, more than the servings, and less than the servings from each food group and record each number on the class chart. Note: Unlike the Food Guide Pyramid, MyPyramid does not recommend a number of daily servings but rather a specified amount of daily intake from each food group. Choose Well serving sizes are determined by choosing appropriate portions at each meal to reach the total amount of food recommended daily. For example, 5 1/2-cup servings of vegetables will meet the MyPyramid recommendation of 2-1/2 cups. Teach a Recommended Serving Mnemonic 7. To help students remember the daily servings for each of the food groups, teach them this two-part mnemonic tool: Part 1: Teach students the sequence of the five food groups on the MyPyramid for Kids and Meet the Power Foods posters: grain, vegetable, fruit, milk, meat and beans. To remember this sequence of the food groups, teach a 5-word phrase in which the first letter of each word of the phrase corresponds to the first letter of a food group name. For example: Good Value For My Money. Part 2: Once students have memorized the sequence of the five food groups, teach the chant with the following hand motion sequence to help students remember daily servings: Action ACTIVITY 5 COUNT YOUR SERVINGS Chant Hold up three Six grains. fingers on each hand and swing hands forward. With all five Five vegetables. fingers up on the right hand, swing the right hand forward. With three Three fruits. fingers up on the left hand, swing the left hand forward. With three fingers Three milks. up on the right hand, swing the right hand forward. With only pointer Two meats. fingers up on both hands, swing both hands forward. Have students practice the chant and hand motions several times so they have a chance to get the recommended serving numbers into their memories. Encourage students to experiment with the rhythm of the chant to find a beat that will make the words easy to remember. 8. Ask students to look back at the MyPyramid for Kids poster. Ask them to think about the number of servings they ve just learned: Do the differing widths of the colored bands make more sense now? Which band is widest on the poster? (Grain ) Why? (We need more servings from the Grain than any other group.)

4 26 ACTIVITY 5 COUNT YOUR SERVINGS Create Stacked Bar Graphs 9. Distribute copies of blackline master 14 Making a Stacked Bar Graph. To prepare students to complete this worksheet, have them draw a horizontal line on the graph to indicate the number of students in class today. Then have students fill in the key on the chart, selecting one color to represent students who ate the daily servings, a second color for students who ate more than the servings and a third color to represent students who ate fewer than daily servings. Using the data generated in the class survey, have students make a stacked bar graph for each food group. 10. Review with students how to make a stacked bar graph. The vertical axis represents the number of students in the class. Students will start by using color number one to make a bar representing the number of students who ate the servings from the Grain. Stacked on top of the first bar, students will use color number two to make a second bar representing the number of students who ate more than servings from the Grain. Stacked on top of the second bar, students will use color number three to make a third bar representing the number of students who ate fewer than servings from the Grain. When students are done, the total stacked bar should come up to the horizontal line at the top of the graph. Remind students to give the graph a title. 11. When students have completed their graphs, discuss the results with them with questions such as: Which food group has the greatest number of students eating the recommended number of daily servings? Which food group has the most students eating more than servings? Why do you think that might be? Which food group has the most students eating fewer than the recommended servings? Why do you think that is happening? 12. Have students turn to the back cover of their Choose Well Owner s Manual. On line 5 of their Steps to Good Health, have students write: Eat the recommended number of servings each day ( ) from the five food groups. 13. To check students understanding of daily servings, ask them to revise the Food Log they filled out in the beginning of the activity. Students should add or subtract foods so their Food Log has the daily servings from all five food groups. Collect the revised Food Logs and review. 14. Have students tape or glue their stacked bar graphs into their Choose Well Owner s Manuals. 15. OPTIONAL: Allow students to continue playing the Appetite Attack CD-ROM game to reinforce the concepts taught in the Choose Well program. If you have not yet introduced Appetite Attack to students, now would be a good time since this game reinforces the concept that students need to eat the appropriate number of servings from each food group every day. Extending the Learning BODY SMART Have students create a series of five movements to show how many foods they ate from the five food groups in the past 24 hours. e.g., Clap for number of Grain foods Stomp for number of Vegetable foods Fling arms out for number of Fruit foods Turn in a circle for number of Milk foods Tap shoulders for number of Meat and Beans foods If you like, play the Eat Smart song from the FOOD! DVD-VIDEO while students go through their movements. Have students create a new chant to remember the number of servings in each food group. Or ask them to devise different hand motions for the chant taught in this activity. WORD SMART and ART SMART Introduce the word cornucopia to students. If they are not familiar with the term, have them look up the word in their dictionaries. Explain that a cornucopia is a symbol of abundance as well as a symbol of Thanksgiving in the United States. The cornucopia or horn of plenty is often depicted filled with food and flowers. Draw a simple cornucopia on the board. Have students draw a cornucopia across a 2-page spread of their Choose Well Owner s Manuals. Ask students to draw in foods they might eat during a day that represent the recommended daily number of servings from the five food groups. NOTE: You may want to add cornucopia to your spelling and/or vocabulary list for the week. 2006, CBB and NCBA

5 Name: FOOD LOG Directions: 1. Think about what 2. In the log below, fill in: 3. Include everything you ate you ate yesterday. The approximate time you ate the food or drank. Also include snacks. The food or drink BLACKLINE MASTER 13 Time Food or Drink Number of Grain Vegetable Fruit Milk Meat and Beans Daily Servings: Copyright 2006, CATTLEMEN S BEEF BOARD and NATIONAL CATTLEMEN S BEEF ASSOCIATION. May be duplicated for instructional purposes E13

6 Directions: 1. Select 3 different colored markers or crayons. 2. Fill in each box of the key with a different color. 3. For each food group you will make a stacked bar graph. A. The bottom of the bar will show the number of students who ate daily servings. B. The middle of the bar will show how many students ate more than daily servings. C. The top of the bar will show the number of students who ate fewer than servings. 4. Give the graph a title. MAKING A STACKED BAR GRAPH Name: _ BLACKLINE MASTER Title: Key: Ate daily servings. Ate more than daily servings. Ate fewer than daily servings Grain Vegetable Fruit Milk Meat and Beans Copyright 2006, CATTLEMEN S BEEF BOARD and NATIONAL CATTLEMEN S BEEF ASSOCIATION. May be duplicated for instructional purposes E14