Welcome & Review 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 3 Lesson 4: Vitamins, Minerals and Water 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 & Review Yes No Comments and/or Changes Welcome participants and review lesson 3. Ask students: Why do our bodies need protein? Other than the Protein Foods Group, what other food groups contain protein? What can we do to make our hearts strong and healthy? What food groups naturally contain fat? What food groups are naturally low in fat? Time: Not specified Core Activity Yes No Comments and/or Changes Valuable vitamins Explain to students that they will be learning about vitamins, minerals and water. Ask students: Do you remember how many calories are in vitamins? Explain that vitamins, minerals and water don t have calories so they don t provide energy. Some vitamins and minerals help our bodies use the energy that we get from calories in protein, carbohydrates and fat. Can you name some vitamins that you ve heard of?

2 Explain that all vitamins are important but that we ll be focusing on vitamin A and C because most of us need more of these. Explain what vitamin A is used for: o Healthy eyes. It helps with normal vision and helps us see better in the dark. o Proper growth and health of cells in our bodies. Cells are very small building blocks that make up our bodies and all living things. o Have you used Legos to build something? We can think of cells that make up our bodies like Legos. o Keeping us from getting sick by helping keep our immune system strong. Our immune system protects us from getting sick. Tell students: Explain the fun trick to help remember vitamin A s job and demonstrate hand motions. Form an A with your hands then look through the hole like a telescope as a reminder that vitamin A is good for our eyes. Note that the pointed shape of your fingers resembles an arrow. Lift your arms and stand on your tiptoes to remember that vitamin A helps our cells grow. Form A shape, cup hands together and pretend to cough as a reminder that vitamin A helps protect us from getting sick. Form a C and show that vitamin C helps us with B-C-C which stands for bruising, cuts and colds. Explain what vitamin C is needed for. o Protecting us from bruising by keeping our blood vessels strong. o Healing cuts and wounds. o Protecting us from infections that might make us catch a cold and get sick. Tell students:

3 Now that we know how vitamins A and C are needed for healthy bodies, we need to know where to find them. We are going to find foods that are high in vitamins A and C by using the nutrition facts label. On the Broccoli poster, point to the nutrition facts label titled Percent Daily Value. Explain what the % Daily Value means and that we want to get 100% for vitamins and minerals every day. Talk about variety and that not one food will provide 100% of what we need. Describe how to use the % Daily Value to determine if a food is high or low in nutrients. Note that 20% or more is high and 5% or less is low. Only if students ask, explain what not a significant source of vitamin or mineral means. Look at Broccoli poster and point to vitamin A and then vitamin C. Ask students to raise their hands if they think this is high. Then ask them to raise their hands if they think this is low. Optional: Point out the fat information and refer back to fat lesson. Note that looking at the label to see if it is 5% or less fat is a way to get less of this nutrient. Tape vitamin A and C signs on the board and give each student a food model. Have students look at nutrition facts label and determine which group their food belongs: high in either vitamin A or C, low in either vitamin A or C. Have students tape food model beneath the correct group. Afterwards, refer to the food models and MyPlate poster to discuss activity. Ask what food groups have foods high in vitamin A and/or C? What do you notice about the colors of foods high in vitamin A or C? What food groups have foods that are low in vitamin A and/or C?

4 Note that not all F/V are high in vitamin A and/or C. Explain that the best sources are dark orange, red or dark green F/V and that meat and beans do not have much vitamin A or C. Say, if I wanted to eat more foods with vitamin A and C, what types of foods would you suggest I eat? How would you suggest I add these foods to my meals and snacks? Discuss how MyPlate helps us make healthy choices and shows us how our plate should look. Make the point that lots of F/V is important. Think about fractions as you look at the plate. What can you tell about the fraction or part of your plate that should be F/V? Ask, when you are planning a healthy plate, what part or fraction should be F/V? What will you tell your family about planning a healthy plate? Distribute MyPlate stickers to students as a reminder to make half your plate F/V. (optional) Comprehension check Have students bring a nutrition facts label from home to the next class to discus what vitamins in the food are high or low. Optional: Leave copies of USDA, Team Nutrition Eat Smart. Play Hard. TM Let s Go on a Snack Hunt or Power Your Moves handout with teacher. Time: minutes Core Activity Yes No Comments and/or Changes Mighty minerals Tell students that we will be focusing on minerals with one important one in particular. Explain what minerals are and that our bodies need them to be healthy. Ask, do you remember how many calories there are in minerals? Can you name some minerals that you ve heard of before?

5 We are going to concentrate on one mineral that is very important to the health of our bones and teeth. Can you name that mineral? Place bags (with calcium signs) at the front of the classroom. Distribute food model cards and have students determine if their food is high or low in calcium then place in the correct bag. Remind them that 5% is low and 20% is high. Remove food models from the bag and have student name the food group it belongs to. What food groups have foods high in calcium? What food groups have foods low in calcium? Point out that there are very few foods in the Vegetable and Protein Foods Group that have calcium. If you want to eat foods that give you the most calcium what foods would you eat? Ask students: From what animal do we usually get our milk? Describe what animals children from other countries get their milk from. Tell Students: Now that we know where to find foods with calcium, can you explain why we need this mineral? Our bodies need calcium to build strong bones and teeth for the rest of our lives. The amount of calcium we need depends on our age. Children your age need 3 cups of milk every day to get the calcium for strong bones and teeth. Describe what counts as one serving of milk and show food models/measuring cups for visual aids. Explain how our bones store calcium like a piggy bank while highlighting the importance of getting calcium while you are young. How many of you have had a piggy bank?

6 What special thing did you save the money in your bank for? Just like you put money in your piggy bank to save, you put calcium into your bones when you eat foods high in calcium. As you grow up it is very important to eat and drink enough foods high in calcium to build the strongest bones you can. What changes can you make to be sure that you get enough calcium every day? Comprehension check Have the students bring a nutrition facts label from home for a food that contains calcium for the next lesson. Discuss if the amount of calcium in the food is high or low. Time: minutes Core Activity Yes No Comments and/or Changes Wonderful water Ask students: What is one essential nutrient that we haven t talked about yet? How many calories are in plain water? Note that plain water is water without anything added. Tell students: Water is a very important nutrient that every part of your body depends on and must have to work right. A large portion of your body weight is water about 60% or more that s more than half your body. Can you imagine that? Point to illustration on Human Water Cycle poster and explain how the brain, blood, muscles and kidneys are all more than 75% water. Refer to water poster and explain that humans are part of the water cycle. Ask students where do we get water? Explain how we get water from drinks/food and provide examples. Have students pretend to jump rope for two to three minutes. Ask, in what two ways did your body lose water just now?

7 Point to the poster and explain that when we breathe, we lose water in our breath. If possible, use a mirror to demonstrate and discuss how breath has moisture in it. Ask students if they have ever breathed on a cold winder or a bathroom mirror? What happened? Explain that it is water in their breath that causes the fog and that physical activity, like jumping, makes our body warmer. What activities do you do that make your body warmer? What happens to your body when you get hot? Lead a discussion about how water and sweat help keep bodies at the right temperature and the relationship between water and heat in the body. Water also has other important functions that allow us to be physically active. Ask students to look at poster and find at least four other important functions of water that allow us to be active. Lead a discussion about the important functions of water and how it lubricates joints, helps muscles bend and flex, and protects organs. Demonstrate this concept by placing paper clips in an empty water bottle and shaking it. Ask, what happened to the paper clips? Then add water to the same bottle and shake it. Ask, what happened to the paper clips this time? Along with the fat that acts as a cushion for our organs, water cushions too. Discuss how water helps the body carry nutrients and oxygen in blood and why this is important. Discuss how water dissolves minerals and other nutrients so that our bodies can use them. Demonstrate this by placing sugar or salt in a water bottle then shaking until it disappears to show that the sugar/salt

8 disappeared because the water dissolves it. Review that water helps the body function and digest food in several ways including carrying nutrients to cells and dissolving nutrients. Have students look at poster again and identify three other functions of water. Discus the role that water plays in producing saliva to help with digestion, helping the kidneys function, and with removing waste product. Remind students that they need to replace the same amount of water they lose every day. Ask, how do we know exactly how much that is? Tell students to drink water every day for good health and that if they re very active they will need more water. Remind students that they get water from drinks and food and that F/V are a great source of water. Provide examples of F/V especially high in water. What would you drink for meals and snacks to get the water you need each day? Comprehension check Using the Human Water Cycle handout, ask students to add the correct information to what water does in the body. Have students write down what they ate for lunch yesterday or today. Ask them to circle everything in the meal that provides lots of water. Time: minutes Food Tasting Activity Yes No Comments and/or Changes Review classroom expectations for snack. Utilize proper food handling safety. Ensure students and helpers wash hands prior to touching food. Tasting nutritious foods Select one item from each list in lesson plan.

9 Serve the food on individual plates and have students look at and taste their food. ** Put ingredients or alternate recipe used in comments section. Comprehension Check Which of the nutrients discussed today can be found in your food? What food groups do high calcium foods belong? What food groups do high vitamin A ad C foods belong? What colors are many high vitamin A and C foods? Have students raise hands if they ve tried the foods before and again if they want to eat the food again. When would you eat this food? Have students bring food labels from canned or frozen fruits and vegetables and/or foods from the Dairy Group to see if they can find more foods than the ones listed in the activity that are high in vitamins A or C, or calcium. Time: 20 minutes Review Questions Yes No Comments and/or Changes Review lesson and prompt answers as needed: Why do we need vitamin A? Why do we need vitamin C? Why do we need calcium? Why do we need water? What food groups have foods high in vitamin A and/or C? What food group has foods high in calcium? Tell me what you can do to make sure you get enough water, calcium and vitamin A and C each day. Time: Not Specified Closing Yes No Comments and/or Changes Pass out Family Newsletters: Lesson 4 Time: Not Specified

10 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 Building bone pantomime (10 min) Which water is which? (15-25 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.