Table of Contents. 1...The Farmer Grows a Rainbow. 2...Main Course Super K Buffet First Place Foods

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1 Table of Contents 1...The Farmer Grows a Rainbow 2...Main Course 18...Super K Buffet 24...First Place Foods 33...Second Servings 52...Three Reasons 72...Food Can You Handle It? 77...Nature s Toothbrush 83...Build a Burger 88...How to Pick the Best 97...Be a Food Explorer

2 The Farmer Grows a Rainbow Introduction Welcome to The Farmer Grows a Rainbow lesson plan. This portion of the curriculum guide offers you great teaching ideas that will engage your students as they learn about agriculture and their health. With a description of the MyPyramid concept, students will learn about nutrition and discuss a plan needed to help them achieve a healthy lifestyle. This lesson series will cater to the learning appetites of your elementary students! How to Use the Lesson Plan Step One For all grade levels, teach the Main Course lesson first. The content in this lesson serves as a general lesson on health and agriculture. Step Two The following lessons correspond to the appropriate grade audience. Find the lesson that matches your grade level and share the exciting activities with your students. Grade Kindergarten First Second Third Lesson Title Super K Buffet First Place Foods Second Servings Three Reasons Whether you are teaching kindergarten, first, second or third grade, the Farmer Grows a Rainbow lesson plan is designed for each student to enjoy. You will find additional resources to accompany this series at 1

3 The Farmer Grows a Rainbow Grade Level: K-3 Main Course Approximate Length of Activity: Two class periods Objective Teacher 1. To help students develop awareness that farmers provide the variety and abundance of foods we need to develop and maintain healthy lifestyles. Students 1. Develop and apply enabling strategies and skills to read and write. 2. Learn that foods are divided into food groups. 3. Learn the colors that represent the various food groups on MyPyramid. 4. Learn the importance of physical activity as part of good health. 5. Develop an awareness of personal dietary needs. 6. Apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development and maintenance. 7. Exhibit a physically active lifestyle. Michigan Content Standards: () Kindergarten: Strand 1-Standard 1-1.1, 1.2; Strand 1-Standard 3-1.4; Strand 1-Standard 3-1.5; First Grade: Strand 1-Standard 1-1.1, 1.2, 1.4; Strand 1-Standard 3-1.6, 1.7; Second Grade: Strand 1-Standard 1-1.1,1.2,1.3; Strand 1-Standard 3-1.5,1.6; Third Grade: Strand 1-Standard 1-1.1, 1.2; Strand 1-Starndard Vocabulary Agriculture Beans Commodity Farm Food Fruits Grains y 2 Meat Milk Nutrition Oils Plan Pyramid Vegetables

4 Preparation: Enlarge and print MyPyramid Class Display and mount on heavy weight paper. Laminate Food Cards and photos or graphic representations of foods from each food group gathered by students. Locate the Web site and the lesson plan introducing students to MyPyramid found at Both of these sites will provide good background information for teaching this lesson. Make arrangements for computer station(s) for student use. Make copies of student handouts you choose to use from Lesson 2: Eat Smart with MyPyramid for Kids found at lesson2.pdf Make copies of MyPyramid Table Tent 3 Set up play space for Run the Rainbow Challenge: Random Harvest Relay.

5 Activity Outline 1. Open the lesson by asking students to name foods which adults say are good for them (healthy and nutritious). Discuss why they think certain foods help them grow and stay healthy while other foods should be enjoyed in smaller quantities. Talk with students about nutritious foods vs. non-nutritious foods, making sure they understand that foods that provide vitamins, minerals and energy are better for developing bodies-helping them grow healthy and strong. 2. Direct students attention to a blank bulletin board, magnetic board or flannel board. Show students the copy of MyPyramid Class Display and lead a discussion interpreting MyPyramid and each food group. Note the colors on the pyramid and how each one represents a food group. Information about each food group is available at 3. Allow students to arrange food cut-outs on the display board according to food groups. As each child places an item on the board, the class should name the food and the food group to which it belongs (i.e., an apple belongs in the fruits group). As students list foods, have them note the health value of each food. 4. Challenge students to work as a team to sort foods by MyPyramid food groups and place items on the board to create a rainbow of good foods. Note that although each category (i.e., Fruits, Vegetables, Milk) of MyPyramid are identified by a specific color, all food groups contain food items which are composed of a variety of colors. Watch for students using MyPyramid food group colors as guides for sorting foods and direct them toward an understanding that the color of the foods does not necessarily correspond with the food group color. 5. As reinforcement, have students complete activities in Lesson 2: Eat Smart with MyPyramid for Kids found at 6. Once students have an understanding of health benefits of various foods, assign an essay using the prompt designed for their grade level: Kindergarten- Draw a picture of yourself enjoying a healthy meal. Write about the foods you are eating. Tell why you like them and one reason why each food is good for you. First Grade- Write a letter to your dentist. Tell why the baby (primary) teeth you are losing are so healthy. Share with your dentist reasons why your permanent teeth will be healthy for life. Include information about foods you eat, how you care for your teeth and why it is important to visit a dentist regularly. Tell why healthy teeth and gums are important. Second Grade - Write about a time when you ate too much or put too much on your plate. Tell some healthy ways to make sure you are eating the right amount of food. Third Grade - Write a short report about one of the food groups found on MyPyramid. Tell the name of the food group, the nutrients found in this group or why these foods are good for you. Include examples of foods in the group. Tell why the healthy choices are not empty calorie foods (i.e. foods that do not provide nutrition and are high in calories) Ask students to identify the farmer standing by the pyramid on the MyPyramid Table Tent sheet. Make sure they realize he is a farmer. Discuss the concept that all of our food is produced on farms by farmers. Sing the song The Farmer Grows a Rainbow. Share with students the fact that they live in the country with the safest, most abundant, varied and most affordable food supply in the world.

6 8. Share with the students that the farmer by the Rainbow pyramid represents farmers, but the child on the MyPyramid Web site is a character that represents all children. In both cases, the character represents physical activity. Go to Mypyramid.gov/pyramid/ physical_activity.html for more background information as you prepare for this discussion. Discuss the fact that varying amounts of activity will directly affect the amount of food needed to maintain a healthy body. Consider the activity level of farmers and other workers. Many of them are very active in their daily work; therefore, their bodies need more fuel than a desk jockey (a person whose job requires them to sit at a desk every day). Make comparisons among levels of activity and food intake needed for growth and sustenance. Invite a nutritionist to share information on this topic with your class. 9. Provide information for accessing the Web site Have each student follow the directions on the Web site to obtain their personal MyPyramid Plan. A sample Plan is included in this lesson. Visiting the Web site can be a class activity or information can be shared with parents to be completed at home. 10. To reinforce concepts presented in this lesson, have students make and color a MyPyramid Table Tent. Encourage students to take their table tents home and share information they learned in this lesson with parents and other family members. 11. For physical activity, have students participate in Run the Rainbow Challenge: Rainbow Harvest Relay. Materials Provided MyPyramid Class Display Food Cards The Farmer Grows a Rainbow Song Sample MyPyramid Plan MyPyramid Table Tent Run the Rainbow Challenge: Random Harvest Relay Materials Needed Computer(s) with web access to Additional pictures of foods from each group name in MyPyramid. (These can be collected by students from supermarket advertisements, Internet clip art and magazines.) Level 1, Lesson 1: Exploring MyPyramid for Kids located at gov/resources/mpk1_lesson1.pdf Level 1, Lesson 2: Eat Smart with MyPyramid for Kids located at 6 hula hoops 6 large serving bowls or 6 paper bags of colors that correspond to MyPyramid colors At least 4 dozen hollow plastic balls or at least 4 dozen sealing disks used in home canning(jar lids) Food pictures 5

7 Discussion Questions 1. What are some foods that are good for you? 2. What are some healthy ways to know you are eating the right amount of food? 3. Why are healthy teeth and gums important? 4. How many food groups are there? 5. What are the names of the different food groups? Related Activities 1. Ask students to look more closely at the farmer on the MyPyramid Class Display. Ask them to make observations about the farmer s clothing. What does he wear to keep himself safe from the sun? (Wide brimmed hat, long sleeved shirt, boots, long pants and gloves). Discuss with students why they should and ways they can, protect themselves from the sun and stay hydrated while working outdoors. 2. Have students go to and enjoy the MyPyramid Blast-Off activity. This is an excellent game which strengthens student understanding of foods that are good for their bodies and foods that are not as healthy for their bodies. 3. The grade tailored lessons included in The Farmer Grows a Rainbow located in the health section of this curriculum guide. 4. The Food Pyramid Bead Activity- Wisconsin Ag in the Classroom located at the end of this lesson. 5. The lesson Be a Food Explorer located in the health section of this curriculum guide. 6. The lesson Food Can You Handle It? located in the health section of this curriculum guide. 7. The lesson Build a Burger located in the health section of this curriculum guide. 8. Nature s Toothbrush Book Resources 1. Additional lessons are available-and highly recommended at gov/resoruces/mypyramidclassroom.html. 2. Growing Colors by Bruce McMillan 3. The Milk Group by Mari Schuh 4. The Meat and Beans Group by Mari Schuh 5. The Vegetable Group by Mari Schuh 6. The Grain Group by Mari Schuh 7. The Fruit Group by Mari Schuh 8. A Fruit and Vegetable Man by Roni Schotter 9. Being Active by Mari Schuh 10. Good for Me and You by Mercer Mayer 6 Acknowledgement: This lesson was provided courtesy of North Carolina Agriculture in the Classroom and the the United States Department of Agriculture.

8 To be used with: The Farmer Grows a Rainbow - Main Course Run the Rainbow Challenge: Random Harvest Relay Build teams while building fit bodies with this radical relay. The large scale version of the activity involves a hula hoop of each color represented in MyPyramid and a large quantity of matching hollow plastic balls. These items should be used when available and when a large space such as a gymnasium floor can be used. If space and materials are limited, use six plastic serving bowls, bags or baskets and small discs the size of a jar lid. On the plastic ball or discs, write the names or affix pictures of foods from each group found on the pyramid. Make sure that the food names/pictures match the color ball/disk on which they are attached. Place hoops or bowls/bags/ baskets all around the activity space. Bowls/ Bags/Baskets may be placed on table tops if necessary. Scatter plastic balls or discs around the room as well. All class members are seated along a designated starting line. At the signal start, all class members work as fast as possible to collect all balls/discs and place them inside appropriate hoops/bowls/bags/baskets based on the food group to which each belongs. When all balls/discs are in place, team members should return to the starting line as quickly as possible and be seated in an upright position. Use a stop watch to time the activity. Competition consists of attempting to beat your class best time as well as the best time of other classes from the same grade level. This activity lends itself to charting activities and understanding ratios in math. If 25 people can complete the task in x amount of time and 27 people can complete the task in y amount of time, which class had the best per student time? Also, this activity can be used to encourage team building, sportsmanship and skill at following directions. The teacher should be firm regarding all procedures (i.e., students begin and end the activity sitting upright on the starting line). Periodic representation of this activity enhances the completion and reinforces knowledge of MyPyramid. 7

9 To be used with: The Farmer Grows a Rainbow - Main Course 8

10 To be used with: The Farmer Grows a Rainbow - Main Course 9

11 To be used with: The Farmer Grows a Rainbow - Main Course 10

12 To be used with: The Farmer Grows a Rainbow - Main Course 11

13 To be used with: The Farmer Grows a Rainbow - Main Course 12

14 To be used with: The Farmer Grows a Rainbow - Main Course 13

15 To be used with: The Farmer Grows a Rainbow - Main Course 14

16 To be used with: The Farmer Grows a Rainbow - Main Course 15

17 To be used with: The Farmer Grows a Rainbow The Farmer Grows a Rainbow Song The farmer grows a rainbow, a rainbow, a rainbow, The farmer grows a rainbow For me to eat each day! A bright and healthy rainbow, a rainbow, a rainbow, A bright and healthy rainbow To fuel my work and play! The farmer grows the grassy grains, the grassy grains, the grassy grains, The farmer grows the grassy grains To give me energy! The farmer grows the vegetables, the vegetables, the vegetables, The farmer grows the vegetables With vitamins, you see! The farmer grows the fresh fruits, the fresh fruits, the fresh fruits, The farmer grows the fresh fruits To keep away disease! The farmer cares for dairy cows, for dairy cows, for dairy cows, The farmer cares for dairy cows To give me milk and cheese! The farmer raises beef cows, and swine for pork, and poultry, The farmer raises catfish For protein so I ll grow. 16 I want to thank the farmer, the farmer, the farmer, I want to thank the farmer For growing my rainbow!

18 To be used with: The Farmer Grows a Rainbow Food Pyramid Bead Activity Creating a bracelet or book mark will help students understand the new food pyramid and how to calculate their dietary needs for each food group. Students should refer to the gov/kids-pyramid.html Web site for complete information on the new food pyramid, serving sizes and portions and other nutritional information. There is more information also available at com. The amounts listed below are averages and not for a specific age group or body size. Materials Needed: One brown leather strap, jute string, pipe cleaner (for book marks) or other item to string beads on. Beads Color Representing Clear bead Serves as the adjuster bead 3 Blue pony beads Milk Group 2-3 Green pony beads Vegetable Group 2 Red pony beads Fruit Group 6 Orange pony beads Grains Group 5-6 Purple pony beads Meat and Beans Group 1 Yellow pony bead Oils Group Procedure: Tie a knot on one end of the string close to the end. Begin with the clear bead as it will serve as the adjuster bead. String the colored beads either a) grouped as a color (easier for students to see the numbers involved or b) in random order for aesthetic purposes. Take the end of the string without a knot and lace it through the clear bead. Tie a knot at the end. Now your clear bead has become an adjuster for the bracelet. Excess string below knots can be trimmed. If using a pipe cleaner, make a knot or twist the cleaner at one end so the beads stay on. A clear bead is not needed. You can make a loop after all beads are put on the pipe cleaner that can be used for the top of the bookmark. Discuss the resources that each colored bead represents: Amounts and types of food based on a total of 2,000 calories. 1. Blue-3 cups or equivalent of milk or dairy products 2. Green-2-3 cups of vegetable group 3. Red- 2 cups of the fruit group 4. Orange- 6 ounces or the equivalent of the grains group 5. Purple- 5.5 ounces or the equivalent of the meat and beans group 6. Yellow-Oils are not a food group, but you need some for good health. Get your oils from fish, nuts, and liquid oils such as corn oil, soybean oil and canola oil. 17

19 The Farmer Grows a Rainbow Super K Buffet Grade Level: K Approximate Length of Activity: One-two class periods Objective Teacher 1. Help students develop an understanding of healthy food choices they can make each day. Students 1. Will read or begin to read. 2. Use new vocabulary in speech and writing. 3. Will compare attributes of objects using appropriate vocabulary. 4. Place foods in appropriate group of the MyPyramid. 5. Make healthful food choices. 6. Apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development and maintenance. 7. Exhibit a physically active lifestyle. Michigan Content Standards: () Strand 1-Standard 1-1.1, 1.2; Strand 1-Standard 3-1.4, 1.5 Vocabulary Beans Fruits Grains Meat Milk Nutrition Oils Pyramid Rainbow Vegetables 18

20 Preparation Make necessary preparations as outlined in The Farmer Grows a Rainbow-Main Course lesson. Gather photos and/or graphic representations of foods from each food group. Food labels brought in by students will work well. Have paper plates and crayons/markers ready for distribution. Prepare MyPyramid for display in the classroom. Activity Outline 1. Teach The Farmer Grows a Rainbow-Main Course lesson. 2. Share photos, food drawings and labels and discuss food groups to which each example belongs. 3. Discuss the concept that all food items we eat are produced by farmers. Ask students to raise their hands if there is a farmer in their family. 4. Explain that farmers grow many different foods. Many have high nutritional value and should be a part of daily eating. Others need to be eaten in moderation.cite examples. As reinforcement, have students complete the lab sheet Nutritious Choices. 5. Lead a discussion centered on healthy food choices. 6. Have students draw and color a rainbow design and their description of a farmer at work on their white paper/foam plates. 7. Students demonstrate their understanding of class discussion by selecting laminated photos and food pictures and placing them on their plates. This activity can be a part of a housekeeping center and can be checked by the teacher, assistant or volunteer for appropriate choices. 8. Students should be challenged to make appropriate choices for school breakfasts and lunches as well. 9. For physical activity, have students participate in Run the Rainbow Challenge: Rainbows Aloft. Materials Needed White paper or foam plates Crayons or markers Pictures of various food items Discussion Questions 1. What is MyPyramid? 2. What is an example of a healthy food choice? 3. How does a farmer grow a rainbow? 4. Will you make healthy food choices in the cafeteria at breakfast and lunchtime? 19

21 Related Activities 1. Have students properly set a table or place setting and role play proper etiquette and food safety protocol (i.e. serving with a spoon-not picking food up with hands; hand washing; napkin in lap, etc.) 2. The Food Pyramid Bead Activity by Wisconsin Agriculture in the Classroom located at the end of the The Farmer Grows a Rainbow-Main Course lesson. 3. The lesson Be a Food Explorer located in the health section of this curriculum guide. 4. The lesson Food Can You Handle It? located in the health section of this curriculum guide. 5. The lesson Build a Burger located in the health section of this curriculum guide. Book Resources 1. Growing Colors by Bruce McMillan 2. The Milk Group by Mari Schuh 3. The Meat and Beans Group by Mari Schuh 4. The Vegetable Group by Mari Schuh 5. The Grain Group by Mari Schuh 6. The Fruit Group by Mari Schuh 7. A Fruit and Vegetable Man by Roni Schotter 8. Being Active by Mari Schuh 9. Good for Me and You by Mercer Mayer Acknowledgement: This lesson was provided courtesy of North Carolina Agriculture in the Classroom and the United State Department of Agriculture. 20

22 To be used with: Super K Buffet Run the Rainbow Challenge: Rainbows Aloft Students have practiced choosing a rainbow of colors on their plates to assure that they are getting a variety of foods that provide all the nutrients their bodies need. To help students associate the various colors of MyPyramid with the food groups they represent, play Rainbows Aloft with the class. The game can be played using balloons that are batted by students to stay aloft or colored sheer scarves, which students can blow. Have the children stand in a random arrangement. Sing and/or play a recording of the song, The Farmer Grows a Rainbow. A recording is available on The Farmer Grows a Rainbow DVD, or on the national Ag in the Classroom Web site Students may move to the music and sing along with the first verse. As the subsequent verses are sung, the teacher should toss in balloons or scarves that match the color represented by the food group mentioned. Students sing along and do their part to keep the colors aloft. If a playground parachute is available, the activity may be adapted to include use of the parachute. 21

23 To be used with: Super K Buffet 22

24 To be used with: Super K Buffet 23

25 The Farmer Grows a Rainbow First Place Foods Grade Level: 1 Approximate Length of Activity: One-two class periods Objective Teacher 1. Help students develop an understanding that certain foods provide nutrients and energy for growth and healthy living while offering additional health benefits as related to dental health. Students 1. Apply enabling strategies and skills to read and write. 2 Develop and apply strategies and skills to comprehend text that is read, heard and viewed. 3. Make connections through the use of oral language, written language, media and technology. 4. Understand and use data and simple probability concepts. 5. Demonstrate an understanding of the needs of living organisms. 6. Discuss how foods of the MyPyramid are needed for growth and health. 7. Select healthful snacks for teeth and body from the MyPyramid. 8. Apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development and maintenance. 9. Exhibit a physically active lifestyle. Michigan Content Standards: () Strand 1-Standard 1-1.1,1.2,1.3; Strand 5- Standard 1-5.1; Strand 5-Standard Background Foods that are healthy for our bodies, but may be problematic for good dental health, include dried fruits and soft breads which tend to cling to tooth surfaces. Foods containing high acid content, such as yogurt (good for the body) and soft drinks (not good for the body) may erode tooth surfaces when hygiene practices are delayed. 24

26 Vocabulary Beans Benefits Fruits Grains y Meat Milk Nutrition Oils Pyramid Vegetables Activity Outline 1. Make necessary preparations as outlined in The Farmer Grows a Rainbow-Main Course lesson. 2. Prepare blue ribbons for student use. (included) 3. Invite a dental health professional to class as a resource person for this lesson. Ask this person to be prepared to demonstrate proper teeth brushing and flossing. 4. Prepare hula hoops or colored poster boards representing each color on MyPyramid.gov (orange, green, red, yellow, blue and purple) for Run the Rainbow Challenge: Building the Pyramid. Gather play food or laminated pictures of food items from each food group for this activity. 5. Acquire two to five teeth donated by students, a dentist or animal teeth from a meat processing plant. Be sure to coordinate with parents if using teeth and proceed in accordance with school health and safety guidelines. 6. Cut out and laminate individual pictures of a variety of foods from each of the food groups on MyPyramid. Make sure you have at least two examples from each food group. Avoid using pictures of empty calorie foods. 7. Cut out and laminate Food Group Titles and gather the colored poster board or hula hoops. 8. Prepare two containers with numbers for Run the Rainbow Challenge: Building the Rainbow. 9. Prior to teaching this lesson, assign students to bring in cutouts of food photos or pictures. Labels from food packages, including cans, work well. 10. Teach The Farmer Grows a Rainbow-Main Course lesson. 11. Share information about the importance of good dental health and how certain foods can be beneficial to lifelong good dental health-healthy teeth and gums. Provide demonstrations of use of toothbrush, floss, toothpaste, etc. See American Dental Hygienists Association Recommendations. 12. Ask students to make connections between foods that offer good nutrition as well as benefits for good dental health. 13. Students use pictures of foods to form a large Venn Diagram with overlapping hula hoops. In one hoop, they should place foods that are good for our bodies. In the other hoop, they should place foods that are good for our teeth. Foods that benefit both physical health and dental health should be placed in the overlapping segments of the hula-hoops. Take time to discuss the fact that certain foods may be highly nutritious but tend to stick to teeth when eaten (i.e., dried fruits, certain breads). Also note that nutritious foods that are high in calcium provide great benefit for teeth and bones. See Background Information. 14. Foods that are placed in the intersection of the Venn diagram may be awarded Blue Ribbons by students to indicate their nutritional benefits as well as the benefits they offer in the area of dental health. 25

27 15. Students can be challenged to select Blue Ribbon foods as a part of school breakfasts and lunches. 16. Begin activity by asking students how they think sugar and acid affect teeth. Using donated teeth, place each tooth in a clear cup. One tooth should be placed in a small amount of regular soda; another in diet soda. Continue the process using milk, water and apple juice. Add a small amount of saliva to each liquid to begin the process. Place cups in a location where they can be observed without danger of contact by students ( Look; don t touch ). Observe teeth daily for up to six weeks. Record observations, making note of the apparent effect sugar has on teeth. Ask students: How will this activity help you make healthier food selection choices? 17. For physical activity, have students participate in Run the Rainbow Challenge: Building a Pyramid. Materials Provided Manipulatives located in The Farmer Grows a Rainbow-Main Course lesson American Dental Hygienists Association Recommendations Blue Ribbon Pattern Run the Rainbow Challenge: Building a Pyramid Food Group Titles Materials Needed Photos and/or graphic representations of various food items. These can be brought in by students. Food labels work well for this lesson. Toothbrush, floss, toothpaste Two hula-hoops A full size sheet of poster or foam board OR sidewalk chalk Laminated food picture cut outs, food group cutout for Run the Rainbow Challenge: Building the Pyramid Boxes or bags 2-5 teeth, clear cups, regular soda, milk, apple juice, water Discussion Questions 1. What is MyPyramid? 2. What are the different sections of MyPyramid called? 3. Why is it important to be physically active? 4. What will happen to the teeth in the soda, milk, apple juice and water? 5. Why are healthy teeth and gums important? How do you get them? 26

28 Related Activities 1. The Food Pyramid Bead Activity by Wisconsin Agriculture in the Classroom located at the end of the The Farmer Grows a Rainbow-Main Course lesson. 2. The lesson Be a Food Explorer located in the health section of this curriculum guide. 3. The lesson Build a Burger located in the health section of this curriculum guide. 4. The lesson Nature s Toothbrush located in the health section of this curriculum guide. 5. The lesson Food Can You Handle It? located in the health section of this curriculum guide. Book Resources 1. Growing Colors by Bruce McMillan 2. The Milk Group by Mari Schuh 3. The Meat and Beans Group by Mari Schuh 4. The Vegetable Group by Mari Schuh 5. The Grain Group by Mari Schuh 6. The Fruit Group by Mari Schuh 7. A Fruit and Vegetable Man by Roni Schotter 8. Being Active by Mari Schuh 9. Make Way for Tooth Decay by Bobbi Katz 10. Child s Play Clarabella s Teeth by An Vrombaut 11. Good for Me and You by Mercer Mayer Acknowledgement:This lesson was provided courtesy of North Carolina Agriculture in the Classroom and the the United States Department of Agriculture. 27

29 To be used with: First Place Foods Run the Raibow Challenge: Building the Pyramid Using a poster depicting MyPyramid, review food groups and sample items from each food group with students. Lay out a pyramid shape, using colored hula hoops or sheets of poster board on play space floor. Place Food Group Titles inside hoops/boards, matching colors (i.e., orange hula hoop should contain title Grains. ) Place play food or pictures of food items inside Center Circle (see diagram below). Form two equally sized teams. At the signal to start the race, the first runner on each team, proceeds to the center circle, picks up a food item, and continues to his/her side of the pyramid placing the food item in the proper circle. He/She runs back and tags the next person in line who repeats the process. Play continues until all food items/pictures have been placed in a food group circle. After all food items have been placed, the teacher removes any items that were incorrectly placed and returns them to the Center Circle. Using time constraints and students needs, repeat the process. It may be necessary to gather and discuss placement of certain items. Make sure students know the proper placement for all food items before ending the class session. 28 Bonus Challenge: To highlight good dental care practices, allow students to simulate flossing with a game of tug-of-war.

30 To be used with: First Place Foods 29

31 To be used with: First Place Foods 30

32 To be used with: First Place Foods Blue Ribbon Pattern 31

33 To be used with: First Place Foods Food Group Titles 32

34 The Farmer Grows a Rainbow Second Servings Grade Level: 2 Approximate Length of Activity: One-two class periods Objective Teacher 1. To help students understand foods from each group which should be included in a daily diet as well as appropriate serving sizes of each food item. Students 1. Develop and apply enabling strategies and skills to read and write. 2. Identify the serving sizes and number of daily servings needed from each food group of MyPyramid. 3. Recognize and use appropriate units of measurement. 4. Develop fluency with multi-digit computation. 5. Apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development and maintenance. 6. Exhibit a physically active lifestyle. Michigan Content Standards: () Strand 1-Standard 1-1.1, 1.2, 1.3; Strand 1-Standard 3-1.5, 1.7 Vocabulary Appropriate Food group Portion Pyramid Serving Background From the National Dairy Council: About Serving Sizes and Recommendations Each food group provides different nutrients and no single food group can supply all the nutrients our body needs. Each food group provides a unique set of nutrients and all the foods in each group have similar nutrients. For example, food in the Milk Group provide calcium, protein and riboflavin, while foods in the vegetable group provide vitamins A and C. That s why it s important to eat from all the food groups to get the 40+ nutrients our bodies need each day. 33

35 Common Servings and Portion Sizes-What s the Difference? Though portion size and serving size are used interchangeably, there is a difference. Knowing the difference makes it easier to compare what you eat to the MyPyramid s daily recommendations. The USDA MyPyramid provides food group recommendations in ounces and cups. Recommendations for the Grain Group and the Meat Group are provided in ounces, while recommendations for the Milk Group, Vegetable Group and Fruit Group are in cups. The serving size that is equal to an ounce or cup are provided for each group. For example, 1 ½ ounces of hard cheese or 8 fluid ounces of yogurt count as 1 cup from the Milk Group and 1 slice of bread or ½ cup of cooked pasta counts as an ounce from the Grain Group. MyPyramid shows common serving sizes for a number of different foods within each group. The amount we need from each Food Group depends on our age, gender and physical activity level. To find the amount that is right for you, visit MyPyramid Plan at Serving sizes are also listed on the Nutrition Facts Panel and the nutrition label, along with the calorie and nutrient content for a serving. Serving sizes on food labels may be, and often are, different from MyPyramid servings. For example, the serving size for beverages is 1 cup, whether it is fruit juice, milk or soda. This allows you to use the nutrition label to compare similar foods. While the nutrition label tells us what people might typically eat, it is not a recommendation for how much we should eat. The number of servings in a package is also listed on the nutrition label. Keep in mind, many packages that look like single servings often contain two or more servings. Portion size is the amount we eat at a meal or snack. Portion sizes can be bigger or smaller than MyPyramid serving size equivalents. Research shows that Americans are eating larger and larger portions, which may contribute to the current epidemic of overweight and obesity. For example, a typical bagel today may count as two, three or even four Grain Group servings. Considering that MyPyramid recommends 6 ounces from the Grain Group for the average American, with today s portions, it s easy to eat more than we need! Get out some measuring cups and a scale, and take some time to learn just what a MyPyramid equivalent serving is. Make a mental image, and use it to compare what you actually eat to what you need each day! Activity Outline 1. Make copies of Portion Size Guide for each student Prepare Puzzle Pieces for student use at the close of the lesson activity. 3. Prepare copies Food Math activity from Level 2,Lesson 2: Food Math from MyPyramid for Kids See Materials Needed for Web site. 4. Gather materials for grab bag activity. 5. Gather real or play food items for Run the Rainbow Challenge: Hot Potato and More! 6. Teach The Farmer Grows a Rainbow-Main Course Lesson 7. Using information from and Background Information, discuss appropriate serving sizes and how they can be measured by comparison with common items. Distribute copies of Portion Size Guide to students. As a class, discuss the information on the chart. Using objects gathered, have students participate in a grab bag activity regarding portion sizes. Put all items in the bag. One at a time, students pull an item from the bag. Challenge the class to locate the grab bag item on their Portion Size Guide. Call on one student each time to name the food item and the portion size unit of measurement represented by the object pulled from the grab bag. All class members fill in Food Group column with the name of the correct food group. As an extension to the lesson, using half cup, cup, tablespoon, teaspoon, scales and weight objects, have students identify the correct measuring device. Example: a student pulls out the deck of cards. The class would respond, That is the portion size for a serving of meat. Class members would write Meat under the

36 Food Group column on their sheets. Students should identify the scales as the weighing device for ounces of meat. Alternate Procedure: Distribute Puzzle Pieces. By matching the jigsaw puzzle pieces, students can become aware of appropriate portions of various foods. Display the completed puzzles in the classroom. Invite parents and community member to view the display. 8. Have students complete Food Math activity from Level 2, Lesson 2 of MyPyramid for Kids. See Materials Needed for Web site. 9. Encourage students to monitor serving sizes in accordance with their findings in this activity. 10. Note that serving sizes are measured using standard units of measurement of volume (i.e., cups, tablespoons, ounces, etc.). Introduce the idea that when farmers produce and sell their products, they measure using different standards of measurement. For example, we purchase milk by the pint, quart or gallon. Farmers sell milk by the pound. The comparison of these measurements is that there are 8.6 pounds of milk in one gallon. If you live in an area with a dairy farm, arrange a farm tour with a dairy farmer. If not, take students on a virtual tour of a dairy farm via the Internet. 11. When farmers sell sweet potatoes, they are paid by the bushel. Challenge students to find out how many sweet potatoes or pounds of sweet potatoes are in one bushel. It is important to make the point that many measurements of produce are approximate. 12. For physical activity, have students participate in Run the Rainbow Challenge: Hot Potato and More! Materials Provided Portion Size Guide Puzzle Pieces Run the Rainbow Challenge: Hot Potato and More! Materials Needed Manipulatives located in The Farmer Grows a Rainbow-Main Course lesson Level 2, Lesson 2: Food Math from MyPyramid for Kids found at usda.gov/resources/mpk2_lesso2.pdf Items from grab bag activity: computer mouse, 7 cotton balls, a baseball, a cupcake liner, tube of chap stick, or lipstick, 9-volt battery, deck of playing cards, a ping pong ball, a tennis ball, a postage stamp, a film canister, 1 cup measurer, ½ cup measurer, 1 tablespoon measurer, 1 teaspoon measurer Real or play food items (at least one item from each of the six food groups) Discussion Questions 1. What is MyPyramid? 2. What are the different sections of MyPyramid called? 3. What does portion size mean? 4. Why is it important to eat the right portion sizes? 5. Name different examples of measurement units. 35

37 Related Activities 1. Challenge students to keep a diary of all foods eaten for one week. Compare to personal MyPyramid Plan. Using their lists, ask them to 1. Highlight fruits and vegetables and 2. Underline foods produced by farmers in your state. 2. The Food Pyramid Bead Activity by Wisconsin Agriculture in the Classroom located at the end of the The Farmer Grows a Rainbow-Main Course lesson. 3. The lesson Be a Food Explorer located in the health section of this curriculum guide. 4. The lesson Build a Burger located in the health section of this curriculum guide. 5. The lesson The Story of Milk located in the language arts section of this curriculum guide. Book Resources 1. Growing Colors by Bruce McMillan 2. The Milk Group by Mari Schuh 3. The Meat and Beans Group by Mari Schuh 4. The Vegetable Group by Mari Schuh 5. The Grain Group by Mari Schuh 6. The Fruit Group by Mari Schuh 7. A Fruit and Vegetable Man By Roni Schotter 8. Being Active by Mari Schuh 9. Good for Me and You by Mercer Mayer Acknowledgement: This lesson was provided courtesy of North Carolina Agriculture in the Classroom and the United States Department of Agriculture. 36

38 To be used with: Second Servings Run the Rainbow Challenge: Hot Potato and More A single baked sweet potato contains many nutrients needed to sustain good health and support growth. Sweet potatoes are a great source of vitamin E. They are virtually fat-free. A medium baked sweet potato contains four times the recommended daily allowance of beta-carotene when eaten with the skin on. Show students video on sweet potatoes at: To emphasize the activity component of MyPyramid, allow second graders to play Hot Potato and More! using a real sweet potato. Pass or toss a sweet potato around the circle using a timing device. The student holding the sweet potato when the timer sounds must name a health benefit derived from eating foods from the Vegetable group. Alternative Procedure- Select a food item from each of the food groups (i.e., apple for the Fruit group; a bag of dried beans for the Meat and Beans group; a sweet potato for the Vegetable group; an empty margarine tub for the Oils group; empty yogurt or milk carton for the Dairy group; a mini-box of cereal for the Grains group). Follow the same rules of play except have six items moving simultaneously and six responses each time instead of just one. 37

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53 The Farmer Grows a Rainbow Three Reasons Grade Level: 3 Approximate Length of Activity: One- two class periods Objective Teacher 1. Help students gain familiarity with the health benefits of foods contained in each group of MyPyramid. Students 1. Develop enabling strategies and skills to read and write. 2. Apply strategies and skills to comprehend text that is read, heard and viewed. 3. Make connections through the use of oral language, written language, media and technology. 4. Recognize and use basic geometric properties of two and three dimensional figures. 5. Identify the important nutrients in each of the food groups of MyPyramid. 6. Plan healthy meals and snacks that emphasize the principles of MyPyramid. 7. Apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development and maintenance. 8. Exhibit a physically active lifestyle. Michigan Content Standards: () Strand 1-Standard 1-1.1, 1.2; Strand 1-Standard 5-1.5,1.6 Vocabulary Entre e 52

54 Activity Outline Make necessary preparations as outlined in The Farmer Grows a Rainbow-Main Course lesson. 1. Teach The Farmer Grows a Rainbow-Main Course lesson. 2. In the technology lab, have students visit the Web site, Direct students to visit the Inside Pyramid section of the site. Under Related Topics, they will be able to access information about the various food groups. Give each student a copy of Pyramid Notes. Using the information found in each food group section of the Web site, direct them to complete Pyramid Notes by filling in the correct food group title and the missing food item in each group as indicated by the blank lines. 3. Students check their comprehension of research done on the MyPyramid site by constructing the Pyramid Puzzles. Each puzzle names a food group (top tier), example foods from the group (second tier) and health benefits provided by the group (base). The color of each puzzle corresponds to the color represented on MyPyramid. Have students color puzzle pieces 4. Students use Pyramid Poem to check for accuracy on the construction of Pyramid Puzzles. 5. Allow students to use MyPyramid Bistro to design a menu for an imaginary bistro. They can create specials that provide nutritional balanced meals for dinners at the bistro. By definition, a balanced diet refers to intake of appropriate types of adequate amounts of foods and drinks to supply nutrition and energy for the maintenance of body cells, tissues and organs, and to support normal growth and development. A tool for students to use is their personal copy of My Pyramid Plan. For example, a menu might list roast beef from the Meat and Beans group, broccoli from the Vegetables group, a whole wheat roll from the Grains group. Students should look at what their Plan suggests they eat each day. Ask students which food group is missing from My Bistro. Discuss the fact that oils are commonly added to other foods (i.e., butter on toast or potatoes, salad dressings). For additional information, visit At this site it suggests that oils should be obtained from fish, nuts and vegetable oils. Also, people should avoid butter, lard and empty calorie foods. Reducing fat in a person s diet contributes to healthier skin, hair and organs. 6. Allow students to share their menus and challenge classmates to order balanced meals from them. To further integrate the lesson, have students assign dollar amounts to each item on their menu. Designate a set amount of money for each student to spend at the imaginary bistro. Using another student s menu, have students make selections which will not exceed the budgeted amount. 7. Arrange a tour of your community s farmer s market in the fall or in the spring to observe the variety of food items farmers have produced. Assign students to talk with the farmers to learn more about what they do. If a real tour is not possible, have students do a virtual tour online or invite one or more local farmers to talk about their role and the work they do in your community. 8. For physical activity, have students participate in Run the Rainbow Challenge: Rain, Rain, Bow. Materials Provided Pyramid Notes Pyramid Poem Pyramid Puzzles MyPyramid Bistro Run the Rainbow Challenge: Rain, Rain, Bow 53

55 Materials Needed Manipulatives from The Farmer Grows a Rainbow-Main Course lesson Discussion Questions 1. What is MyPyramid? 2. What are the different sections of MyPyramid labeled as? 3. What is a balanced meal? 4. How will you achieve your plan? Related Activities 1. The Food Pyramid Bead Activity by Wisconsin Agriculture in the Classroom located at the end of the The Farmer Grows a Rainbow-Main Course lesson. 2. The lesson Be a Food Explorer located in the health section of this curriculum guide. 3. The lesson Build a Burger located in the health section of this curriculum guide. 4. The lesson Food Can You Handle It? located in the health section of this curriculum guide. Book Resources 1. Growing Colors by Bruce McMillan 2. The Milk Group by Mari Schuh 3. The Meat and Beans Group by Mari Schuh 4. The Vegetable Group by Mari Schuh 5. The Grain Group by Mari Schuh 6. The Fruit Group by Mari Schuh 7. A Fruit and Vegetable Man by Roni Schotter 8. Being Active by Mari Schuh 9. Good for Me and You by Mercer Mayer Acknowledgment: This lesson was provided courtesy of North Carolina Agriculture in the Classroom and the United States Department of Agriculture. 54

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57 To be used with: Three Reasons Pyramid Poem On the top I am yellow To maintain calories, I am your fellow. Margarine, butter, oils and fish In small portions, I ll grant your wish! My cap is blue it s plain to see I give you calcium and vitamin D For strong bones and teeth, if you please Have some yogurt, milk and cheese! I m crowned with purple as you see With Iron, Protein and vitamin E Nutritious and keeping fats so low Eat meat, beans, eggs and nuts to help you grow! My crest is red and as red can be I give you Potassium and vitamin Disease control, fiber and healing- So many fruits and all appealing! My top is orange and can t be beat You need lots of corn and wheat And oats and rice for fiber please To reduce your risk of heart disease! 56 You ll see my summit is bright green Where potassium and vitamins A, E and C are seen Keep disease away and blood pressure healthy When your diet is veggie-wealthy!

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72 To be used with: Three Reasons Run the Rainbow Challenge: Rain, Rain, Bow To emphasize the variety of foods needed to support a balanced diet, and to help students remember the colors of the MyPyramid rainbow and what they represent, play the group game Rain, Rain, Bow. The game is played like Duck, Duck, Goose. The class sits in a circle and one student is selected to be The Leprechaun. The Leprechaun proceeds to skip around the circle lightly tapping classmates on the head. With each tap, The Leprechaun says Rain. When The Leprechaun taps a head and says Bow, the selected child must chase The Leprechaun around the circle. If The Leprechaun can take the vacant seat without being caught, the selected student becomes the new Leprechaun. The new Leprechaun names a food group. The former Leprechaun, must name the color that represents that food group and a food from that group. For example, if the new Leprechaun says Fruit, the old Leprechaun must say Red and name a fruit such as blueberries. If the old Leprechaun is unable to name a food from that group, the class is called upon to give assistance. While the chase is in process, seated students participate in a unison motion directed by the teacher (i.e., clapping hands, stomping the floor, nodding heads, clicking fingers, slapping the floor with alternating hands.) 71

73 Food Can You Handle It? Grade Level: K-3 Approximate Length of Activity: 30 minutes Objective Teacher 1. Will discuss the responsibility of keeping food safe. 2. Demonstrate how it is important to wash your hands. Students 1. Learn that restaurants and grocery stores have strict food safety guidelines. 2. Learn the causes of food-borne illness from foods. 3. Distinguish safe food handling techniques from unsafe techniques. 4. Use their own experience with food at home to generate positive food safety rules. 5. Know the importance of hand washing. Michigan Content Standards: () Kindergarten: Strand 5-Standard 1-5.3; Strand 5-Standard 3-5.5; First Grade: Strand 5-Standard 3-5.3; Second Grade: Strand 5-Standard 3-5.1; Third Grade: Strand 5-Standard Introduction Grocery stores and restaurants are agribusinesses. Agriculture is the growing of food and fiber, and restaurants and grocery stores provide food for sale to us. So therefore they are agribusinesses. Grocery stores and restaurants must follow many health standards concerning food safety. They are responsible for providing us with quality, safe food. inspectors routinely inspect these agribusinesses to make sure they are following the guidelines. If health inspectors find that an agribusiness is not, they can penalize them by closing the business for a specific amount of time or perhaps indefinitely. In the United States, we are fortunate to have a government that makes food safety a priority. In some countries, food may be produced or imported, but is spoiled by pests or microorganisms due to poor storage. Pests (insects and rodents) and microorganisms (bacteria, mold, yeast) are the two chief causes of food spoilage. Food must be transported, stored and prepared correctly to ensure safety. Agribusinesses that deal with food must know where their food is coming from. They must also know how their food was grown and how it was transported. All food will spoil if it is not preserved in some way. Some foods such as nuts and grains can be stored for a long time without spoiling. Other foods such as bread and milk must be consumed quickly. Foods can be preserved in many ways. Canning, freezing and dehydrating are just a few methods. Spoilage may occur before there is a change in taste or odor. Therefore, consumers should read expiration dates before eating food products bought from grocery stores. 72

74 People can reduce their risk of food-borne illness by handling it properly. 85 percent of the cases of food-borne illness, a sickness caused by bacteria, can be avoided with proper food handling. Keys to food safety are washing hands, checking expiration dates, washing surfaces and utensils with hot, soapy water, refrigeration and freezing, rinsing fruits and vegetables and storing foods in proper places. Materials Needed Food Safety worksheet for each student Cooking spray or vegetable oil Cinnamon Soap Paper towels Warm faucet water Cold faucet water Activity Outline 1. Ask the students to complete the worksheet entitled Food Safety. Through this worksheet students will learn safe food handling practices and draw illustrations for their own safe food handling practices. 2. Talk with the students about safe food handling practices at their homes. Do they thoroughly wash dishes? Do they refrigerate food properly? Do they look for expiration dates on packages? Do they wash their hands with soap and warm water? 3. Use this activity to show students the importance of washing hands with soap and warm water a. Apply cooking spray or vegetable oil to each student s hands. b. Sprinkle cinnamon on the palms, backs and in between each student s hands. c. Try to get rid of the cinnamon using only cold water. Discuss the results. d. Try to get rid of the cinnamon using soap and cold water. Discuss the results. e. Try to get rid of the cinnamon using soap and warm water. The cinnamon germs will rinse right off of the student s hands and into the sink. f. Ask the students why the cinnamon stayed on their hands until they used soap and warm water. How is this similar to washing germs off of our hands? Is it important to use soap and warm water for hand washing? Discussion Questions 1. What are the chief causes of food spoilage? 2. What are some safe food handling practices that can be used in your home? 3. What are some food preservation methods that are used before foods reach the grocery store? 4. What responsibilities do agribusinesses, such as grocery stores and restaurants have? 5. Why is it important to use soap and warm water when washing your hands? 73

75 Related Activities 1. Tour a restaurant. What types of food safety precautions are used? 2. Add a slice of bread and a little water to a sealable plastic bag. What happens? Chart your observations over time. 3. The lesson How to Pick the Best located in the health section of this curriculum guide. Book Resources 1. Food for America A Resource Guide, National FFA Organization, 6060 FFA Drive, P.O. Box 68960, Indianapolis, IN Food Safety by Sharon Gordon 3. Germs Make Me Sick by Melvin Berger 4. The Germ Busters by Rosemary Wells 5. Germs Are Not For Sharing by Elizabeth Verdick Acknowledgement: Adapted from Food...Can You Handle It? Illinois Farm Bureau Agriculture in the Classroom. 74

76 To be used with: Food Can You Handle It? Food Safety Directions: Draw a picture for each statement that shows the right method and the wrong method. (Example for #1-Someone washing their hands vs. someone sitting at the table with dirty hands.) 1. Always wash your hands before handling food. Right Wrong 2. Eat food before the expiration date on the package. Right Wrong 3. Do not cut meat and vegetables on the same surface or with the same knife. Wash the surface with hot, soapy water to kill bacteria. Right Wrong 75

77 To be used with: Food Can You Handle It? 4. Refrigerate or freeze foods that spoil. Right Wrong 5. Rinse fruits and vegetables before eating or cooking. Right Wrong 6. What are some other food safety methods? Draw right and wrong pictures for these methods. 76

78 Nature s Toothbrush Grade Level: K-3 Approximate Length of Activity: 30 Minutes Objectives Teacher 1. Describe the nutrional value of apples. 2. Help students understand that apples benefit their teeth and their bodies. Students 1. Compare the cleanliness of their teeth after eating lunch and after eating an apple. 2. Correlate characteristics of apples and health benefits of eating apples. Michigan Content Standards: () Kindergarten - Strand 5 - Standard 1-5.1; First Grade - Strand 5 - Standard 1-5.1; Second Grade - Strand 1 - Standard 3-1.5; Third Grade - Strand 1 - Standard Introduction The apple is called Nature s Toothbrush because it helps clean the teeth and massage the gums. The crisp juicy flesh of the apple brushes and cleans the teeth while you eat it. The juice swishes and washes particles out from between the teeth, helping to prevent tooth decay. The natural vitamins and minerals and sugars in the apple are all good for your teeth and your body. Keep your teeth bright and clean by regular brushing and eating lots of crisp and juicy Michigan apples. Materials Needed Apples Accompanying worksheets Activity Outline 1. After lunch, have students feel their teeth with their tongues. 2. Ask them to describe what they feel ( fuzzy ). 3. Have students eat a section of an apple. 4. Have students feel their teeth with their tongues. 5. Ask them to describe what they feel ( smooth ). 6. Have students complete the accompanying worksheets. 77

79 Discussion Questions 1. Discuss why an apple is better for you than a candy bar. 2. Compare the nutritional value of various apple products and recipes that use apples. Related Activities 1. This lesson was provided by the Michigan Apple Committee. For more activities contact the Michigan Apple Committee Schavey Road, Suite 2, DeWitt, MI 48820, Make an apple nutrition chart. 3. Research the nutritional value of an apple and tell what each vitamin and mineral does for your body. 4. Compare the nutritional value of various apple products and recipes that use apples. 5. Have students write a rap with an apples are good for you or eat an apple a day theme. 6. The lesson Apple Math located in the math section of this curriculum guide. 7. The lesson The Apple Tree located in the language arts section of this curriculum guide Book Resources 1. Apples, Apples, Apples by Nancy Elizabeth Wallace 2. Autumn is for Apples by Michelle Knudsen Acknowledgement: This lesson was provided courtesy of the Michigan Apple Committee. 78

80 To be used with: Nature s Toothbrush The Nutrition Tree: A Dozen Good Reasons to Eat Apples Apples are a very good fruit for building healthy bodies. What health benefit is the result of each of the apple claims? 79

81 To be used with: Nature s Toothbrush Answer Key The Nutrition Tree: A Dozen Good Reasons to Eat Apples Apples are a very good fruit for building healthy bodies. What health benefit is the result of each of the apple claims? 80

82 To be used with: Nature s Toothbrush Apples Build a y Body Directions: Fill in the blank in each sentence below with the correct word from the box. calories potassium 4 ounces water sodium vitamin A low acid pectin cholesterol complex carbohydrates natural sugar Apples have no, or salt which helps keep blood pressure down. A medium sized apple has only 80. The and other fibers in an apple helps balance cholesterol. Apples have,which helps maintain good vision, bone and tooth development. Apples supply a good amount of,which helps control high blood pressure. Apples are high in,which keeps our heart healthy and may lower the risk of cancer and diabetes An apple quenches thirst because is contains. An apple is a source of quick energy because of its,called fructose. An apple has no and it is fat free which makes it a healthy snack. People with sensitive digestive systems are able to drink apply juice because it has content. Source: Produce Marketing Association,

83 To be used with: Nature s Toothbrush Answer Key Apples Build a y Body Directions: Fill in the blank in each sentence below with the correct word from the box. calories potassium 4 ounces water sodium vitamin A low acid pectin cholesterol complex carbohydrates natural sugar Apples have no sodium, or salt which helps keep blood pressure down. A medium sized apple has only 80 calories. The pectin and other fibers in an apple helps balance cholesterol. Apples have vitamin A, which helps maintain good vision, bone and tooth development. Apples supply a good amount of potassium,which helps control high blood pressure. Apples are high in complex carbohydrates, which keeps our heart healthy and may lower the risk of cancer and diabetes. An apple quenches thirst because it contains 4 ounces of water. An apple is a source of quick energy because of its natural sugar, called fructose. An apple has no cholesterol and it is fat free which makes it a healthy snack. People with sensitive digestive systems are able to drink apply juice because it has low acid content. 82 Source: Produce Marketing Association, 1991

84 Build a Burger Grade Level: 1-3 Approximate Length of Activity: One class period Objective Teacher 1. Describe the products of a hamburger. 2. Encourage the consumption of healthy burgers. Students 1. Recognize and name the products used to build a hamburger as they associate to agriculture. 2. Learn the nutritous value of hamburger components. Michigan Content Standards: () First Grade: Strand 1-Standard 1-1.1,1.4; Strand 1-Standard 3-1.6; Second Grade: Strand1-Standard 1-1.1,1.2; Third Grade: Strand 1-Standard Vocabulary Beef- a food product, the flesh of a steer, cow or bull. Bun- a sweet or plain small bread. Ketchup-a thick seasoned sauce usually made from tomatoes (also spelled catsup). Cheese-a food made from milk usually by separating out the curd and molding it. Hamburger-a sandwich consisting of a ground beef patty. Lettuce- a common garden vegetable related to the daisies that have crisp juicy leaves used especially in salads. Mustard- a yellow sharp-tasting powder of the seeds of a common mustard used in food seasonings or in medicine. Onion- a widely grown Asian herb related to the lilies and having edible bulbs that have a sharp odor and taste and are used as a vegetable and to season foods. Pickle- an article of food (as a cucumber) preserved in a saltwater or vinegar solution. 83

85 Background Which food group does a hamburger belong to? Depending on what you like on your burger, it could have something from every food group. What do you like on your hamburger? What food group does it come from? Most hamburgers consist of ground beef and some kind of bread. Ground beef can be made from just about any part of the beef animal. The next time you go shopping with your mother or father, pay attention to the different kinds of ground beef at the meat counter. Ground beef is high in protein, containing 18 amino acids. Eight of those are essential for human life. Niacin, vitamin B12, thiamin and zinc are other vitamins and minerals provided by a beef patty. You can make your hamburger even more nutritious by choosing different breads and condiments. Whole wheat buns have more fiber and nutrients than buns made from white flour. Raw spinach or leafy lettuce, onions and tomatoes also provide nutrients. Materials Needed Copies of student Worksheets A and B Calorie Guide 3 types of buns (whole wheat, white and sesame seed) 3 types of cheese (American, swiss, cheddar) Activity Outline 1. Read and discuss background material. 2. Hand out student Worksheet A. Have students match the clues to the products used in making hamburgers. 3. Hand out student Worksheet B. Have students match the burger parts to the picture parts. 4. Conduct a taste test on samples of the products that make up a hamburger. Set up booths and have another class come in and taste the products. Instruct students to wash hands and prepare samples. Have three types of buns available (whole wheat, white, sesame seed), three kinds of cheese (American, swiss, cheddar), etc. Have the visiting students rate products according to which they like best, second best and least. Have your students compile the data and graph the results. 5. Bring in a calorie guide. Have students list all the things they like on their hamburgers. Help students look up the hamburger parts and add them up to find the total calorie count on each of their burgers. 84

86 Discussion Questions 1. What animal does hamburger come from? 2. What food groups do the ingredients on a burger come from? 3. How could you make your burger healthy? Related Activities 1. The lesson Chew it Twice found in the science section of this curriculum guide. 2. The lessons included in The Farmer Grows a Rainbow found in the health section of this curriculum guide. 3. The lesson Food Can You Handle It? found in the health section of this curriculum guide. 4. Have a Hamburger Tasting Party Ask parents to help provide a variety of ingredients, so students can build healthburgers. Invite a nutritionist to act as a judge and give a prize for the healthiest burger. Book Resources 1. The Picky Eater by Marc Brown and D.W. Tolon 2. Where Food Comes From by Dorthy Hinshaw Patent and William Munoz 3. Sam s Sandwich by David Pelham 4. Eating, Red Leaf by Gwenyth Swain Acknowledgement: Adapted from Build a Burger, Oklahoma Agriculture in the Classroom. 85