DRAFT 1. SNAP-Ed Core Nutrition Messages: (Page 5 of Maximizing the Message): SNAP-Ed nutrition messages: what they are and why we have them.

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1 DRAFT 1 Lesson Title: Nutrition from Regional Gardens Grade Level: 7 Subject Area: Social Studies Setting: Classroom and garden Instructional Time: 2 days, Approximately 1 1/2 hours Grade Level Expectation (s): 7 W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season). 7 W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements). 7 W1.2.3 Compare and contrast the environmental, economic, and social 7 G3.2.1 Explain how and why ecosystems differ as a consequence of differences in latitude, elevation, and human activities (e.g., effects of latitude on types of vegetation in Africa, proximity to bodies of water in Europe, and effects of annual river flooding in Southeast Asia and China). 7 G3.2.2 Identify ecosystems of a continent and explain why some provide greater opportunities (fertile soil, precipitation) for humans to use than do other ecosystems and how that changes with technology (e.g., China s humid east and arid west and the effects of irrigation technology). 3 MNN Behavioral Outcome (USDA Guidance on Apple Sheet): 1 Eat fruits and vegetables, whole grains, and fat-free or low-fat milk products every day. 2 Be physically active every day as part of a healthy lifestyle. SNAP-Ed Core Nutrition Messages: (Page 5 of Maximizing the Message): SNAP-Ed nutrition messages: what they are and why we have them. Goal: (1-2 sentences) To understand the effects of geography on food production and consumption in Japan and the Mediterranean region as compared to the United States. Learning Objectives: (no more than 3 per lesson), measurable and observable, SMART The students will 1 Compare and contrast the Japanese Food Guide Spinning Top and the Mediterranean Diet Pyramid with the USDA s MyPyramid including the aspect of physical activity. 2 Analyze how geography affects the types of foods grown and consumed in Japan and the Mediterranean area. 3 Become familiar with places to purchase foods not native to their region.

2 Background (Registered Dietitians and Horticultural Specialists.) 1 Knowledge of MyPyramid (serving sizes, # of servings daily) 2 Types of crops grown in Japan and region of the Mediterranean. Vocabulary (less than 5 recommended, none required) Nori Advanced Preparation Copy MyPyramid, the Mediterranean food pyramids and the Japanese Food Guide Spinning Top: Supplies Kalamata olives Nori (dried seaweed) Food and Physical activity worksheet (for each students group) Dot stickers Copy of Mediterranean Diet Pyramid for each student Copy of Japanese Food guide spinning top for each student Copy of MyPyramid for each student Procedures Day 1 Step 1: Anticipatory Set: Have students work in groups to list the foods they think they ate and what physical activity they think they did in the last 24 hours. Use the Food and Physical activity worksheet. (See form) Homework: 24 hours Make the list and do diet recall and bring data to the next class period. Day 2: Step 1: Look at the actual data and compare it to what they thought they did. What do they notice? Step 2: Compile data from the groups into a dot chart w/ what kids ate in the last 24 hours and their physical activity onto the Food Intake and Physical activity log sheet. (See form) (Grains, Vegetables, Fruits, Milk, Meat and Beans, Oils, Physical activities) Step 3: Pass out MyPyramid and explain what the colors and the widths of the bands on MyPyramid represent. Step 4: Transfer the dot chart to the overhead of MyPyramid and compare this to the suggested

3 amounts. Ask students for observations of the comparisons. Step 5 Taste testing - Give each student a piece of nori (seaweed) (Japan) or kalamata olives (Mediterranean), but do not tell them what it is. Have students make observations using all their senses except taste. Then allow students to taste it and describe the flavor. Ask them if they can identify the foods and their origins. Explain what the foods are that is native to Japan (Asia) and/or the Mediterranean region. Step 6 Distribute copies of the MyPyramid, Japanese Food Guide Spinning Top, and the Mediterranean Food pyramid to students. Walk to a local or school garden and determine how many crops growing are native to Asia or the Mediterranean. Why are there so few? What attributes do the crops that are growing have that allow them to grow in Michigan? (Mediterranean oregano, rosemary, sage, basil, garbanzo beans, eggplant, etc. Add input from Hort specialists here ) Step 7 Return to the classroom or work outside. Have students compare and contrast MyPyramid, the Japanese Spinning Top and the Mediterranean Food pyramid. Have students create triple Venn Diagrams to facilitate their comparisons. (Provide attached forms.) Step 8 Using the five themes of geography, discuss reasons for differences in the pyramids (pay special attention to latitude, length of growing seasons, cultural influences, and proximity to water). Compare the Japanese and Mediterranean diets with the typical American diet. Have students share their observations and determine why the diets have evolved the way they have. (Teacher note: The US has a lot of land and can afford to dedicate areas to cattle grazing which leads to higher consumption of meat. Japan as an island nation has to maximize the use of the land and cannot afford to dedicate land to cattle grazing. Thus the diet has many vegetables and foods from the sea. The Mediterranean has land that is not conducive to cattle grazing, but is ideal for sheep and goats (who are browsers). Thus the diets will reflect these characteristics in geography. Step 9 Have students use the comparisons they made between their diet and MyPyramid to set a food intake goal and an activity goal for maximizing their nutrition and physical activity. Visual Aid Drafts/Suggestions Overhead for dot chart Overhead of MyPyramid Overhead of Mediterranean Diet Pyramid Overhead of Japanese Food Guide Spinning Top Food Intake and Physical Activity Log Extension Ideas

4 Plant fruits or vegetables native to Japan and an area of the Mediterranean and incorporate them into a meal. Have students plan either a Mediterranean or Japanese meal based on the items that are available in their respective regions. Have them visit a grocery that carries these items and taste test. Analyze cost of diets in each region using the book Hungry Planet: What the World Eats by Peter Menzel. Make contact with a classroom in another country and ask them to do the same data for use as a comparison. (Talk to Becky Henne about setting this up in Japan!) Compare diets between Michigan and other regions. Supporting Resources Teacher Resources Literature Josias, Hold the Book by Jennifer Riesmeyer Elvgren Everybody Cooks Rice by Norah Dooley Hungry Planet: What the World Eats by Peter Menzel Websites Interactive Technology Opportunities MSU Children s Garden Food and Physical activity worksheet

5 Food Intake and Physical Activity Log Foods Activities Grains Vegetables Fruit Meat and Beans Sugars and Oils Water Physical Activity