Welcome & Introduction Yes No Comments and/or Changes

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1 Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment Tool for Show Me Nutrition: Grade 4 Lesson 6: Your Day Starts With Breakfast Educator Self-Assessment Supervisor Assessment Fidelity Team Assessment Educator(s) Name (s): Sub-Contractor: Region: County: Date of Lesson: Start Time: End Time: Program Setting (classroom/grade, food bank, clinic etc.): Your review about this session is important. Your description of how the lesson was taught, in relation to the written curriculum, will help us strengthen our program. Please consider each part of the lesson below and indicate if you presented it using yes or no in the space provided. If no, details about why and how you adapted the lesson are important to continuous program improvement. Please complete the assessment tool by the end of the next working day from when lesson was taught. Welcome & Introduction Yes No Comments and/or Changes Welcome participants: Introduce yourself and your program. Review of lesson 5: Review the Nutrition facts panel poster. Ask students how we can use the Nutrition Facts panel to help us choose healthy foods. Answers include: compare calories and nutrients in similar foods, know the nutrient content of one serving, know if a food is a good source of a nutrient, watch calories and fat content to help manage weight, etc.) Time: Not Specified Breakfast When you wake up, it has probably been at least 10 hours since you ate dinner or a bedtime snack. Can you imagine waiting that long to eat during the day? Your brain and muscles need an energy boost. A healthy breakfast provides the power to play at recess, boosts brain power at math time, and keep you going until the lunch bell rings.

2 Ask students: What kinds of food do you like to eat for breakfast? Do you help make breakfast? What kind of foods do you make? How do you feel after eating breakfast? Do you feel more away, tired, etc.? How do you feel if you don t eat breakfast? Why do you think our bodies need breakfast? Wake up your brain with breakfast Distribute copies of Wake up your brain with breakfast worksheet and go over directions. List as many foods as you can in 10 minutes (write examples on the board: B=bread, R=raisins, E=eggs, A=apricot, etc.) You will get one point for each food. Give out prizes to students who list the most foods and students who include whole-grains or high-calcium foods. Option: this could be assigned as homework and reviewed at the beginning of lesson 7. Reflection question What is a whole-grain food that you could have as a snack? Time: minutes Iron Iron is a very important mineral that carries oxygen to all the cells of our bodies. Iron has many important jobs in our bodies, like preventing anemia. Anemia causes us to feel tired and irritable, and we may not be able to do our best in school. It is important to eat iron-rich foods such as lean meat, fish and poultry. Our bodies absorb iron best from these foods. Iron also comes from plant foods like beans and peas, nuts, peanut butter, wholegrains, and iron-enriched grain products like bread and cereal.

3 It s harder for our bodies to absorb the iron from plants, but fruits can help us. Many fruits are high in vitamin C, which helps our bodies absorb iron. Ask students to name some fruits that are high in vitamin C and list them on the board. Make sure to list oranges and grapefruit, orange and grapefruit juice, cantaloupe, tomato juice, tangerines, strawberries, papaya and kiwifruit. Vitamin C and iron: a team that is hard to beat Distribute food packages or food label cards. Have students work in pairs to find foods that are good sources of vitamin C and iron. A good source means a food contains at least 20% of the Daily Value per serving for a particular nutrient. See teaching outline for group information. Our bodies use iron from animal foods like meat, fish and poultry better than iron from plant sources. Eating a food rich in vitamin C at the same time as an iron-rich plant food will help our bodies use the iron from plant sources better. That s why vitamin C and iron are a team that is hard to beat. Reflection questions What is your favorite vitamin C and iron combination? Time: minutes Good morning, world This is a great way to greet the world each morning when you roll out of bed. Remember to breathe deeply as you stretch.

4 Physical activity Raise your arms high, and reach for the sky Bend at the waist, and touch the floor. Stand on your toes, and stretch your arms as high as they will go. Keep your back straight, and bend to one side. Straighten up, and bend the other way. Repeat several times. Conclusion Remind students to record their times on their MyActivity Logs. Consider asking the teacher to follow up with students to record their activities Time: 3-5 minutes Food Tasting Activity (any order) Yes No Comments and/or Changes Mexican Breakfast Tell students they will make a Mexican breakfast called Huevos Mexicana. Huevos means eggs in Spanish, the language spoken in Mexico. Put tortillas in a toaster oven to warm. Student directions for recipe: Wash hands and sanitize food contact surfaces. Pour salsa into paper cups for servings. Crack eggs into a small bowl, then pour into the mixing bowl and beat lightly with an eggbeater or fork. Melt margarine in frying pan, or pour into the mixing bowl and beat lightly with an eggbeater or fork. Tasting Directions Pour a small amount of salsa in a paper cup. Place ¼ or less of a tortilla on a paper plate and spoon a small amount of scrambled egg onto tortilla. Roll tortilla around the egg and dip into salsa before eating. Refrigerate leftovers immediately.

5 ** Put ingredients or alternate recipe used in comments section. Ask students: Was this a healthy breakfast? What different food groups are represented? What nutrients are found in these foods? Time: minutes Choose your breakfast Post the following cards around the room where student can see them as they plan a breakfast with vitamin C and iron-rich foods: Orange juice, strawberries, raisins, whole-wheat bread, oatmeal, bagel, peanut butter. Distribute Choose your breakfast handout. Give students five minutes to complete it or have them complete at home and return at the next lesson. Have students wash hands and then serve orange juice and high iron foods. Comprehension check Discuss the breakfast menus the students have planned. Reflection questions Were you surprised by any of the foods when you compared them? What different food choices will you make based on what you learned? Time: minutes Closing Yes No Comments and/or Changes Pass out Family Newsletter: Lesson 6 Time: Not specified 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 Feed your brain (10-15 min) Testing for nutrients (10-15 min)

6 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.