Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment Tool for Show Me Nutrition: Grade 4 Lesson 2: Serve up Your Dairy and Protein Foods 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 food group discussion in the previous lesson. Ask students: What are some foods you have enjoyed eating from the Grain, Vegetable and Fruit Groups? Did anyone try a whole grain? Did anyone try a dark green, red or orange vegetable? Time: Not Specified Core Activity Yes No Comments and/or Changes The Food Groups Use MyPlate to explain/discuss: Today we are going to talk about two food groups, Dairy and Protein Foods. Ask, can anyone tell me what colors represent these two groups? Can anyone tell me what is important about the Dairy Group? Calcium is a very important mineral. Who can tell me why? Tell students milk is a dairy food and gives us potassium (a mineral) and vitamin D. Milk is also a good source of protein.
Drinking plenty of milk is especially important during childhood and the teen years, when bone mass is being built. Girls and boys your age need 3 cups of milk each day. Let s talk about what counts as 1 cup of milk. Get your Calcium-Rich Foods Explain to students: Girls and boys your age need 3 cups of milk every day to meet your calcium needs. One cup of milk or yogurt, 1½ ounces of natural cheese, and 2 ounces of processed cheese count as 1 cup of milk (point to each food). Foods made from milk that have little to no calcium, like cream cheese, cream and butter are not part of the Dairy Group. We should take it easy with these foods because they are very high in fat. Ask, what are some of your favorite foods made from milk? Discuss with students: What are some ways you like to get calcium-rich foods in your meals and snacks? Make notes on the chalkboard. Some ideas include: drink milk with meals, have yogurt as snack, make pudding, top a baked potato with yogurt, or make a fruit and yogurt smoothie. Let s think of several ways we could get 3 cups of milk in one day s meals and snacks. Example: ½ cup milk on breakfast cereal, 1 ounce processed cheese on sandwich at lunch, 1 cup of yogurt for snack, 1 cup of milk to drink with dinner. Explain/discuss: Nutrition experts have found that Americans don t choose enough low-fat milk products. Low-fat milk has just as much calcium as regular milk and a lot less fat and cholesterol. Let s taste some (show Dairy Council cards for fat-free, reduced fat and whole milk).
Ask, which of the color bars are the tallest on each card? What does this mean? Tell students that since the calcium bar is about the same height on all of the cards they all have the same amount of calcium. Ask, which milk has the highest light green color bar (fat)? What does this mean? Which milk has the next highest light green color bar? Which milk has no light green color bar? Tell students that fat-free milk has no fat in it, reduced-fat milk has some fat, and whole milk is the highest fat milk choice. Ask, which kind of milk is the better choice? Milk Tasting Have students wash hands and taste some Low-fat milk products. Ask, how did you like these foods? Have you eaten these before? Would you like to have these foods again? Reflection question: How will the information about the fat in milk products affect the choices you make for milk beverages? Time: 20-25 minutes Core Activity Introduce activity by telling students: The purple section on the MyPlate poster is the Protein Foods Group. Many foods are in this group. Can you tell me what some of them are? Does anyone know why these foods are in one group? Protein helps us grow, stay healthy, and repair bones, muscles, skin and other parts of our bodies. Iron is very important mineral that helps carry oxygen in our blood. Go Lean with Protein Give each student a Protein Food Group food model and say:
We measure amounts of foods from the Protein Food Group in ounces. Some of you have 3-ounce portion, such as a hamburger patty, others have 1-ounce portions, such as an egg. Girls and boys your age need about 5 ounces a day. Most of us already eat enough foods from the Protein Foods Group, but we need to make leaner choices. If we aren t careful, we can get lots of fat and cholesterol from foods in this group. This isn t good for our health and it can cause us to eat too many calories. Tell students: Leaner meat or beans will be a better source of protein than foods that contain meat fat/skin or added fats. Explain that roasted chicken without the skin will be a healthier choice than the chicken nuggets, which contains the skin and have been breaded and fried in oil. Discuss ways to go lean with meat and beans: Draw three columns on chalkboard (choose lean meats and poultry; choose meat that has been baked, broiled or grilled; choose more fish, beans, peas, nuts and seeds) and record student responses. Ask students to think of some ideas they might try to make learner choices. Write their ideas where they fit best, listing ideas under each column to get students thinking. Give the following Nutrient Bar graph cards for black beans, turkey, peanut butter, taco and turkey sandwich to students to compare the fat contents of different foods from the Protein Foods Group. Ask them to line up in order from the lowest amount of fat to highest amount of fat. Ask students if the lineup is correct.
Tell them that no light green bar or the shortest light green bar means no or low fat. 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? Conclusion: Tell students during our last lesson we talked about grains, vegetables, and fruits. Today we talked about dairy and protein foods. Time: 20-25 minutes Comprehension Check Yes No Comments and/or Changes Plan a Healthy Meal Distribute MyPlate and divide class into groups of 3-4 students. Have groups plan a healthy meal that includes foods from each food group: Grains, Vegetables, Fruits, Dairy and Protein Foods. Students may use handouts to help brainstorm ideas. Have someone from each group tell the class what snack the group planned. Give each student a MyPlate Sticker when they ve completed planning a healthy meal. Tell students this is to remind you to plan a healthy plate with half your plate F/V. Time: Not Specified Closing Yes No Comments and/or Changes Pass out Family Newsletter: Lesson 2 Time: Not Specified Materials and Supplies Yes No Comments and/or Changes Used Materials and supplies -Visual Aids -Posters -Teaching Supplies 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 253-445-4529 if you have any questions about the completion of this form.