W/N K-1. Wellness & Nutrition. Year. Quarter 1

W/N Wellness & Nutrition K-1 Year 1 Quarter 1

W/N K-1 Year 1 Quarter 1 1 2 3 4 5 6 7 8 9 5210 Let s Go! Activity: Power Goals The Famous 5! Activity: Give Me Five! Energy for Our Bodies Activity: Energy Food Relay Race Fruits & Vegetables Activity: Fruits & Vegetables Alphabet Get Your Protein! Activity: Plant or Animal? Grains Galore! Activity: Grain-GO! Dairylicious Activity: Where s the Dairy? Spooky Halloween Activity: Spooky Scavenger Hunt Taste Test Activity: Bell Peppers Taste Testing Please Read First: 5-8 Minutes Before you begin the activity, please hand out the pre-test to each student. The pre-test has three different grade levels, make sure to use the correct one for your age group. The pre-test will help us evaluate how effective the class is on teaching kids about nutrition. At the end of the quarter the same test will be administered again to see how much knowledge they gained from the beginning. Tip: Avoid using the word test! Instead ask kids, How many of you know what nutrition is all about? How about we figure it out? Then hand out the test.

5210 LET S GO! 1 WEEK 1 Power Goals! 20 OVERVIEW minutes Kids will learn what 5210 means. Kids will learn how to set healthy goals and be able to identify ways to achieve them. 5210 poster Chart/chalkboard Marker/chalk. Variations/Alternatives: Draw and Color Activity: Hand each student drawing paper. Tell each student that they are superheroes. Have them come up with a superhero name and superhero powers, but it has to relate to healthy foods and play. Adapted From: Baylor University s Community Mentoring for Adolescents Development. Goal Setting and Decision Making. Retrieved from http://www.mentoring. org/downloads/mentoring_429.pdf Let s Go! 5210 Toolkit. Retrieved from: http://www. letsgo.org/programs/earlychildhood/toolkits/ Setting the Stage: Explain what 5210 stands for using the poster. (Refer to 1.1 Scientific Rationale attachment for more details) 5 or more fruits and vegetables 2 hours or less of recreational screen time 1 hour or more of physical activity 0 sugary drinks, more water and low-fat milk What is a goal? A goal is a plan of action for the future Why is goal setting important? Setting goals gives you a vision on where to go in the future. It helps build self-confidence and motivation. First, as a class brainstorm a few healthy goals together. Today, we are building a goal together as a class to help us become healthier individuals. We will set one for being active and also one for nutrition, because in order for us to become healthier we need to make sure that we are getting enough nutrients for our body and keeping our heart healthy by playing. 1) As a class, create two goals that the class can achieve by the end of the quarter: one goal for nutrition and one for getting your heart pumped and healthy. 2) List a few things on how we can achieve our goals (these goals can be done at anytime during the minute duration or include it as add-on to what they are already doing). An example of an add-on: Try eating a new fruit this week. How? Encourage students to eat their fruit and vegetable during supper/snack. Examples of goals to do at the ending, beginning, during class: - Move around more. How? Keep the class moving and active. It can be anything from walking around the table as we talk about [lesson plan] or dance your way up as you turn your paper in. - Dance more. How? At the beginning of the class, turn on the music and dance for a couple of minutes. 3) Now that you and your students have come up with two goals post it up on the wall, where they can see it every time they come in.

THE FAMOUS 5 2 WEEK 2 Give Me Five! OVERVIEW minutes Kids will learn about the five food groups and how to encourage each other to make healthier choices. Kids will learn why active play along with healthy eating helps keep us healthy. Kids will express their creativity through the High Five activity. My Plate Poster Hand template Popsicle sticks Scissors Crayons/markers Glue ODC food models Supporting My Plate Poster High Five Template Eat Smart To Play Hard Adopted From: Oregon Agriculture in the Classroom. Lesson to Grow. Retrieved http://aitc.oregonstate.edu/teachers/pdf/handson/giveme_five.pdf Setting the Stage: Explain to kids that food groups are collections of foods with similar nutrients to help keep us healthy and growing. Ask students to name any food groups they know. List answers on the board. Fill in any of the five groups that are not mentioned. o Fruits: Eat a rainbow of fruits o Vegetables: Eat a rainbow of vegetables o Grains: Make half of your grains whole grains o Protein: Add lean protein/meat to your meals o Dairy: Switch to low fat milk choices To help them remember the five food groups, students will be making a Give Me Five! hand. Use the My Plate Poster while talking to kids. Pass out Food Models and ask them to hold up foods that belong in the fruits? Protein? Dairy? 1) Give each student a paper hand template, a popsicle stick (pencils work too), tape and crayons or markers. 2) Have students draw/write their favorite fruit, vegetable, grain product, protein and dairy on each finger. Then draw/write their favorite active activity right in the middle. 3) Then students will cut out the hand and glue it on a Popsicle stick. 4) Have students turn to their neighbor and take turns sharing their favorite five and give each other a high five. Variations/ Alternatives: Using the Oregon Dairy Council (ODC) Food Model, scatter foods on the floor and have students organize them into the correct food group. Have them share out loud which food is their favorite and why?

ENERGY FOR OUR BODIES 3 WEEK 3 Energy Food Relay Race OVERVIEW Kids will learn about energy rich foods Chart and markers ODC Food Models minutes Take Home Score Big OR Breakfast = Achievement (English & Spanish) Breakfast Tracker Setting the Stage: Last week, we learned about the five food groups, this week they will learn about foods that give us energy! 1. Break students up into groups of 4-5. Tell students to pretend that they are astronauts and they need fuel for their spaceship to get back home. In order to go home they need energy and breakfast food will give them fuel (energy). 2. Now, there are some food choices that give you more energy than others (see below). 3. Lay out breakfast choices from the ODC Food Models. Have each group pick three different choices. Zoom foods are good to eat almost anytime because they are healthy (like skim milk). They give you lots of fuel (energy)! Slow foods. It s okay to eat them, but not every day (like waffles). They give you less fuel (energy). 4. Go to each group and have them share the food choices they picked. Ask them, which food group do the foods belong to and if it is a Zoom food or Slow food? 5. After each group shares,have them do a quick running relay across the room. Each person in the group is part of the relay, and has one of the food choices with them. If it s a slow food choice, they have to walk. If it s fast, they can run (inside run, or safe run). The final relay runner gets to land on the Earth (marked Home/Earth). 6. A variation would be to them hand out food choices to each group randomly, so that they have to race slow or fast based on food choices the teacher has made. 7. All relays should be times so that students can see how slow foods slow them down. Variations/ Alternatives: Choose and Place: Draw a plate split into four and a cup on the side for dairy. Lay out Food Models and have kids pick out a couple breakfast choices and place them in the appropriate food group. All the Way Home: Give each food choice a distance it would propel astronauts home. Show how far each astronaut must travel and challenge students to find enough fuel to get all the way home. Once they pick foods, add up the numbers to see if they made it.

FRUITS & VEGETABLES 4 WEEK 4 Fruits & Vegetables Alphabet OVERVIEW Kids will learn what foods are in the fruit and vegetable group. Kids will learn different fruits and vegetables of the alphabet Kids will learn that fruits and vegetables keep us healthy by protecting our bodies from being sick and helping our bodies to heal after injuries. ODC Food Models My Plate Poster Fruits and Vegetables Alphabet Alphabet key guide Paper Crayons Markers minutes Supporting Fruit Tips for Parents (English & Spanish) Vegetable Tips for Parents (English & Spanish) Fruits and Vegetables Alphabet Setting the Stage: Last week we learned about Breakfast. Why is Breakfast the most important meal? It helps jumpstart and fuels our brain for the day! (Use the My Plate Poster) Today we will learn the fruits and vegetables of the alphabet! Using the Food Models, who can show me a fruit model that begins with the letter S? Why are fruits and vegetables important? They provide us with key nutrients (e.g. Vitamin A and Vitamin C) that help: Our skin to heal when we get hurt. Keep our hair shiny. Keep our bellies feeling good with tons of fiber. Finally, they are all very important in protecting our bodies from getting sick. Key note: Eat a rainbow color of fruits and vegetables. Eating colorful fruits and vegetables will help you grow healthy and make your body feel good and try making at least half of your plate with fruits and vegetables 1. Hand each student the Fruits and Vegetables Alphabet worksheet. 2. Students will go through the alphabet and name a fruit or vegetable that starts with each letter. Then they will draw and color a picture of the fruit or vegetable below the name. Variations/Alternatives: Classroom Activity: Using the Food Models, you can go through each letter of the alphabet and ask kids to hold up a Food Model that starts with the letter A, B, C Adopted From: Oregon Agriculture in the Classroom. Lesson to Grow. Retrieved from http://aitc.oregonstate.edu/teachers/ pdf/handson/giveme_five.pdf

GET YOUR PROTEIN! 5 WEEK 5 Plant or Animal? OVERVIEW minutes Kids will learn about foods that are in the protein group. Kids will learn that protein helps you grow and makes our muscles, skin, hair and body strong. Kids will learn about protein foods from animal and plant sources. Kids will learn that fats/ oils such as fish and nuts are healthy. Kids will learn that amino acids make protein. ODC Food Models or the Protein Food Cards Template My Plate Poster. Variations/Alternatives: Give each student a yes and no card. Hold up the food model cards one at a time and have kids close their eyes after they see what it is. With eyes closed, ask Is this an animal? Once everyone has answered, have kids open their eyes and ask a few kids to share why they answered the way they did. Once you have a few kids share, provide your answer and a little information about the protein. Continue through list of questions and all the cards. Adopted From: http://www.dineforlife.org/ resources/elementary_ School_Lessons_2011-2012/K- 1/K-1%20Protein%20Group.pdf 1%20Protein%20Group.pdf Setting The Stage: 5 min. Today we are going to learn about the purple area on the plate, which is Protein! Who can name some foods that are in the Protein group? Fish, beef, pork, chicken and ham Nuts and seeds, like beans, come from plants and they give your body some good protein, eggs too! Why is Protein important? Protein helps us grow, heal our wounds and help our bellies feel full. Explain to kids if we did not have protein to help build our muscles we would not be able to walk, run, jump or even smile. It is a good idea to eat more lean meats instead of meat with unhealthy fats known as solid and saturated fats. What are sources of healthy fats? Fish and nuts are good sources of fats/oils and so are vegetable, corn and olive oils. Why are fats important? Fats/oils help protect our bodies from getting sick and are good for our skin. 1) Lay out protein food cards on a table/floor. 2) Have the Comment cards posted around the room. 3) Give a protein food card (attached) or hand out protein food models from the ODC Food Models to each student. 4) Use the Protein Questions attachment to help guide questions. 5) Ask a question, and instruct kids to move to the comment card that best answer the question. For example, Have you tried your protein food? Go to Yes if you have and No if you haven t. 6) Allow a minute or so to have students share why they went to the area they did.

GRAINS GALORE! WEEK 6 Grain-GO! 6 OVERVIEW minutes Kids will be able to identify foods in the grain group. GRAIN Sheet GRAIN Cards Projector Popcorn kernels (as markers) Pencils and bag ODC Food Models. Setting The Stage: (Pull out MyPlate) Tell students that today they are going to learn about the orange area of the plate, Grains. Ask them, How many of them like to eat pasta? Then ask them, Can someone tell me what foods are in the grain group? Rice, bread, pasta, oatmeal, corn Why are grains important? Grains have fiber that prevent sickness and keeps our bellies full! Now that they learned a bit about grains and fiber switch over to playing GRAIN-GO! 1) Beforehand, cut out the cards and put it in a bag to be drawn out. 2) Project the word bank on the wall or write them on a chalkboard for all students to see and read. 3) Hand each student a bingo sheet. 4) Tell them to fill out the GRAIN sheet by picking a grain food and writing it in a box on their sheet. Do this until their whole sheet is filled. 5) When everyone is ready, you will draw from the bag, call out the grain food. If anyone has it on their sheet, they can cover the box with a popcorn kernel. 6) The student who has 5 in a row (horizontal, vertical, backwards/frontwards and diagonally) will shout out, Grain GO! 7) If time permits, you can do a second round. Variations/Alternatives: 1) If you do not have access to a projector, print out the Grain-GO! Cards and have students cut and paste the words onto their bingo card. Adopted From: Champions for Change- Arizona Nutrition Network

DAIRYLICIOUS 7 WEEK 7 Where s the Dairy? OVERVIEW minutes Kids will be able to identify foods in the dairy group and know that calcium from dairy products make our bones and teeth strong. Learn how milk is made and processed. Access to internet and computer Projector Where s the Dairy coloring page Crayons Markers Coloring pencils MyPlate poster Source: National Dairy Council. Where s the Dairy. Retrieved from http://www.udim.org/ sites/default/files/linked_ files/schools/classroom/ WheresTheDairy.pdf Setting the Stage: 2-5 min. (Pull out MyPlate) Ask kids, Who here likes to drink milk? Eat Cheese? And Yogurt? Today we will learn about the blue area on MyPlate, which is the Dairy group. What are some foods/drinks that belongs in the Dairy group? Milk, cheese, and yogurt Did you know that dairy foods provide us with calcium and other nutrients such as Vitamin D? Milk and dairy foods are filled with Calcium which helps develop our teeth and bones and make them stronger. Vitamin D helps with bone and teeth structure too! How much dairy do we need everyday? Children need at least 2 ½ cups to 3 cups of dairy every day to keep their bones and teeth strong. Part A: (7 min) 1) Set up internet, projector and screen beforehand. If you do not have access to the internet and projector, use the attached MILK info-graphic to share with the class on how milk is made and how it is processed. 2) Play video: http://www.youtube.com/watch?v=qyfa2-4zzhk 3) Video Discussion questions: What did you learn? How did they milk the cow? Where does the milk go after they milk the cow? Part B: (10 min) 1) Hand students the Where s the Dairy coloring page. 2) Lay out markers, crayons and coloring pencils on each table. 3) Tell them they are Dairy Detectives and you need their help to find the missing dairy foods. 4) Read out loud the key messages on the Where s the Dairy coloring page. 5) Can they help you find all the hidden dairy foods on the page. When they do, color the food. Variations/ Alternatives: Turn on some music and have the students draw their favorite dairy products! Drawing activity is attached.

SPOOKY HALLOWEEN WEEK 8 Spooky Scavenger Hunt 8 OVERVIEW minutes Children will participate in a spooky scavenger hunt, and will review healthy foods and food groups from prior activities Kids will identify other healthy alternatives for Halloween instead of sweets and candies. ODC Food Models Items for prizes; materials can vary, see activity instructions. Take Home Healthy Halloween Treats TIP: Turn on some music and have the students dance as you shout out different spooky foods and creatures for them to dance like! Ideas for free spooky music: http://www.youtube.com/ watch?v=dpray5qwkik (3 min) http://www.youtube.com/ watch?v=7jqjdrio8vo (9.5 min) http://www.youtube.com/ watch?v=tn8wsvhz_wq (2 min) Pandora Radio: Halloween Party Radio Source: Center for Science in the Public Interest. Healthy Celebrations. Retrieved from: http://www.cspinet.org/ nutritionpolicy/policy_options_healthycelebrations. html Setting the Stage: 2-5 min. Tell students that we are going to have a scavenger hunt! Explain that food models are hidden around the space, and their goal is to find the hidden items and that you, the instructor, will provide clues and descriptions of what to search for. When they get close to an item you ll say their getting hotter, and as they go further from the item they are getting colder. Activity Instructions Part A: (15 min) Put spooky and fun Halloween music on! 1) Beforehand, set the ODC Food Models or related items around the room or in well-marked perimeters (items can be cut outs from grocery ads, or use the food models. 2) Split students into groups. TIPS: organized by birthday month, favorite color, etc. to pair students. 3) Challenge them to find a food from each food group, a blue food, a flat food, a round food, etc. 4) Encourage and give clues when appropriate. Use hand gestures when describing items (e.g. flat food, round food) 5) Describe a food e.g. I m round. People sometimes eat me for a snack or with breakfast. I m a fruit. I am orange. Have the groups search for the correct food model. Let groups describe the next item to one another. 6) Use hot and cold clues when they are near or far away. Part B: (5 min) 1) Have groups share an item or two that they collected in the scavenger hunt. 2) Each child can pick a gift from the basket of Halloween Goodies after the activity. Variations/ Alternatives: 1) Have the clues written on a card and place one card on each students back. Students must read one another s clues to each other to figure out what food their clue is describing. Once a student knows what food their clues are identifying, they must find that food around the room. (Suggested 2nd 5th activity, students must be able to read) 2) This activity vary depending on the group, size, or materials. a. Add more food models if you have a large group or extra time. b. Have everyone search for all the foods at once, after they have guessed all the clues correctly. c. Have everyone search for one food at a time. d. Go through all the items clues, having one child guess at a time. Then each student can search for the one food that they guessed from the clues given.

TASTE TEST 9 WEEK 9 Bell Pepper Taste Testing OVERVIEW minutes Learn that it s okay to try something and okay to say that you do not like it. Identify different bell peppers and flavors Bell peppers make a delicious snack. One sweet pepper per pair or small group of students Index cards- one per student. Take Home Bell Pepper Family Newsletter (English and Spanish Variations/ Alternatives: 1) This activity vary depending on the group and size or available materials. Try substituting pumpkins instead of peppers. 2) Have each group of children write a poem, or story, or skit about peppers to share with the group (The Life of a Pepper I started as a seed. Then I grew.) Source: (2013). Oregon Department of Education: Oregon Harvest for Schools. Retrieved from http://www.ode.state.or.us/ search/page/?id=3294 Setting the Stage: 2-5 min. Encourage kids to try new foods: It s good to try new foods. How many of you have eaten sweet bell peppers before? Do you know what food group they belong to? Vegetables It s okay if you try something and don t like it Some peppers are sweet and crunchy. Did you know that there are different colored peppers and they have different flavors? They re also really good for us! For example, bell peppers provide us with Vitamin C that and other nutrients that protect our bodies from getting sick. Can you guess from what country are peppers originally grown? Peppers are mainly grown in Mexico. Peppers make a delicious snack! Today we will taste some sweet and crunchy bell peppers. Activity Instructions 1) Working in pairs or small groups ask students to predict how many seeds are in their pepper. 2) Record the class predictions. Cut the bell pepper in half and count the actual seeds in each pepper. 3) How did this compare with their prediction? Review and record class totals. 4) How many seeds does it take to grow one pepper plant? 5) How many pepper plants could you potentially grow with your seeds? 6) Share with group: If one pepper plant can grow about 5 peppers (this can really vary depending on the plant and growing conditions), how many pepper seeds could you get from one plant (5 peppers x about 400 seeds per pepper)? Optional: Provide multiple kinds of bell peppers or some fruit/vegetable substitute and have children predict which they will like best, and then have the children taste them.