Title: Sam Stern’s Real Food Real Fast

Author:Sam Stern & Susan Stern

Published in U.S. in 2008

Copyright Date:

2006

Publisher:

Candlewick Press

Health Topic:

Food Allergies

Grade Levels:

Grades 3 – 5

Citation:

Stern, S., & Stern, S. (2008). Real food, real fast. Cambridge, MA: Candlewick Press.

Description:

Sam Stern’s Real Food Real Fast is a cookbook geared towards healthy cooking and eating for the younger individual. In the introduction of the book the author, Sam, talks about how fast food does not have to be junk food. I totally agree with him. I think this cookbook gives a child, young teenager or even an adult a good sense of how to create healthy easy meals with what is in the fridge. A cookbook is a great resource for children or really anyone with food allergies because it allows a person to see exactly what is going into the food they are going to eat. A person with food allergies needs to be able to follow a cookbook in order to prepare healthy balanced meals that do not include a specific food they are allergic too. Cookbooks are also a great way to gather new ideas or ways to modify other recipes to meet a person’s specific food allergy needs.

Excerpt from book:

“Here’s the best part – fast food doesn’t have to be junk food. Take pizzas – they’re great if made fresh at home with real stuff…” (Stern, S., & Stern, S. 2008).

Core Integration to Physical Education:

As a Physical Education and Health Teacher I could integrate this health topic into a Physical Education lesson by creating an activity that requires students to gather ingredients for a recipe without using “allergy foods.” This activity would include movement skills, pathways, locomotor motion, self – space, directions, and levels while also incorporating a health topic into the lesson.

Standard 1: Students will demonstrate competency in a variety of motor skills and movement patterns.

PE1.1.3a Demonstrate mature pattern in locomotor skills in isolation (leap, jump, and land in a horizontal plane, and jump and land in a vertical plane).

PE1.1.3b Apply mature pattern in locomotor skills in a variety of activities.

PE1.1.4a Apply mature pattern in locomotor skills in a variety of lead-up activities and small sided game play.

PE1.1.4b Demonstrate appropriate pacing in a variety of running distances.

PE1.1.5a Apply mature pattern in locomotor skills in a variety of activities, modified games, and small sided game play.

PE1.1.5b Apply appropriate pacing in a variety of running distances.

Standard 2: Students will apply knowledge of concepts, principles, strategies, and tactics related to movement and performance.

PE2.1.3 Demonstrate the concept of moving to open space and reducing open space.

PE2.1.4 Apply the concept of moving to open space and reducing open space in a variety of lead-up activities and small sided game play.

PE2.1.5 Apply the concept of moving to open space and reducing open space in a variety of small sided and modified game play.

PE2.2.3 Demonstrate concepts of pathways, levels, and relationships in a variety of activities.

PE2.2.4 Apply concepts of space, pathways, levels, and relationships in a variety of lead-up activities and small sided game play.

PE2.2.5 Apply concepts of space, pathways, levels, and relationships in a variety of small sided and modified game play.

PE2.3.3a Demonstrate concepts of speed, direction, and force in a variety of activities.

PE2.3.4a Apply the concept of pacing in a variety of activities.

PE2.3.5 Apply speed, direction, and force in a variety of small sided and modified game play.

Standard 3: Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

PE3.2.3 Actively engage in physical education class.

PE3.2.4 Actively engage in physical education class.

PE3.2.5 Actively engage in physical education class.

PE3.8.3a Create a balanced meal.

PE3.8.3b List six nutrients (carbohydrates, fats, proteins, vitamins, minerals, water).

PE3.8.3c Understand relationship between caloric intake and expenditure.

PE3.8.4a Create a balanced daily food plan.

PE3.8.4b Describe how each nutrient provides energy for the body.

PE3.8.4c Identify ways to balance caloric intake and expenditure.

PE3.8.5a Analyze a food journal to create a more balanced food plan.

PE3.8.5b Describe how body function and composition are affected by food consumption.

PE3.8.5c Analyze nutritional content of food using nutrition facts.

Standard 4: Students will exhibit responsible personal and social behavior that respects self and others.

PE4.5.3 Apply safety principles in physical activities (with self, with peers, with equipment).

PE4.5.4 Apply safety principles in physical activities (with self, with peers, with equipment).

PE4.5.5 Apply safety principles in physical activities (with self, with peers, with equipment).

Standard 5: Students will recognize the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction.

PE5.2.3 Identify physical activities that provide opportunities for self-expression.

PE5.2.4 Identify physical activities for the purpose of self-expression and enjoyment.

PE5.2.5 Analyze how various physical activities promote self-expression and enjoyment.

National Health Education Standards:

NHES 1

Students will comprehend concepts related to health promotion and disease prevention to enhance health.

NHES 2

Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

NHES 3

Students will demonstrate the ability to access valid information, products, and services to enhance health.

NHES 4

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

NHES 5

Students will demonstrate the ability to use decision-making skills to enhance health.

NHES 6

Students will demonstrate the ability to use goal-setting skills to enhance health.

NHES 7

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

NHES 8

Students will demonstrate the ability to advocate for personal, family, and community health.

 

 

 

 

NHES Applicable:

NHES 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

 

HE1.5.1 Name the food groups and a variety of nutritious food choices for each group.

HE1.5.4 Explain the importance of eating a variety of foods from all the food groups.

HE1.5.15 Describe the benefits of healthy eating.

 

NHES 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

 

HE2.5.1 Identify relevant influences of culture on food choices and other eating practices and behaviors.

HE2.5.2 Identify relevant influences of peers on food choices and other eating practices and behaviors.

HE2.5.3 Identify relevant influences of community on food choices and other eating practices and behaviors.

HE2.5.4 Describe how relevant influences of family and culture affect personal food choices and other eating practices and behaviors.

HE2.5.5 Describe how relevant influences of school and community affect personal food choices and other eating practices and behaviors.

HE2.5.6 Describe how relevant influences of media (e.g. advertising) and technology affect personal food choices and other eating practices and behaviors.

HE2.5.7 Describe how relevant influences of peers affect personal food choices and other eating practices and behaviors.

NHES 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.

 

HE3.5.1 Describe characteristics of accurate nutrition information.

HE3.5.2 Describe characteristics of appropriate and reliable nutrition products.

HE3.5.3 Describe characteristics of appropriate and trustworthy nutrition services.

HE3.5.4 Demonstrate how to locate sources of accurate nutrition information.

NHES 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

 

HE4.5.1 Demonstrate effective verbal and nonverbal communication to avoid unhealthy food choices and promote healthy eating.

HE4.5.3 Demonstrate how to effectively ask for help to improve personal food choices and promote healthy eating.

NHES 5: Students will demonstrate the ability to use decision-making skills to enhance health.

 

HE5.5.2 Decide when help is needed and when it is not needed to make a decision related to healthy eating behaviors.

HE5.5.4 Identify options and their potential outcomes when making a decision related to healthy and safe eating behaviors.

NHES 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

 

HE6.5.1 Set a realistic personal goal related to improving healthy eating behaviors.

NHES 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

 

HE7.5.1 Describe practices and behaviors that reduce or prevent unhealthy eating and behaviors.

NHES 8: Students will demonstrate the ability to advocate for personal, family, and community health.

 

HE8.5.1 Give factual information to improve the food and beverage selections of others.

 

 

Health Behavior Outcomes Applicable:

HBO 9. Eat healthy foods while dining out.

HBO 10. Prepare food in healthful ways.

HBO 12. Follow an eating plan for healthy growth and de