Know Your Nutrients

Author: Choose My Plate

Source: http://www.choosemyplate.gov/kids-parents-educators

Publication date: September, 2012

Materials accessible online: http://www.fns.usda.gov/sites/default/files/sump_level3.pdf

HBO:

HBO 2: Eat a variety of foods within each food group every day.

HBO 3: Eat an abundance of fruits and vegetables every day.

HBO 4: Choose to eat whole grain products and fat-free or low-fat milk or equivalent milk products regularly.

HBO 5: Drink plenty of water every day.

HBO 12: Follow an eating plan for healthy growth and development.

HBO 13: Support others to eat healthy.

NHES:

NHE 1.8.1: Classify the amount of food from each food group that a person needs each day.

NHE 1.8.2: Summarize a variety of nutritious food choices for each food group.

NHE 1.8.5: Summarize the benefits of eating plenty of fruits and vegetables.

NHE 1.8.7: Explain the similarities and differences among protein, fats, and carbohydrates regarding nutritional value and food sources.

NHE 1.8.8: Describe the benefits of consuming an adequate amount of calcium and a variety of foods high in calcium.

NHE 1.8.11: Summarize the benefits of drinking plenty of water.

NHE 1.9.19: Describe major chronic diseases and their relationship to what people eat.

 

Learning Objectives:

Students will…

• Identify at least 6 main nutrients and what food to find these in.
• Explain how nutrients help us grow and stay healthy.
• Apply this knowledge to create healthy meals and snacks.

Description:

This lesson focuses on teaching students about the importance and jobs of specific nutrients.  The lesson is broken up into three sessions (40, 40, & 60 minutes), focused to engage, explore, and then explain/evaluate.

While Engaging, the teacher asks students what they think is healthy and how they believe healthy foods benefit them. You would then define nutrient and what a nutrient does (a job).  You can also play a nutrient song during this time, however I feel that this might not be age appropriate for middle schoolers.
Ask if anyone can name a nutrient. Then you will write them on the board: carbohydrates, fats, proteins, water, vitamins, and minerals.  In older grades, you can probably explain macro nutrients vs micro nutrients (and maybe even list some of the specific micro nutrients).
Students then create a KWL list (what they know, what they want to know, and what they have learned) and have them write it in their notebooks.

While Exploring, the teacher will divide the class in 5 groups, and give each group a few note cards (each student will have 3-4 cards) and the will write their group number on the cards.
Group 1: Write a short sentence or phrase about something they need to do each day (at home, school, or play).    (Ex. Practice my dance routine)
Group 2: Will write down a nutrient and identify what it does for the body.  If they write down a vitamin or mineral, they must be specific.  (Carbohydrates give me energy to practice hard)
Group 3: They must have a card for each food group, and then they will write down what foods you can find in this food group.  (Vegetables: Crunchy carrots, crisp lettuce, juicy tomatoes)
Group 4: This group must make up or write down a creative phrase for eating.  (Power-lunch)
Group 5: They must identify a place where they can get a variety of foods.  (Grow it in a garden)
Then collect all the cards and keep them organized by number, and have each group pick a card from each group.  Then they have to make a “Power Poem” with the cards.
Here is an example of a “Power Poem” – From the store, I get thin-sliced turkey. It’s a great on-the-go nibble that builds my muscles so I can ride my bike

For Explain/Evaluate, students will show what they know.  They can create either a billboard or a magazine ad about a nutrient, create a news program, or write a song about a nutrient.  Then do a presentation!

 

Integration:

• Writing: Creating the poem about Power Food.
• Science: Learn about the specific properties of a nutrient, like the jobs that it does in the human body.  Looking at the effects and impacts of deficiencies and toxicity.  This might be better for older middle school students.
• Art: Create an advertisement about the nutrient.