Nutrition Fiction Book:

I Get So Hungry by Bebe Moore Campbell; Penguin Group; 2008

Summary:

This fictional book addresses the topic of obesity in children and adults. In this book, Nikki finds that when she starts eating, she has a hard time getting herself to stop. She tends to overeat when she is sad, angry or just bored. Nikki has a hard time making good choices about her health. Her family does not provide healthful food options for Nikki to choose from, and they often eat fried foods or junk food. One day, Nikki’s teacher decides to start eating healthier and exercising. As a result, Nikki discovers that she also wants to start focusing on her own health. Nikki and Mrs. Patterson work together to get healthy, and Nikki even convinces her mom join them by exercising more and eating right. The illustrations in this book help to tell Nikki’s story in a way that is engaging and entertaining for children.

Writing Assignment:

Read this book aloud to students in class. Have them answer comprehension questions during the read-aloud and ask them questions to keep them engaged. Afterwords, have students write a summary of the story (beginning, middle, and end) in their own words using illustrations. Then, have students connect the story to their own life by writing a letter to a friend or family member that might need help to develop healthy habits (like eating healthier and exercising). Have students tell the person they are writing the letter to what they learned about healthy eating in this book, why it is so important, and three steps they can take to try to improve their health.

 

Nutrition Nonfiction Book:

National Geographic Kids Cookbook: A Year-Round Fun Food Adventure by Barton Seaver; National Geographic Society; 2014

Summary:

This book serves as a resource for many things, including: cooking based on the food that is in season, crafts that are environmentally conscious, and overall making healthy, balanced meal choices. The recipes in this book are written from a variety of skill levels from basic snacks like “Ants on a Log” to more challenging recipes such as the “New England Pot Roast.” The monthly activities in this book range from gardening and composting to making greeting cards from recycled materials and planning sustainable holiday parties. The book uses engaging photographs and brightly colored layouts that will get students engaged and excited about the content. This resource will engage students both in–and outside of–the kitchen, connecting their relationship with food to the world around them.

Writing Assignment:

Have students read through some of the recipes in this book at a literacy station during reading time. Students can then create a grocery list of foods they could use to make healthful snacks. These lists could be used to provide ingredients for basic snacks to be make in the classroom (depending on rules of the school and food allergies, etc.). Students could also create their own menus for cooking at home. The teacher could provide typed-up copies of recipes for students to take home to their parents so that students can use this resource in their meals they make at home with their families.

 

Healthy Behavior Outcomes (HBO)

HBO 1. Eat the appropriate number of servings from each food group every day.

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 5. Drink plenty of water every day.

HBO 10. Prepare food in healthful ways.

HBO 13. Support others to eat healthy.

 

National Health Education Standards (NHES)

NHES 1.2.1 Identify that healthy behaviors impact personal health.

NHES 2.2.1 Identify how the family influences personal health practices and behaviors.

NHES 3.2.1 Identify trusted adults and professionals who can help promote health.

NHES 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve personal health.

NHES 7.2.2 Demonstrate behaviors that avoid or reduce health risks.

NHES 8.2.1 Make requests to promote personal health.

NHES 8.2.2 Encourage peers to make positive health choices.

 

Common Core State Standards (CCSS)

Writing:

CCSS.ELA-LITERACY.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

CCSS.ELA-LITERACY.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

CCSS.ELA-LITERACY.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Reading:

CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges.

CCSS.ELA-LITERACY.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.