Lesson Plans For Nestle Collection Nutrition (Level 1 .
Lesson Plans for Nestle CollectionNutrition (Level 1, PreK-2)Reading Is FundamentalBooks Supported: You Are What You Eat by Sharon GordonEat Healthy, Feel Great by William Sears, M.D., MarthaSears, R.N., and Christie Watts KellyD.W. the Picky Eater by Marc BrownGrowing Vegetable Soup by Lois EhlertWhy Should I Eat Well? by Claire LlewellynHow Did That Get in My Lunchbox? by Chris ButterworthINTRODUCTIONEveryone needs to eat healthy foods in order to support a healthy brain and body. Becausethere are so many choices available, children need to learn to identify and choose healthyfoods. The books in this collection can help them to do that. This lesson plan will providegeneral information for the collection and then book-specific information below.Here are some examples of classroom activities to support students' learning: Create a word wall of vocabulary from the unit. For pre-readers, include pictures that canbe easily detached from and reattached to the wall. As you review vocabulary, askstudents to help you match the pictures with the words.Set up a "Nutrition Literacy Center" in your classroom. Include books from this collection,other books about food, illustrated cookbooks, and laminated recipe cards. Restaurantmenus can often be found online to print, but try asking for extras from your localrestaurants; children will love having access to the "real thing" in the classroom. Providereal food packages such as empty cereal boxes for the children to read and explore.Make a large food pyramid with tape on the floor and label each space. Using play foodor pictures, ask children to group the food in the correct space on the food pyramid.Read your school's lunch menu with children. Ask them to identify healthy choices andtreats and describe what each food does for the body (ex. pasta gives us energy, milkhelps our bones).Invite someone from your school's food services department to talk about healthy foodwith the children and provide guidance on how they can make the best choices atlunchtime. Children will love interacting with an expert on the topic.
To encourage children to "eat the rainbow," make a large rainbow on one wall. Whenchildren eat a food of each color, allow them to draw, cut out, or color a picture of thefood and place it on the rainbow. Children who are reading and writing can label thefood, while pre-literate children can do so with help.For younger children, label two baskets "Healthy Foods" and "Treats." Have the childrenuse play food, empty food packages, and/or pictures to fill the baskets.Materials List sentence stripsmasking or duct tapeconstruction paperpictures of various foods (try using old magazines)butcher paper in rainbow colorsbooks about food and healthy eatingillustrated cookbookslaminated recipe cardsrestaurant menusschool lunch menuplay food and/or empty food packagesGeneral Objectives for Nutrition LessonsStudents will: describe how healthy and unhealthy foods affect our bodies.give examples of and distinguish between healthy foods and treats.identify the parts of the food pyramid and place foods in the appropriate group.read a simple recipe and menu.identify how foods from specific groups help our bodies.understand key vocabulary from the nutrition unit.identify main idea and supporting details in informational texts.
BOOK-SPECIFIC LESSON PLAN 1Using You Are What You Eat by Sharon Gordon with the Nutrition Level I Lesson PlanYou Are What You Eat by Sharon Gordon (Scholastic-Children's Press, 2002) is aninformational book with simple text. It presents the concept of the Food Pyramid and takesreaders through a typical day of making choices about what to eat for each meal and snacks,describing in very simple terms the idea that healthy foods help our bodies, while treats do not.ObjectivesStudents will: identify the parts of the food pyramid and place foods in the appropriate groupgive examples of and distinguish between healthy food and treatslist the three mealsunderstand key vocabularyCCSS AlignmentRI.K.1 With prompting and support, ask and answer questions about key details in a text.RI.K.2 With prompting and support, identify the main topic and key details of a text.RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.RI.K.10 Actively engage in group reading activities with purpose and understanding.RI.1.1 Ask and answer questions about key details in a text.RI.1.2 Identify the main topic and retell key details of a text.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrasesin a text.RI.2.1 Ask and answer such questions as who, what, where, when, why and how todemonstrate understanding of key details in a text.RI.2.4 Determine the meaning of words or phrases in a text relevant to a grade 2 topic orsubject area.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, ordescribe.
RI.2.7 Explain how specific images (e.g. a diagram showing how a machine works) contribute toand clarify a text.NGSS AlignmentK-LS1-1. Use observations to describe patterns of what plants and animals (including humans)need to survive.Pre-Reading Activities: Tell students that the class is going to study nutrition, or how what weeat affects our bodies. Introduce vocabulary words students will encounter in the text.Look at the book cover and read the title together. Ask students if they've ever heard thephrase, "You are what you eat." Ask what they think that means.Reading: Read You Are What You Eat aloud to your class. After you read the book aloud, goback to the image of the food pyramid on page 8. Either make a copy of the food pyramid for allstudents or project the image onto the board. Do a close analysis of the food pyramid,reinforcing the concept that food can be classified into different groups and emphasizing theidea that we need to eat a certain number of servings from each group.Provide students with a list of questions to think about as you read.What is the author's main point? (Eating healthy food helps our bodies stay healthy. As the titlesays, you are what you eat.)What three healthy meals should we eat each day? (breakfast, lunch, dinner)What food does the author say is a healthy snack? (watermelon)What food groups are included in the food pyramid? (Bread, Cereal, Rice, and Pasta; Fruit;Vegetable; Milk, Yogurt, and Cheese; Meat, Poultry, Fish and Dry Beans, Eggs, and Nuts; Fats,Oils, and Sweets)Post-Reading:Post-Reading Comprehension Questions:According to the author, what does "You are what you eat" mean? (Answers will vary, butshould include the idea that healthy eating leads to a healthy body.)How do we feel if we eat healthy foods? (We have energy to learn and grow.)How do we feel if we eat too many treats? (We feel tired.)How many servings should we eat from each food group each day? (See Food Pyramid onpage 8.)
Class Activity: As a class, describe what a healthy lunch might look like. Be sure to include onefood from each group.ABOUT THIS TITLELexile: 500LInterest Level: 4-8 yearsReading Level: PreK-2ThemesNonfiction, Education, Nutrition, Families, Informational Text, Health, Everyday Choices, Food
Word List:Category Vocabulary:NutritionHow what we eat affects our bodiesFood pyramidA chart that shows the food groupsFood groupA group of foods with similar qualitiesHealthyContributing to good healthTreatsSweet, salty, or fatty foodsNutrientsElements in foods our bodies needIngredientsDifferent foods in a recipeWaterA liquid your body needs more of than anyother food or drinkBook-specific Vocabulary:BreakfastA morning mealLunchA midday mealDinnerAn evening mealDessertA treat eaten after mealsMilkA dairy drinkPastaNoodles made of grainsSnackFood eaten between mealsTiredWithout energy
BOOK-SPECIFIC LESSON PLAN 2Using Eat Healthy, Feel Great by William Sears, M.D., Martha Sears, R.N., and ChristieWatts Kelly with the Nutrition Level I Lesson PlanEat Healthy, Feel Great by William Sears, M.D., Martha Sears, R.N., and Christie Watts Kelly(Little, Brown, 2002) is a complex, multi-paragraph informational text that introduces and definesthe specific vitamins and minerals our bodies need and the unhealthy additives we shouldavoid. The book asks students to think in terms of green-light (go), yellow-light (slow), and redlight (stop) foods and to use this concept to help them make healthy food choices. Foodallergies are also briefly discussed.ObjectivesStudents will: understand the concepts of green-light, yellow-light, and red-light foods and giveexamples of foods in each categoryunderstand the concept of eating the rainbowidentify the main idea and important supporting details by using text features such as thecover, title page, sidebars, and bold printunderstand key vocabularydemonstrate understanding of the connection between eating healthy foods and feelingwellCCSS AlignmentRI.K.1 With prompting and support, ask and answer questions about key details in a text.RI.K.2 With prompting and support, identify the main topic and key details of a text.RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.RI.K.5 Identify the front cover, back cover, and title page of a book.RI.K.10 Actively engage in group reading activities with purpose and understanding.RI.1.1 Ask and answer questions about key details in a text.7
RI.1.2 Identify the main topic and retell key details of a text.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrasesin a text.RI.1.5 Know and use various text features (e.g. headings, tables of contents, glossaries,electronic menus, icons) to locate key facts or information in a text.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.RI.2.1 Ask and answer such questions as who, what, where, when, why and how todemonstrate understanding of key details in a text.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specificparagraphs within the text.RI.2.4 Determine the meaning of words or phrases in a text relevant to a grade 2 topic orsubject area.RI.2.5 Know and use various text features (e.g. captions, bold print, subheadings, glossaries,indexes, electronic menus, icons) to locate key facts or information in a text efficiently.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, ordescribe.RI.2.10 By the end of the year, read and comprehend informational texts, includinghistory/social studies, science, and technical texts in the grades 2-3 text complexity bandproficiently, with scaffolding as needed at the high end of the range.NGSS AlignmentK-LS1-1. Use observations to describe patterns of what plants and animals (including humans)need to survive.1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspringthat help offspring survive.Pre-Reading Activities: Tell students that the class is going to study nutrition, or how what weeat affects our bodies.Look at the front cover, back cover, and title page. Discuss the illustrations. Discuss how thetitle indicates the main idea of the book.Introduce vocabulary words students will encounter in the text. This book contains manyadvanced vocabulary words students might not have heard before, so plan to spend some timetalking about these words before, during, and after you read.Reading: While this book is most appropriate for students in late first grade or second grade,PreK and Kindergarten students can readily understand the useful concept of green, yellow, andred-light foods and the idea of eating the rainbow. With younger students, you may choose toread aloud, simplifying the text by skipping the pages with detailed definitions of vitamins,minerals, and food additives. As you read, check for comprehension by asking the followingquestions: When should we eat green-light foods? (As often as we want. Green means "go.")8
When should we eat yellow-light foods? (They are okay sometimes, but should belimited. Yellow means "slow down.")When should we eat red-light foods? (Never. Red means "stop.")Why do we need to eat healthy foods? (To provide our bodies with everything we needto feel good and be healthy)What is the most important food or drink for our bodies? (water)What does it mean to "eat the rainbow"? (to eat foods of many different colors)Why should we "eat the rainbow"? (because foods of different colors provide differenthealthy things our bodies need)With older students, read the book aloud using a projector so that you can stop and provideclose analysis of key pages, pointing out text features that aid comprehension like sidebars andbold print. In addition to the questions listed above, ask the following as you read: What are some nutrients green-light foods contain? (protein, healthy fats, complexcarbohydrates, vitamins, minerals, Vitamin A, B vitamins, Vitamin C, calcium, fiber, iron)How many cups of water should you drink a day? (at least four)Which tends to be healthier, lighter colored foods or darker colored foods? (darker)Post-Reading:Post-Reading Comprehension Questions:What is the main idea of the book? (If you eat healthy foods, you will feel good and have energyto learn, play, and grow.)What are some ways the authors suggest we can identify healthy foods? (look for shortingredients lists with familiar food words, eat foods of a variety of colors, avoid foods withunhealthy ingredients, participate in shopping for and cooking healthy foods)Class Activity:Make a chart with three columns (red light, yellow light, and green light) and ask students toidentify foods they enjoy that go in each of the columns. Include food allergies in the red lightfoods if students want to share a food allergy. Most schools have a peanut-free policy, so putthat in the red light category for your school. As you chart, discuss why each food goes in thecategory you choose.9
ABOUT THIS TITLELexile: AD780LInterest Level: Ages 4-7Reading Level: PreK-3ThemesNonfiction, Informational Text, Families, Nutrition, Attachment Parenting, Health, Food Allergies, Vitamins,Minerals,10
Word List:Category Vocabulary:NutritionHow what we eat affects our bodiesFood pyramidA chart that shows the food groupsFood groupA group of foods with similar qualitiesHealthyContributing to good healthTreatsSweet, salty, or fatty foodsNutrientsElements in foods our bodies needIngredientsDifferent foods in a recipeWaterA liquid your body needs more of than anyother food or drinkBook-specific Vocabulary:Green-light foodsHealthy foods that are good for your bodyYellow-light foodsFoods that can make you slow down if you eattoo manyRed-light foodsFoods you should not eatFood allergiesOccur when a food that is usually healthy toeat makes you sickFood dyesColorings in candy and drinks that make foodslook tasty but are bad for your bodyHydrogenated oilsAn unhealthy ingredient that makes your bodywant to eat more, often found in packagedfoods.PreservativesAdded to foods to keep them from spoilingWhite flourFills you up without providing nutrientsSugarMakes foods sweet, but isn't good for yourbodyProteinAn ingredient in chicken, beans, and cheesethat helps you grow big and strongHealthy fatsFound in fish, eggs, and peanut butter and11
helps your brain think betterComplex carbohydratesFound in whole-grain bread, cereal, and pastaand gives you energyVitaminsIncludes A, B, and C; These help your bodywork better and keep you healthy.MineralsIncludes calcium and iron; These help yourbody work better and keep you healthy.Vitamin AA vitamin that helps your eyesightB VitaminsVitamins that are good for your brain and heartVitamin CA vitamin that helps your body heal itselfCalciumA mineral that is good for your bonesIronA mineral that is good for your bloodFiberAn element of green-light foods that helps yourtummy and digestion.12
BOOK-SPECIFIC LESSON PLAN 3Using D.W. the Picky Eater by Marc Brown with the Nutrition Level I Lesson PlanD.W. the Picky Eater by Marc Brown (Little, Brown, 1995) is a humorous fictional story about alittle girl who is a picky eater. D.W. (the little sister of Arthur, the title character in the popularPBS Kids series of the same name) refuses to try many foods, especially spinach—until sheaccidentally eats a dish full of spinach and loves it.ObjectivesStudents will: summarize the story, relating the beginning, middle, and endidentify characters, settings, and major eventsidentify various emotions felt by different characters at different points in the text, usingboth words and illustrationsidentify the central message or lesson of the bookCCSS Alignment:RL.K.1 With prompting and support, ask and answer questions about key details in a text.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.RL.K.5 Recognize common types of texts (e.g. storybooks, poems)RL.K.6 With prompting and support, name the author and illustrator of a story and define therole of each in telling the storyRL.K.7 With prompting and support, describe the relationship between illustrations and the storyin which they appear (e.g. what moment in a story an illustration depicts).RL.K.10 Actively engage in group reading activities with purpose and understanding.RL.1.1 Ask and answer questions about key details in a text.RL.1.2 Retell stories, including key details, and demonstrate understanding of their centralmessage or lesson.RL.1.3 Describe characters, settings, and major events in a story, using key details.13
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to thesenses.RL.1.7 Use illustrations and details in a story to describe its characters, settings, or events.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade1.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how todemonstrate understanding of key details in a text.RL.2.5 Describe the overall structure of a story, including describing how the beginningintroduces the story and the ending concludes the action.RL.2.6 Acknowledge differences in points of view of characters, including by speaking in adifferent voice for each character when reading dialogue aloud.RL.2.7 Use information gained from the illustrations and words in a print or digital text todemonstrate understanding of its characters, setting, or plot.RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, inthe grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end ofthe range.NGSS Alignment:1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspringthat help offspring survive.Pre-Reading Activities: Tell students that the class is going to study nutrition, or how what weeat affects our bodies. Introduce vocabulary words students will encounter in the text.Examine the front cover and title page with students. Discuss how the character depicted on thecover seems to be feeling. How does the illustration depict those emotions?Show the students the back cover and read the book blurb on the back to introduce the conflict.Discuss again how the characters depicted on the back cover seem to be feeling. How does theillustration depict these emotions.Ask students what it means to be a "picky eater." Have they ever been called a picky eater? Arethere foods they refuse to eat?Identify this book as a fictional storybook. The story is not true, but it helps us to think aboutpicky eating through D.W.'s experience.Reading: This is a funny book that lends itself to reading aloud across the grade spectrum fromPreK-2. Much of the humor in the book comes from reading with expression to highlight differentcharacters' perspectives on D.W.'s picky eating. Reading aloud will allow teachers to modelfluency and expression and to emphasize the con
Lesson Plans for Nestle Collection . Nutrition (Level 1, PreK-2) Reading Is Fundamental . Books Supported: You Are What You Eat by Sharon Gordon Eat Healthy, Feel Great by William Sears, M.D., Martha Sears, R.N., and Christie Watts Kelly
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