Unit: Nutrition School District of Beloit, Beloit, wi rev 01/2013

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Grade Level: _____2______ Course: Health

Unit: Nutrition School District of Beloit, Beloit, WI Rev 01/2013

Essential Understanding

Guiding Questions



Including a variety of foods and beverages that have more nutritional value--and limiting those that don’t--benefits a person’s health.
Healthy eating behaviors help prevent illness and discomfort.

What are reasons that people eat foods besides hunger?
What are the steps that food goes through to get to the table?
How can food be divided into five food groups?
Which foods do we need every day for good health?
Which are foods that we don’t really need, but can enjoy sometimes?
Why do we need to drink water?
Why is hand washing important?

Grades PK-2





Identifying healthy foods: Have students classify a variety of foods according to the food group they fit in.

“Sometimes” food: Have students distinguish or identify the difference between a “sometimes” food and an “everyday” food. Have students identify examples of each on the worksheet “Every Day Foods for Every Day!”

Healthy Lifestyles: Writing prompt -- Advise Susan on how to improve her food intake choices.

  • Often Susan skips breakfast or has just cookies.

  • She has been eating only the Hot Cheetos and Little Debbies that are in her lunch and giving the rest of her food to friends.

  • At dinner she always gives her vegetables to her pet


Critical Content

Required Skills & Processes

Activities will incorporate opportunities to gain conceptual knowledge of the Essential Understandings and the ability to answer the Guiding Questions

Suggested Activities:
Physical Activity/Energy

Food gives us the energy to do physical activity. Vigorous physical activity, in turn, helps the body stay healthy. Have children identify which past times are physically active (walking, running, dancing) and which are inactive (watching TV, playing computer games).

Understanding why we eat

Discuss with children the different times, places, and situations when eating occurs. Do we always think about what we’re eating? Do we enjoy tasting each mouthful? Do we eat only because we’re hungry, or are our food choices affected by our mood, the foods that are most easily available, and the people we are with?

Have students write a short essay about their favorite food. They should describe its taste, how it makes them feel, how they have it prepared, where they eat it, and who they like to eat it with.

Food Groups

In second grade, most children are able to categorize foods correctly into five food groups: fruit; vegetables; grain; milk, cheese and yogurt (Dairy); and meat, beans, eggs and nuts (Protein).

Discuss the USDA MyPlate graphic.

Ask students to write a menu for a dinner that follows the MyPlate guidelines, using all five food groups.

Read and discuss books about the joy of eating particular fruits, such as Cherries and Cherry Pits by Vera B Williams. Or invite an Extension educator to discuss a fruit book.
Ask children to write a poem about their favorite fruit.
Read and discuss Count on Pablo, by Barbara de Rubertis. This book combines math concepts with a tale about marketing vegetables at a farmers market. Ask students to write out the recipe for the salsa that Pablo makes.
Read and discuss Oliver’s Milk Shake by Vivian French to introduce the idea that low-fat milk can be enjoyed in fruit smoothies. Ask children to write their own original recipes for fruit smoothies.
Read Gregory the Terrible Eater by Mitchell Sharmat. Ask children to categorize the foods that Gregory eats into food groups. Also discuss what happens when Gregory eats too much.
Sometimes” and “Everyday” foods.

Ask children to circle the words “fat” and “sugar” on the Nutrition Facts labels of various foods, so that they can compare their relative fat and sugar content.

Ask children to write down ways they could politely turn down a “sometimes” food.
Read The Berenstain Bears and Too

Much Junk Food by Stan Berenstain. Discuss the decisions that the Berenstain family made.
Have students write a book, All the Sweet Things in Life, about all the things they enjoy in life besides eating sweets or fatty foods.
Ask students to write a short essay directed to another second-grader advising what he/she could do to feel better through better food choices and physical activity.

Have children construct a simple bar graph comparing the amounts of sugar in different beverages. (“What’s in My Drink?”)

Drinking Water

Read Water, Water Everywhere,

by Mark J;Rauzon, and Cynthia Overbeck Bix, to review the water cycle and all the ways water is essential to life.
Have children conduct simple experiments to compare how humans, animals and plants are all similar in our need for water.
Remind students that water is a key ingredient in all living things..

Have students use a kitchen or postal scale to compare the weights of fresh fruits and their dried counterparts, e.g., a plum and a prune. Ask them to find the difference in weights to determine how much water the fresh fruit lost in the process of drying.

If possible, make water available daily for children to drink in the classroom.

Hand Washing – Review the six steps of hand washing with students.
Have children play “Scrub Club” online activities to learn more about the types of germs that cause food-borne illness.

Key nutrition messages

  • Eat more fruits /vegetables

  • Watch less TV

  • 60 minutes of activity a day

  • Drink more water and fewer beverages with added sugar

Why eat?

  • Energy

  • Health/Growth

  • Hunger vs non-hunger

  • Understand true physical hunger – time has past since last meal/snack, stomach feels empty, growling noise from stomach, knowing there are not emotional cues – eat for stress / boredom / to please someone else…

It is important to eat variety of foods, especially fruits, vegetables, and whole grains.

Food Groups

  • Vegetables

  • Grains

  • Protein

  • Fruits

  • Dairy

  • The MyPlate graphic includes only those types of foods our bodies need to function and grow. These are “everyday” foods, which should be eaten daily.

Foods that have lots of sugar and fat can be enjoyed sometimes, but not everyday.

  • MyPlate does not include “extras” or “sometimes” foods, such as butter ice cream, full-fat milk, cookies, cake, candy, and fried foods.

  • “Sometimes” foods are high in fat and sugar. Most people enjoy eating them, but they can cause problems (dental caries, excess weight gain, heart disease) if they are eaten every day.

Drinking water is healthy for our body.

Hand washing removes germs from hands. Eating or preparing food with unwashed hands can cause illness.


Describe healthy behaviors that impact personal health\

Identify internal and external factors that may influence health


Identify refusal skills that avoid or reduce health risks.
Demonstrate health-enhancing practices and behaviors. These may include but are not limited to: proper hygiene, physical activity, and healthy eating.
Wisconsin Nutrition Standards

A.4.2 Identify feeling hungry vs. feeling full/satisfied

A.4.3 Identify the benefits of relationship between physical activity (using energy) and the need for food and water; state that people need to eat food to have energy and grow
C.4.2 Identify a healthy eating habit

C.4.4 Compare and contrast snacks which can contribute to or undermine healthy eating habits and identify why one snack might bea better choice than another snack

C.4.6 Demonstrate how to use food labels to select a healthy food or snack

D.4.1 Understand the concept of variety, and identify that eating a variety of foods is important to health

D.4.2 Describe the consequences of overeating

D.4.3 Identify sources of fat and sugar in the diet
E.4.1 Understand that people eat many different foods as part of a healthy diet

E.4.5 Describe how food choices are influenced by availability, individual and family preferences, media and background
F.4.2 Describe different kinds of food (by physical and sensory characteristics — shape, taste,color, texture, etc)

F.4.4 Identify the basic food groups, and give examples from each group for meals and snacks
Reading Standards for Literature Gr. 2 RL

2.RL.1. Ask and answer such questions as who, what,

, when, why, and how to demonstrate understanding of key details in a text.

2.RL.2. Recount stories, including fables and folktales

from diverse cultures, and determine their central

message, lesson, or moral.

2.RL.3. Describe how characters in a story respond to

major events and challenges.

2.RL.4. Describe how words and phrases (e.g., regular

beats, alliteration, rhymes, repeated lines) supply

rhythm and meaning in a story, poem, or song.

2.RL.5. Describe the overall structure of a story, including describing how the beginning introduces the

story and the ending concludes the action.

2.RL.6. Acknowledge differences in the points of view of characters, including by speaking in a different

voice for each character when reading dialogue aloud.

2.RL.7. Use information gained from the illustrations and words in a print or digital text to demonstrate

understanding of its characters, setting, or plot.

2.RL.9. Compare and contrast two or more versions

of the same story (e.g., Cinderella stories) by

different authors or from different cultures.

2.RL.10. By the end of the year, read and comprehend

literature, including stories and poetry, in the

grades 2–3 text complexity band proficiently,

with scaffolding as needed at the high end of the


Reading Standards for Informational Text Gr. 2

2.RI.1. Ask and answer such questions as who, what,

where, when, why, and how to demonstrate

understanding of key details in a text.

2.RI.2. Identify the main topic of a multiparagraph text

as well as the focus of specific paragraphs within

the text.

2.RI.3. Describe the connection between a series of

historical events, scientific ideas or concepts, or

steps in technical procedures in a text.

2.RI.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

2.RI.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.

2.RI.6. Identify the main purpose of a text, including

what the author wants to answer, explain, or


2.RI.7. Explain how specific images (e.g., a diagram

showing how a machine works) contribute to and

clarify a text.

2.RI.8. Describe how reasons support specific points the author makes in a text.

2.RI.9. Compare and contrast the most important points presented by two texts on the same topic.

2.RI.10. By the end of year, read and comprehend

informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing Standards, Gr. 2

2.W.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.

2.W.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.

2.W.3. Write narratives in which they recount a well elaborated event or short sequence of events,

include details to describe actions, thoughts,

and feelings, use temporal words to signal event

order, and provide a sense of closure.

Math Standards Gr. 2

Operations and Algebraic Thinking

Add and subtract within 20.

2.OA.2 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

Number and Operations in Base 10

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

(Count on Pablo)

Measurement and Data

Work with money

2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2

dimes and 3 pennies, how many cents do you have?
Represent and Interpret Data

2.MD.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple problems using information

presented in a bar graph.


2.G.3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of,etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.


Time of year taught

Length of Unit

Tips for teachers on healthy eating and physical activity in the classroom

A Guide to Planning Curriculum in Nutrition, 2011, $24, Wisconsin DPI http://pubsales.dpi.wi.gov/pbsa_nutrtn

Alternatives to Using Food as a Reward, Healthy Meals Team Nutrition, 2004. http://healthymeals.nal.usda.gov/hsmrs/Connecticut/Food_As_Reward.pdf

Guide to Healthy Classroom Choices, Wisconsin Action for Healthy Kids http://ne.dpi.wi.gov/files/ne/pdf/neclsrmchs.pdf

Guide to Physical Activity in Schools, Wisconsin Action for Healthy Kids http://ne.dpi.wi.gov/files/ne/pdf/neschphyed.pdf

Elementary School Energizers http://www.eatsmartmovemorenc.com/Energizers/Texts/K-5-Energizers.pdf

Balance My Day Nutrition Education One text is available in each building. Pages are reproducible.

UW-Extension, Rock County, Wisconsin Nutrition Education Program (WNEP)

In all Beloit public schools, teachers may call on WNEP educators to present nutrition lessons, read stories, conduct food explorations and tastings, sing songs, play games, and provide reproducible activity sheets. Contact Carrie Knepper at 363-6272 or carrie.knepper@ces.uwex.edu. Teachers may choose the books, foods, and activities listed on the WNEP grade 2 lesson summary. Services are free. Calls to arrange visit dates during any part of the year should be made in August and September, to guarantee the availability of a nutrition educator.

Physical Activity

“Moving More and Staying Healthy” and “Healthy Lifestyles” activity from

Learn NC, Grade 2 Lessons, http://www.learnnc.org/lp/editions/nutrition/6623
Moderation: Recognizing Hunger Cues

Worksheet: “ Why Do We Eat What We Do?” Adapted from Food for Thought lesson, “The Very Hungry Kid,” http://www.eatsmartmovemorenc.com/FoodForThought/Texts/fft-grade2.pdf

Balance My Day Nutrition Education, K-2, p. “Snack Attack,” Lesson 1. Snack Attack , pp.151-152, 179-180
Balance My Day Nutrition Education, K-2, p. “Media,” Lesson 2. Snack Attack , pp.153-154,p. 181
Food Groups: Fruits, Vegetables, Grains, Milk, Protein


Color food photos may be obtained from the Washington Dairy Council, $20 for 153 http://www.eatsmart.org/product/food-picture-cards/

Free downloadable food pictures, including tacos, nachos and tamales:

Free downloadable color vegetable posters http://msucares.com/pubs/publications/e0043.pdf
Black and white food image cards may be copied from Balance My Day Nutrition Education, K-2, p. 253.
Color Name that Fruit flashcards can be downloaded from Wisconsin DPI Nutrition Education Resources


Fruit and Veggie Color Champions internet games: http://www.foodchamps.org/
The MyPyramid Go Fish Game helps children to classify and sort foods. http://www.fns.usda.gov/tn/resources/go-fish_color.pdf
MyPlate black outlines, downloadable graphic and tip sheets. http://healthymeals.nal.usda.gov/resource-library/bulletin-board-resources/myplate-bulletin-board-resources
“Eat Smart to Play Hard” downloadable color MyPlate poster for children http://www.fns.usda.gov/tn/Resources/eatsmartposter.pdf

Online order form for getting 1 free USDA MyPlate poster per classroom http://tn.ntis.gov/

50 mini MyPlate posters for children from Learning Zone Express for $10. http://www.learningzonexpress.com/p-1487-usda-kids-myplate-handouts-tablet-of-50.aspx [Posters can also be provided free by Extension educators invited to the classroom.]
Serving Up MyPlate: A Yummy Curriculum, Level 1 Teacher’s Guide http://www.fns.usda.gov/tn/Resources/sump_level1.pdf

MyPlate Blastoff online game http://www.fns.usda.gov/multimedia/Games/Blastoff/BlastOff_Game.html

Balance My Day Nutrition Education, K-2, p. “MyPlate Helps Guide Variety ,” Lesson 3, Breakfast Go Power, pp.43-44,p. 72
Balance My Day Nutrition Education, K-2, p. “Making Breakfast Choices ,” Lesson 4, Breakfast Go Power, pp.45-464,p. 73

Balance My Day Nutrition Education, K-2, p. “Healthy Meals Have Variety!” ,” Lesson 10, Meal Appeal, pp.113-114, 134-135

Grade 2 Food Group lesson, “Breakfast Builds Brains,” North Carolina Food for Thought: http://www.learnnc.org/lp/editions/nutrition/6620
Grade 2 “Focus on Fruits, Vary Your Vegetables” lesson from Nebraska Fresh Fruit and Vegetable Program. http://www.education.ne.gov/ns/nslp/FFVP/BINDERS/Binder2-Lesson_K-5_Classroom_Activities/Grade2_Lessons.pdf


Enjoying and Identifying Fruits and Vegetables

“Comparative tasting” pp, 41-48, Delicious Nutritious Wisconsin: Connecting Nutrition Education and Local Foods, Wisconsin DPI http://ne.dpi.wi.gov/files/ne/pdf/ndw.pdf
Fruit and vegetable songs, jokes, and coloring pages , Wisconsin DPI Nutrition Education Resources, http://fns.dpi.wi.gov/fns_ffvpned
Harvest of the Month activities, California Healthy Kids, http://www.harvestofthemonth.cdph.ca.gov/
Sometimes” and “Everyday” Foods

Assessment: “Everyday Food for Every Day!” worksheet to go with Gregory the Terrible Eater story, available from UW-Extension.
“Making Healthful Choices” worksheet from American Heart Association http://www.heart.org/idc/groups/heart-public/@wcm/@global/documents/downloadable/ucm_312368.pdf
Balance My Day Nutrition Education K2: “Drink Think,” Lesson 6 Meal Appeal pp105-106, 129.
Balance My Day Nutrition Education K2: “Nutrition Facts Labels,” Lesson 4 Snack Attack, pp. 157-158, 184-185

Balance My Day Nutrition Education K2: “Smart Servings,” Lesson 6 Snack Attack, pp. 161-162, 188

Balance My Day Nutrition Education K2: “Smart Servings,” Lesson 7 Meal Appeal, pp. 107-108, 130

All the Sweet Things in Life Book template, available from UW-Extension.
Drinking Water

“Water, Water, Everywhere!” Maryland Extension Growing Healthy Habits Lesson plans, p. 215, part 3. [This is a curriculum about gardening, but lessons can also apply to classroom plants.] http://md.nutrition-ed.org/

Fizzy’s Lunch Lab Hydration Lesson Plan, http://pbskids.org/lunchlab
Balance My Day Nutrition Education K2: “Drink Think,” Lesson 6 Snack Attack pp163-164, 189.
Polite refusal of “sometimes” foods

Balance My Day Nutrition Education K2: “Help to Meet My Healthy Goals,” Lesson 9 Meal Appeal pp111-112, 133.
Hand Washing

Balance My Day Nutrition Education K2: “Clean Machines, Lesson 1, Meal Appeal, pp. 95-96, 123
Online games and webisodes from NSF Scrub Club http://www.scrubclub.org/home.aspx
Partnership for Food Safety Education: Fight Bac for Kids http://www.fightbac.org/

Resources for Parents

USDA “Nibbles for Health” newsletters:

Juice or Fruit Drinks?

Let’s Eat Out! Healthful Fast Foods

Teaching Good Food Habits


Recipes for Healthy Kids Cook book http://www.teamnutrition.usda.gov/Resources/r4hk_homes.html

Contingent on guest speakers and areas of core subjects it can be injected
Should be done throughout the year

6-7 Lessons

10-25 minutes (Implement at least one activity per section to meet the goals)

If using UW-Extension

(It would be 6 classroom visits of 30-60 minutes)

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