Lesson 4 - CATCHcatchinfo.org/wp-content/uploads/2014/11/Grade-5-Lesson-4.pdfLesson 4 ♥ Choose Your Plate ... 407575_Gr5_Less04_Layout 1 9/8/11 4:45 PM Page 64. 65 F. Tell students

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Suggested Time Activities Audio/Visual Student Materials

Lesson 4

♥ Choose Your Plate

In this lesson, students will:

1. Explore MyPlate to recognize that eating a variety of healthful foods in recom-mended amounts and doing physical activities will help their body stay in energybalance.

2. Apply the MyPlate guidelines to their eating habits.*

*Learning Objective

Outline: Lesson 4

1. Review

2. Worksheet

3. Summary

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Transparency 5

• Transparency 6A• Transparency 6B• Optional: Emptyschool milk carton

• Transparency B

40 minutes

• GO-SLOW-WHOA List

• Handout 5

• Handout 6A• Handout 6B• Handout 7

407575_Gr5_Less04_Layout 1 9/8/11 4:45 PM Page 63

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Activity 1: Review

Purpose: To explore MyPlate to recognize that eating a variety of healthful foodsin recommended amounts and doing physical activities will help their body stayin energy balance.

A. Have students take out their GO-SLOW-WHOA List. Ask how many sectionsare in the list. (Seven) Point out that the first five sections are considered foodgroups. The last two sections, Fats and Other, are not food groups, even thoughsmall amounts of oils should be part of everyone’s diet.

B. Ask students why they think it is important for them—and all people—to eatfoods from the five food groups every day. (Different kinds of foods provide different kinds of nutrients like vitamins and minerals.) Point out that by eatingfoods from the five food groups, a person is more likely to get all the nutrientstheir body needs to stay healthy, feel good, and have lots of energy.

C. Emphasize the following: (1) Even though people come in all shapes and sizes, itis important for everyone to eat meals regularly every day and to eat a variety offoods; (2) everyone should try to eat portions that are not too big.

D. Project Transparency 5: MyPlate. Explain to students that MyPlate is a guideto help them remember to eat a variety of foods every day. It also helps them remember not to eat portions that are too big.

E. Distribute Handout 5: MyPlate, and tell students they are going to label theirplate. Model writing the labels on the transparency as you go through the explanation below.

• Let’s review: Why should you eat foods from each food group? (To get all the nutrients like protein, vitamins, and minerals thatyour body needs)

• Let’s look at the different sections of MyPlate. How many sectionsare there? (Five) There is one section for each food group.

• Which two sections fill up the left side of the plate? (Fruits and Vegetables) You should make half of your plate fruits and vegetables.

• Let’s look at the Vegetables section on the lower left. Write “Veg-etables” in this section. It’s important to eat vegetables of differentcolors. Why is this true? (Vegetables of different colors provide youwith different vitamins and minerals.) It’s especially important toeat dark-green and orange vegetables.


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F. Tell students that they are now going to apply what they have learned about MyPlate.

• Which section is above the Vegetables section? Write “Fruits” asthe label for this section. Remember that you can eat fruits that arefresh, frozen, dried, or canned. But if you’re going to eat a fruitthat isn’t fresh, try to eat one that hasn’t had sugar added to it.Also, there is something else to keep in mind: 100% fruit juices areGO foods; but since they contain a lot of natural sugar, it’s best todrink only one small glass of fruit juice a day.

• Let’s look at the two sections on the right half of the plate. Whichsection is larger, the top or the bottom? (Top) Write “Grains” inthis section. Some grains are refined, which means that parts of thegrain containing healthy nutrients have been taken away. Othergrains are whole, which means that these parts haven’t been takenaway. At least half of the grains you eat should be what type—refined grains or whole grains? (Whole grains)

• What is the last section on the plate? (Lower right section) Write“Protein” in this section. This includes beans, eggs, fish, lean meat,and poultry. This food group is called “Meat, Beans, and Eggs” inthe “GO-SLOW-WHOA List.”What are some of the GO waysto prepare meat, chicken, turkey, and fish? (Baked, grilled, broiled;not fried)

• Which section do you think is the circle? (Dairy) What is the bestkind of milk, or dairy product, to eat and drink? (Plain [unsweet-ened], either fat-free or 1% low-fat) This section is called “Milkand Dairy” in the “GO-SLOW-WHOA List.”

• You know that what you eat and drink is important for yourhealth. What else is important? (Doing physical activity)

• What is an important idea you’ve learned so far that connectshealthful eating and physical activity? (Energy balance: You’ll helpyour body stay in energy balance by doing physical activities andby taking in about the same number of calories as your bodyneeds.) If you eat portions of food that aren’t too big, it will beeasier not to take in too many calories.


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Activity 2: Worksheet

Purpose: To apply the MyPlate guidelines to their eating habits.

A. Project Transparency 6A: MyPlate Worksheet – Part 1. Tell students that theyare going to fill out their own worksheet. To demonstrate how this should bedone, point out the example items shown in the Dinner section and Physical Ac-tivities section in the first column of Transparency 6A, and then use the Codesbox at the bottom right to code the food items as follows: baked chicken–P;cooked carrots–V; green beans–V; bread–G; milk–D.

B. Distribute Handout 6A: MyPlate Worksheet – Part 1. Tell students to listeverything they ate and drank at meals or for snacks and all the physical activities they did yesterday. Then have them code the food items. Inform students that they will have only a few minutes to do this. Monitor their work.

C. On Transparency 6A, point out the Estimated Amount column. Fill in the following for the physical activities: 30 minutes for jogging; 15 minutes forsweeping. Tell students to fill in the estimated number of minutes they did eachphysical activity they listed on Handout 6A. Then ask, “How can we estimatethe amount of a food or beverage?” Use the following dialogue box to explainhow to estimate amounts. If you have an empty milk carton available, show it tostudents instead of asking them to visualize it.

D. Project Transparency 6B: MyPlate Worksheet – Part 2. Go over the quantity information for Vegetables, Fruits, and Dairy in the first column. Then, on Transparency 6A in the Estimated Amount column, fill in the following amountsfor cooked carrots, green beans, and milk: cooked carrots–1/2 c.; green beans–1/2 c.;milk–1 c. Point out that, to save time, “c.” can be used as an abbreviation for “cup.

• Visualize a carton of milk from the cafeteria. Imagine how muchthis milk carton can hold—whether it’s something liquid, likemilk or juice, or something solid, like cooked beans.

• The amount this milk carton can hold is 1 cup. You’ll use theunit of one cup to estimate amounts of foods you ate that are inthe Vegetables, Fruits, and Milk food groups. Let’s look at someexamples.


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E. Explain that something else is used to estimate amounts for foods in the Grainsand the Protein food groups. Ask students to define the word equivalent. (Some-thing that is equal in amount, or quantity) Point out that, just as a cup is theunit used to estimate some foods, an ounce equivalent is the unit used to estimatefoods in the Grains and the Protein food groups. Project Transparency 6B, andgo over the quantity information for Grains and for Protein in the first column.

F. On Transparency 6A in the Estimated Amount column, fill in the followingamounts for baked chicken and bread: baked chicken–2 oz. equiv.; bread [1 slice]-1 oz. equiv. Point out that “oz. equiv.” can be used as an abbreviationfor “ounce equivalent.”

G. Tell students to fill in the estimated amount for each food item they listed onHandout 6A.Monitor their work as needed.

H. Demonstrate on Transparency 6B how students will complete Part 2 of theirworksheet (Handout 6B). Using the Dinner items from Transparency 6A,calculate the estimated total amount for each food group. Fill in the followingamounts in the Estimated Total Amount column of Transparency 6B: Grains–1oz. equiv.; Vegetables–1 c.; Dairy–1 c.; Protein–2 oz equiv. For the physical activities, fill in “45” in the Estimated Total Amount column.

I. Distribute Handout 6B: MyPlate Worksheet – Part 2. Have students completeit using the estimated amounts they recorded on Handout 6A. Point out thatthey will do the calculations for all the food items and physical activities theylisted. Suggest that they use the back of the page for calculating as needed. Monitor their work as needed.

J. Tell students they will use the last column of Part 2 of the worksheet for an outside-of-class assignment: to get a personalized plan for eating and physical activity from a web site. Announce when and where they will do the assignment.

K. Distribute Handout 7: MyPlate Daily Food Plan. Explain that the image onthe handout is what they will see when they go to the web page. Briefly go overthe directions. Point out the NOTE at the bottom of the page, which encour-ages students to further explore the web site. Tell students to read this note whenthey do the assignment.


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Students whose weight is higher than may be healthy for

their age and height will be navigated to an intermediate

page. A note on this page suggests that the student consult a

health care provider. From this page the student navigates to

MyPlate Plan.

L. Show Transparency B: MyPlate Daily Food Plan. Tell students that this is anexample of what their personalized MyPlate Plan will look like. Point out theparts of the plan as you explain the following.

• Look at the middle column (ounces/cups) of the chart. Noticethat the word “ounces” used in this chart refers to “equivalentounces.” These are recommended amounts for a day. Theamounts on your chart will be different because they’re for you.

• Look at the information below the chart about grains andveggies. Read this information under your own chart because itwill be different for you.

• There is information about how much oil and extra fats and sugars you should eat in a day.

• Finally, there is a recommendation about physical activity: get atleast 60 minutes of physical activity most or all days—just as youlearned from the FIT formula!

M. Make sure students understand that they will fill out the Recommended Amount fromMyPlate Plan column of Part 2 of their worksheet (Handout 6B) with the foodamounts shown on their MyPlate Plan personalized chart from the web site.

N. Inform students that the next lesson will begin with a brief discussion of theirfindings and a goal-setting. Encourage them to start thinking about one thingthey can do to eat amounts of foods that are closer to the recommended amountsfrom their MyPyramid Plan.

O. Finally, stress the importance of eating more or less the recommended number ofounce equivalents or cups of foods. Emphasize that by doing this they will find iteasier to keep their body in energy balance.


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Activity 3: Summary

Purpose: To review the main points of Lesson 4.

A. Emphasize the importance of eating a variety of healthful foods. Ask studentswhat feature of the plate will help them remember this. (The plate is made up ofseveral different sections.)

B. Emphasize the following: (1) Even though people come in all shapes and sizes, itis important for everyone to eat meals regularly every day and to eat a variety offoods; (2) everyone should try to eat portions that are not too big. Ask studentswhat feature of the plate will help them remember this. (The sections on theplate show the size of the portions.)

C. Ask students what else is important besides what they eat and drink. (Physicalactivity) Remind them that, along with eating healthful foods that provide aboutthe same number of calories that their body needs, doing physical activities helpstheir body stay in energy balance.

D. Encourage students to take one step at a time when they are making changes toward more healthful eating, rather than try to change everything all at once. As time permits, ask students for examples of small steps they could take. (Examples: eat more fresh fruit; eat a salad at a meal; eat fewer fried foods)


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Lesson 4 � Transparency 5

MyPlate


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Lesson 4 � Transparency 6A

MyPlate Worksheet – Part 1

Food EstimatedBREAKFAST Group* Amount

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

LUNCH

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

SNACK

_____________________________________ _____ ________________

_____________________________________ _____ ________________

DINNER

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

PHYSICAL ACTIVITIES

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

Baked chicken

Cooked carrots

Green beans

Bread (1 slice)

Milk

Jogging

Sweeping

G = GrainsV = Vegetables

F = FruitsD = Dairy

P = Protein*Codes:


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Lesson 4 � Transparency 6BMyPyramid Worksheet – Part 2

Estimated Total Recommended AmountAmount from MyPlate Plan

FOOD GROUP

Grains (G) _____ ounce equivalents _____ ounce equivalents

Vegetables (V) _____ cups _____ cups

Fruits (F) _____ cups _____ cups

Dairy (D) _____ cups _____ cups

Protein Foods (P) _____ ounce equivalents _____ ounce equivalents

PHYSICAL ACTIVITIES _____ minutes _____ minutes

Use ounce equivalents. Examples of an ounceequivalent: 1 slice of bread, 1 cup of ready-to-eat cereal, or ½ cup of cooked rice,cooked pasta, or cooked cereal.

Use cups. A milk carton from the cafeteriaholds 1 cup.



Use ounce equivalents. Examples of an ounceequivalent: About two chicken nuggets, ¼cup of cooked dried beans, 1 egg, 1 largespoonful of peanut butter, 1 small handful ofnuts or seeds.



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Lesson 4 � Transparency B

MyPlate Daily Food Plan


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Lesson 4 ♥ Handout 5

♥ Name

MyPlate


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Lesson 4 ♥ Handout 6A

♥ Name

MyPyramid Worksheet – Part 1

Food EstimatedBREAKFAST Group* Amount

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

LUNCH

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

SNACK

_____________________________________ _____ ________________

_____________________________________ _____ ________________

DINNER

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

PHYSICAL ACTIVITIES

_____________________________________ _____ ________________

_____________________________________ _____ ________________

_____________________________________ _____ ________________

G = GrainsV = Vegetables

F = FruitsD = Dairy

P = Protein*Codes:


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Lesson 4 ♥ Handout 6B

♥ Name

MyPyramid Worksheet – Part 2

Estimated Total Recommended AmountAmount from MyPlate Plan

FOOD GROUP

Grains (G) _____ ounce equivalents _____ ounce equivalents

Vegetables (V) _____ cups _____ cups

Fruits (F) _____ cups _____ cups

Dairy (D) _____ cups _____ cups

Protein Foods (P) _____ ounce equivalents _____ ounce equivalents

PHYSICAL ACTIVITIES _____ minutes _____ minutes

Use ounce equivalents. Examples of an ounceequivalent: 1 slice of bread, 1 cup of ready-to-eat cereal, or ½ cup of cooked rice,cooked pasta, or cooked cereal.




Use ounce equivalents. Examples of an ounceequivalent: About two chicken nuggets, ¼cup of cooked dried beans, 1 egg, 1 largespoonful of peanut butter, 1 small handful ofnuts or seeds.



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MyPlate Daily Food Plan

DIRECTIONS:

1. Go to this web page: http://www.choosemyplate.gov

2. Click on “Get a Personalized Plan.”

3. Enter your information on the “Daily Food Plan” web page.

4. Click on SUBMIT.

5. Read the information in the chart for your Daily Food Plan.

6. In the column titled Recommended Amount from MyPlate Plan on Part 2 of

your worksheet (Handout 6B), write the ounces and cups information fromyour MyPlate Daily Food Plan chart on the web page. Write 60 as the recommended number of minutes of physical activity.

7. Compare the numbers in the column titled Recommended Amount from

MyPlate Plan with the numbers in the column titled Estimated Total Amount.

Lesson 4 ♥ Handout 7

♥ Name

At another time, explore other features of the MyPlate web

site on your own. Get tips and more information about food

groups by clicking on parts of your MyPlate Plan. Also, click

on “For Kids (6–11 yrs)” on the home page.


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Documents

Lesson 4 - CATCHcatchinfo.org/wp-content/uploads/2014/11/Grade-5-Lesson-4.pdfLesson 4 ♥ Choose Your Plate ... 407575_Gr5_Less04_Layout 1 9/8/11 4:45 PM Page 64. 65 F. Tell students