Nutrition Education for ESL Programs Nutrition Education for ESL Programs. ... For example, blue fruits and vegetables may reduce the risk of cancer ... making a sentence for each

LEVEL: INTERMEDIATE HIGH

Key message #2: Students will continue to eat, or add, fruits and vegetables to their diets to equal USDA recommendations.

Students will be able to explain the health advantages of eating fruits and vegetables daily.

Students will add fruits to their diet by tasting unfamiliar ones.

Students will be able to write a descriptive paragraph.

Writing

2.5 hours

Food

Nutrition Standard

Content Objective

Behavior Change Objective

Language Objective

Instructional Approach

Class Length

Topic

Nutrition Education for ESL Programs

E A T I N G W E L L L I v I N G W E L L N U T r I T I O N E D U C A T I O N F O r E S L

NUTRITION BACKGROUND INFORMATION FOR TEACHERS (note: the following background information is intended for teachers only. It is not to be used as a lecture for students. Research shows that nutrition education that is skill based is more effective than knowledge-based instruction and is more likely to lead to behavior change.)

Key Message #2: Students will continue to eat, or add, fruits and vegetables to their diets to equal USDA recommendations.

Objective 2.1 Students will be able to explain the health advantages of eating fruits and vegetables daily.

A balanced diet includes eating a variety of foods from all the food groups. In this lesson, the focus is on introducing students to the taste of new fruits. research (Prehm & Associates, 2002) shows that many immigrants come to this country with healthy food traditions that include eating plenty of fruits and vegetables. Often, their and their children’s diets become less healthy living in the United States. Some replace fresh fruits and vegetables with a diet high in fat and sugar. Some cannot find the fruits they ate in their country in American stores and are wary of trying unfamiliar foods. The healthy habits that immigrants bring to this country should be acknowledged and encouraged in this lesson by acquainting them with fruits that are similar to their favorites from their countries. Students with less healthy eating habits should be encouraged through this lesson to add fruits and vegetables to their diets.

As of this writing (2005), the USDA recommends eating variety of fruits and vegetables every day. In California fresh fruits and vegetables are readily available year round, and when bought in season, can be economical. They are easy to cook and can be kept on hand to be eaten raw. In addition to fresh produce, fruits and vegetables are available frozen, canned, dried and juiced.

In addition to vitamins, minerals and fiber, fruits and vegetables contain phyto-nutrients, colorful plant chemicals that seem to help the body fight disease such as cancer, heart disease, stroke, and diabetes. They may also slow the signs of aging. A plant’s color can give clues to its health benefits. refer to the chart on the next page.



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LESSON PLANIntermediate High

M A T E R I A L S

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Prior to the lesson: Prepare 3 tear sheets • Introduction stage: Health Benefits of Fruits • Presentation stage: Writing Checklist • Practice stage: Directions for Writing TaskBring to class: • Your favorite fruit in whole form and cut up

for students to taste. • Other fruits to taste during the Application Stage of the lesson.

Warm Up/Review (15 minutes) �. Have students form groups of four for a competition. • Have groups choose the student who is the fastest writer

in the group. • Instruct the writer to have a paper and pencil ready. (No other students are allowed to write.) • Inform students that they will have five minutes to

brainstorm a list of fruits. • The group with the longest list will be the winner. • Tell them not to worry about spelling accuracy.

2. Begin the competition. Say, “Stop!” after 5 minutes.

3. reward the group with the longest list. 4. Assign a reporter from each group and ask the reporters to

stand. • Have each group's reporter read the name of one fruit

from their list while you write on the board. • Elicit spelling from class members and have them check

off words from their lists as you go. • Continue around the room until all words are listed on

the board.

5. When finished ask students to think about fruits from their native countries.

• Are they able to get all the fruits here that they ate in their native country?

• Allow them to add the names of other fruits to their lists that they can’t get here.

• Allow students to write names in their native languages. • Provide English word equivalents, if known.

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Optional: Prizes for the competition eg, pencils, key chains, recipe cards.


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20Introduction: (20 min.)

�. State objectives: “today we will be talking about the health benefits of eating fruit; tasting fruit; writing about

one fruit and describing it.”

2. Make the health connection: • Fruit is excellent for our health. • Elicit health benefits of fruit from students. • Show students the color copy of, “Why eat A

Variety of Colorful Fruits and Vegetables every Day”, that’s located with Teacher’s Background materials.

Tell them that different color fruits and vegetables help different parts of the body. Tell students some of the information from the chart. For example, blue fruits and vegetables may reduce the risk of cancer, heart disease and diabetes. It may help aging. Ask for examples of blue fruits and vegetables. Simplify language so that students understand. You can post this chart in the classroom later.

• Example health benefits: • Vitamins • Minerals • Fiber • reduce the risk of cancer • Helps eyesight • Helps control diabetes • Weight control • reduce the risk of heart disease • Strengthens bones and teeth • Helps body recover from illness • Helps wounds to heal • Lower high blood pressure • May slow the effects of aging (e.g. skin tone).

3. Write this information on a tear sheet, prepared prior to class titled “Health Benefits of Fruit.” It will be used again in the Application stage of lesson.

Tear sheet titled, “Health Benefits of Fruit”; ColoredChart titled: “Why Eat a Variety of Colorful Fruits and Vegetables?” (From Teacher’s Background materials)


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Presentation: (40 min.)

�. Bring your (teacher’s) favorite fruit to class. (The sample paragraph uses blueberry; substitute your own

if you prefer.) • Show students the whole fruit, not cut. • Explain to students that this is your favorite fruit. • Comment on the color; the size (big, small); the shape

(round, oval, flat, long); the texture (smooth, crunchy, bumpy, soft, inside, outside, juicy, dry etc.); the taste (a little like an apple, a little like a mango, sweet, sour, bitter); when you ate it (a memory); and where you ate it (your native country or U.S.).

2. Draw the “idea map” on the board with a center circle. (See Teacher’s reference #1)

• Draw seven surrounding circles. • Write the name of the fruit in the center circle.

3. Write these descriptor titles in the seven outer circles: Color, Texture, Taste, Shape, Size, When, Where.

Teacher’s favorite fruit: Whole fruit and cut up; Samples for tasting; Teacher’s reference #1: “Idea Map”


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Presentation (cont.)

4. Model how to use the idea map. • Go over each category asking for student participation

while writing under each heading: • For example: “What is the name of my favorite fruit?”

Point to the center circle. “Yes, blueberry. • What color is this fruit? Yes, blue and purple.” Write

that in the circle. • Emphasize that you don’t write sentences in the circles,

just notes. • “What is the size? Yes. small.” • “What is the shape? Yes, round.” • “What is the texture? Yes, smooth on the outside and

soft on the inside.” • “What is the taste?” Pass out samples for students to

try. Ask them to chew it slowly and really try to taste it. “Does it remind you of any other fruit? Is it sweet, sour or bitter? Yes, it’s sweet and a little like a peach. A little like a strawberry.

• When did I eat blueberries?” (Asking self.) “I have memories of eating blueberries when on vacation in Canada. We would collect them in the forest, come home and make a blueberry pie.” (Write on vacation in Canada in the circle.)

• “Where did I eat blueberries? I ate blueberries on vacation and at home in the U.S.”

Teacher’s reference #1, “Idea Map”


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Presentation (cont.)

5. Tell students that they are ready to write their paragraph about their favorite fruit. With the diagram, the ideas are organized.

6. Adjacent to the idea map, write a model paragraph. • Begin with a title such as: Blueberries, My Favorite

Fruit . (refer to the teacher's reference # 2, model paragraph and use it as a model or write one for your favorite fruit. It’s not for students to read, just a guide for teachers if needed.)

• Model indenting the paragraph. • Write an introductory sentence. • Model moving around the idea map, circle by circle,

making a sentence for each note in the category. • Model having correct margins around the

paragraph: top, bottom and sides. • Finally, write a concluding sentence. • Tell students not to worry about spelling at this time,

that this is the time to write and only think about writing; don’t stop to correct spelling or punctuation.

7. Provide the “Writing Checklist” on the 2nd tear sheet prepared prior to class. (See Teacher reference #3 for a sample checklist.)

• Post for students to refer to. • Let them know that they will be graded using this

checklist

Teacher’s reference #2, “Model Paragraph”; Tear sheet with checklist items; Teacher’s reference #3, “Writing Checklist”


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Practice (60 min.)

�. Distribute Worksheet #1, “Idea Map.”

2. Post the directions for the task on the 3rd tear sheet that was prepared prior to class (see Teacher reference #4). Go through each step with the class. Emphasize that all steps will be graded:

• Choose your favorite fruit (only 1). • Write notes in the idea map; no sentences. • Have teacher check idea map before starting to write

the paragraph. (Be sure to do this or some students will write the paragraph without making the diagram.)

• Write your paragraph. • Use the checklist to correct your paragraph. • Exchange papers with another student and use the

checklist to check your partner’s paper. • read your paper to your partner. • Give your paragraph to the teacher.

3. Monitor students as they work. • Circulate to help students make decisions, formulate

sentences and stay on task. • Facilitate students finding a partner for checking each

other’s work. • When students bring their papers to you to check,

suggest areas where they can provide more details.

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Worksheet #1,”Idea Map”; Tear sheet with directions (Teacher reference #4);


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Assessment (30 min.)

�. Collect and score the papers according to Teacher reference #3, “Writing Checklist.”

2. Return the students’ papers the following day. • Provide time for students to make corrections. • Post corrected student papers on a bulletin board.

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Teacher reference #3, “Writing Checklist”


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Application (20 min.)

�. Bring an assortment of fruits for students to taste.

2. Tell students that they are going to fill out a form about the fruits they taste.

• Distribute Worksheet #2, Journal, Part � or “My Nutrition Journal” and open to Lesson 2, “Fruits and Vegetables.” (There are 3 pages to this Journal entry.)

• Give directions for Part �. • Give out the fruit samples. • Have students taste and fill out the form.

2. Post the tear sheet made in the Introduction, “Benefits of Fruit.” • refer to the tear sheet when distributing the fruit to taste. • remind students of the health connection with the color of the fruit.

3. Suggest that students bring their favorite fruits to sample at break-time on subsequent days.

4. Look at Part 2 of Nutrition Journal and guide students in filling out the goal statement. Have students choose a new fruit to buy and try at home. Let students know that you’ll fill out the report in three days.

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My Nutrition Journal or Transparency/Worksheet #2, Part 1; “Tear sheet-”Benefits of Fruit”; Transparency/Worksheet #2, Part 2, assortment of fruits to taste.


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5. In three days take out Part 2 again and fill out the Worksheet, My report. Have students talk to a partner about the fruit and write a paragraph about it. Have students use the Idea Map on Part 3 to plan and organize their paragraphs.

Nutrition Journal or Worksheet #2, Part 2;Nutrition Journal or Worksheet #2, Part 3

Documents

Nutrition Education for ESL Programs Nutrition Education for ESL Programs. ... For example, blue fruits and vegetables may reduce the risk of cancer ... making a sentence for each