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Eating Healthy from Farm to Fork

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Eating Healthy from Farm to Fork Promoting School Wellness Grade 1 2013 * * * * * * * * * * * * * * * * * Objectives Children will: Identify physical activity as ... – PowerPoint PPT presentation

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Title: Eating Healthy from Farm to Fork


1
Eating Healthy from Farm to Fork
Promoting School Wellness
Grade 1 2013
2
Exploring the First Grade Curriculum
  • Focus in Grade 1 is more on Farm connections
  • Children will
  • Expand their consumption of vegetables, fruits,
    and whole grains.
  • Expand the variety of their diets.
  • Recognize MyPlate and identify it as a guide to
    healthy eating and exercise.
  • Increase their understanding of the food
    continuum from farm production to consumption.

3
Exploring the Lessons
  • Lesson 1 MyPlate for Kids
  • Lesson 2 Vary Your Vegetables
  • Lesson 3 California Fruit Bowl
  • Lesson 4 Grains Fuel Our Body
  • Lesson 5 Proteins
  • Lesson 6 DairyCalcium Foods
  • Lesson 7 Food Safety
  • Lesson 8 Get Active

4
Lesson 1 MyPlate for Kids
  • Objectives
  • Children will
  • Recognize MyPlate as a guide to healthy eating.
  • Identify the five food groups on MyPlate.
  • Know children should eat foods from each food
    group every day.
  • Know they also need exercise and sleep to be
    healthy.
  • Identify farms and ranches as the source of
    healthy food.
  • Health Content Standards Growth and Development
  • 1.3 G Identify a variety of behaviors that
    promote
  • healthy growth and development.
  • 2.1 G Explain why sleep and rest are important
    for proper growth
  • and good health.
  • Nutrition Competencies
  • 1.b Classify various foods into appropriate food
    groups.
  • 1.b Identify actions key to feeling healthy and
    maintaining a healthy body.
  • 1.f List the benefits of healthy eating
    including beverages and snacks.
  • 1.f Explain how both physical activity and
    eating habits can
  • affect a persons health.
  • 7. Plan a nutritious meal.

5
  • Activity 1
  • Getting to Know MyPlate
  • This activity introduces children to the
    MyPlate and shows them how it can be used to make
    healthy food choices.

6
  • Activity 2
  • Where Does Food Come From?
  • This activity introduces children to the
    concept of food, farms and agriculture. They
    will work with a booklet that discusses past and
    present practices of agriculture.

7
  • Recipe Activity
  • MyPlate Snack
  • Ingredients
  • For each farmer
  • 1 whole grain cracker
  • ½ tablespoon peanut butter or low-fat cream
    cheese
  • 2 raisins
  • 2 sticks of low-fat cheese (such as cheddar or
    jack)
  • ¼ banana
  • 2 sticks celery or carrot
  • For ¼ banana, cut banana in half and then cut
    each half lengthwise
  • Directions
  • Place each of the ingredients (enough for the
    class) in separate bowls or plates.
  • Show the children the foods. Ask if they can
    name the food and the food group to which it
    belongs.
  • Explain to the children they will be making a
    farmer with the foods cracker with peanut
    butter or cream cheese for head, raisin eyes,
    banana body, cheese arms, and celery or carrot
    legs.
  • Give each child a plate and have them take foods
    from each group. (See ingredients for amount.)
  • Let each child assemble his farmer. Remember
    there is no right or wrong way to do this.
  • Give children time to enjoy their snack. 

8
  • Making the Connection
  • Cafeteria
  • Local Foods
  • Local Farmers
  • Food Groups
  • Nutrition
  • MyPlate Bulletin Board
  • Grocery Store Alphabet
  • MyPlate Tasting
  • Farm
  • Sing The Farmer Works the Farm
  • Garden
  • Heirloom Gardens

9
Lesson 2 Vary Your Vegetables
  • Objectives
  • Children will
  • Name at least three foods in the Vegetable Group.
  • State one way vegetables help keep them healthy.
  • Name parts of the plants we eat.
  • Name one vegetable they like to eat and one
    vegetable they will try next time it is offered.
  • Health Content Standards Growth and Development
  • 1.1 G Describe how living things grow and
    mature.
  • 1.3 G Identify a variety of behaviors that
    promote
  • healthy growth and development.
  • Nutrition Competencies
  • 1.b Classify various foods into appropriate food
    groups.
  • 1.b Identify actions key to feeling healthy and
    maintaining a healthy body.
  • 1.f List the benefits of healthy eating
    including beverages and snacks.
  • 8. Try foods that are grown locally.

10
  • Activity 1
  • Vegetable Soup
  • Vegetables provide us with a diverse mix of
    nutrients that help us stay healthy. This is why
    we encourage children to eat a rainbow every
    day! In this activity, children are able to
    discuss what vegetables they like to eat and
    which vegetables they may want to try in the
    future. This activity will work best outside or
    in the multi-purpose room.

11
  • Activity 2
  • To Market, To Market
  • Farmers markets and roadside produce stands
    allow us to buy locally grown vegetables
    directly from the farmers. They also let
    us see vegetables in a more natural whole state,
    not waxed, polished or processed. In this
    activity, children learn the different parts of
    the plant and the vegetables that come from the
    various parts.

12
  • Recipe Activity
  • Veggie Plant Parts Snack
  • Ingredients
  • Large flat whole wheat cracker or ½ slice of
    whole wheat bread
  • Hummus, peanut butter or bean dip (seed)
  • 1 broccoli or cauliflower floret (flower)
  • 1 celery stick (stem)
  • 1 lettuce leaf or spinach, torn into small pieces
    (leaves)
  • Shredded carrots (roots)
  • Directions
  • Lightly spread a cracker or bread with hummus,
    peanut butter or bean dip.
  • Create a plant design on the cracker by arranging
    shredded carrots for roots, celery stick for the
    stem, lettuce or spinach for leaves, and broccoli
    or cauliflower for flowers. (Ask where are the
    seeds.)
  • Eat and enjoy!

13
  • Making the Connection
  • Farm
  • Visit a Farm or Community Garden
  • Visit a Farmers Market
  • Visit a Local Produce Stand
  • Garden
  • Plant a Bean
  • Create a Wheel Barrow Garden
  • Plan a Rainbow
  • Cafeteria
  • Bring a Vegetable
  • Read Stone Soup
  • Rainbow Poster
  • Nutrition
  • Create a Vegetable Soup Bulletin Board
  • Make a Rainbow
  • Taste Testing

14
Lesson 3 California Fruit Bowl
  • Objectives
  • Children will
  • Identify at least three foods from the Fruit
    Group.
  • Identify fruits as a good source of vitamins and
    minerals needed for smooth skin, shiny hair, and
    sparkly eyes.
  • Describe the physical attributes of several
    fruits.
  • Identify that fruits
    contain the seeds
    of a plant and
    seeds come in
    many shapes,
    sizes and colors.
  • Health Content Standards Growth and Development
  • 1.1 G Describe how living things grow and
    mature.
  • 1.3 G Identify a variety of behaviors that
    promote
  • healthy growth and development.
  • Nutrition Competencies
  • 1.b Classify various foods into appropriate food
    groups.
  • 1.b Identify actions key to feeling healthy and
    maintaining a healthy body.
  • 1.f List the benefits of healthy eating
    including beverages and snacks.
  • 8. Try foods that are grown locally.

15
  • Activity 1
  • Fruit in the Golden State
  • Just like vegetables, fruit is an important
    source of vitamins and minerals needed for body
    functioning and health. For children this age,
    emphasize that the Fruit Group makes our skin
    smooth, our hair shine and our eyes sparkle. In
    this lesson, children also learn California
    produces more fruit than any other state in the
    nation.

16
  • Activity 2
  • Bringing in the Seeds
  • Seeds come in all shapes and sizes. Foods
    from the Fruit, Vegetable, Grain and Protein
    Groups have seeds although in the lesson we will
    focus only on fruits. Some fruits like peaches
    have large seeds, while strawberries have very
    small seeds. Seeds are essential
    for growing
    new plants.

17
  • Making the Connection
  • Farm
  • Orchards Then and Now
  • Blossom Beauty
  • U-Pick Fruit Stand
  • Garden
  • Seed Collection
  • Fruits in the Garden
  • Container Fruits
  • Cafeteria
  • Fruit Bar
  • Fruit Forms
  • Fruit in the Meal
  • Nutrition
  • Fruit Basket
  • Fruit Graph
  • Nutrition Drawings

18
Lesson 4 Grains Fuel Our Body
  • Objectives
  • Children will
  • Identify the position of the Grain Group on
    MyPlate.
  • Identify at least three foods in the Grain Group.
  • Identify one reason why we need to eat foods from
    the Grain Group.
  • Tell how grains are grown and prepared for
    eating.
  • Describe why sleep is important for a healthy
    body and brains.
  • Health Content Standards Growth and Development
  • 1.3 G Identify a variety of behaviors that
    promote
  • healthy growth and development.
  • 2.1 G Explain why sleep and rest are important
    for
  • proper growth and good health.
  • Nutrition Competencies
  • 1.b Classify various foods into appropriate food
    groups.
  • 1.b Identify actions key to feeling healthy and
    maintaining a healthy body.
  • 1.f List the benefits of healthy eating
    including beverages and snacks.
  • 2. Explain why sleep and rest are important
    for proper health.
  • 7. Describe how energy is obtained and
    expended during the day.

19
  • Activity 1
  • Grains Every Day
  • In this activity, children are introduced to
    the Grain Group and learn it is important for the
    energy they need everyday. They also examine
    several whole grains and some of the food made
    from each grain and learn the importance of sleep
    for bodies and brains.

20
  • Activity 2
  • The Little Red HenFrom Seed to Table
  • Through reading The Little Red Hen and the
    Ear of Wheat, children learn the process of
    planting, growing, harvesting and milling wheat.
    They then have an opportunity to put the steps in
    sequential order.

21
  • Making the Connection
  • Farm
  • Farm Machinery
  • Sing the Grains Song
  • Garden
  • Grow Some Grains
  • Grains as Grass
  • Cafeteria
  • Grains on the Menu
  • Baking Bread
  • Nutrition
  • Tasting Grains
  • Finding the Grains

22
Lesson 6 Protein Group
  • Objectives
  • Children will
  • Name at least three foods in the Protein Group.
  • Know foods in the Protein Group provide protein
    to help them grow and build muscle.
  • Identify foods in this group from animal and
    plant sources.
  • Observe a soaked bean
    seed and identify the
    emerging plant.
  • Health Content Standards Growth and Development
  • 1.1 G Describe how living things grow and
    mature.
  • 1.3 G Identify a variety of behaviors that
    promote
  • healthy growth and development.
  • Nutrition Competencies
  • 1.b Classify various foods into appropriate food
  • groups.
  • 1.b Identify actions key to feeling healthy and
  • maintaining a healthy body
  • 1.f List the benefits of healthy eating
    including
  • beverages and snacks.
  • 8. Try foods that are grown locally.

23
  • Activity 1
  • Protein Foods/Matching Pairs
  • Foods from the Protein Group provide protein
    to help children grow and build muscles. Foods
    in this group come from both animal and plant
    sources and include a wide variety of foods.
    This activity helps children identify foods and
    match them to the animal or plant they come from.

24
  • Activity 2
  • Beans, Beans, Beans!
  • In this activity, children learn about beans
    as a plant source of protein. They dissect a
    bean seed to see where the tiny plant begins and
    sequence the growing process from seed to plant
    maturity and bean harvest.

25
  • Making the Connection
  • Farm
  • Visit a Local Livestock Operation
  • Invite a Dry Bean Farmer to Your Classroom
  • Read Books about Bean Productions
  • Garden
  • Read One Bean by Anne Rockwell
  • Native American Three Sisters Garden
  • Tour a Garden Supply Store
  • Cafeteria
  • Serve a Vegetarian Meal
  • Count the Bean Salad
  • Protein Sleuths
  • From Farm to Cafeteria
  • Nutrition
  • Classroom Mural
  • Nuts about Protein
  • Protein from the Sea

26
Lesson 5 DairyCalcium Foods
  • Objectives
  • Children will
  • Know that milk comes from dairy cows and goats.
  • Identify at least three foods from the Dairy
    Group.
  • Name one benefit of drinking milk or consuming
    milk products.
  • Identify at least two of the steps involved in
    getting milk from the farm to the supermarket.
  • Health Content Standards Growth and Development
  • 1.1 G Describe how living things grow and
    mature.
  • 1.3 G Identify a variety of behaviors that
    promote
  • healthy growth and development.
  • Nutrition Competencies
  • 1.b Classify various foods into appropriate food
  • groups.
  • 1.b Identify actions key to feeling healthy and
  • maintaining a healthy body
  • 1.f List the benefits of healthy eating
    including
  • beverages and snacks.
  • 8. Try foods that are grown locally.

27
  • Activity 1
  • Milk from the Farm to the Supermarket
  • Reading Milk From Cow to Carton sets the
    stage for learning about how milk gets from the
    farm to the supermarket. Playing the Flow of
    Milk game reinforces the learning.

28
  • Activity 2
  • Build Your Bones Game
  • Children today are often lacking in their
    consumption of milk, the prime source of the
    bodys calcium. Calcium is essential for healthy
    bone growth and development. In this activity,
    children learn about the importance of consuming
    Dairy Group foods every day.

29
  • Making the Connection
  • Farm
  • Dairy Farm Art
  • Sing a Song
  • Garden
  • What Do Cows Eat?
  • Cafeteria
  • Dairy Decorations
  • Milk Bar
  • Milk Chart
  • Bone Power
  • Nutrition
  • Shopping for Dairy Group Foods
  • Make Butter

30
Lesson 7 Food Safety
  • Objectives
  • Children will
  • Demonstrate proper hand washing techniques.
  • Identify at least one situation before or after
    which they should wash their hands.
  • Describe how fresh food is handled from the farm
    to the table.
  • Health Content Standards Growth and Development
  • 1.3 G Identify a variety of behaviors that
    promote healthy
  • growth and development.
  • Nutrition Competencies
  • 1.b Describe how to keep food safe from harmful
    germs.
  • 1.g Identify examples of foods that must be
    stored at cool
  • temperatures, in the refrigerator or
    freezer.
  • 1.g Describe how food is handled safely on its
    way from the
  • farm to the table.

31
  • Activity 1
  • Helpful Hand Washing!
  • Unclean hands are the most common
    cause of infection. Hand
    washing is the single most effective means of
    preventing the spread of communicable diseases.
    Hand washing removes or controls bacteria. In
    the lesson, children learn how bacteria can grow
    very quickly. They practice proper hand washing
    techniques and identify activities before and
    after which they should wash their hands.

32
  • Activity 2
  • Keeping Cold Foods Cold
  • Perishable foods need to be kept cold
    to keep harmful bacteria from growing. In the
    home, we use the refrigerator to keep foods fresh
    and safe. When we pack lunches, we add a cold
    pack to keep them cool so our lunches are safe.
    When farmers ship foods to the grocery store,
    they also must keep the foods cool to maintain
    their freshness and safety.

33
  • Making the Connection
  • Farm
  • Farm Fresh
  • Farm to Table
  • Truck Loads
  • Garden
  • Produce Washing Station
  • Safety Detectives in the Garden
  • Cafeteria
  • Hand Washing before Eating
  • Keep Cold Foods Cold
  • Eggs, Eggs, Eggs
  • Nutrition
  • To Market to Market
  • Field Trip to the Grocery Store
  • Hand Washing Song

34
Lesson 8 Get Active
  • Objectives
  • Children will
  • Identify physical activity as an important
    element of a healthy lifestyle.
  • Describe a variety of physical activities that
    will keep them fit.
  • Identify that they need to warm up their muscles
    before they do heavy exercise.
  • Compare and contrast the kinds of physical
    activities done by children today with those in
    the past.
  • Health Content Standards - Growth Development
  • 1.3.G Identify a variety of behaviors that
    promote healthy growth and development.
  • Nutrition Competencies
  • 1.b Describe the benefits of drinking water in
    amounts consistent with current research-based
    health guidelines.
  • 1.b Identify physical activities that students
    can enjoy and sustain for 30 minutes every day.
  • 1.c. Describe a variety of physical activities
    that will help keep children physically fit.
  • 1.f. Explain how both physical activity and
    eating habits can affect a person's health.

35
  • Activity 1
  • Warm Up Your Muscles
  • Daily physical activity is essential for a
    healthy lifestyle. Our muscles should be warmed
    up before we work them. Children learn how to
    warm up their muscles before doing strenuous
    exercises.

36
  • Activity 2
  • Exercise Past and Present
  • As a whole, children today are not getting
    enough exercise. We are beginning to see serious
    health consequences of this inactivity. In this
    activity, children compare and contrast the kinds
    of exercise done by children in the past and
    children today. They also practice some quick
    and easy exercises that can be done in the
    classroom.

37
  • Making the Connection
  • Farm
  • Past and Present
  • Farm Machinery in the Past
  • Garden
  • Warm up for the Garden
  • Helping Hands in the Garden
  • Get Moving in the Garden
  • Cafeteria
  • Fit Kids in the Cafeteria
  • Foods Then and Now
  • Recycling and Composting
  • Nutrition
  • Exercise Sticks for Recess
  • Exercise Sticks in the Classroom
  • Physical Activity is Good Because

38
Acknowledgments
  • Eating Healthy from Farm to Fork Power Point
    Presentation
  • Sharon K. Junge, 4-H Youth Development and
    Nutrition Family Consumer Science Advisor,
    Emeritus
  • Eating Healthy from Farm to Fork, Revisions 2013
  • Sharon K. Junge, 4-H Youth Development and
    Nutrition Family Consumer Science Advisor,
    Emeritus
  • Rosemary Carter, UC Cal Fresh Placer County
    Program Manager
  •  
  •  
  •  

39
Acknowledgments
  • EDITOR
  • Sharon K. Junge, 4-H Youth Development Program
    Director/Nutrition Family Consumer Science
    Advisor
  • AUTHORS
  • Jane Chin-Young, 4-H Youth Development
    Advisor/Nutrition Family Consumer Science Advisor
  • Susan S. Donohue, County Director/Nutrition
    Family Consumer Science Advisor
  • Chutima Ganthavorn, Nutrition Family Consumer
    Science Advisor
  • Marilyn J. Johns, County Director/ 4-H and
    Nutrition Family Consumer Science Advisor
  • Sharon K. Junge, 4-H Youth Development Program
    Director/Nutrition Family Consumer Science
    Advisor
  • Dorothy Smith, County Director/Nutrition Family
    Consumer Science Advisor
  • CONTRIBUTORS
  • Rosemary Carter and Amy Netemeyer, Youth FSNEP
    Program Representatives
  • LAYOUT AND DESIGN
  • Annette Cosgrove and Victoria Hoffman,
    Administrative Assistants
  •  
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