Download A classroom unit about food and nutrition.

North Carolina Science Essential Standards
4.L.2 Resource Pack: Human Health and Growth
Essential Standard:
4.L.2 Understand food and the benefits of vitamins, minerals, and exercise.
4.L.2.1 Classify substances as food or non-food items based on their ability to provide energy and materials for
survival, growth, and repair of the body.
4.L.2.2 Explain the role of vitamins, minerals, and exercise in maintaining a healthy body.
Vertical Strand Maps:
Online Atlas map
http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1454
North Carolina Unpacking:
http://scnces.ncdpi.wikispaces.net/Race+to+the+Top+Support+Tools
Teacher Content & Concept Knowledge
Framework for K-12 Science Education
LS1.C: ORGANIZATION FOR MATTER AND ENERGY FLOW IN ORGANISMS
How do organisms obtain and use the matter and energy they need to live and grow?
Sustaining life requires substantial energy and matter inputs. The complex structural organization of
organisms accommodates the capture, transformation, transport, release, and elimination of the matter
and energy needed to sustain them.
As matter and energy flow through different organizational levels—cells, tissues, organs, organisms,
populations, communities, and ecosystems—of living systems, chemical elements are recombined in
different ways to form different products.
The result of these chemical reactions is that energy is transferred from one system of interacting
molecules to another.
In most cases, the energy needed for life is ultimately derived from the sun through photosynthesis
(although in some ecologically important cases, energy is derived from reactions involving inorganic
chemicals in the absence of sunlight—e.g., chemosynthesis). Plants, algae (including phytoplankton), and
other energy fixing microorganisms use sunlight, water, and carbon dioxide to facilitate photosynthesis,
which stores energy, forms plant matter, releases oxygen, and maintains plants’ activities. Plants and
algae—being the resource base for animals, the animals that feed on animals, and the decomposers—are
energy-fixing organisms that sustain the rest of the food web.
Grade Band Endpoints for LS1.C
By the end of grade 2. All animals need food in order to live and grow. They obtain their food from plants
or from other animals. Plants need water and light to live and grow.
By the end of grade 5. Animals and plants alike generally need to take in air and water, animals must
take in food, and plants need light and minerals; anaerobic life, such as bacteria in the gut, functions
without air. Food provides animals with the materials they need for body repair and growth and is
digested to release the energy they need to maintain body warmth and for motion. Plants acquire their
material for growth chiefly from air and water and process matter they have formed to maintain their
internal conditions (e.g., at night).
Science for All Americans:
PHYSICAL HEALTH
To stay in good operating condition, the human body requires a variety of foods and experiences. The
amount of food energy (calories) a person requires varies with body size, age, sex, activity level, and
metabolic rate. Beyond just energy, normal body operation requires substances to add to or replace the
materials of which it is made: unsaturated fats, trace amounts of a dozen elements whose atoms play key
roles, and some traces of substances that human cells cannot synthesize—including some amino acids
and vitamins. The normal condition of most body systems requires that they perform their adaptive
function: For example, muscles must effect movement, bones must bear loads, and the heart must pump
blood efficiently. Regular exercise, therefore, is important for maintaining a healthy heart/ lung system,
for maintaining muscle tone, and for keeping bones from becoming brittle.
Good health also depends on the avoidance of excessive exposure to substances that interfere with the body's
operation. Chief among those that each individual can control are tobacco (implicated in lung cancer,
emphysema, and heart disease), addictive drugs (implicated in psychic disorientation and nervous-system
disorders), and excessive amounts of alcohol (which has negative effects on the liver, brain, and heart). In
addition, the environment may contain dangerous levels of substances (such as lead, some pesticides, and
radioactive isotopes) that can be harmful to humans. Therefore, the good health of individuals also depends on
people's collective effort to monitor the air, soil, and water and to take steps to keep them safe.
Benchmarks for Science Literacy:
Physical Health
Knowledge of health and knowledge about illness and disease are closely connected. Human beings'
knowledge of diseases has helped them understand how the healthy body works, just as knowing about normal
body functioning helps to define and detect diseases.
Knowledge of science can inform choices about nutrition and exercise, but that doesn't ensure healthy
practices. Some adults have ideas about health that are contrary to scientific facts. Ideas about what constitutes
good nutrition change somewhat as new information accumulates, but the basics are quite stable. Students
should learn these basics.
The learning goals in this section are closely related to those of 8F: Health Technology. The connections are
not always drawn explicitly here, but children should learn how to make and graph health-relevant
measurements (body temperature, pulse), discuss tradeoffs in using prescription drugs, and so on.
K-2
Children should learn how to keep healthy, although they may not understand why certain diets, exercise, and
rest all help. They do know some of the ways one can be in poor health, and instruction should build on that.
By the end of the 2nd grade, students should know that
 Eating a variety of healthful foods and getting enough exercise and rest help people to stay healthy. 6E/P1
 Some things people take into their bodies from the environment can hurt them. 6E/P2
 Some diseases are caused by germs, some are not. Diseases caused by germs may be spread by people who
have them. Washing one's hands with soap and water reduces the number of germs that can get into the
body or that can be passed on to other people. 6E/P3
3-5
Children should explore ways in which good health can be promoted. Here, they can begin to understand some
of the evidence, though not in great detail. They may get their first look at microorganisms through a
microscope.
By the end of the 5th grade, students should know that
 Food provides fuel and materials for growth and repair of body parts. 6E/E1a*
 Vitamins and minerals, present in small amounts in foods, are essential to keep everything working well.
6E/E1b
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
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As people grow up, the amounts and kinds of food and exercise needed by the body may change. 6E/E1c
Tobacco, alcohol, other drugs, and certain poisons in the environment—such as pesticides and lead—can
harm human beings and other living things. 6E/E2
Some germs may keep the body from working properly. For defense against germs, the human body has
tears, saliva, and skin to prevent many germs from getting into the body and special cells to fight germs that
do get into the body. 6E/E3*
There are some diseases that human beings can catch only once. After they've recovered, they don't get sick
from them again. There are many diseases that can be prevented by injecting people with killed or weakened
germs so that people don't catch the diseases even once. 6E/E4*
Big Ideas:
Food items provide energy and material for survival; growth and repair of the body.
Vitamins; minerals and exercise are good for our health. Vitamins and minerals are essential in order for
children’s bodies to grow in a healthy way.
From food, people obtain energy and materials for body repair and growth.
Living things gain energy from eating food.
Plants make their own food, while animals eat other animals or plants.)
Food is necessary for survival, growth and repair of the body
Humans have a need for vitamins, minerals, and exercise in order to be healthy.
Healthy foods and dietary supplements have essential vitamins and minerals.
Exercise is important – movement has an impact on the growth, development, and maintenance of the body and
its systems.
Essential Questions:
What makes a body healthy?
How do/does vitamins/minerals/exercise keep a body healthy?
What is the best source of vitamins and minerals for the human body?
How is the body affected by the lack of vitamins, minerals and/or exercise?
Enduring Understandings:
All living organisms have basic needs.
Organisms can survive only in environments in which their needs can be met.
Understand the importance of a healthy body by doing the following:
Eat the correct amount of each food group daily
Making healthy food choices
Exercise and diet are interdependent
Nutrients provide energy for movement
Each food group provides nutrients to a specific body system
Identify Misconceptions:
Formative assessment probe guide
http://scnces.ncdpi.wikispaces.net/Grade+Four+Resources
Common Misconceptions
 Vitamins are drugs or miracle cures.
 Taking large doses of vitamins can be helpful because your body only needs vitamins in very tiny amounts.
 Eating plenty of fruits, vegetables, wholegrains and cereals will give your body the vitamins it needs, at the
right level and in the right balance.

Vitamins and minerals can replace a healthy diet. (Vitamin supplements can’t replace a healthy diet, but a
general multivitamin may help if your diet is inadequate.)
Instructional Resources:
Kids.gov
https://kids.usa.gov/teachers/exercise-fitness-nutrition/index.shtml
A collection of useful sites for teaching about food, nutrition, and exercise.
Nourish Interactive Printables
http://www.nourishinteractive.com/nutrition-education-printables
Kids, parents, and teachers enjoy free printables for kids from Nourish Interactive- The Fun Way to Learn
About Nutrition! Just 'click to print' educational and fun activity worksheets: matching, crossword puzzles,
word searches, family nutrition tip sheets, and kids coloring printables.
Food Folks Nutrition Curriculum
http://www.childrenshungeralliance.org/assets/childrenshungeralliance/files/$cms$/100/1665.pdf
The Food Folks nutrition education curriculum was designed to educate elementary-aged children about the
importance of a healthy diet.
Serving Up MyPlate: A Yummy Curriculum
http://www.fns.usda.gov/tn/serving-myplate-yummy-curriculum
Serving Up MyPlate is a collection of classroom materials that helps elementary school teachers integrate
nutrition education into Math, Science, English Language Arts, and Health. This curriculum introduces the
importance of eating from all five food groups using the MyPlate icon and a variety of hands–on activities.
Food, Nutrition, and Physical Activity
http://www.american.edu/cas/health/cvhealth/upload/TN_CVH_LessonsFinal.pdf
This curriculum, created for middle grades, has many lessons that might be adapted for use in upper
elementary grades. This unit can also provide materials that extend student understanding of the basic
upper elementary curriculum in this area.
Healthy Active Kids
https://www.healthyactivekids.com.au/teachers/victoria/unit-1-food-nutrition/
A classroom unit about food and nutrition.
Good Food, Good health
http://sciencenetlinks.com/lessons/nutrition-2-good-food-good-health/
In this investigation, students will use online resources to help them explore how food can affect their
overall health.
Got Broccoli?
http://sciencenetlinks.com/lessons/nutrition-3-got-broccoli/
This lesson encapsulates what students have learned about nutrients, their different forms, and their
importance for particular tasks in the body.
Teaching the Food System
http://www.jhsph.edu/research/centers-and-institutes/teaching-the-food-system/curriculum/
Some of these modules can be adapted for use in an elementary level unit. These are particularly useful
with students whose needs for differentiated curriculum extend beyond the basic requirements.
The project offers a curriculum, comprised of eleven classroom-ready modules, that spans issues in the
food system from field to plate. The material is focused on issues in the U.S. food system but also touches
on some of their global implications.
American Heart Association Elementary Lesson Plans
http://www.heart.org/HEARTORG/Educator/FortheClassroom/ElementaryLessonPlans/ElementaryLesson-Plans_UCM_001258_Article.jsp#.V3-uR2b6vcs
A large collection of heart health education lesson plans and materials. Some of these would be useful in
educating about nutrition and exercise.
Food System Tools
http://www.nourishlife.org/teach/food-system-tools/
This site includes tools that encourage systems thinking. These tools can help students to visualize where
our food comes from and how it gets to us.
Superkids Nutrition
http://www.superkidsnutrition.com/
Superkids Nutrition’s mission is to create future healthier generations through good nutrition. Superkids
Nutrition aims to empower children and families to reach their full potential by having the energy and
good health needed to accomplish their life goals. Superkids Nutrition helps parents and the community
become more knowledgeable about nutrition and enable children to make healthy choices every day.
Cruciferous Crusaders Curriculum
http://leafy-greens.org/all-about-greens/
A collection of lessons and trading cards focused on promoting the consumption of cruciferous greens.
Kids will love the dinosaur crucifers.
There’s A Rainbow on my Plate
http://pbhfoundation.org/pub_sec/edu/cur/rainbow/
The activities in this unit are teaching us important lessons about fruits and vegetables, and the role they
play in maintaining good health.
The Great Garden Detective Adventure
http://www.fns.usda.gov/tn/great-garden-detective
Discover what fruits and vegetables are sweetest, crunchiest, and juiciest through a series of
investigations and fun experiences connecting the school garden to the classroom, school cafeteria, and
home.
Dig In!
http://www.fns.usda.gov/tn/dig-standards-based-nutrition-education-ground
Explore a world of possibilities in the garden and on your plate using ten inquiry-based lessons that
engage 5th and 6th graders in growing, harvesting, tasting, and learning about fruits and vegetables.
Eat Smart Be Smart
http://opi.mt.gov/Programs/SchoolPrograms/School_Nutrition/eatsmart.html#gpm1_1
A kindergarten through fifth grade curriculum for teaching nutrition through math, science, language
arts, and health enhancement.
Pick a better Snack
http://idph.iowa.gov/inn/pick-a-better-snack/fact-sheets
This site includes lessons, posters, bingo cards and more to help teachers teach about and promote good
nutrition, and health.
Create a Classroom that Moves!
https://healthymeals.nal.usda.gov/state-resources/create-classroom-movesClassroom-based physical
activity is an instructional tool teachers can use to improve mood, energy levels, and facilitate student learning.
Activity can be introduced into existing routines and transitions, into academic lessons, or introduced as a ‘brain
break.’ This kit consists of three core classroom tools: Grade-level nutrition lessons; Physical activity breaks;
My Classroom Physical Activity Pyramid.
DINE Elementary School Nutrition lesson collection
http://www.dineforlife.org/elementary-school-curriculum.php
Move for Thought
https://healthymeals.nal.usda.gov/hsmrs/Iowa/moveforthought.pdf
Physical activity cards that can be conducted in the academic classroom.
Choose My Plate
http://www.theicn.org/ResourceOverview.aspx?ID=440
Nutrition and dietary guidance for choosing a healthy lifestyle, with links to a variety of resources. Look for
guidance on building a healthy plate, SuperTracker to keep track of dietary intake and physical activity, and
resources for consumers, educators, and health care professionals.
My Plate Kids’ Place
http://www.choosemyplate.gov/kids/
From the USDA, this site includes games, activity sheets, videos, songs and recipes geared toward helping
students build a better plate.
Vitamins and minerals
http://canucks.nhl.com/v2/ext/1314-COM-2773-PowerPlay%20Gr6-7_Final%20-%20Unit%202.pdf
Students can identify the main food sources of specific vitamins and minerals.
Vitamins and Minerals
http://www.uen.org/Lessonplan/preview.cgi?LPid=5027
A comprehensive lesson on the study of Vitamins and Minerals, their functions in the body, how fruits
and vegetables are a good food source, the deficiencies in the body that may occur due to a lack of and
some of the characteristics relating to them.
When Something’s Missing: Diagnosing Vitamin Deficiencies
http://learning.blogs.nytimes.com/2012/03/14/when-somethings-missing-diagnosing-vitamindeficiencies/?_r=0
What happens when essential vitamins and minerals are missing from our diets? In this lesson, students
consider what they already know and believe about vitamins and supplements, research nutrient
deficiencies and then create, analyze and discuss patient case studies.
Online Interactives
http://www.fns.usda.gov/tn/blast-game
http://www.nourishinteractive.com/
http://www.nourishinteractive.com/kids/healthy-games/22-nutrient-machine-vitamins-mineralsgame-children
Video Resources:
http://www.choosemyplate.gov/videos
Text Resources:
http://www.sciencekids.co.nz/food.html
http://www.cyh.com/HealthTopics/HealthTopicCategories.aspx?p=284
http://healthy-kids.com.au/food-nutrition/nutrients-in-food/
Terminology:
food
energy
nutrients
vitamins
macronutrients
minerals
micronutrients
Writing Prompts:
1. Construct a three paragraph essay addressing the following: Do you believe exercise is important? How
can you implement this belief into your life?
2. Construct a three paragraph essay addressing the following: Is it more important to exercise or eat right –
or both?
3. Write a poem: Write about your favorite food. What is it? Where do you eat it? What makes it your
favorite?
4. What is your favorite sandwich? Explain how to make it starting from the bottom to the top layer.
5. Write a story with a potato as the superhero.
6. Describe the worst meal you ever had in your life, include as many details as you can straight through
to your last bite.
http://writingprompts.tumblr.com/post/56544095055/writing-prompts-for-a-food-unit