Lesson: Healthy hydration

Recipe: Spa water

Learning objectives

• Introduce children to nutrition and physical activity by reading a story and coloring a “let's make a drink” coloring page
• Children will participate in physical activities such as freeze dance, Simon Says, and "Head, Shoulders, Knees, and Toes" to learn about the importance of exercise and its connection to hydration

CORE STANDARDS: There are no core standards for pre-kindergarten.

Lesson: Nutrition and physical activity basics

Recipe: Friendship fruit salad

Learning objectives

• Introduce children to nutrition and physical activity by coloring a “What are your favorite fruits and vegetables?” coloring page and reading a story
• Engage children in a discussion about their favorite fruits, vegetables, and physical activities

CORE STANDARDS

• K.1.1.N: Name a variety of healthy foods and explain why they are necessary for good health
• K.1.2.N: Identify a variety of healthy snacks
• K.7.1.N: Select nutritious snacks
• K7.3.N: Choose healthy foods in a variety of settings

Lesson: Eat a rainbow

Recipe: Rainbow plates

Learning objectives

• Introduce the concept of eating a rainbow of fruits and vegetables
• Teach the importance of including a variety of colors in meals
• Engage students in a hands-on cooking activity using colorful fruits and vegetables

CORE STANDARDS

Health education

• 1.1.3.G: Identify a variety of behaviors that promote healthy growth and development
• 1.2.1: Explain how family and friends influence positive health practices
• 1.3.1.P: Identify individuals in the school and community who promote health
• 1.8.1.S: Encourage others to practice safe behaviors in the classroom and on the playground

Physical education

• PE-1.4.2: Explain the importance of drinking water during and after physical activity
• PE-1.4.3: Explain that nutritious food provides energy for alertness and mental concentration

Lesson: The five food groups

Recipe: Sun butter snacks with fruit

Learning objectives

• Introduce students to the five food groups (fruits, vegetables, grains, protein, dairy)
• Teach students why each food group is essential for good health
• Engage students in hands-on cooking that reinforces eating all five food groups

CORE STANDARDS

Health education

• 2.1.1.N: Classify various foods into appropriate food groups
• 2.1.4.N: List the benefits of healthy eating (including beverages and snacks)
• 2.1.7.N: Identify a variety of healthy snacks
• 2.5.1.N: Use a decision-making process to select healthy foods
• 2.6.1.N: Set a short-term goal to choose healthy food for snacks and meals
• 2.7.4.N: Examine the criteria for choosing a nutritious snack
• 2.8.1.N: Practice making healthy eating choices with friends and family

Lesson: “My healthiest self” vision board

Recipe: Yogurt parfait

Learning objectives

• Understand the importance of maintaining a healthy lifestyle
• Create a visual representation of health goals and practices

CORE STANDARDS

Health education

• 3.1.1.M: Describe examples of healthy social behaviors (e.g., helping others, being respectful of others, cooperation, consideration)
• 3.1.2.G: Recognize that there are individual differences in growth and development
• 3.1.3.P: Identify positive health practices that reduce illness and disease
• 3.1.5.P: Describe how a healthy environment is essential to personal and community health
• 3.2.1.G: Explain how individual behaviors and one's family and school influence growth and development
• 3.4.2 G: Identify how to show respect for individual differences
• 3.5.1.G: Examine why a variety of behaviors promote healthy growth and development
• 3.6.1 P: Set a short-term goal for positive health practices
• 3.7.1.G: Determine behaviors that promote healthy growth and development
• 3.8.1.P: Support others in making positive health choices
• 3.8.2.P: Encourage others to promote a healthy environment

Physical education

• PE-3.4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance
• PE-3.4.1: Identify the body’s normal reactions to moderate–vigorous physical activity
• PE-3.4.5: Explain that fluid needs are linked to energy expenditure
• PE-3.5.5: Demonstrate respect for individual differences in physical abilities

WEEK 1

Lesson: MyPlate and the five food groups

Recipe: Fresh fruit burrito

Learning objectives

• Identify the three key nutrients commonly found in fruits and vegetables, including vitamins, minerals, and fiber
• Describe the recommended daily servings of fruits and vegetables for children
• List examples of foods that are healthy sources of protein from animal- and plant-based sources
• Explain the importance of protein in the diet, including its role in building muscles and promoting satiety (feeling full)

CORE STANDARDS

Health education

• 4.1.1.N: Identify and define key nutrients and their functions
• 4.1.2.N: State the recommended number of servings and serving sizes for different food groups
• 4.1.3.N: Describe the relationship between food intake, physical activity, and good health

Mathematics

• 4.MD.1: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
• 4.NF.3.b: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation
• 4.NF.3.d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators

WEEK 2

Lesson: Sugary drinks

Physical activity

Learning objectives

• Explain the health effects of consuming sugar on the body, including short- and long-term impacts
• Describe the recommended daily sugar intake for healthy children ages 2–18 years
• Identify examples of unhealthy drinks and suggest healthier alternatives
• Differentiate between natural and added sugars and provide examples of each

CORE STANDARDS

Health education

• 4.1.6.N: Explain the importance of drinking plenty of water, especially during vigorous physical activity
• 4.1.8.N: Identify ways to increase and monitor physical activity
• 4.2.1.N: Identify internal and external influences that affect food choices
• 4.2.2.N: Analyze advertising and marketing techniques used for food and beverages

Physical education

• PE-4.3: Assess and maintain a level of physical fitness to improve health and performance
• PE-4.3.1: Participate in appropriate warm-up and cool-down exercises for physical activities
• PE-4.3.6: Demonstrate basic stretches using proper alignment for hamstrings, quadriceps, hip flexors, triceps, back, shoulders, hip adductors, hip abductors, and calves
• PE-4.4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance
• PE-4.4.5: Explain why the body needs water before, during, and after physical activity

WEEK 3

Lesson: Food labels and fiber

Recipe: Black bean tostadas

Learning objectives

• Introduce the purpose and components of the nutrition facts food label
• Identify serving size, fiber, sugar, and protein information on the nutrition facts food label
• Explain what foods contain fiber and its importance

CORE STANDARDS

Health education

• 4.6.1.N: Make a plan to choose healthy foods and beverages
• 4.7.1.N: Practice how to take personal responsibility for eating healthy foods
• 4.7.2.N: Practice how to take personal responsibility for limiting sugar consumption in foods, snacks, and beverages
• 4.8.1.N: Support others in making positive food and physical activity choices

Mathematics

• 4.MD.1: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
• 4.NF.3.b: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation
• 4.NF.3.d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators
• 4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations
• 4.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, distinguishing multiplicative comparison from additive comparison

WEEK 4

Lesson: The five senses and mindful eating

Physical activity

Learning objectives

• Identify and list the five senses used during eating experiences
• Define mindfulness and explain its importance in making healthy eating choices
• Describe the benefits of eating slowly and how it affects digestion and satisfaction
• Define "sometimes" foods and explain their role in a balanced diet

CORE STANDARDS

Physical education

• PE-4.4.7: Explain the purpose of warm-up and cool-down periods
• PE-4.5: Demonstrate and use knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity
• PE-4.5.1: Set a personal goal to improve an area of health-related physical fitness and work toward that goal in non-school time
• PE-4.5.5: Include others in physical activities and respect individual differences in skill and motivation

WEEK 5

Lesson: Review and post test

Recipe: Rainbow pasta

CORE STANDARDS

Mathematics

• 4.MD.1: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
• 4.NF.3.b: Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation
• 4.NF.3.d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators

WEEK 1

Lesson: Fourth grade review and jeopardy

Recipe: Power pita pizza

Learning objectives

• Review MyPlate information and confirm knowledge of the five food groups
• Identify the main nutrients in fruits and vegetables (vitamins, minerals, and fiber)
• Distinguish what fiber and protein do in the body

CORE STANDARDS: See standards listed in fourth-grade sections.

WEEK 2

Lesson: Gratitude and the food system

Physical activity

Learning objectives

• Explore “farm to table” and identify the steps required to obtain food/resources within their homes
• Understand gratitude and identify things, people, activities, etc. you are grateful for
• Introduction to the ideas of moderation and listening to your body

CORE STANDARDS

Health education

• 5.1.7.N: Explain the concept of eating in moderation

Personal and community health

• 5.8.1.P: Encourage others to minimize pollution in the environment

Physical education

• PE-5.4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance
• PE-5.4.15: Explain why body weight is maintained when calorie intake is equal to the calories expended

WEEK 3

Lesson: Positive pairings

Recipe: Extraordinary bean dip

Learning objectives

• Using the five food groups, identify ways to add or replace common foods and snacks to create a more balanced plate
• Explain the importance of accumulating 60 minutes of exercise daily through small activities throughout the day
• Demonstrate strategies to moderate screen time and "sometimes" foods with implementation of healthier habits

CORE STANDARDS

Health education

• 5.1.3.N: Explain the relationship between the intake of nutrients and metabolism
• 5.1.7.N: Explain the concept of eating in moderation
• 5.1.8.N: Describe the benefits of eating a nutritionally balanced diet consistent with current research-based dietary guidelines
• 5.7.3.N: Demonstrate the ability to balance food intake and physical activity
• 5.8.1.N: Encourage and promote healthy eating and increase physical activity opportunities at school and in the community

Mathematics

• 5.MD.1: Convert like measurement units within a given measurement system

WEEK 4

Lesson: Grocery shopping

Physical activity

Learning objectives

• Explain the importance of including all five food groups for a balanced diet
• Demonstrate the ability to create a grocery list that includes foods from all five food groups
• Explore similarities and differences in cultural backgrounds and how they can influence grocery shopping choices
• Identify the main nutrients in each food group and describe their health benefits

CORE STANDARDS

Health education

• 5.1.4.N: Explain why some food groups have more recommended portions than others
• 5.2.1.N: Describe internal and external influences that affect food choices and physical activity
• 5.2.2.N: Recognize that family and cultural influences affect food choices
• 5.5.1.N: Use a decision-making process to identify healthy foods for meals and snacks

Physical education

• PE-5.3.2: Plan a day of healthy and balanced meals and snacks designed to enhance the performance of physical activities

WEEK 5

Lesson: Review and post test

Recipe: Sushi tacos

Lesson: Food advertisements

Recipe: Cauliflower ceviche

Learning objectives

• Recognize how food advertisements use tricks and messages to influence food choices
• Apply a simple decision-making process to figure out if certain foods provide needed nutrients

CORE STANDARDS

Health education

• 6.2.1.M: Analyze external and internal influences on mental, emotional, and social health
• 6.2.2.A: Analyze the influence of marketing and advertising techniques, including the use of role models and how they affect use of alcohol, tobacco, and other drugs
• 6.5.1M: Apply a decision-making process to enhance health