SECOND GRADE

UNIT 3 NUTRITION

 

 

GRADE LEVEL AND CONTENT AREA:

Second Grade/Science

 

 

OVERVIEW:

In this unit, “Nutrition”, students will learn that in order for people to survive nutritional needs must be met.  Students will also learn that these nutritional needs can come from plants or animals, and these nutritional needs come in the form of carbohydrates, proteins, and fat.

 

 

STANDARDS AND INDICATORS (Listed by Number):

2.4    Human beings, like all other living things, have special nutritional needs for survival.

 

GRADE-LEVEL CONCEPT 1: u The essential components of balanced nutrition can be obtained from plant and animal sources.

GRADE-LEVEL EXPECTATIONS:

  1. People need to eat a variety of foods to get the energy and nutrients they need to grow, move and stay healthy.  Foods are classified as grains, fruits, vegetables, dairy, meats and beans, and oils. 
  2. Some foods people eat come from plants that grow wild or are planted by farmers as crops. A fruit is the ripened ovary of a flower; vegetables are the roots, stems, leaves or flowers of plants.   
  3. Some foods people eat come from animals that are wild or are raised on ranches.  Meat, fish, dairy products and eggs all come from animals.  
  4. The types of crops that can grow in an area depend on the climate and soil.  Some foods are grown and sold by local farms, and some foods are grown far away and transported to local grocery stores.

 

 

 

 

GRADE-LEVEL CONCEPT 2: u People eat different foods in order to satisfy nutritional needs for carbohydrates, proteins and fats.

GRADE-LEVEL EXPECTATIONS:

1.     All people need the same basic nutrients to grow, move and stay healthy; different cultures satisfy these needs by consuming different foods.

2.     The level of energy and nutrients individuals need depends on their age, gender and how active they are. 

3.     Most foods contain a combination of nutrients. Labels on food packages describe the nutrients contained in the food and how much energy the food provides (calories).

4.     Breads, cereals, rice and pasta are sources of carbohydrates, which provide energy.

5.     Meat, poultry, fish, beans, eggs and nuts are sources of protein, which keeps the body working properly.

6.     Fruits and vegetables are sources of vitamins and minerals, which keep the body healthy.

7.     Nuts, meats and fish are sources of fats and oils, which provide energy.

 

KEY SCIENCE VOCABULARY:  nutrient, crop, grain, carbohydrate, protein, dairy,  fats, oils, energy

 

 

CONCEPTS:  Need to know about…

 

  1. The essential components of balanced nutrition can be obtained from plant and animal sources.
  2. People eat different foods in order to satisfy nutritional needs for carbohydrates, proteins and fats.

 

SKILLS:  Be able to do:

 

 

 

 

MISCONCEPTIONS:

Fats, in fact, are nutrients that help provide energy to the body as well as help the body to store vitamins.  It is important to not that unsaturated fats are healthier than saturated fats.

If you eat a healthy diet you should not need to take vitamins; all the vitamins should be in the foods you eat.

 

 

BIG IDEA:  People have special nutritional needs in order to survive.  They can meet these needs by following a healthy diet rich in protein, carbohydrates, dairy, grains, and fats.  By using the Food Pyramid as a guide we can be sure that we are getting the correct amount of nutrients to keep us healthy.

 

 

 

CUMULATIVE QUESTIONS:

What are the nutrients people need in order to survive and stay healthy?

 

 

ESSENTIAL QUESTIONS TO GUIDE INSTRUCTION AND ASSESSMENT:

 

 

 

 

 

TOPICS or CONTEXT:  (What you will use to teach concepts and skills – particular unit, lessons, activities)

 

Lesson 1:  Preassessment

 

 

Lesson 2:  Where does food come from?

 

 

Lesson 3:  Exploring the Food Pyramid

 

 

Lesson 4:  Sorting foods

 

 

Lesson 5:  Eat Your Fruit and Veggies!

 

 

Lesson 6:  Controlling Your Portions

 

 

Lesson 7:   Get the Facts on Protein, Carbohydrates & Fats

 

 

Lesson 8:  “Moving More” Game:  Incorporating physical activity

 

 

Lesson 9:  Designing Food Pyramid

 

Lesson 10:  Foods Around the World

 

 

Lesson 11:  International Day

 

Lesson 12:  Post-Assessment

 

Lesson 13:  Culminating Activity

Students prepare full day’s meal plan including recommended daily foods for their body

Literature Connections:

 

Gregory the Terrible Eater by Mitchell Sharmat

 

Walter the Lazy Mouse  by Marjorie Flack

 

Eating the Alphabet:  Fruits and Vegetables from A to Z by Lois Ehlert

 

Pancakes for Breakfast by Tomie dePaola

 

The Race Against Junk Food by Anthony Buono, Roy Nemerson & Brian Silberman

 

How to Teach Nutrition to Kids by Connie Evers

 

Five Kids and a Monkey Solve the Great Cupcake Caper:  A Learning Adventure About Nutrition and Exercise by Nina Riccio

 

The Monster Health Book:  A Guide to Eating Healthy, Being Active, and Feeling Great for Monsters and Kids by Edward Miller

 

 

Web Sites:

 

www.thegrowingconnection.org

 

www.kidsgardening.com

 

www.teamnutrition.usda.gov

 

http://www.eduref.org

 

www.learntobehealthy.org

 

www.dole5aday.com