Healthy Food Makes Healthy Body
- define healthy food.
- recognize the food pyramid.
- sort a variety of foods into food pyramid categories.
- describe which foods they should eat more of (or less) than others.
- understand that healthy food is important to all people.
- distinguish wants and needs.
- develop a willingness to share with someone who doesn't have as much.
- Simple graphing materials
- Sudent writing journals
- Floor puzzle
- Toy food
- Read-aloud book about the food pyramid (see Bibliographical References)
- Berger, Melvin. You Are What You Eat. Massachusetts: Newbridge Educational Publishing, 1996. <www.newbridgeonline.com>
- Leedy, Loreen. The Edible Pyramid: Good Eating Every Day. Scott Foresman, 1996. ISBN: 0823412334
- Rockwell, Lizzy. Good Enough to Eat. New York: Harper Collins, 2000. ISBN: 0064451747
Get the students thinking about healthy choices as they walk in the door. Post the following graph question and have the students mark their choice with a magnetic marker or colored block. (After some instruction, remove their markers or blocks and allow them to make their choice again.) Ask the students to define what healthy food means. Which is a healthier food?Candy Green Beans
- Discuss the data collected on the graph. Encourage several students to explain their personal choice. Most young students will say things like, "Because I like it," or "I don't like green beans." The teacher should not comment on their responses at this point. Tell them that we are going to read a book about foods and then we'll talk about the graph again.
- Read a book about the food pyramid. (See Bibliographical References.) Ask the students to indicate the group on the pyramid of a food you name. Repeat with a variety of foods, including junk foods. Discuss how the pyramid helps people make choices about what foods they need to eat each day. Confirm that they understand that the top of the pyramid indicates less food.
- Give the students the option to change their choice on the graph.
- Allow the students to work individually or in groups in the following center activities:
- ART: Students illustrate choices from one food group by cutting pictures from magazines and making a collage.
- WRITING: Students draw a picture and write a sentence about the importance of eating healthy food.
- MATH: Students use toy food (or magazine pictures) to sort into categories.
- SCIENCE: Assemble a floor puzzle of the food pyramid (many different commercial puzzles available).
- DRAMATIC PLAY: Students play house and pretend to prepare and eat meals that are healthy.
- At the conclusion of center time, bring the children together to debrief what they have learned. Have individual students share some of their art or writing work. Lead students to reflect on the needs of all people to have healthy food. Help them to understand that food choices should be based on needs, not solely on wants. Name a food category and ask each child to name their favorite thing to eat from that category. Repeat for each category of the food pyramid.
- Ask students whether they know of any people who can't have the kind of foods that their body needs to be healthy? Listen to understand students' knowledge and/or experience with poverty. Ask students to think about a person eating only one type of food all the time, such as rice. What would life be like? How would that person feel?
- Ask students to speculate on what they could do for someone who was poor enough to not be able to eat well. Lead students to think of small things they can do to share goods and resources for the common good. What would they have to give up in order to share something (opportunity costs)? Generate excitement for giving to someone who is hungry.
- Tell them to pay attention to the types and amount of foods that they eat. Give them a homework assignment in which they have to record what they eat at one meal. (See School/Home Connection below.) Explain the assignment.
Strand PHIL.I Definitions of Philanthropy
Standard DP 02. Roles of Government, Business, and Philanthropy
Benchmark E.2 Explain the difference between wants and needs.
Strand PHIL.II Philanthropy and Civil Society
Standard PCS 02. Diverse Cultures
Benchmark E.4 Demonstrate listening skills.
Standard PCS 03. Philanthropy and Economics
Benchmark E.3 Give examples of <i>opportunity cost</i> in philanthropic giving.