South Carolina ETV

South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

A Funky Healthy Life Style!(Grades 1-2)

Master Teacher

Maxine M. Hyman

Time Allotment

2-45 minute sessions

Overview

A balanced diet and exercise is the key to a healthy, energetic life! In this lesson, students will be delighted by Dr. Tick Tock’s musical rendition of Proteins, Carbohydrates, Vitamins/Minerals, and Water. Students will get a “kick” out of Dr. Tick Tock’s Five Funky Food Group rap. Students will also understand that exercise and play are an important part of a healthy life.

Subject Matter

Health

Learning Objectives

Students will be able to:

Name the five food groups
Classify foods according to the five food groups.
Tell how proteins, carbohydrates, vitamins/minerals, and water help their body.
Tell how play and exercise can help their body.

South Carolina Standards

Available at: http://www.sde.state.sc.us/offices/cso/

II.1.1 Classify foods by their type, function, and nutritional content.

II.1.2 Explain the short and long-termed benefits and risks of nutritional choices.

II.1.4 Recognize the relationship among food intake, physical activity, and health.

II.2.1 Demonstrate the ability to locate valid nutrition information (e.g., Food Guide Pyramid).

II.3.3 Demonstrate the ability to practice appropriate nutrition behaviors and make healthy nutritional choices.

Media Components

Video

Tick Tock Minutes: Cuts 3, 4, & 8, SCETV Cat. No. 2712-0001

Web Site

www.dole5aday.com
This Web site has fun-filled activities designed to encourage children to eat fruits and vegetables and to exercise to stay healthy and fit.

Materials

For each student:

Pencil
crayons or markers
scissors
glue

For the teacher:

cardboard boxes
pictures of different foods
chart paper

Equipment

TV
VCR
Computers
Video

Prep for Teachers

Prior to teaching this lesson, bookmark the Web sites used in the lesson. This must be done on each computer in the classroom.
Find a large cardboard box and flatten it out. Cut the box into the shape of a large triangle. (You may have to tape the cardboard to achieve the desired shape.)
Collect pictures of foods from old books, magazines, coloring books, newspapers, etc.
Buy individually, wrapped miniature candy bars and fresh or dried fruit.
When using media, provide students with a Focus for Media Interaction, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

Introductory Activity

Step 1: Place two plates on a table. One plate has miniature, individually wrapped candy bars and the other plate has fresh or dried fruit or vegetable slices on it.

Step 2: Tell the students they can only choose a treat from one of the plates. Make a tally chart showing how many students choose candy and how many choose fruit or vegetable. (Write BEFORE at the top of this paper and save this chart for later.)

Allow the students to eat their treats. Use of the tally chart serves as Math Integration.

Step 3: Say; “Why did you choose your special treat?” Let the students respond. Write the students’ responses on chart paper.

(Write BEFORE at the top of this paper and save this chart for later.)

Step 4: Explain to the students that in this lesson, you will name the five food groups and classify different foods that belong in each group. You will also tell how the nutrients in foods (proteins, carbohydrates, vitamins/minerals, and water) help your bodies grow and tell how play and exercise helps your bodies stay healthy.

Learning Activities

Step 1: Read the book entitled, The Berenstain Bears and Too Much Junk Food by Stan Berenstain. After reading the story, ask students “What was the problem in the story?” (Allow them to give responses.) “How was the problem resolved?” (Allow them to give responses.)

Step 2: Insert the video, Tick Tock Minutes, into the VCR. Provide students with a Focus for Media Interaction by asking students to listen for what vitamins/minerals, carbohydrates, proteins, and water do for our bodies. START the tape on Cut 3 of the video. Students will observe Dr.Tick Tock sing about what vitamins/minerals, carbohydrates, proteins, and water do for their bodies. STOP the tape at the end of Cut 3. Now ask the students to tell what vitamins/minerals, carbohydrates, proteins, and water do for our bodies.

Step 3: Provide a Focus for Media Interaction by asking students to listen for the five food groups. START the tape on Cut 4. Students will observe Dr. Tick Tock do a rap about the five food groups. STOP tape at the end of Cut 4. Now tell the students to state the five food groups.

Step 4: Provide a Focus for Media Interaction by telling students to look for the different activities that the children do for exercise. Now FAST-FORWARD the tape to Cut 8. Students will view the children playing and exercising. STOP the tape immediately at the end of Cut 8. Now tell students to name the many different activities that the children did for exercise. Ask the students to tell why they think it’s important to exercise.

Step 5: Provide students with a Focus for Media Interaction by telling them to find out what five a day means. Go to the Dole Five a Day web site and CLICK on Kids then CLICK on Facts. CLICK on What is 5 a Day? Now CLICK on Music and Games. Look under Games, then CLICK on Take the 5 a Day Challenge. CLICK on play, then CLICK on start. Students will play an interactive, PAC-MAN Game by guiding PAC-MAN through a maze of healthy fruits and vegetables.

Culminating Activity

Step 1: The students will create a giant food pyramid class collage. The pyramid must be labeled with the five food groups. The students will paste the pictures of the foods in the group that it belongs to on the collage.

Step 2: Place two plates on a table. One plate has miniature, individually wrapped candy bars and the other plate has fresh or dried fruit or vegetable slices on it. Tell students to choose one treat. Make another tally chart showing how many students choose candy and how many choose fruit or vegetable. (Write AFTER at the top of this paper.)

Step 3: Say, Why did you choose your special treat?” Write the students’ responses on chart paper. (Write AFTER at the top of this paper.)

Step 4: Compare the two tally charts and see if the students are choosing healthier snacks at the end of this lesson. Allow students to read their responses on the BEFORE and AFTER chart papers. Ask students why they think their opinions have changed or not changed after this lesson. Let the students respond and allow them to eat their special treats.

Cross-Curricular Extensions

Physical Education: Allow students to play Simon Says with an exercise “twist”. Say, “Simon Says do ten sit-ups; Simon Says do ten jumping jacks; Simon Says run in place for one minute”, etc.

Community Connections

Take a field trip to a local fitness center
Take a field trip to a grocery store
Take a field trip to a farm