Grade 6 Nutrition-REV 07-08 1
COURSE: Health
GRADE(S): 6
th
Grade
UNIT: Nutrition
TIMEFRAME: 8 Lessons
NATIONAL Health Education STANDARDS:
STANDARD 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
STANDARD 2: Students will analyze the influence of family, peers, culture, media, technology and
other factors on health behaviors.
STANDARD 5: Students will demonstrate the ability to use decision-making skills to enhance health.
R Students will demonstra S
TANDA D 7: te the ability to practice health-enhancing behaviors and avoid
or reduce health risks.
STATE STANDARDS:
h 10.1. Concepts of Healt
10.1.6.C. Analyze nutritional concepts that impact health.
Healthful ving 10.2. Li
elationship between health-related information and consumer choices.
6.A.2.
lizations based on text.
Identify and explain main ideas details.
10.2.6.B. Explain the r
Reading Assessment Anchors:
R 1 Understand nonfiction appropriate to grade level.
fiction. R6.A.2.1 Identify and apply the meaning of vocabulary in non
R6.A.2.3 Make inferences, draw conclusions, and make genera
R6.A.2.4 and relevant
UNITOBJECTIVES:
Identify positive attitudes about food
I. s
y
y
- d, all foods have a
II. t
-
-
ood
-
of exercise can lead to excessive body fat.
CONTENT:
Po itive attitudes about food
- Our bodies come in all shapes and sizes, bod
shapes are neither good nor bad.
- The foods we eat affect our health, the wa
we grow and the way our body functions.
- A healthy diet includes a variety of foods.
- It is important to respect your appetite eat
when hungry, stop when full.
No food is perfect or ba
place in a healthy diet.
Nu ritional needs during puberty
Puberty is a period of rapid growth.
Therefore, an increase in all nutrients is
needed.
Height and weight changes are largely
determined by genetics. Body size and
shape are inherited.
- Calorie- a unit of energy produced by f
and used by the body.
Calorie needs are dictated by growth
patterns. Lack of essential nutrients can stunt
growth. Over supply of calories and/or lack
Grade 6 Nutrition-REV 07-08 2
nalyze the function and sources of the 6
utrients required to sustain life.
III. d external influences on
choice
- Inte
ferences
ds
- Exte
- Foo
ne system to
foods.
u d intense.
m ay include:
lties
o
uts and other nuts
s
ther grains
fruits
IV. Six Nutr t
- Ca h
A
n
T e h re are internal an
food
s:
rnal Factors
eeds o Physical n
o Personal food pre
nee o Psychological
rnal Factors
o Food availability
ings o Social sett
sing o Adverti
Cultura o l tradition
o Income
llergies d A
A response by your immu
the ingredients in certain
Us ally fast an
Sy ptoms m
coughing
zing snee
vomiting
headache
rash
swelling
breathing difficu
drop in blood pressure
death
Common causes:
n pea
egg
milk
soy
fish
shellfish
wheat and o
vegetables
ien s
rbo d y rate (4 cal/gm)
Main source of energy for the body o
o
y.
- Fat(9
Types:
Simple: Found in milk, fruit, soda,
candy; quick but short lived energ
Complex: Found in grains, starchy
tables; good source of fiber vege
which helps bowel function and
prevents many chronic diseases.
cal/ gm)
Stores energy, pads vital organs and
bones, stores essential vitamins (A, D, E
o
,
K), provides essential material for cell
structure (membrane) and hormones
Grade 6 Nutrition-REV 07-08 3
nalyze diet for nutritional balance.
o Types:
l fats (Saturated Fat)
- Prot
A
Anima
excessive intake linked to heart
disease:
Vegetable Oils
ein (4 cal/ gm)
o Essential for growth and repair of body
cells
Poultry, red me
o at, eggs, milk, cheese,
rotein.
s
h
con m
nee
- Vitamin
and nuts are good sources of p
o Protein is made up of 20 amino acid
(building blocks of protein) 9 of whic
are essential.
When protein, carbohydrate, or fat is
s su ed in amounts beyond the body
d, it will be stored as fat.
s and Minerals (0cal/ gm)
o Required for body to function properly
o Recommended Daily Allowance
(RDA) based on amount needed to
prevent deficiency, disease. Experts
are still debating the optimal intake.
,
ns
o a variety of foods is
ay to obtain them.
- Wa
o Body can store fat soluble vitamins (A
D, E, and K).
o Recommend a good source of these
a few times a week but not
necessarily daily.
o There are approximately 50 vitami
and minerals needed.
Therefore eating
the best w
o More is not always better. Some
vitamins and minerals are toxic in
large amounts.
ter (0cal/gm)
o Required to keep our bodies cool in
hot weather.
Drink 6 to 8, 8 oz. glasses of water o
V. o
uide
daily.
o Water comes from beverages and
food. Fruits and vegetables are 90%
water; even meats are 50% water.
Fo d Guide Pyramid
- Identify the 6 components of the food g
pyramid, and recommended amounts. All
foods have a place in the pyramid and
therefore can fit into a healthy diet.
Grade 6 Nutrition-REV 07-08 4
Use information from nutrition labels to make
healthy food choices.
eir daily intake to amounts
.
roup of the pyramid.
VI. t
laims
laims
facts panel required listing, content
- Compare th
specified by the pyramid
- for each g Identify foods
- Identify exercise as a component of the
pyramid.
Nu rition Labels
- Nutrient content c
- Health c
- Nutrition
based on serving size, calories/serving,
grams/serving.
- Ingredient Listing
ACTIVITIES:
Lecture, discussion, small group interaction, on
attitudes about food.
Interpersonal Communication) (
Worksheet Why I Eat It: Each student lists ten
workshe foods they eat using the
eason, then self reflect w
et, identify the
here there are xs.
h complete a
l students with a
their
ir
Record their
ents
discussion, and practice students
analyze a food label.
n
ESOURCES:
ow to Teach Nutrition to Kids by Connie Liakus
In a gro udents will identify positive
attitude
the food guide pyramid. Students will write
y
iven a f students will be able to answer
questio
Student
REMEDI
eaching - ask peer for help.
ss notes.
indmap: Teacher highlights main concepts with the
udent. Then the child creates their mindmap with
e information.
nalysis of food label with adaptations
r
(Analyzing Internal and External Influences)
Mindmap 6 Nutrients: Students create their
mindmap from class handouts
(Accessing Information)
J igsaw: Students in a group eac
orksheet on a nutrient. Then al w
similar nutrient form a new group to check
nswers. Students then report back to the a
original groups to share information on all the
nutrients.
unication) (Interpersonal Comm
Students draw and label a food pyramid.
yramid Pizzazz/24 Hour Food Diary: P
food using the one day food pyramid.
(Self Management)
Rate Your Plate: Using last nights dinner, stud
check if they ate a balanced meal.
rough lecture, Th
will be able to
Teacher directed differentiated instructional
projects and activities are ongoing and based o
tudent need. s
R
H
ASSESSMENTS:
up ion, st discuss
s about food.
Using a rubric, students create a mindmap of the 6
nutrients including:
a definition
1 fact
3 sources for each
Given a blank food pyramid, students will be able
correctly label all the parts.
Student will place the foods they ate in a 24-hour
eriod on p
in their journal one thing they learned, one thing the
felt, and one step they will take since doing the
analysis.
eacher observation of the students analysis of what T
they ate.
G ood label,
ns on nutritional facts.
s score 70% or higher on a Nutrition test/quiz.
ATION:
Re-test
Test adaptation
Meet with teacher to discuss and review
materials.
Additional Time
Peer T
Handouts accompanying cla
M
st
th
A
vers, MS. R
Grade 6 Nutrition-REV 07-08 5
D.
)
, 2006 from:
E
Web Sites:
ealth Teacher (1999-2006 H
Retrieved on July 13
http://www.healthteacher.com
ids Health (1995-2006) K
Retrieved on July 13, 2006 from:
ttp://www.kidshealth.org h
My Pyramid (2006)
etrieved on July 13,2006 from:
ttp://www.mypyramid.gov
R
h
tician/nutritionist.
l value.
The Chocolate Touch, by Patrick Skene Catling
Bantam
Its Disgusting and We Ate It, by James Solheim
Aladdin
ENRICHMENT:
Surfing the web for related sites on nutrition.
terviewing a die In
t analysis of fat, carbohydrates, and 3 day die
rotein. p
el analysis comparing 5 food labels for Food lab
nutritiona
