Healthier - USDA-FNS · plenty of healthy food choices and regular physical activity at school,...

The School Day Just Got Healthier Toolkit is a collection of resources including brochures, fact sheets, FAQs, fliers, school lessons, templates and much more, to help prepare educators and students for the changes to school meals this school year.

This toolkit provides parents with the resources you need to help you eat healthy and learn healthy habits that last forever.

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HealthierUnited States Department of Agriculture

Toolkit For Educators and Students

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Educators and Students

● Key Messages for School Employees ● Key Messages For Parents ● Key Messages for Students ● Healthy Hunger Free Kids Act – School Meals Overview ● Make Half Your Plate Fruits and Vegetables Kids Poster ● New HealthierUS School Challenge Brochure ● Healthier Middle Schools: Everyone Can Help—Teachers ● Healthier Middle Schools: Everyone Can Help—Students ● Nutrition Voyage: The Quest to Be Our Best

■ Introduction ■ Grade 7, Trek 1: The Path to Fruits and Vegetables ■ Grade 7, Trek 1: Field Correspondents—Conducting A School Survey■ Grade 7, Trek 3: Leading the Way [as Agents of Change] ■ Grade 8, Trek 1: Finding Fitness! ■ Grade 8, Trek 2: Backpack Full of Snacks! ■ Grade 8, Trek 3: From Farm to You

● Fuel Up With Fruits and Veggies Activity Sheet ● Eat Smart to Play Hard Activity Sheet

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■ You make a difference every day when you offer nutritious food choices for students. Thank you for making the school day a healthy day for your students.

■ A smile can be contagious. Be enthusiastic about the new school meals around children, staff, and parents.

■ Continue to be a champion of healthy and nutritious school meals. Talk to parents, students and teachers about the benefits of the new meal standards.

■ Before they’ll eat it, they need to see it! Create ways to encourage healthy eating habits like placing new meal offerings where kids are most likely to choose them, serving vegetables first, using attractive fruit displays, and offering taste tests of new foods before they are served as a lunch item.

■ The School Day Just Got Healthier: Taste the difference. Make the difference

For School Food Service

U.S. Department of Agriculture ● Food and Nutrition Service ● August 2012 ● USDA is an equal opportunity employer and provider.

www.fns.usda.gov/healthierschoolday

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■ School meals matter! The school day just got healthier thanks to new school breakfast and lunch meal standards. Encourage your child to check out these new meals and find their favorites.

■ The new school meals focus on more whole grains, fruits, and vegetables; low-fat or non-fat milk; and less sodium and fat.

■ Teachers will tell you that well-nourished kids are ready to learn and do better in class. When we give kids plenty of healthy food choices and regular physical activity at school, they learn healthier habits for life.

■ Nutritious meals and snacks will help kids stay healthy, reducing their risk for obesity, diabetes, high blood pressure, and other serious chronic diseases.

■ School meals are “rightsized.” Based on their age, students are getting the right portions and now they will be getting more of some foods like fruits and vegetables.

■ You have the power to encourage your children to build a healthy plate at school and home. Review the school menu with your kids and encourage them to try new foods, especially the healthy foods offered.

■ Your child picks up all of your attitudes and behaviors – including your eating habits. Since kids love to copy what their parents do, they are likely to mimic your willingness to try new foods.

For Parents

■ Kids need to try new foods many times before they like them! Here are some helpful tips to take an active role in school meals and encourage your children to eat healthy foods:

● Make time to join your child(ren) for lunch in the school cafeteria.

● When your child gets home from school, ask what was served and what (s)he ate for lunch.

● Eat meals with your child(ren) whenever possible. Let your child see you enjoying fruits, vegetables, and whole grains at meals and snacks.

● Grocery shopping can teach your children about food and nutrition. Help your children make healthy choices.

● Discuss where vegetables, fruits and grains, dairy and protein foods come from with your child.

● Share the adventure and serve new foods offered in the school cafeteria at home.

■ The School Day Just Got Healthier! Together we can make a difference and help our kids develop healthy habits for life.



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■ The School Day Just Got Healthier because school meals are better this year. Healthy food will help you do your best in school, in sports, and to grow and stay strong. Power up with fruits, low-fat or non-fat milk, and whole grains.

■ Give it a try! Fruits and veggies give you what your body needs to help you be a champion when you run and play. Eat them at school and at home every day as a meal, snack or dessert.

■ Since you spend so much of your day at school, it’s up to you to make healthy food choices while you’re there. Eat fruits and vegetables at meals and snacks. Enjoy the taste of healthy eating.

■ Make fat-free or low-fat milk your rocket fuel. You need milk to help build muscles and provide fuel for your fun.

■ Fuel up with fruits and veggies: Soar through your day like a rocket ship!

■ Eating fruits and veggies of every color in the rainbow can help give you the different vitamins and minerals you need to soar through your day.

■ Go to the grocery store with your family. Make your own list of healthy foods – like fruits and low-fat yogurts – that keep you healthy and strong.

For Students



Healthy, Hunger-Free Kids Act of 2010 School Meals

Healthy, Hunger-Free Kids (HHFK) Act

Championed by the First Lady as part of her Let’s Move! initiative to solve the problem of childhood obesity within a generation.

HHFK law contains many provisions that help improve child nutrition programs and make meals and offerings more nutritious.

Helps transform school food environment in order to promote better nutrition and reduce obesity.

The Act reauthorized our core Child Nutrition Programs – National School Lunch, School Breakfast, Child and Adult Care Food Program, and the Summer Food Service Programs – as well as WIC.

These programs are primarily designed to feed kids nutritious meals and to combat childhood hunger.

HHFK law enabled us to make major improvements to school meals and bring them in line with the latest nutritional science and the Dietary Guidelines for Americans.

First major changes in over 15 years. These changes are important to the 32 million students who eat a school lunch and 12 million who eat a school breakfast each school day.

Updated Standards for School Meals

In January 2012, just one year after the law was signed by President Obama, we issued the final, updated standards for school meals.

Those standards, built upon recommendations from the Institute of Medicine:

• Ensure students are offered both fruits and vegetables every day of the week;

• Increase offerings of whole grain-rich foods; • Offer only fat-free or low-fat milk; • Limit calories based on the age of children being served to ensure

proper portion size; • Increase the focus on reducing the amounts of saturated fat, trans fats, added

sugars, and sodium.

The new standards went into effect on July 1, but many schools were already well on their way to meeting the standards.

Changes in the standards for School Breakfast will be phased in over three years to make it easier for schools to comply.

The Act also strengthened local school wellness policies. We know that these can be a powerful force for change in many communities, and the HHFKA now requires more engagement from the local level so that these do not just become a paper that gets filed away in a drawer somewhere.

We have also put in place the so-called “6-cent rule,” that reimburses schools an additional 6 cents for each lunch they serve that meets the new meal standards.

The additional funds will be an incentive to schools to make improvements.

This is the first increase above inflation in over 30 years. Money will begin flowing to schools across the country this year.

USDA is fully committed to providing all the assistance we can to help schools get from where they are to where they need to be.

Community Eligibility

Ready access to nutritious food is essential and we announced this spring that additional states (New York, Ohio, West Virginia and the District of Columbia) will be allowed to use the innovative option of “community eligibility” for school meal programs. Community eligibility reduces the burden on families by eliminating household school meal applications and helps schools cut down on burdensome paperwork.

To learn more about the Healthy, Hunger Free Kids Act of 2010, please visit: http://www.fns.usda.gov/cnd/governance/legislation/cnr_2010.htm

TeamNutrition.USDA.gov

U.S. Department of Agriculture • November 2011 Food and Nutrition Service • FNS-431 Center for Nutrition Policy and Promotion • CNPP-27USDA is an equal opportunity provider and employer.

Find these recipes and more ideas at

ChooseMyPlate.gov

At School. At Home. Eating Out.

Make Half Your Plate Fruits & Vegetables

Central Valley Harvest Bake

Smokin’ Powerhouse Chili

Roasted Fish Crispy Slaw Wrap

Porcupine Sliders

USDA is an equal opportunity provider and employer.

Recognizing Excellence in Nutrition and Physical Activity

HealthierUSSchool Challenge

United States Department of AgricultureHow Can I Apply?

For more information, the application, success stories, and other resources, visit the Team Nutrition Web site: http://teamnutrition.usda.gov and click on HealthierUS School Challenge.

For additional information, you may also contact your State Child Nutrition Agency.

As a food service director who has seen firsthand how the HealthierUS School Challenge can have positive effects on our school and school improvement, I would wholeheartedly encourage anyone in a similar position to begin the journey and enjoy similar success.

David Roberts, Food Service Director Maine School Administrative District #52

Turner, ME

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Why Participate?

Participating schools can:

■ Get recognized nationally and earn monetary awards!

■ Build school spirit, cooperation, and proudly display the HealthierUS banner and plaque as a symbol of their school’s achievement.

■ Be a leader in efforts to end childhood obesity. The HealthierUS School Challenge helps you form a school team and learn from what’s worked at other schools.

U. S. Department of AgricultureFood and Nutrition Service

FNS-413 Revised June 2012

Gold Award of Distinction $2,000Gold Award $1,500Silver Award $1,000

Bronze Award $500State Agency Contact Information:

Schools play an important role in helping to reduce childhood obesity. Kids who have healthy eating patterns and get regular physical activity are also more likely to perform better academically.

That’s why the U.S. Department of Agriculture (USDA) offers the HealthierUS School Challenge to support the over 101,000 schools that participate in school meals programs in their efforts to promote nutritious food choices and physical activity.

■ The HealthierUS School Challenge is a voluntary certification initiative that has recognized thousands of schools for their efforts in improving food and beverage offerings, teaching kids about nutritious food choices and being physically active, providing opportunities for physical activity, and having supportive school wellness policies.

■ Participation in the HealthierUS School

Challenge is voluntary and certifies schools that meet specific criteria at four award levels: Bronze, Silver, Gold, and Gold Award of Distinction.

Take the HealthierUS School Challenge!

Who Can Apply?

Schools are eligible to apply if they:

■ Participate in the School Breakfast Program (SBP) and the National School Lunch Program (NSLP).

■ Are a USDA Team Nutrition school.

Registering as a Team Nutrition school is easy, free, and connects you with free nutrition education and food service training materials for your school. Learn more at http://teamnutrition.usda.gov.

■ Meet or exceed all HealthierUS School Challenge criteria for the desired award level relating to the following:

● School Breakfast and Lunch Offerings

● Foods Sold Outside of the School Meal Programs (such as in vending machines and à la carte)

● Average Daily Participation for the SBP and NSLP (for Silver awards and higher)

● Nutrition Education

● Physical Education

● Opportunities for Physical Activity

● School Wellness Policies and Practices

● A Menu of Other Criteria of Excellence From Which Schools Select

http://teamnutrition.usda.gov

What Is the HealthierUS School Challenge?

Healthier�Middle�Schools Every teacher can help.

Two�changes.Countless�benefits.

There are short-term and long-term advantages to making healthier foods and regular physical activity priorities at your school. These healthy changes can:

✓ �Help�kids�concentrate�better�in�class�

✓ �Strengthen�academic�performance

✓ �Reduce�behavioral�problems

✓ �Build�healthier�habits�for�life

✓ �Lower�obesity�rates

It�takes�a�community.

The USDA is reaching out not only to middle school teachers but also to principals, parents, food service managers, and students. Why? Schools that have made healthy changes report that success is most likely when the entire school community gets involved and works together. So, why not bring up this topic at your next staff meeting?

What�teacher�doesn’t�want�

better�classroom�performance?��

Studies�show�that�kids�with�healthy�eating�and�

physical�activity�patterns�tend�to�do�better�

academically.1,2,3,4,5�While�you�are�not�

their�parent,�you�are�an�important�

role�model�for�your�students.�

So,�when�you�support�healthier�

food�choices�and�more�physical�

activity�at�school,�the�students�will�

get�the�idea�that��

these�are�important.��

Experience�is�the�best�teacher.�On the back of this flyer, you’ll find ideas other middle schools have used to make healthier changes. It’s best to start small with one or two steps that are relatively simple and inexpensive. Even small changes school-wide will help our kids get healthier habits that can serve them well in school and life.

1. Florence MD, Asbridge M, Veugelers PJ. Diet quality and academic performance. J Sch Health. 2008; 78:209-215.2. Fu ML, Cheng L, Tu SH, Pan WH. Association between unhealthful eating patterns and unfavorable overall school performance in children. J Am Diet Assoc. 2007; 107:1935-1943. 3. Sigfúsdóttir ID, Kristjánsson AL, Allegrante JP. Health behaviour and academic achievement in Icelandic school children. Health Educ Res. 2007; 22:70-80. 4. Kim HY, Frongillo EA, Han SS, Oh SY, Kim WK, Jang YA, Won HS, Lee HS, Kim SH. Academic performance of Korean children is associated with dietary behaviours and physical status. Asia Pac J Clin Nutr. 2003; 12:186-192.5. Centers for Disease Control and Prevention. The association between school based physical activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010.

Middle schools get healthier when teachers�use their influence.

Build nutrition and physical activity into your curriculum.

Math, science, English, social studies, and health

are all likely subjects. You may also want to take

learning outside the classroom, for example, to

the school garden, gym, or cafeteria.

Don’t use food as incentives or rewards.

Try giving nonfood prizes or privileges, like a

chance to listen to music in the classroom.

Everybody loves a little friendly competition.

Why not start one between classes, grades,

or schools? See what group spends the most

time being physically active or eats the most

vegetables at lunch.

Walk the talk.Let your students see you making

healthy food choices and being

active at school. Ask other teachers,

staff, or students to join you for a walk, to shoot

some hoops—whatever activity works for you.

Keep�the�ball�rolling�at�TeamNutrition.usda.gov.

On the USDA’s Team Nutrition Web site, you’ll get ideas from other teachers, as well as ready-to-use materials such as lesson plans and talking points to use at a staff meeting or Back to School Night.

Thanks�for�your�help.

[email protected] | TeamNutrition.usda.gov��|��USDA is an equal opportunity provider and employer.

November 2011, FNS-433

http://www.teamnutrition.usda.gov

mailto:[email protected]


Healthier Middle Schools Every student can help.

You’re not a little kid any more.

In middle school, you have more say in deciding things for yourself. You can also help to make your school healthier. There’s a lot you can do to get more healthy food choices and more opportunities for physical activity for everyone.

There is power in numbers.

We are reaching out not only to middle school students but also to teachers, principals, parents, and food service managers. Working together is the best way to make your school healthier. When you get involved, you have a say in what decisions are made. That’s better than letting others make all the decisions for you, right?

It’s your school. Help to make it healthier.

Do you want to:

Do your best in school?

Have energy for all that you do?

Feel your best?

Did you know that good nutrition and regular

physical activity can help with all that and help

you look your best? Since you spend so much

of your day in school, it’s up to you to make

healthy food choices while you’re there. Make

physical activity part of every day, too, so you

can be your best.

On the back of this flyer are some ideas other kids are using to make their middle schools healthier. Take them to your favorite teacher or the student council, and get things started.!!

Middle schools get healthier when students get involved.

Sign up. Join in.Maybe your principal, a teacher, or

the food service manager is starting

a group to make school food healthier and taste

better. Sign up and be part of it.

Everybody likes a little competition.So, how about a healthy eating

or physical activity challenge between

grades or schools in your area? Ask teachers

and parents to help.

Find out what kids in your school want.

Start a survey or petition to figure out what

new after school sports or activities your

school could offer that kids will like.

Look around.What snacks and beverages

are offered in your school store

or vending machines? Could they be

healthier? Take your ideas to the

student council.

Find more ideas atTeamNutrition.usda.gov.

Remember, it’s your school. So, do what you can to make it healthier.

And thanks for your help.

[email protected] | TeamNutrition.usda.gov | USDA is an equal opportunity provider and employer.

November 2011, FNS-437


mailto:[email protected]


[email protected] | TeamNutrition.usda.gov | USDA is an equal opportunity provider and employer.

Dear Educator,

Welcome to Nutrition Voyage: The Quest To Be Our Best, Team Nutrition’s new lessons for grades 7 and 8. Using a theme of exploration, the three lessons (treks) for each grade include:

● Engaging ways for students to learn about making healthy food and physical activity choices

● Standards-aligned activities for Math, Science, and English Language Arts

● Opportunities for students to investigate, participate in a challenge, evaluate, and reflect

Don’t worry; you don’t need a lot of time or fancy supplies for these treks. Nutrition Voyage’s lessons are ready to go and simple to use. Lesson activities require few supplies and include reproducible handouts. You can also download and print these handouts from the Team Nutrition Web site at http://teamnutrition.usda.gov. The lessons are designed to be easy for Math, Science, and English teachers to integrate into their course curricula.

We also encourage you to check out the Healthier Middle Schools: Everyone Can Help communication tools, which are also available through the Team Nutrition Web site. These tools include video clips and print materials about school wellness. There are materials for students, principals, teachers, school food service, and parents.

We wish you and your class a happy nutrition voyage! Whether your class is embarking on the challenge to reach "Produce Peak,” investigating nutritious snack choices to fuel their trek, or conducting a school survey, it’s sure to be an exciting adventure. Trek on!

Sincerely,

Your Friends at Team Nutrition

1 of 4

NUTRITIONTHE QUEST TO BE OUR BESTVOYAGE TREK 1 Grade 7

The Path to Fruits and Veggies

Time Required: Three 40-minute sessions

Sample timing:

First Session – InvestigateSecond Session – Challenge: Make a PlanThird Session – Evaluate and Reflect

Supplies: Notebooks, pens, pencils, laptops or computers (optional), Student Printable: Reaching Produce Peak, graph paper or spreadsheet software.

Standards:*Students will…

Science

•Understandthatenergyisapropertyofmanysubstancesandistransferredinmanyways.(NationalAcademyofSciences,ContentStandard B)

•Understandthatcellsrequirenutrients,whichtheyusetoprovideenergyfortheworkthatcells do and to make the materials that a cell oranorganismneeds.(NationalAcademyofSciences,ContentStandardC)

Math

•Solvereal-worldandmathematicalproblemsinvolvingthefouroperationswithrationalnumbers. (7.NS.3)

English Language Arts

•Conductshortresearchprojectstoanswera question,drawingonseveralsourcesand generatingadditionalrelated,focusedquestions forfurtherresearchandinvestigation.(7.W.7)

*Sources: Science education standards: National Academy of Sciences, Math and English Language Arts education standards: Common Core.

Subject Focus: Science

Lesson Overview:Doyourstudentsreallyknowwhat“healthyeating”is?Mostmiddleschoolerscantellyouthatvegetablesaregoodforyouandthatcookiesarenot.However,theydon’tnecessarilycomprehend why that’sthecase;howdifferentfoodsaffecttheirbodies;andwhatfoodchoicestomakeatschool,home,andwhen eating out.

Inthislesson,studentswilluseinvestigativequestionstoexaminetheirowneatinghabitsandexplorewhyfruitsandvegetablesareintegraltogoodhealth.Then,they’llbrainstormwaystoeatmore fruitsandvegetables,andtakepartinachallengetoincreasetheirfruitandvegetableintake.Bytheendofthelesson,studentswillunderstandthereasonsfruitsandvegetablesaregoodfortheirbodies,willhavepersonalnutritiongoals,andwilltakethefirststepstowardalifetimeofgoodhealth—eatingmorefruitsandveggies!

Learning Objectives:Students will be able to…

•Setgoalstoeatmorefruitsandvegetables.

•Describewhyfruitsandvegetablesarepartofahealthymealpattern, and set personal goals to include more of these foods in their diet.

•Explaintheimportanceofchoosinghealthyfoodsandbeverages.

•Definetheterms“nutrientdense”and“calorie”astheyrelatetofoodandbeveragechoices.

•Trackandanalyzedailyfruitandvegetableconsumption.

•Createagraphtorepresentdataresults.

Questions for This Trek

1. Whataremycurrenteatinghabits?

2. Whatisanutrient?Howcannutrients help me do what I like to do, but do it better?

3. Whatisacalorie?

Nutrition Voyage — The Quest To Be Our Best: Grade 7 http://teamnutrition.usda.gov

U.S. Department of Agriculture • Food and Nutrition Service • July 2012 • FNS-438-A • USDA is an equal opportunity provider and employer.

1 Investigate

1. What are my current eating habits?Tellstudentstheyareabouttoembarkonanexpedition.Tobegin,theywill use their notebooks as Food Journals to record everythingtheyeatanddrinkforoneday,includingallmeals and snacks. Remind them to eat the same foods theywouldtypicallyeat,andwritethemdown.Thepurposeoftheactivitywillsoonberevealed!

HelpyourstudentskeepaFood Journalbyofferingthefollowing tips:

•What to write down. Students should keep track of everythingtheyeatanddrinkinaday,includingsnacks,dressing on a salad, butter on toast, and cheese or lettuce onasandwich.Separatetheentriesbymealtokeepthejournalorganized.

•Organize! Suggest creating a table to keep information organized.Forexample,theymaywanttohavethedayanddate,“WhatIAte”and“Amount”acrossthetoprow,andaverticalcolumnshowingthetimeofday,suchas“Morning,”“Midday,”“Evening,”and“Snacks.”

•Measure amounts/portion sizes. Encouragestudentstorecordamounts(forexample:“1apple”or“13babycarrots”).Studentsmayusemeasuringcupsandspoonstomeasuretheirportionsizesoffoodslikecereal,rice, andpasta.Iftheyarenotsure,theymayestimate.

Theymayalsowishtodrawapictureoftheirplate,beverage,or snack for each meal if there is room on the page.

Keeping a Food Journal

2. What is a nutrient? How can nutrients help me do what I like to do, but do it better? Ask students what theythinkthepurposeoftheassignmentwas.Explainthattheyareembarkingonachallengetodiscoverwhattypesoffoodstheyareeating,andhowoften.Foodsprovidethebodywithenergyandnutrientsthatitusestogrowandstayhealthy.(SeetheKnow Your Nutrients boxonthenextpage.)“Essential”nutrientsarevitamins,minerals,andothersubstancesourbodyneedsfromfoods.Eatingfoodsfromeachofthefivefoodgroups(Fruits, Vegetables, Grains, Protein Foods, and Dairy) providesourbodywiththenutrientsitneedstobehealthy.Didstudentseatfromallfivefoodgroupseachday?AskthemtochecktheirFood Journals.

3. What is a calorie? Askifstudentshaveeverheardtheterm calorie.Caloriesareameasureoftheenergythat

foodsgiveustogrowandplay.Weuseenergyfromfoodstomakeourbodiesworkandforphysicalactivitylikerunningandjumping.Ifweeatand/ordrinkmoreenergy(calories)thanweuseinphysicalactivityandbodyprocesses (like breathing and our heart beating), we store theextraenergyasfatinourbodies.

Explainthattomaintainahealthyweight,apersonmustbalance the calories he or she eats and drinks with the calorieshisorherbodyusesforphysicalactivityandbodyprocesses.Aprofessionalathlete,forexample,wouldneedmorecaloriesbecausehe/sheismorephysicallyactive.

4. How do nutrients and calories fit together? Discuss howsomefoodsandbeveragesarenutrient-dense. Nutrient-densefoodsprovidemanyessentialnutrients,suchasvitaminsandminerals,withoutmanyextracaloriesfrom solid fats and added sugars. Vegetables, fruits, whole grains, seafood, eggs, beans and peas, unsalted nuts and seeds,fat-freeandlow-fatmilk,yogurtandcheese,andleanmeatsandpoultryarenutrient-densefoods.

Explainthatsolidfatsandaddedsugarsaddextra calories tosomefoodsandbeverages.Solidfatsaresolidatroomtemperature, like butter, stick margarine, chicken fat, and beef fat. Added sugars are those added to a food during preparation or processing, such as sugar added to make cakes and cookies. Foods high in solid fats and added sugarsprovidemanyextracalories.Thesefoodsarenotnutrient-dense,becausethegood-for-younutrientshavebeen“diluted”byextracalories.

Foodshighinsolidfatsincludepizza,full-fatcheese,sausages,andhotdogs.Examplesoffoodsandbeverageswithmanyaddedsugarsincludesoda,energydrinks,sportsdrinks,andcandy.Somefoods,likecakes,cookies,somecandy,andicecream,containmanyaddedsugars andsolidfats.Choosingnutrient-densefoodsmostofthetimehelpsusgrow,behealthy,andfeelourbest.

5. Where are the solid fats and added sugars in the food and beverages I consumed? Lookforexamplesofnutrient-densefoodsandextracaloriesinstudents’journals.Pointoutthosefoodsthatcontainsolidfatsandaddedsugars.Emphasizethatmakinghealthyfoodchoicescanhelp students look and feel their best.

TREK 1Grade 7 The Path to Fruits and Veggies / 2 of 4

Instructional Steps

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Know Your Nutrients Nutrientsincludecarbohydrates,proteins,fats,vitamins,andminerals. Brieflydiscusshowthebodyuseseachofthesenutrients:

Carbohydratesarethebody’smainenergysource.Sugarsandstarchesareformsofcarbohydrates.Somesugarsarefoundnaturallyinfoodslikefruitsandmilk.Other sugars are added to foods, such as the high-fructosecornsyrupinregularsodas.Mostcarbohydratesare consumed in the form of starches, which are found in grains, beans and peas, potatoes, and corn.

Proteinsarenutrientsthebodyusestogrow,repairitself,andfightdisease.Proteinsalsoprovideenergy.Muscle,skin,bone,andhairarelargelymadeupofproteins.Proteinsarefoundinmeat,poultry,seafood,eggs,nuts,seeds,beansandpeas,soyproducts,anddairyfoods.

Fatsserveasanenergysource,promotehealthyskinandgrowth,andhelpthebodyabsorbsomevitamins.

Solid Fats areonesthatarenotliquidatroomtemperature. Some common solid fats include butter, beef fat, chicken fat, pork fat, stick margarine, coconut oil, palm oil, and shortening. Foods high in solid fats includefull-fatandwholedairyproducts,ground

beef,bacon,sausages,andmanybakedgoods(suchascookies,doughnuts,crackers,andpastries).MostAmericanseattoomanysolidfats,whichprovideextracaloriesandfewnutrients.Eatingtoomanyfoodswithsolid fats increases the risk of heart disease.

Oils arefatsthatareliquidatroomtemperature.Somecommonoilsincludecanola,corn,olive,safflower,soybean,andsunfloweroils.Anumberoffoodsarenaturallyhighinoils,suchasnuts,olives,somefish,andavocados.Replacingsolidfatsinthedietwithoilscanhelpkeepthehearthealthy.

Vitaminsdonotprovideenergy,buthelptoregulate bodyprocessessuchasmetabolism,digestion,and theimmunesystem.VitaminscommonlyfoundinfoodincludeVitaminsA,C,D,E,andK,andtheBvitamins(forexample:thiamin,riboflavin,andniacin).

Minerals include nutrients such as calcium, iron, potassium, andzinc.Someofthesenutrientshelpthebodyregulateprocesses,whilesomebecomepartofbodytissues.

2 Challenge: Make a Plan

6. Introduce the Student Printable: Reaching “Produce Peak,” which helps students track the amount of fruits andvegetablestheyeat,withthegoalofincreasingthatamountovertime.HelpstudentsusetheirFood Journals tocompleteDay1ofthechart.Ask:Howoftendidatleasthalfoftheirmealsconsistoffruitsandvegetables?Didtheyeatanyfruitsorvegetablesassnacks?Howmanymedalsdidtheyearnfortheday?

Remind students: Fruitsandvegetablesare“nutrient-dense”andcontainnutrientslikepotassium,dietaryfiber,vitaminsAandC,andfolate.Mostarelowinfatsandcalories,too.Forahealthyexpedition,makesuretofillhalfyourplatewithfruitsandveggiessoyoucandowhatyouliketodo,butdoitbetter!Movingforward,havestudentsuse the Printable to track the amount of fruits and

vegetablestheyeat.Studentsgathermedalswhen 50percentormoreoftheirplatecontainsfruitsand/orvegetables.Amaximumofonebonusmedalperdayisearnediftheyconsumeafruitand/orvegetableasasnack.Iftheytrynewfruitsorvegetables,theyreceiveabonusmedalforeachitemtheytried.Remindstudentsthatdeep-friedvegetablesdonotcount(forexample:potatochips,Frenchfries),andtheymaycount100%fruitjuiceasfruit,butnotsweetenedfruitdrinks.

7. Brainstorm ways to eat more fruits and vegetables. Dividestudentsintofourgroups—breakfast, lunch, dinner, and snacks.Invitegroupstobrainstormwaystoincorporatemorefruitsandveggiesintotheircategoriessothatatleasthalfofeachmeal/snackconsistsoffruitsandvegetables.

Challenge Check-In•Check in midweek.Arestudentsontheirwaytomeetingtheirgoals?Createamasterspreadsheet usingchartpaperorspreadsheetsoftwaretoanalyzetheresults.

• Invite the breakfast, lunch, dinner, and snack teams to regroup and brainstorm additional strategies fortheircategories.Studentscandiscusswhathasandhasn’tbeenworkingforthemandsharetheir ideas with the class.

Continue



8. Group share. Havethegroupsmakepostersorwriteblogpostssharingtheirideasandrecipes.Encouragegroups to research and include foods that are new to them,especiallyintheDark-Green Vegetables, Red and Orange Vegetables, and Beans and Peas vegetablesubgroups,whicharegenerallyunderconsumed.(Formoreideas,visit:http://www.choosemyplate.gov andselect“SampleMenusandRecipes.”)

9. Engage other classes! Invitestudentstochallengeanother class to see which group can earn the most medalsoverthecourseof1week.Ifeveryoneintheclassweretomakehalfoftheirplatesfruitsandvegetablesateverymealfortheentireweek,howmanymedalswouldthatbe?Setthatasabenchmarkandencouragestudents to set their own personal goals as well.

10. Attheendofthecompetition,havestudentstallythetotalnumberofmedalstheyhaveearned,bothindividuallyandasaclass.Then,compare:Whichclassearnedthehighesttotalnumberofmedals?Whichclassearnedthemostmedalsfortryingnewfruitsandvegetables?Awardnonfoodprizesforeachcategory,suchasallowingtheclassextrafreereadingtime,theopportunitytolistentomusic,orprovidecouponsforayogaclassoranopportunitytousearock-climbingwall,ifpossible.Finally,throwaFresh Foods Party to which studentscanbringinanynewfruitsandvegetablestheytried during the challenge to share with the class.

11. Record.Invitestudentstoreflectontheirownfruitandvegetableintakeintheirjournals.Promptthemwithquestionsinthefollowingareas:

Personal insight:Didyoumeetyourpersonalgoals?Howdideatingmorefruitsandvegetablesmakeyoufeel?Whatareyourfavoritefruitsandvegetables,andhowcanyoueatmoreofthem?Whatnewonesdidyoutry?

Energy level:Docertainfoodsboostyourenergylevelswhileothersdon’t?Howdoyoufeelwhenyoueattoomanysweetsordrinktoomuchsoda?

Long-term impact:Areyouinspiredtokeeplooking forwaystoeatmorefruitsandvegetables?Whyor whynot?

12. Share.Haveadiscussionduringwhichstudentssharetheirreflections,challenges,andanyfurtherquestionstheywouldliketoexplore.


Evaluate

4 Ref lect

End of Trek

Extension Ideas•Startaclassblogtoenablestudentstodocumentandsharewhatthey’velearned.

•Visithttp://www.choosemyplate.govandclickon“SuperTracker&OtherTools”inthetopmenubar.HavestudentscalculatetheexactamountoffruitsandvegetablestheyneedusingtheDailyFoodPlancalculatorortheSuperTracker.

•Havestudentscompiletheirfavoritevegetableand/orfruit-focusedsnackandmealrecipesintoaclassroomrecipebook.Makecopiesforeverystudenttobringhome to their families.

3



http://www.choosemyplate.gov



NUTRITIONTHE QUEST TO BE OUR BESTVOYAGE TREK 1 Grade7

Reaching Produce PeakAs you complete your Food Journal, track where you stand with your trek on the Path to Fruits and Vegetables!

Review your Food Journal to see what you ate for each meal and snack. Estimate what percentage of each meal were fruits and vegetables (for example: 25 percent, 50 percent ...). Color in the plate to show that percentage. Add in your snacks, and list any new foods you tried.

Example 50%

Now, review your filled-in “plates” for meals. Each time it is 50 percent or greater, give yourself a medal. You also earn a bonus medal if you have fruits or vegetables for snacks, and for each new fruit or vegetable you try!

Example:

Breakfast Lunch Dinner

Medals Earned

3Fruit/veggie snacks:

New fruits/veggies:

Start

Be trek smart! In your quest to do your best, choose fruits and vegetables

at meals and snacks.

Week Total

carrotsbanana,

kiwiBreakfast Lunch Dinner

Medals Earned

Day 2New fruits/veggies:

Fruit/veggie snacks:

Day 3


Medals Earned


New fruits/veggies:

Day 5


Medals Earned


New fruits/veggies:


Medals Earned

Day 6


New fruits/veggies:

Day 7


Medals Earned


New fruits/veggies:

Day 1Fruit/veggie snacks:


Medals EarnedNew fruits/veggies:

Day 4


New fruits/veggies:Medals Earned


What I Ate

1 of 3

TREK 2 Grade 7Field Correspondents: Conducting a School Survey

Supplies: Food JournalsfromLesson1(optional), laptops (optional), poster-board or chart paper (optional);Student Printable: Table Talk – School Survey.


Math

•Solvereal-worldandmathematicalproblemsinvolvingthefouroperationswithrationalnumbers. (7.NS.3)

•Understandthatstatisticscanbeusedtogain informationaboutapopulationbyexamininga sampleofthepopulation.(7.SP.1)


•Conductshortresearchprojectstoansweraquestion,drawingonseveralsourcesandgeneratingadditionalrelated,focusedquestionsforfurtherresearchandinvestigation.(7.W.7)



Sample timing:

First Session – InvestigateSecond Session – Challenge: Conduct a SurveyThird Session – Evaluate and Reflect

Subject Focus: Math

Lesson Overview:Frommusictofashiontowhattheyselectfromthevending machine,middleschoolersarehighlyinfluencedbytheirpeers.Bystudyingdietarybehaviorsofthosearoundthem,studentscan gain an awareness of how classmates and trends affect theirowneatinghabits,andspotimprovementsthatcouldbemadebyfriendsandfamily.

Inthislesson,studentswillbeginbyreviewingtheirown eatingpatterns.Fromthisanalysis,theywillcreatehypothesesabouttheeatingpatternsofothersintheirschoolcommunity,anddevelopasurveytoidentifyfoodtrends.Bytheendofthelesson, students will know the most and least popular foods at theirschool,understandrelevanttrends,andhaverecognizedareasforchangeintheirenvironment.


•Hypothesizeandpredictbasedonpersonalexperiences.

•Create,write,andconductasurveyinvestigatingthe eating preferences and habits of their peers.

•Communicatesurveyfindingscreatively,invisual/graphicways.

• Identifyrelevantinfluencesonfoodchoices(e.g.,family,schoolpersonnel,media,andtechnology).

•Collaboratewithotherstoadvocateforhealthyeatingathome,inschool,orinthecommunity.


1. WhydoIlikethefoodsthatIdo?

2. Howhealthyismycommunity?

3. Howhealthydomyfriends andIeatatschool?

4. Whathealthyfoodandbeverageoptionsaremyfriendseatingatschool?


NUTRITIONTHE QUEST TO BE OUR BESTVOYAGE


U.S. Department of Agriculture • Food and Nutrition Service • July 2012 • FNS-438-B • USDA is an equal opportunity provider and employer.

TREK 2Grade 7 Field Correspondents: Conducting a School Survey / 2 of 3

Instructional Steps

Investigate11. Why do I like the foods that I do? Askstudentsabouttheirfavoritefoods.(Ifyou’ve

completed Trek 1,havestudentsanalyzetheirFood Journalsfortheirmostfrequentchoices.)Whydotheylikethesefoods?IftheygrewupinadifferentStateorcountry,wouldtheyhavedifferentfavorites?Whyorwhynot?

2. How healthy is my community? What foods are the most and least popular?

Tellstudentsthattheirnextmissionistouncover howhealthfullytheircommunityeats.First,ask and discuss what students think it means to be “healthy.”Howdoesmakinghealthychoices(such as following the Dietary Guidelines for Americans at http://www.choosemyplate.gov) help kids to do betteratthethingstheyenjoy(forexample:sports,dance,art)?Next,talkabouthealthfuleatingatyourschool.Whatfoodsdostudentsthinkarethemostandleastpopularamongtheirpeers?

Challenge: Conduct a Survey 23. Introduce the Student Printable: Table Talk –

School Survey.Askstudentshowtheymightgoaboutfindingoutaboutfoodhabitsatschool.Forexample,howcantheyfindouthowhealthfullytheirfriendseatatschool?Or,whathealthyoptionsareavailableatschool?(Promptthemwiththeideaofcreatingasurvey.)InvitesmallgroupstoreviewTable Talk – School Survey.Havethembecomefamiliarwiththequestions,andaddadditionalquestionsthey’dliketoexplore/investigate.

4. Use the printable to create hypotheses. Ask the groups to predict how theythinkthesurveywillturnout.Havethemcreatehypothesesthatthesurveywillanswer.Whatdotheythinktheywilluncover?Howmighttheyrephrasecertainquestionstobestsuittheirownschool/community?

5. Undertake the Class Survey. Havegroupsdiscussgoalsforthesurvey––whatcanstudentsdowiththeinformationtoinspirechange?Together,createamastersurveyusingthebestwording,andaddonquestionsfromeachgroup.Thesurveymaybeconductedinpersonordistributedviaemail,blog,Website,orbyhand.Ifdistributingsurveys,letrespondentsknowhow,andbywhen,theirsurveyswillbecollected.Forexample,participantscanemailthem,printthemout,orfilltheminbyhand.Decideonamethodbeforehandthatwillmakeitmostconvenientforyourclassandsurveyparticipants.

Tips for Conducting Surveys•Avoid leading questions. Forexample,“Don’tyoudrinkwatereverydayatschool?”leadspeopletosay“yes.”Instead,try“Doyoudrinkwateratschool?Howoften?”

•Use measurable questions.Itcanbedifficulttoanalyzequestionsthataretoobroadoropen-ended.Yesornoquestions,multiplechoice,andthosewitha“defined”answer(suchasanumber)canbemoreeasilycategorizedandcompared. Continue




TREK 2Grade 7 Field Correspondents: Conducting a School Survey / 3 of 3

Evaluate36. Analyze.Oncesurveyshavebeencollected,compile

andinventorytheresults.Youmaywanttocreateamaster list, using either a spreadsheet or document program,tomakeiteasiertoanalyzetheanswers.Next,dividethequestionsandtheirresultsamonggroups.Haveeachgroupanalyzetheresultsofthequestion(s),andcomeupwithavisualwaytocommunicate and represent the information. Students maycreategraphsandcharts,anddisplaytheminaposter,slideshow,onablogorwiki,orevenina3-Dartinstallationusingfoodpackaging.Encouragestudentstobecreativewiththeirpresentations!

7. Share.Haveeachgrouppresentitsfindingstotheclass.Whatoveralltrendsdostudentsnotice?Arestudents’favoritefoodsgenerallyhealthychoices?Discusshowtheavailabilityofhealthyfoodsmightinfluence how often students eat those foods and how students’foodpreferencesareformedovertheyears.

4 Ref lect

8. Explore the idea of “influence.” Ask: Howdoyourfriendsandfamilyinfluenceyourfoodchoices?Whatotherfactorsinfluenceyou(forexample:ads,marketing,andavailability)?Invitestudentstowriteintheirjournalsabouttheconnectionsbetweenthesurveyresultsandtheirowneatinghabits.Howaretheir food choices similar to or different from other kidsatyourschool?Whatinfluencesdotheysee?

9. Strategize. As a class, discuss where students seeroomforimprovement.Whatchangescanthecommunitymaketoenablestudentstofeelanddotheirbest(forexample:eatmorefruits,vegetables,and whole grains in accordance with the Dietary Guidelines for Americans)?Whatmessageswouldstudentsliketosharewithothers?Brainstormthedifferentwaysstudentscansharemessageswiththecommunity(forexample:posters,blogentries,newsletters,videos,orpresentations).

End of Trek

Extension Ideas•Havestudentsturntheirhealthymessagesintoposterstodisplay

around school.

•Publishanddiscussthesurveyresultsintheschoolpaper.

•RepeatthesurveyaftercompletingTrek 3: Leading the Way to see ifanychangeshaveresultedfromstudents’efforts.

•Createachallengetoencourageotherclassesorgradestotryanewhealthyfoodtheyhaven’ttriedbefore.

•Havestudentsreadnewspaperarticlesorwatchonlinevideosaboutother communities that are introducing healthier food to their schools.



NUTRITIONTHE QUEST TO BE OUR BESTVOYAGE TREK 2 Grade7

Table Talk: School Survey

Usethesurveybelowtodiscovermoreabouttheeatinghabitsatyourschool.Howhealthydoyouandyourfriendseatatschool?Whathealthyoptionsareavailable?Alternatively,usethequestionsasinspirationtowriteyourownsurvey.Attention participants: Ifyourunoutofspace,usethebackofthissheet.

More than once a day

Once a day

2-3 times a week

Once a week

Less than once a week

1.Howoftendoyoueatfruitsatschool?(Checkone)

2.Howoftendoyoueatvegetablesatschool?

3.Howoftendoyoueatwhole grains at school (whole-wheat bread, pasta,ortortillas;brownrice;oatmeal;popcorn)?

4. Howoftendoyoueatfoodfrom…

The school vending machine

The school cafeteria

School fundraisers

Other school sources (snack bar, kiosk)

5. Whatbeveragedoyoudrinkmostoftenatschool? Milk Soda 100%Juice Water Other:

6. Whatareyourthreefavoritefoodsavailableatschool?Whyaretheyyourfavorites?

7.Whatareyourthree leastfavoritefoodsavailableatschool?Whyaretheyyourleastfavorites?

8. Whydoyouchoosethefoodsyoudo?Rankthereasonsfrom most to least important: (1-5;1=mostimportant,5=least important)

Packaging Cost Taste Convenience Health Locallygrown

9. Whatwholegrains,fruits,vegetables,orotherhealthyfoodsdoyouwishwereavailableatschool?

Insertotherfood-relatedquestions:

10.

11.

12.


1 of 3

TREK 3 Grade 7Leading the Way [as Agents of Change]


Sample timing:

First Session – InvestigateSecond Session – Challenge: Create a Persuasive CampaignThird Session – Evaluate and Reflect

Supplies: Notebooks, pens, pencils, laptops (optional), chart paperorposter-board(optional);StudentPrintable:Spread the Word: Write a Healthy Motto.



•Presentclaimsandfindings,emphasizingsalient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples.(7.SL.4)

• Includemultimediacomponentsandvisualdisplaysinpresentationstoclarifyclaimsandfindingsandemphasizesalientpoints.(7.SL.5)

•Writeargumentstosupportclaimswithclearreasonsandrelevantevidence.(7.W.1)

Math

•Understandthatstatisticscanbeusedtogaininformationaboutapopulationbyexaminingasampleofthepopulation.(7.SP.1)



Subject Focus: EnglishLanguageArts

Lesson Overview:As teachers, we want to empower our students and enable themtomakeadifference.Butmiddleschoolersoftendon’trecognizetheimpacttheycanhaveontheworld.Inthislesson,studentswillseehowtheycaneffectchangebyusingthesurveyresultsgeneratedinTrek 2: Field Correspondents to makeaplantoincreasehealthyeatingattheirschool,andthenpresentthatplantoschoolleaders.(Studentswhohavenotcompleted Trek 2canbeginbycreatingtheirownsurvey.)

Bytheendofthelesson,studentswillhavecreatedtheirownhealthylivingcampaigns,andideallywillhaveseenresultsoftheir campaigns in action.


•Explainhowtheschoolenvironmentcaninfluencehealthyorunhealthyeating.

•Developstrategiesforovercomingbarrierstoachievingahealthier diet.

•Advocateforhealthyandappealingfoodchoicesatschool.

•Educatefamilyandpeersaboutchoosinghealthyfoods.

•Explainpositiveoutcomesfromchoosinghealthyfoods.

1. Whatarethemostandleastfavoritefoodsatourschool?Dostudentseatenoughfruits,vegetables,andwholegrains?

2. Doesmyschoolofferfruits,vegetables,and whole grains in the cafeteria, vendingmachines,andschoolstore?

Nutrition Voyage — The Quest To Be Our Best: Grade 7 http://teamnutrition.usda.govNutrition Voyage — The Quest To Be Our Best: Grade 7 http://teamnutrition.usda.gov

U.S. Department of Agriculture • Food and Nutrition Service • July 2012 • FNS-438-C • USDA is an equal opportunity provider and employer.

TREK 3Grade 7 Leading the Way [as Agents of Change] / 2 of 3

Instructional Steps

Investigate11. What are the most and least favorite foods at our

school? Do students eat enough fruits, vegetables, and whole grains? Beginbyreviewingwhyitisimportanttoeatfruits,vegetables,andwholegrains.(IfyoucompletedTrek 2: Field Correspondents,youmayskip to step #4.)

2. Does my school offer fruits, vegetables, and whole grains in the cafeteria, vending machines, and school store? Revisityourdiscussionofnutrient-densefoods from Trek 1: The Path to Fruits and Veggies. If youdidnotcompleteTrek1,discusswithstudentshowsomefoodsandbeveragesarenutrient-dense.Theyprovidemanynutrientsperservingbutcontainrelativelyfewcalories.Allvegetables,fruits,wholegrains,seafood,eggs, beans and peas, unsalted nuts and seeds, fat-free/low-fatmilkanddairyproducts,andleanmeatsandpoultry(whenpreparedwithoutsolidfatsoraddedsugars) are nutrient-dense foods.

Explainthatsomefoodsandbeveragescontainextra calories from added sugars and solid fats. Foods high inaddedsugarsandsolidfatsprovidemanycalories,butfew,ifany,essentialnutrients(forexample,vitamins,minerals, or proteins). Solid fats and added sugars add extracaloriestofoodsandbeveragessuchassodas,energydrinks,sportsdrinks,candies,cookies,andicecream.

So, the most important thing to remember is that nutrient-densefoodsprovideyourbodywiththenutrientsitneedstogrowandstayhealthywithouttoomanyextracalories.

3. Table Talk – School Survey.Next,invitestudentstocreateasurveythatwilluncoverclassmates’favoritefoods,aswellashowoftenstudentseatfruits,vegetables,andwholegrains.(UtilizethesurveyinTrek2“asis,”oruseittoinspireyourown.)Thesurveymaybeconductedinpersonordistributedviaemail,blog,Website,orbyhand.Ifdistributingsurveys,letrespondentsknowhow,andbywhen,theirsurveyswillbecollected.Forexample,participantscanemailthem,printthemout,orfilltheminbyhand.Decideonamethodbeforehandthatwillmakeitmostconvenientforyourclassandthesurveyparticipants.

Askwhetherstudentschoseanyfruits,vegetables,wholegrains,proteinfoods,andfat-freeorlow-fatdairyfoods astheirfavorites.Seehttp://www.choosemyplate.gov forexamplesofthesefoods.Howoftenarestudentschoosingfruitsandvegetablesandwholegrains(suchaswhole-wheat breads and cereals, popcorn, and oatmeal) atschool?Dostudentschoosemilkasadrinkatschool?Whataresomereasonsbeyondtaste(forexample,packaging,cost,convenience,time)thatpeoplechoosethefoodstheydo?

4. Does my school offer fruits, vegetables, and whole grains in the cafeteria and in vending machines?

Askstudentstoinventorythefoodsourcesatyourschool(forexample:thecafeteria,vendingmachines,schoolstore).Whatoptionsdothesesourcesoffer?Howdoesthisanalysiscomparetothesurveyresults?Arestudentschoosinglesshealthyoptionsbecausethosearewhatisavailable?What’stheaccesstohealthyfood,andisitpresentedinappealingways?Youmighthavestudentsconductadditionalresearchbyinterviewingfoodservicestafforthoseresponsibleforvendingmachineselections.

Continue




TREK 3Grade 7 Leading the Way [as Agents of Change] / 3 of 3

Challenge: Create a Persuasive Campaign 25. Challenge small groups to brainstorm healthy changes. Remindthemtorefertosurveyresultsandconductfurther

research,ifneeded.Eachgroupshouldidentifyspecificfoodstheywanttoseemoreof,andwhy,aswellaswaystoincreasetheamountofwholegrains,low-fatdairy,fruits,andvegetablesstudentseat(bothschool-andstudent-ledsolutions).Havethegroupspresenttheirideastotheclass.

6. Create a campaign for the school community. HavestudentsusetheStudentPrintable,Spread the Word: Write a Healthy Motto,tohelpjump-starttheircampaigns. Then, challenge students to turn their mottos intoachant,rap,song,jingle,orsomeotherformofcreativecommunication.Youmightsharesamplesofexistingsongsorvideosdesignedtopromotehealthyeating(forexample:thevideosavailableathttp://fruitsandveggies.challenge.gov).Sharestudents’workonlineorhavethemperformforothergroupsofstudentsandschoolleaders.Choosethebestideastoformthebasisofahealthylivingcampaigntoshare with the entire school.

Evaluate37. Analyze.Aftersharingstudents’work,

discussthereactionitreceivedfromstudents and from school leaders. Do students think their presentation was effective?Whyorwhynot?Encouragestudentstobrainstormnextsteps.

8. Havestudentsreflectintheirjournalsabouttheir campaign. Ask them to consider:

•Didtheyinspirechange?

•Whatimprovementsweremade? Whatbarriersstillexist?

•Dotheyhaveanyideasforwhatthey candonext?

•Howwillthecampaigninfluencetheirowneatingdecisions?

4 Ref lect

End of Trek

Extension Ideas•Havestudentsmeetwithschoolleadersandfoodservicestafftodiscusschangesthatcanbemadeinthecafeteria,schoolstore,andvendingmachines.

•MakeaWebvideotoinspirechangebeyondtheschool.

•Readaboutotherschoolsthathavemadeachange.Startaschool-to-schoolcommunication campaign, sharing stories, ideas, challenges, and successes.

• Invitechefsandregistereddietitianstovisittheschoolandsharehealthyrecipes.



http://fruitsandveggies.challenge.gov

http://fruitsandveggies.challenge.gov

NUTRITIONTHE QUEST TO BE OUR BESTVOYAGE TREK3 Grade 7

Spread the Word: Write a Healthy Motto

How can YOU inspire change? Usewhatyou’velearnedabouteatingwelltocreateacatchymottothatwillmotivateyourfriends,family,teachers,schoolleaders,andothersinyourcommunitytoembarkontheirownhealthyexpeditionanddotheirbestbychoosingnutritiousfoods.Cutoutthewordcardsbelowtouseasinspiration.Arrangeandrearrangethemuntilyoudiscoverapowerfulslogan.Useyourownwords,too—writethemontheblankcards. For example: “Eat Fruits and Veggies, Be Active, Love Your Life!”

Fruits Feel Live Delicious Life

Vegetables Best Champion Energy Be

Whole Grains Strong Winner Powerful Discover

Low-Fat Dairy Healthy Love Eat Balanced

Lean Protein Inspire Active Do Food

Conf ident Choice Cook Smart Fun

Colorful Energized Action Voyage Trek

Write your ideasUseyourmottotocreateachant,haiku,song,rap,orjingletohelpspreadthewordevenfurther!Filmorperformyourroutinetosharewithyourclassmates,teachers,andschoolleaders.PostittoyourclassblogorWebsite, or share with a local media station.



TREK 1 Grade 8Finding Fitness!


Supplies: Notebooks, pens, pencils, laptops or computers (optional), Student Printable: Keep On Trekking: An Hour a Day!, graph paper or spreadsheet software.


Science

•Understandthatenergyisapropertyofmany substancesandistransferredinmanyways. (NationalAcademyofSciences,ContentStandard B)

•Understandthatcellsrequirenutrients,whichtheyusetoprovideenergyfortheworkthatcells do and to make the materials that a cell oranorganismneeds.(NationalAcademyofSciences,ContentStandardC)


•Conductshortresearchprojectstoansweraquestion(includingaself-generatedquestion),drawingonseveralsourcesandgeneratingadditionalrelated,focusedquestionsthatallowformultipleavenuesofexploration.(8.W.7)


Time Required: Three40-minutesessions

Sample timing:

First Session – InvestigateSecond Session – Challenge: Make a PlanThird Session – Evaluate and Reflect


1. What’smycurrentlevelof physicalactivity?

2. Whydoesbeingphysically activematter?

3. HowmuchphysicalactivitydoI need, and what “counts” as physicalactivity?

4. HowcanIfitmorephysicalactivityintomydailylife?

Subject Focus: Science

Lesson Overview:Stayingactiveandfindingphysicalactivitythatoneenjoysareskills that last a lifetime. In this lesson, students will learn that therearemanyfunwaystobephysicallyactive—teamsportsarenottheonlyoption.Theywillcometounderstandthephysicalactivityguidelinesfortheiragegroup,analyzetheirownphysicalactivitylevels,andtakepartinachallengetoincreasetheirminutesspentbeingphysicallyactive.

Bytheendofthelesson,studentswillbetterunderstandthe importanceofphysicalactivityandidentifyfunwaystogetmoving.


•Explainthatincorporatingdailymoderateorvigorousphysicalactivityintoone’slifedoesnotrequireastructuredexerciseplanorspecialexerciseequipment.

•Describetherecommendedamountsandtypesofmoderateandvigorousphysicalactivityforadolescents.

• Identifywaystoincreasedailyphysicalactivity.

1 of 3



Instructional Steps

1 Investigate

1. What’s my current level of physical activity? Tellstudentstheyareabouttoembarkonachallenge.

Tobegin,theywillusetheirnotebookstorecordhowmanyminutestheyspendbeingphysicallyactivefor3consecutivedays.Atleast1dayshouldbeaweekendday.Studentsshouldestimatethenumberofminutestheyspendbeingphysicallyactivethroughouttheday,suchasbyclimbingthestairs,walking,running,dancing,skateboarding,andplayingbasketball.Evenshort5-to10-minuteperiodsofphysicalactivitycount.

Forexample:Monday: Walked the dog (10 minutes), played soccer (45 minutes), did sit-ups (5 minutes), danced to music (5 minutes).

2. Why does being physically active matter? Havestudentsbringtheirnotebookstoclass.Ask:

Whatdotheythinkwasthepurposeoftheirresearch? Whydoesbeingphysicallyactivematter?Howdoesphysicalactivityhelpustodowhatwelovetodo,butdoitbetter?Discussthemanyhealthbenefitsofphysicalactivityforthemindandbody.Forexample,physicalactivitycanmakeyoustronger;makeyoufeellikeyouhavemoreenergy;andhelpmaintainahealthyheart,bones,muscles,andjoints.Beingphysicallyactivecanalsohelpyouimproveattentionandlearning,aswellashelpyoutoreducestressandrelax.Invitestudentstoshareexamplesoftimeswhenphysicalactivitymadethemfeelbetter.Howdidtheyfeelbetter?

Finally,physicalactivityisimportantformaintaining ahealthyweight.Discusssomeofthehealth consequencesofobesity,suchasheartdisease,Type2 diabetes,andincreasedriskofavarietyofcancers.

Challenge: Make a Plan 3. Introduce the Student Printable: Keep On Trekking:

An Hour a Day! This printable introduces the third questionforthisTrek.Helpstudentsusetheirnotebooksto complete the Day 1 column on the printable. How manyminutesdidtheyspenddoinglow-,moderate-,andvigorous-intensityactivities?Howclosedidtheycometomeeting the recommendation that kids and teens ages 6to17get60minutesormoreofphysicalactivityaday,themajorityofwhichismoderatetovigorous?Learnmoreaboutexercisebyselecting“PhysicalActivity”at http://www.choosemyplate.gov.

4. Brainstorm ways to “step up” fitness.Dividestudentsintofourgroups—before school, during school, after school, and weekends.Invitegroupstobrainstormwaystoincorporatemorephysicalactivityintotheircategories,focusingonmoderate-tovigorous-intensityactivities.(SeetheStudentPrintableforthedescriptionsofvigorousversusmoderateactivity.)Forexample,the“during school” group might suggest walking around the track or athletic field during lunch.

Remindstudentstobecreativeinusingthefacilitiesandequipmentavailableinuniqueways.Forexample,students might design an obstacle course or choreograph adanceroutinetoafavoritesong.Havethegroupsmakeposters or write blog posts that will inspire peers at their schoolto“movemore.”

Askstudentstothinkabouttheirpersonalphysicalactivitygoals.Havethemwritedownanyideasornewactivitiestotry,tohelpthemmeettheirgoalsonthestudentprintable.

•Check in midweek.Arestudentsontheirwaytomeetingtheirgoals?Createamasterspreadsheetusinggraphpaperorspreadsheetsoftwareinordertoanalyzetheresults.

• Invite the before-school, during-school, after-school, and weekend teams to regroup and brainstorm additional strategies for their categories. Students can discuss whathasandhasn’tbeenworkingforthemandsharetheirideaswiththeclass.

Challenge Check-InContinue

2

TREK 1Grade 8 Finding Fitness! / 2 of 3




5. Challenge another class! Challengeanotherclass!Havestudentschallengeanotherclasstoseewhichgroupcanspendthemosttimebeingphysicallyactiveoverthecourseof1week,atamoderate-to-vigorouslevel.Ifeveryoneintheclassmetthe60-minute-per-dayrecommendation,howmanyminuteswouldthatbe?Setthatasabenchmarkandaskstudentstowrite this as the “class goal”ontheprintable.Havestudentsusetheactivitylogontheprintabletorecordtheirtimespentbeingphysicallyactive,aswellasthelevelofintensityforeachphysicalactivity.

Findalistofphysicalactivityoptionstouseas a guide at: http://www.choosemyplate.gov/ physical-activity.html.

7. Celebrate!Awardprizesforeachcategory,suchasplanningaminifielddayortalentshowthroughwhichstudentscandemonstratetheirfavoritephysicalactivities.Invitethewinningclassonawalkwith the principal or teachers.

Evaluate36. Tally. Attheendofthecompetitiontimeframe,have

students calculate the total number of minutes spent beingphysicallyactive.Whichclassspentthemosttimedoingalltypesofphysicalactivity?Whichclassspent the most time doing moderate and vigorous activities?

4 Ref lect

8. Journal accomplishments.Invitestudentstoreflectontheirownlevelofactivityintheirnotebooks.Didtheymeettheirpersonalgoals?Howdidgettingmorephysicalactivitymakethemfeel?Aretheyinspiredtokeepgoing?Whyorwhynot?

9. Have a class discussion in which students sharetheirreflections,challenges,andanyfurtherquestionstheywouldliketoexplore.

End of Trek

Extension Ideas•Sponsoraschool-wideField Daytotrydifferentexercisesandactivities

together as a school.

•Directstudentstocreateaphysicalactivityordancevideothatotherstudentscanuseforpersonalphysicalactivity.Includemodificationsforstudents with different abilities.

•Identifyexistingphysicalactivityoptionsatschool,gathersuggestionsfrompeers,thenbrainstormnewactivityideastobeincludedatphysicalactivitybreaks, or before or after school.

•Collaboratewiththephysicaleducationteachertolearnwhatequipmentisavailableforschool-wideuseoutsideofphysicaleducationclass.

TREK 1Grade 8 Finding Fitness! / 3 of 3

http://www.choosemyplate.gov/ physical-activity.html

http://www.choosemyplate.gov/ physical-activity.html

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Sub-Total: Moderate + Vigorous Activity

Plus: Low-intensity Activity

Total: Daily Physical Activity

minutes

minutes

minutes

minutes

minutes

minutes

minutes

minutes

minutes

minutes

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Keep On Trekking: An Hour a Day!TREK 1Grade 8

Gettingupandmovingdoesn’thappenonlywhenplayingsports!Trackyourtrekkingbywritingdownwhatyoudoeachdayandforhowlong.Countanylengthoftimeyouarenotlyingdownorseated (unlessyou’reonabike–thenthatcounts,too!).

Is it Moderate ... or Is it Vigorous? Duringmoderate activity,youcantalk,butyoucan’tsing. Duringvigorous activity,youcanonlysayafewwordswithoutstoppingtocatchyourbreath.

Physical Activity Log

Did you know?

Playingsoccer,takingyourdog for a walk, dancing to the radio—itallcountsasphysicalactivityandhelpskeepyourmindandbodyhealthy.

Ideas for meeting my goals/new physical activities to try:

minutes minutes

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Thegoalistobeupandmovingatleast60 minutes a day, themajorityofwhichisof“moderatetovigorous”intensity. Class goal: total minutes (60minutesx#ofstudents)

Moderate intensity (for example: bicycling on a flat surface, skateboarding, dancing,

walking to school)

Vigorous intensity(for example: running, bicycling

uphill, playing basketball, swimming laps, karate, hockey, jumping rope)

+

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Low intensity (for example: light stretching,

folding clothes, washing dishes, getting ready for school)



VOYAGE:NUTRITION

THE QUEST TO BE OUR BEST

Supplies: Notebooks, pens, pencils, laptops or computers (optional), Student Printables: Learn the Label and Snacks for Your Journey.


Math

• Investigatepatternsofassociationinbivariatedata.(8.SP)

•Solvereal-worldandmathematicalproblemsinvolvingthefouroperationswithrationalnumbers.(7.NS.3)


•Conductshortresearchprojectstoansweraquestion,drawingonseveralsourcesandgeneratingadditionalrelated,focusedquestionsforfurtherresearchandinvestigation.(8.W.7)

•Presentclaimsandfindings,emphasizingsalient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples.(8.SL.4)


Time required: Three40-minutesessions

Sample timing:

First Session – InvestigateSecond Session – Challenge: Understand the LabelThird Session – Evaluate and Reflect


1. Whatsnackoptionsareavailableat myschool?

2. Whychoosehealthiersnacks? How do I know if a snack is a healthychoice?

3. HowdoIreadaNutritionFactslabel?

Subject Focus: Math

Lesson Overview:Therealityisthatbymiddleschool,kidsaremakingtheirowndietarychoices,especiallywhenitcomestobetween-mealsnacks.Howcanwegivethemthetoolstomakethebestpossibledecisions?Inthislesson,studentswilllearnhowtoevaluatethesnackoptionsatschoolbasedupontheNutritionFacts label and the Dietary Guidelines for Americans.Theywillusemathematicalanalysestoevaluatethemostnutritioussnacksavailableatschoolandtothinkcriticallyabouthowtheschoolcould offer healthier snacking choices.

Bytheendofthelesson,studentswillbetterunderstandwhatconstitutesahealthysnackandwillhavemadeadirectimpactontheirschoolenvironment.

Learning Objectives:Students will be able to:

•Analyzethenutritioninformationonfoodlabelstocompareproducts.

•Makehealthierfoodandbeveragechoices.

•Developstrategiesformakinghealthierchoicesatschool.

•Describestrategiesapersoncanusetoreducetheamountofemptycaloriesconsumed.

TREK 2 Grade 8Backpack Full of Snacks!

1 of 3



foodsandanyaddedsugars.)AreSpicyCheese-FlavoredPuffsahealthychoice?Whyorwhynot?

Share: Remind students that all packaged foods and beveragesincludeaNutritionFactslabel.Then,explainthattheycanfindnutritioninformationforfoodsandbeveragesthatdon’t come with a Nutrition Facts label, suchasfreshfruitsandvegetables,atFood-a-Pedia (http://www.choosemyplate.com/foodapedia).

4. What are the Five Food Groups?ExplaintostudentsthattheNutritionFactslabelisnottheonlywaytoevaluatewhetherasnackisasmartchoice.Studentsshouldalsoconsiderhowasnackcontributestoahealthydiet.Explainthatfivefoodgroupsformthebuildingblocksofahealthydiet:Fruits,Vegetables,ProteinFoods,Grains,andDairy.

Studentscanseeadailyfoodplanthatindicateshowmuchfoodtheyneedfromeachfoodgroupeachdayathttp://www.choosemyplate.gov/supertracker.

Discusshowsnackchoicesmightprovidefoodsfromthefivefoodgroups(forexample:asnackofstrawberriesandfat-freeyogurtprovidesfoodsfromtheFruitandDairygroups,respectively).Notethatsome snackscontainonlyfatsandadded sugarsanddonotcontributetoanyfood group(forexample:candy,soda,andsportsdrinks).

Investigate

Instructional Steps

11. What snack options are available at my school? Askstudentswheretheycanpurchasesnacksatschool

(forexample:cafeteria,vendingmachines,orschoolstore).Dividestudentsintoteamsandchallengeeachteamtodocumentthesnacksavailableatoneofthesesources. Students might take pictures of each snack and addthemtoaclassblogorjournal.Or,theymightrecordthe names of each snack in their notebooks.

2. What’s the impact of choosing certain snacks? How do I know if a snack is the right choice for me?

Discusstheimpactofchoosingcertainsnacks.Forexample,ofthesnacksstudentsdocumented,whichdotheythinkwillhelpthemstayhealthy,learn,andbetheirbest?Askstudentstosharetheirreasoning.Explainthatevaluatingtheingredientslist,theNutrition Facts label foundonpackagedfoodsandbeverages,andMyPlate (found at http://www.choosemyplate.gov) canhelpthemdiscovertheanswerstothesequestionsand decide whether or not a particular snack is a smart choice for them.

3. How do I read a Nutrition Facts label?Distributethe Student Printable: Learn the Label.Givesmallgroups15minutestocompletetheactivity.Thendiscussstudents’responsestothequestionsasaclass,evaluatingthedifferenttermsfoundontheNutritionFactslabel.ExplainthattheNutritionFactslabeldoesnotshow

the amount of added sugars or whole grains in a food product. To identifythese,theingredients list on the food package must be used instead. (Note to teachers: The Nutrition Facts labellistsonlytotalsugars, which includes both the naturallyoccurringsugars found in manyhealthy

Continue

TREK 2Grade 8 Backpack Full of Snacks! / 2 of 3

a. Grains;notawhole-grainsnackb. 1ounce(28grams/about18pieces)c. 3d. 180e. 540(cxd)f. 450(dx2.5)g. 22grams(11gx2)h. 45grams(15gx3)i. 3%(2%x1.5)j. 250milligrams;750mg(250mgx3)k. 0grams;4g.(Notetoteachers:

Whentrans fat is below 0.5 grams perserving,itislabeledashaving 0 grams.)

l. 10%;nom. Non. No

Learn the Label Answer Key

The Five Food Groups and a few examples of each.*Fruits Apples, grapefruits, lemons, limes, blueberries, watermelon, bananas,kiwifruit,papaya,oranges,100%fruitjuice.Vegetables Tomatoes,blackbeans,spinach,avocados,beets,carrots,plantains, lettuce, mushrooms, corn, potatoes.Protein Foods Meats(beef,pork,lamb),poultry(chicken,turkey),eggs,beansandpeas(blackbeans,chickpeas,lentils),processedsoyproducts(tofu,veggieburgers),nutsandseeds(almonds,peanutbutter, sesame seeds), seafood (cod, salmon, shrimp, tuna).Grains Wholegrains(brownrice,oatmeal,whole-wheatbread/pasta/cereal/tortillas,popcorn),refinedgrains(whiterice,whitebread,flourtortillas,pretzels,cornbread,cornflakes).Dairy Milk,cheese(cheddar,American,cottagecheese),yogurt,calcium-fortifiedsoymilk(soybeverage). *Not a complete list. Visit http://www.choosemyplate.gov for more.

MyPlate’s Five Food Groups

http://www.choosemyplate.com/foodapedia

http://www.choosemyplate.gov/supertracker





Somefoodswithinthevariousfoodgroupsarealsohigherinsolidfatsandaddedsugars(forexample,cookiesintheGrainsgroup).Thesefoodsprovideextracalories.Caloriesthatourbodiesdon’tusearestored as fat.

Challenge: Understand the Label 25. Explore the snacks that are available at school. Revisitthe

snackseachteamdocumentedatthebeginningofthelesson.InviteteamstoevaluatetheNutritionFactslabeloneachofthesnackstheyfound.(IftheNutritionFactslabelforthesnackisn’tavailable,studentscanresearchnutritioninformationatFood-a-Pedia (http://www.choosemyplate.gov/foodapedia).Haveteamsuseeachsnack’sNutritionFactslabel(andingredientslist,tospotaddedsugarsandwholegrains),alongwiththefivefoodgroupsat http://www.choosemyplate.govtocompletetheactivityontheSnacks for Your Journey printable, then share their reasoning with the class.

•Whatpatternsdostudentsnoticefromthisactivity?

•Dohighercaloriesnacksalsotendtobehigherinsaturatedfatandaddedsugars?

•Whatfoodsorbeveragesarehighinsaturatedfatoraddedsugars?

•AremostsnacksfromtheGrainsfoodgroupwholegrains?

•Howdoeseachsnackcontributetothefivefoodgroups?Areallofthefoodgroupsrepresented?

Invitestudentstomakepostersfeaturingchartsorgraphscomparingtwoormoresnackproducts(forexample:thesaturatedfatandcaloriesperservingintwosimilarproducts).DisplaythepostersalongwiththesnackpackagingandNutritionFactslabelinthehallwayorschool cafeteria for others to learn from.

6. Consider: Do snack options need to be improved at school? AfterevaluatingthesnacksavailableatschoolusingtheNutritionFactslabelsandthefivefoodgroups,whatdostudentsthinkaboutthechoicesoffered?Arethereenoughsnacksthatcanhelpstudentstodotheirbest?Whyorwhynot?Foreachofthefoodsourcesatschool(cafeteria,vendingmachines,schoolstore),areeachofthefoodgroupsrepresented?Inparticular,arefruits,vegetables,whole

Evaluate

8. Journal lesson outcomes. Havestudentsreflectintheirjournalsabouttheproject.Didtheyinspirechange?Whatimprovementsweremade?Whatbarriersstillexist?Dostudentshaveanyideasforwhattheycandonext?Howwill their learning influence their own eating?Whatchangedostudentsstillwishtosee?

Extension Ideas•Havestudentssharetheirsuccessstoriesaboutimprovingschoolsnackswithlocalmediabywritingapressrelease.

• Inviteachef,CooperativeExtensionagent,orlocaldietitianintotheclassroomtoteachstudentshowtopreparesimple,healthysnacks.

3

4

7. Share knowledge with peers. Based upontheirresearch,invitestudentstocreateapieceofvisualcommunicationthat will inspire their peers to make healthiersnackchoices.Forexample,thismightbeaninteractivenutritionlabel to teach others how to use it, a 3-Dcontinuumofhealthytonot-so-healthysnackswithnutritionlabelsandpackaging, a snack recipe book, or a videoblog/investigativepiecetoshareonline.

Ref lect

End of Trek

TREK 2Grade 8 Backpack Full of Snacks! / 3 of 3

grains,andfat-freeorlow-fatdairyproductsavailable?Ifstudentsonlyatesnackfoodsduringtheday,wouldtheygetthefoodstheyneedtogrowandbetheirbest?Whatrecommendationswouldstudentsmaketoimprovethesnackoptionsavailableatschoolandto encourage their classmates to make betterchoices?

http://www.choosemyplate.gov/foodapedia


TREK 2Grade 8


Notallfatsarebad!Fatisanecessarynutrientforyourbodytogrowandremainhealthy.Butcertainfats like saturated and trans fat can increase blood cholesterol and the risk for heart disease.

The Truth About Fat

1. Identify How This Snack Fits on MyPlate:a.Doesthissnackfitintoafoodgroup?Whichone(s)? ___________________________________________

2. Check Serving Size and Calories: b.Whatistheserving size? _________________________________________________________________

c.Howmanyservingsareinthepackage? ____________________________________________________

d.Howmanycaloriesareinasingleserving? __________________________________________________

e.Howmanycaloriesareinthewholepackage? _______________________________________________

f. Howmanycaloriesarein2.5oz.? __________________________________________________________

Learn the Label

MyPlate and the Nutrition Facts labelcanhelpyouinyourquesttodoyourbest.UsethislabelforSpicy Cheese-Flavored Puffstoanswerthequestionsbelow.You’llneedtodoabitofmath,souseyournotebooksforextraspace.

Serving Size 1oz (28g/about 18 pieces)Servings Per Package about 3

Amount Per Serving

Calories 180 Calories from Fat 100

% Daily Value*

Total Fat 11g 17%

Saturated Fat 2.0g 10%

Trans Fat 0g Cholesterol 0%

Sodium 250mg 10%

Total Carbohydrate 15g 5%

Dietary Fiber less than 1g 2% Sugars 0g

Proteins 1g

Vitamin A 0% • Vitamin C 0%

Calcium 0% • Iron 2%

* Percent Daily Values are based on a 2,000 calorie diet. Your daily values may be higher or lower depending on your calorie needs:

Calories: 2,000 2,500

Total Fat Less than 65g 80g Saturated Fat Less than 20g 25gCholesterol Less than 300mg 300mgSodium Less than 2,400mg 2,400mgTotal Carbohydrate 300g 375g Dietary Fiber 25g 30g

2 Amount of Calories

3 Limit These Nutrients

5 Percent (%) Daily Value

For educational purposes only. This label does not meet the labeling requirements described in 21 Code of Federal Regulations 101.9.

4 Get Enough of These Nutrients

1 Serving Size

6 Footnote With Daily Values (DVs)

Sample Nutrition Label: Spicy Cheese-Flavored Puffs

Ingredients: EnrichedCornMeal,VegetableOil,SpicySeasoning,PartiallyHydrogenatedSoybeanandCottonseedOil,SunflowerOil,CheddarCheese(Milk,CheeseCultures,Salt,Enzymes),CornSyrupSolids, and Salt.

5. Ask:Isthisfoodrightforme?Whyorwhynot?WhatsnackcouldIchooseinstead?_____________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

3. Explore What’s Inside:Thelabelhelpsyouchoosethosesnacksthatarelowerinsaturatedfatandsodiumandthathave0grams of transfat.Ifafoodhasa%DailyValuethatis5percentorlowerinaspecificnutrient,itisconsidered“low”in thatnutrient.Practicelabel-readingtoseewhat’sinsideeachservingofSpicy Cheese-Flavored Puffs!

g.Howmanygrams of total fatarethereintwoservings? _______________________________________

h.Howmanygrams of total carbohydratesarethereinthewholepackage? ______________________

i. Whatisthe% Daily Value of dietary fiberinoneandahalfservings? ___________________________

j.Howmanymilligramsofsodiumareinoneserving? _______ Inthewholepackage? _______________

k.Howmanygramsoftrans fat areinoneserving? ____ Grams of saturated fatintwoservings? _____

l.Whatisthe% Daily Value of saturated fatinoneserving? ____Isthissnack“low”insaturatedfat? ____

4. Use the Ingredients List: m.Choosegrainsthatarewhole-grainrich.Iftheword“whole”isbeforethefirst ingredientlisted,thenit’swholegrain.Isthissnackwhole-grainrich? ____________

n.Choosesnacksthatarelowinaddedsugars(suchas:high-fructosecornsyrup,sugar,brownsugar,cornsyrup,fructose,honey,molasses,anhydrousdextrose,andcrystaldextrose).Doesthissnackincludeadded sugars inthefirstthreeingredients? _____________________________ Tip! Ingredients are listed in order of amounts by weight. So, for example, if sugar is listed as the first ingredient, the snack contains more sugar than any other ingredient!

TREK 2Grade 8


Serving Size 1 oz (28g/about 18 pieces)Servings Per Container about 3

Amount Per Serving

Calories 180 Calories from Fat 100

% Daily Value*

Total Fat 11g 17%

Saturated Fat 2.0g 10% Trans Fat 0g

Cholesterol 0mg 0%

Sodium 250mg 10%Total Carbohydrate 15g 5% Dietary Fiber less than 1g 2% Sugars 0g

Proteins 1g

Vitamin A 0% • Vitamin C 0%

Calcium 0% • Iron 2%* Percent Daily Values are based on a 2,000 calorie diet.

Your daily values may be higher or lower depending on your calorie needs:

Calories: 2,000 2,500

Total Fat Less than 65g 80g Saturated Fat Less than 20g 25gCholesterol Less than 300mg 300mgSodium Less than 2,400mg 2,400mgTotal Carbohydrate 300g 375g Dietary Fiber 25g 30g Calories per gram:Fat 9 • Carbohydrate 4 • Protein 4

Energizing Snacking Tips:• Picksnacksthathelpyougetfoodsfromeachfoodgroup.

• Choosefoodsthatwon’tweighyoudownwithalotofextracalories from added sugars and solid fats.

• Pick some snacks that are not “prepackaged,” like fresh fruits.

Power-up Snacks:• Fresh fruit like apples, pineapple, tangerines, bananas.• Babycarrotswithlow-fatdip.• Fat-freeyogurt.• Bakedwhole-grainchipswithsalsa.• Nutsandraisinmix.

Snacks for Your Journey (page 1 of 2)

Hint: UsetheNutritionFactslabelandthefivefoodgroupstoevaluateyouroptions!IftheNutritionFactslabelforasnackisn’tavailable,youcanresearchitsnutritioninformationathttp://www.choosemyplate.gov/foodapedia.

Lookforsnacksthat:

• Contributetoatleastoneofthefivefoodgroups

• Arelowinsaturatedfat(5%DVorless)

• Contain0gramsoftrans fat

• Containlessthan200mgofsodiumperpackage

• Haveawholegrainasthefirstingredient(ifit’sagrain product, such as corn chips, crackers, or cookies)

• Arelowinaddedsugars(aformofsugarisnotone of the first three ingredients)

You are going on an important journey. Youcanonlytakeupto500gramsofsnacksinyourbackpack—andtheyhavetobeobtainedfromyourschool!You’llwanttochoosethehealthiestsnackssothatyoucankeepupyourenergylevelanddoyourbestonyourmission.

The sources of our snacks (forexample:vendingmachine,schoolstore,cafeteria):

What snacks

would you bring?

• Sodas and sports, energy, and fruit drinks

• Candy, ice cream, cookies, and cakes

Too Sweet= Extra Calories Without Extra Nutrition Remember:

The information on the Nutrition Facts label is based upon one serving. If there are multiple servings in a package, be sure to do the math!

http://www.choosemyplate.gov/foodapedia

TREK 2Grade 8


Snack nameWeight in grams per package

Calories per

packageFood group

% Daily Value for

Saturated Fat per package

Grams of Trans Fat

per package

Milligrams of Sodium per

package

Added Sugars in first three ingredients

Sample: Spicy Cheese- Flavored Puffs 84g 540 Grains; not a

whole grain30%

(too high) 0g 750mg(too high)

None. (corn syrup solids shown at end of ingredients list)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Total: 500 grams

Snacks for Your Journey (page 2 of 2)


VOYAGE:NUTRITION

THE QUEST TO BE OUR BEST

Supplies: Notebooks, pens, pencils, laptops or computers (optional), Student Printable: Favorite Food Scavenger Hunt, atlas or digital mapping tool.



•Conductshortresearchprojectstoansweraquestion,drawingonseveralsourcesandgeneratingadditionalrelated,focusedquestions.(8.W.7)

•Writeargumentstosupportclaimswithclearreasonsandrelevantevidence.(8.W.1)

•Presentclaimsandfindings,emphasizingsalient pointsinafocused,coherentmanner.(8.SL.4)

• Integratemultimediaandvisualdisplaysinto presentationstoclarifyinformation,strengthen claimsandevidence,andaddinterest.(8.SL.5)

Science

•Understandthatpopulationsoforganismscanbecategorizedbythefunctiontheyserveinan ecosystem.(NationalAcademyofSciences,ContentStandardC)

•Presentclaimsandfindings,emphasizingsalient points in a focused, coherent manner with pertinent descriptions,facts,details,andexamples.(8.SL.4)

*Sources: Science education standards: National Academy of Sciences, Math and ELA education standards: Common Core.


1. WhatfoodsdoIliketoeat?Wheredothesefoodscomefrom?

2. Whatfoodsgrowinourarea?Howdoesthisvarythroughtheseasons?

Subject Focus: EnglishLanguageArts

Lesson Overview:Wheredoesourfoodcomefrom?Youraveragemiddleschoolermighttellyouitcomesfromthesupermarket, corner store, or restaurant. In this lesson, students will learn aboutlocalagriculture,determineifanyofthefruitsandvegetablestheyconsumeregularlyarelocallygrown,andwrite a report.

Learning Objectives:Students will be able to:

• Identifylocalagriculturaloperations(school/communitygarden,farmersmarket/co-op,farm,greenhouse)intheircommunity.

•Discusswhenfruitsandvegetablesgrownintheirareaareavailable(i.e.,seasonality).

•Explainthebenefitsandchallengesoflocal,regional,andimported sourcing.

Time Required: Three40-minutesessions

Sample timing:

First Session – InvestigateSecond Session – Challenge: Get Fresh! Third Session – Evaluate and ReflectFieldTrip–Fullorpartialday

TREK 3 Grade 8 From Farm to You

1 of 3




2. What foods grow in our area? How does this vary through the seasons? Havestudents explorelocalgardens,farmersmarkets, greenhouses,orfarms.Youandyourstudents canfindlocalagriculturalsourcesbydoinga searchonline.Foralistoffarmersmarkets,visit http://search.ams.usda.gov/farmersmarkets. Students might use an online digital mapping tool to plotthesenearbyresources.Then,planavisittooneof the agricultural sources students researched. Ask studentstopreparequestionsforfarmersandotherstheymeet.Visitthelocalagriculturalsourceandencourage students to note what crops are grown, howthisvariesthroughtheseasons,thestepstakento bring the crops to consumers, and the costs involved.Chartwhichlocallyproducedfoodsareavailableatdifferenttimesoftheyear.Whataresomewaysschoolsmightbeabletousefoodsgrownlocallyduringthesummer,duringtheschoolyear(forexample,purchasinglocallygrownbroccolithathasbeenfrozen)?CananyofthenonlocalfoodsstudentsdiscoveredintheScavengerHuntalsobegrownclosertohome?Ifso,whydostudentsthinktheydidn’tencounteralocaloptionforthatfruitorvegetableduringtheScavengerHunt?Comparethedistanceandpathssomeofthefruitsandvegetablestake compared to those from a local producer.

Lesson Alternative:Ifit’snotpossibletovisitalocalagriculturalsourceduetotimeorlocation,tryyourlocalgreengrocerorsupermarket.Interviewagroceryormarketmanager.Or,invitealocalfarmerorsupermarketmanagertovisittheschool.Foranadditionalresourcetohelpyouandyourstudentslearnaboutlocalagriculturalsources,visit http://www.usda.gov/knowyourfarmer.

Investigate

Challenge: Get Fresh!

Instructional Steps

1

2

1. What foods do I like to eat? Where do these foods come from? Talk with students about some oftheirfavoritefruitsandvegetables.Dostudentsknowwherethesefoodscomefrom?Notjustwheretheyarepurchased,butalsowheretheyaregrown?Explainthatfoodcantravelalongwaytoreachus.Afoodmayneedspecificgrowingconditionsthatarenotavailablewhereyouliveallyearlong.ItmaybegrownsomewhereelsewithintheUnitedStatesorimportedfromothercountries.Butmanyfoodscanbegrownlocally,meaningclosertowhereyoulive.Localfoodsdonothavetotravelasfartogettoyou.Sometimespeoplecanbuydirectlyfromlocalfarmers,suchasatafarmersmarketorpick-your-ownfarm.Askstudentstosharetheirideasaboutstepsafoodmaytaketogetfromafarmtotheirplate.Afterstudentshaveoffered their suggestions, write down the following on the board: Farm —> processing plant (such as to turn apples into applesauce) —> packaging plant —> distribution plant —>supermarket/grocerystore—> consumer —>plate.Canstudentsthinkofanyadditionalstepsorfactors?(Forexample:restaurantsandschoolsmayprovidefoodtotheconsumer;notallfoods are packaged and processed.)

Givestudentstheirchallenge:Findoutwhere10oftheirfavoritefruitsandvegetablescomefrom.DistributetheStudent Printable: Favorite Food Scavenger Hunt for students to complete. Ask studentstothinkabouthowtheycanfindoutwherefoodisoriginallygrownorraised.Afterhearingtheirideas,explainthatonecanfindoutwhereafoodcomesfrombylookingatitssticker,thefoodpackage, or a sign at the store. Students can also use the following resource to get more information about where their food comes from: http://www.nass.usda.gov/Charts_and_Maps/index.asp.

Studentsmaywanttouseadigitalmappingtooloratlastohelpthemcalculatedistances.Discussstudents’findings.Whatwasthemostsurprising thingtheydiscovered?

Continue

TREK 3Grade 8 From Farm to You / 2 of 3

3. Examine the benefits—and challenges—of consuming locally grown produce. Invitesmallgroups to share reflections from the Favorite Food Scavenger Hunt andagriculturalsourcevisit.What

http://search.ams.usda.gov/farmersmarkets

http://www.usda.gov/knowyourfarmer



aresomeofthebenefitsandchallengesofeatinglocally?Howdoesitimpacttheecosystem,thejobmarket,andstudents’ownlives?Forexample,eatinglocalfoodcreatesandsupportsjobsinthecommunity.However,theremaybefewerlocalchoices,dependingontheclimateandtimeofyear.Costcanalsobeafactor.Localfoodissometimescheaperbecausethetransportationcostisless.However,sometimeslocalfoodismoreexpensivethannonlocalbecauseitiscomingfromasmallgrowerwithalimitedsupply.

4. Consider a taste test!Ifdesired,invitestudentstoconductatastetestcomparingnonlocalfreshfruitsandvegetablestothoserecentlypickedbyanearbygrower.Trytomatoes,lettucegreens,carrots,apples,andberries.Havestudentsrecordtheirfindingsintheirjournals.

5. Raise awareness about consumption of local produce. ChallengestudentstousetheresultsoftheFavorite Food Scavenger Huntandexplorationoflocalagriculturetoconvincepeopleinthecommunityofthebenefitsofeatinglocallygrownproduce.Havethemcreateamultimediapresentation(forexample:ablog,video,orslideshow)toshare

withtheircommunity,summarizingwhatthey’velearnedaboutlocalproduceandthejourneyfoodtakestoarriveattheirtables.Encouragethemtofocusoneasyactionstepsthatorganizationsandindividualscantaketoincreasetheir consumption of local fruits and vegetables.Theyshouldincludelinksandresourcesthecommunitycanusetolearn more about eating local produce.

Evaluate 6. Journal. Havestudentsreflectintheirjournalsabouteatinglocalproduceandtheireffortstospreadtheword.Didtheyinspirechange?Howwillwhatthey’velearned about local produce influence theirowneatingandthatofothers?

Extension Ideas•Visitasupermarketandmeetwiththeproducemanagertodiscussavailableproduceandwhereitcomesfrom(unlessyouhavealreadycompletedtheLessonAlternativeinPart1:Investigate).Whatfoodsarelocallygrown?Aretherecostfactorsrelatedtolocalversusnonlocalproduce?Challengeswithbuyinglocal?Asareflection,studentswillwriteanewsreportandshareontheclassblogore-newsletter.

• Invitestudentstochatwithyourschool’sfoodservicedirectoraboutincorporatinglocallygrownproduceonthecafeteriamenuorhavinga“locallygrownday”whereallofthefruitsandvegetablesatlunchcomefromnearbygrowers.

•Startyourownschoolgarden.Evenasmallcontainergardencanofferstudentsthechancetoputwhatthey’velearnedintoaction.

•CreateaPublicServiceAnnouncementvideotosharewithschool,localcommunity,and/ormediatopromotetheconsumptionoffruitsandvegetables.

34 Ref lect

End of Trek

TREK 3Grade 8 From Farm to You / 3 of 3

More than 500 miles:Less than 10 miles: 51 to 100 miles: 101 to 500 miles:10 to 50 miles:

Favorite Food Scavenger Hunt

Hint:Usethefoodlabeltofindoutwhereitoriginated.Forfreshproduce,checkthestickerorinformationpostedinthedisplaycase,oraskthemerchantaboutthefood’sorigins.Youcanalsoresearchonline http://www.nass.usda.gov/Charts_and_Maps/index.asp or askfoodservicestaff!

Yourfinalchallengeistochooseyour10 favorite fruits and vegetables fromthecafeteria,yourrefrigerator,orpantryathome.

Food item Descriptive wordWhere does my food come from?

(Origin / miles to my house)

Sample: Clementine Sweet, juicy Spain (produce sticker) / 3,600 miles

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Howfardoesyourfoodhavetotravelfromwhereitwasgrownuntilitreachesyourplate?Listeachfooditem,andthenumberof“food”milesittraveledfromwhereitwasgrowntowhereyouare,undertheappropriatedistancecolumnbelow.Useanatlas,anonlinemappingtool,orasearchenginetohelpyoumeasurethedistanceyourfoodtravels.Wasitwhatyouexpected?Whatwouldyoudefineasbeing“regionally”or“locallygrown”withintheState,grownwithin400miles,orsomethingelse?Doesyourschoolfoodservicehaveadefinitionfor“locallygrown”?Isitsdefinitiondifferentthanyours?Howdoestheavailabilityof“local”fruitsandvegetableschangebasedonvariousdefinitionsof“local”?

Listyourfavoritefruitsandvegetablesinthecharttotheright.Addadescriptivewordabouttheflavor,ortexturetoo.(Forexample:sweet,crunchy,tangy,crisp.)Wheredothesefoodsoriginallycomefrom?Whereweretheypackaged—andbeforethat,grown?Writedownasmuchinformationasyoucanfindaboutwheretheycamefrom.

1.

2.

Sample: Clementine (3,600 miles)

TREK 3Grade 8


http://www.nass.usda.gov/Charts_and_Maps

Fuel up with fruits and veggies.

And soar through your day like a rocket ship!

Eating fruits and vegetables of every color in the rainbow can

help give you the different vitamins and minerals

you need to soar through your day.

Write the name of a fruit or veggie on the dotted lines in the fuel gauge that matches

each color.

GET REAdY FoR lIFToFF

FuelGauge

purple

bluegreen ye

llow

orange

red

JokES:SuperKids love to laugh. Try these jokes with your friends.

Q: Why aren’t bananas ever lonely? A: Because they come in bunches.

Q: What fruit always travels in groups of two? A: Pears

Q: What did the apple skin say to the apple? A: I’ve got you covered.

Q: What does corn say when it’s picked?A: Ouch! My ears.

HA HA HA HA HA!

ROFL!

LOL!

Healthier - USDA-FNS · plenty of healthy food choices and regular physical activity at school,...

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