• Choosing healthy foods and drinks helps me to grow strong and stay focused in school.(HE 1.2.2)

• I can set a goal to help me eat healthy protein sources.

• Some “go” snacks help my muscles grow. (HE 1.2.3)

• I can identify three sources of protein. (HE 1.2.3)

• A Chef’s Plate has some protein on it.

• Cooking Skill: I should always ask an adult to cook with me

Key Understandings

Protein

Materials

MATERIALS QUANTITY

Ingredients for the recipe

Equipment to make the recipe

Reading Center: Whoa, Slow, Go Cards (see lesson)

Math Center: Tasty Tangram

Writing Center: Goal Setting Worksheet

Tasting Center: Look and Cook

Garden Center: My 5 Senses

See recipe

1 set

1 per student

1 per student

1 per student

1 per student

Garden Bites K Lesson 5

See recipe

• Print center worksheets

• Gather Whoa, Slow, and Go cards (noted in the lesson)

• Cut out the Math Center: Tasty Tangram

• Familiarize yourself with the Chickpea Kale Salad recipe and gather supplies for the Tasting Center

• Contact your Garden Educator or Program Manager with any questions

• Have students wash their hands

Beforehand

Whole Group Introduction5 minutes

Ask students to describe how they feel after a lot of exercise or running around and playing fun games. Are their muscles sore? Do they feel tired? Can they tell if their muscles got stronger? Explain that protein can help with all of this! Protein helps our muscles grow and repair and provides our bodies with more energy. Using the Goal Setting Worksheet, read today’s goal to the class and allow students to draw a smiley face if they would like to set today’s class goal for themselves.

Ask students to think of some examples of foods that provide us with protein. Write all the answers (even incorrect ones) on the board. Using movement, students will guess which items are a protein source and which items are not. Give students a hint that proteins can come from animals, beans, seeds, and nuts. Call out each food. If students think it is a protein, they should do their favorite physical activity in place. If they think it is not a protein source, they should freeze. Review which food group each item is in after students guess.

Explain that today they will be learning about protein and when it comes to “go,” “slow,” and “whoa” protein, we generally categorize them by how much fat is in them. They will practice this more in their centers.

Reading Center10 minutes

Using the Whoa, Slow Go cards listed below, students read the word on each food picture card and organize the cards by “whoa,” “slow,” and “go” foods. After they have organized the cards, students flip the cards over to see if they are correct and make corrections as needed. Students read the sentence about the foods which is structured as: “____ is a whoa/slow/go food.”

• Go: skim milk, grilled chicken

• Slow: sunflower seeds, eggs

• Whoa: Fried Chicken

Math Center10 minutes

Working in groups, students assemble the tangram and then using the worksheet provided, students will count, color , and write the numbers of servings we need each day of an item.

Writing Center10 minutes

Tasting Center10 minutes

Garden Center10 minutes

Conclusion10 minutes

Using the worksheets provided, students will write out their goals based on today’s lesson and have the opportunity to practice tracing letters and coloring.

Have students assemble the Look and Cook Chickpea Kale Salad recipe.

After the recipe is made, have the class say the Garden Bites Creed. Students can then equally distribute food among their group members and enjoy together

Have students review the Garden Center worksheet, Seeds We Eat, and put a smiley face next to the edible seeds.

After students have completed this task, they should turn the worksheet over and draw a picture of a seed they like to eat.

Review the Key Understandings for this lesson and have students complete the conclusion section of their Goal Setting Worksheets. Students should clean up their stations as needed.

Sing! End the class by teaching students the Peanut Butter and Jelly Song and singing as a class. See the Song Book in the Appendix.

As a class, discuss the following question: Which cartoon character or celebrity would you pick if you were making a commercial for “go” protein foods? For “whoa” protein foods? Why? (HE 2.2.3)

NOTE: We have provided a pre-literate Garden Center worksheet that can be used alternatively to the suggested worksheet, use as needed.

Tasty Tangram Teacher PageVery carefully cut-out the pieces below and separate the seven pieces. Students will then assemble the tan-

gram as a group and complete the corresponding worksheet.

Teacher Sheet

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Name:

PRE-LESSON GOAL: Draw a happy face to set your goal!

TODAY’S GOAL: Complete at the Writing Station

CONCLUSION

Goal Setting Worksheet

Let’s draw or write down all protiens you tried on your Chef’s Plate!

Once you are done, let’s show your plate to a friend ext to you!

Lean protein should make up one quarter of my Chef’s Plate.

At lunch this week, I am going to try to

eat proteins that are go foods!

For every nutrition-focused Garden Bites lesson, you are encouraged to try a “no thank you bite” for each new food before deciding if you like it or not.

PROTEIN POWER

In today’s Garden Bites lesson, I am going to try a “no thank you bite” of each new food!

Whole Grains

Fruits and Vegetables

Draw Some Protein Sources

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Chickpeas, also known as garbanzo beans, are a legume high in fiber and protein that become a complete protein when combined with rice. Bolded ingredients can be grown and harvested in your Learning Garden.

• Kale, 8-10 leaves• Parsley, 4 tablespoons• Garlic, 1 clove• Chickpeas, 2 cans• Parmesan cheese, 1/4 cup• 1 lemon, to taste• Extra virgin olive oil, to taste• Salt, to taste

• Harvest and wash parsley and kale from your Learning Garden.• Chop parsley, kale and garlic and place in a medium bowl.• Drain and rinse chickpeas and combine with other ingredients.• Using the coarsest side of a cheese grater, grate the parmesan and combine.• Squeeze lemon, drizzle olive oil, and sprinkle salt and toss with mixing spoon.• Serve on a napkin, in a cup, or on a reusable plate.

• Describe the kale. This may include the kale’s color, size, texture, or taste.• Describe the flavors of the salad, examples: bitter, sweet, sour, acidic, spicy, herbal, & earthy.

Chickpea Kale SaladRecipe

IngredientsRecipe makes approximately 15 tasting portions

Directions

Student Reflection

Student Notes

Equipment

Food Safety First! Cheese Grater

Mixing Spoon Mixing Bowl

Knife

MeasuringCups & SpoonsCutting Board

Name: Date:

Seeds I Eat

We can grow seeds in our Learning Garden that we can eat! A seed grows into a baby plant, or seedling. The inside of every seed has the

same three parts: an embryo, endosperm, and seed coat.

STEP ONE: Put a smiley face next to the 3 seeds below:

CARROT TOMATO BROCCOLI

LETTUCE RADISH PEPPER

PEA SPINACH ASPARAGUS

CELERY CAULIFLOWER ZUCCHINI

CORN POTATO BEET

SQUASH BLOSSOM KALE BEAN

STEP TWO: draw a picture of a seed you enjoy eating or that you would like to try. Don’t forget to color it in!

MY SEED’S NAME:

Seeds I Eat Name:

Directions: Trace each seed that we can eat below

Pea

Corn

Bean

Actions:• Pick: pretend to pick berries• Crush: squish something between

your hands• Spread: use one hand to spread

peanut butter/jelly over other hand

THE PEANUT BUTTER AND JELLY SONG (USE WITH LESSON 5: PROTEIN)

Chorus:Peanut, peanut butter, jelly!Peanut, peanut butter, jelly!

First you take the peanuts and you pick ‘em, you pick ‘em,You pick ‘em, pick ‘em, pick ‘emThen you crush ‘em, crush ‘em,You crush ‘em, crush ‘em, crush ‘emThen you spread ‘em, spread ‘em,You spread ‘em, spread ‘em, spread ‘em...(Chorus)

Then you take the berries and you pick ‘em, you pick ‘em,You pick ‘em, pick ‘em, pick ‘emThen you crush ‘em, crush ‘em,You crush ‘em, crush ‘em, crush ‘emThen you spread ‘em, spread ‘em,You spread ‘em, spread ‘em, spread ‘em...(Chorus)

Standards AlignmentCommon Core State Standards: KindergartenThe centers in this lesson are designed around the following standards:

• ELA-LITERACY.RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• MATH.CONTENT.K.G.B.6: Compose simple shapes to form larger shapes.

• ELA-LITERACY.L.K.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

National Health Education Standards• HE 1.2.2 Explain the importance of choosing healthy foods and beverages.

• HE 1.2.3 Identify a variety of healthy snacks

• HE 2.2.3 Identify relevant influences of media and technology on food choices and other eating practices and behaviors.

Health-Based Outcomes• HBO 1. Eat the appropriate numbers of servings from each food group everyday.

• HBO 2. Eat a variety of foods from within each food group everyday.

• HBO 3. Eat an abundance of fruits and vegetables everyday

• HBO 4. Choose to eat whole grain products and fat-free or low-fat milk or equivalent milk products regularly.

• HBO 5. Drink plenty of water every day.

• HBO 6. Limit foods and beverages high in added sugars, solid fat, and sodium.

• HBO 7. Eat breakfast everyday.

• HBO 8. Eat healthy snacks.

• HBO 9. Eat healthy foods when dining out.

• HBO 12. Follow an eating plan for healthy growth and development.