Unit 2 Nutrition & Eating Disorders

Health and Nutrition Unit for Second Grade

Unit 2 Nutrition Quizlet
Unit 2 Nutrition & Eating Disorders Symptoms

Overview

The purpose of the unit is to provide teachers with a health and nutrition unit that meets the performance indicators addressed in the Delaware State science Standards. This unit teaches the concepts addressed in the science performance indicators: 2.302, 2.303, 2.304, 2.306, 2.307 and utilizes technology by requiring the students to access web sites and activities through the health and nutrition web page created by the Lulu Ross Elementary Second Grade Faculty.

Synopsis

Each lesson is designed to meet the needs multiple intelligence’s through the use of a variety of teaching methods including, informational readings, direct instruction, experiments, hands on activities, and computer aided experiences. Students will be utilizing the Internet in pairs, performing Internet scavenger hunts and web site evaluations.

Nov 15, 2016 Unit 2: Food and Nutrition 1. Learning objectives:. Understand the nutritional needs. Recognise the main nutrients and their function in the human body. Analyse and compare different types of diet. Recognise healthy eating habits. Identify the main disorders caused by inadequate nutrition.

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Time Requirements

This unit will take approximately one month to complete. Each lesson within this unit will begin with a whole group lesson followed by three days of center based activities.

Lesson #1 Introduction to Food Groups

Time

30 minutes

Performance Indicator

2.302

Materials

Book: Bread and Jam for Francis, by Russell Hoban.

Chart paper and markers

Lesson

Whole Group Lesson

1.Read Bread and Jam for Francis, by Russell Hoban.

2.Discuss the story including mentions of favorite foods.

3.List five categories of food groups on chart paper.

4.Students brainstorm their favorite foods and place into a category listed on

the chart paper.

Lesson #2 Learning the Food Groups

Time

Approximately 40 minutes

Performance Indicators

2.302

Materials

Food pyramid overhead or poster

Chart paper from lesson one

Markers

Lesson

Whole Group Lesson

Review chart from lesson one.
Introduce and discuss the 5 food groups by using the food pyramid.
Revisit the chart from lesson one and ask students if they find any foods that were misplaced.
On a new sheet of chart paper regroup foods into correct categories.
Introduce serving size concept.

Using the food pyramid ask students what is meant by serving size.

Show the students an example, stating serving sizes. This could be a bag of pretzels. Show the nutritional panel on the back of the package and highlight the serving size. With the students help count out how many pretzels equals a serving size.

Transfer this concept to include foods without labels indicating that a serving size approximately equals the amount of food that will fit in the palm of your hand.

Center Based Activities following Lesson #2

Time

30 minutes for three days

Internet Computer Activity

Beginning on The Health and Nutrition Web Page students will use the Dole Five A Day Internet site to complete a web site scavenger hunt.
Assessment successful completion of The Dole Five A Day Scavenger Hunt Questions.

Name_________________________ Date____________________

The Dole Five A Day Scavenger Hunt

Directions: Read each question and use the Internet to help you find the answers.

Click on Nutrition Center

Name 3 vegetables that are a good source of vitamin C.

_______________________________________________
_______________________________________________
_______________________________________________

2. Go to the Main Menu. Click on Bobby Banana Fun Stuff.

Choose a Five a Day Game and play it.

What puzzle did you play?

__________________________________________________

Did you like it? Why or why not?

__________________________________________________

3. Go back to the Main Menu. Click on Cool Stuff.

Click on any fruit or vegetable and answer this question.

Where does it grow? ___________________________________________

Go back to the Main Menu.

1. Did you like this site? Why or why not? _____________________________________________

Hands on Activity

Materials paper plates, crayons

This activity is based on serving size and daily food in take information taught in lesson #2.
Students will be given a paper plate and they will be asked to draw and label a healthy balanced meal including foods from the various food groups.
Assessment – The students will present their meal to the class. The class will determine if they have created a healthy meal.

Science Activity

Materials food pictures clip art page, blank food pyramid page, crayons, glue

This activity is based on the food pyramid information taught in lesson #2.

Students will be given the supplies above and asked to sort food into the proper place on the food pyramid.

Assessment- Students will be assessed based on their abilities to sort food into the correct food group

Lesson #3 Preservation of Food

Time

30 minutes

Performance Indicator

2.303

Materials

Plastic wrap, aluminum foil, cooler with ice packs, canned food, bagged food, apples fresh and spoiled, paper and crayons

Lesson

Whole Group Lesson

Show the class a fresh apple. Next cut it open and let them observe and describe it. Repeat this process with a spoiled apple.
Discuss and chart the similarities and differences.
Pose the question, what happened to the apple. What could have been done to prevent this change?
Introduce and share the various ways that foods can be preserved.(plastic wrap, aluminum foil, cooling or freezing, canning and bagging)
Discuss why the preservation of food is necessary and explain why spoiled foods are dangerous to the health and well being of humans.
Each student will create a page, which includes a picture and a sentence describing why we preserve food for a class book.

Lesson # 4 Germs Those Awful Pests

Time

40 minutes

Performance Indicators

2.304, 2.307

Lesson

Whole Group Lesson

1. Introduce germs by reading, Germs Those Nasty Pests by ?

2. Set the purpose for reading. Have the students listening for what germs are, ways that germs spread and ways to prevent germs from spreading.

3. Read the story.

4.Revisit the reading purpose. List the children’s responses on chart paper.

Center Based Activities following lesson #4

Time Approximately 30 minutes for 2 days

Hands on Activity

Materials spray bottle pencil crayons and paper

The teacher will demonstrate how germs are spread through the use of a spray bottle. She will pretend to sneeze and squirt the spray bottle.

Students will be asked to observe what happened to the water.

The students will record their observations through illustrations and words. Compile the observations into a classroom book.

Science Activity

Materials big screen microscope, germ slides, and observation pages

Students will observe germ slides through a big screen microscope.

The students will record observations on their observation page

Lesson #5 Keeping Yourself Safe

Time

40 minutes

Performance Indicators

2.304, 2.306

Lesson

Materials bike helmet, large brown bag, chart paper

Whole Group

1. Put bike helmet in a bag. Give children clues as to what is in the bag, naming details about the helmet.

Once students have guessed bike helmet, remove from bag and discuss what it is used for and proper fitting of the helmet.
Pose the question, What other activities or exercises need helmets or safety equipment and why?
On one side of chart paper list the activity or exercise and on the other, list the safety equipment needed.
Discuss the benefits of exercise for maintaining a healthy body.

Unit 2 Nutrition Quizlet

Center Based Activities following Lesson #5

Time Approximately 30 minutes for 3 days

Internet Activity

At Health and Nutrition News You Can Use Website click on Kids Health
Click on All Aboard
Click on For Kids
Click on Food and Fitness
Click on Time to Exercise

Read What time is it? Time to Exercise.

At what to do, click on when it’s just you. Read and write down two exercises you can do alone and star the exercises that require safety equipment.

Name_____________________ Date______________________

Kids Health Internet Search

From the Health and Nutrition News You Can Use website, click on Kids Health.
Click on All Aboard
Click on For Kids
Next, click on Food and Fitness
Click on Time to Exercise
Read screen and at What to do click on It’s just you.

Write down two exercises that you would like to do alone. Tell why. Put a star next to the exercise that needs safety equipment.

Hands On Activity

Materials: Markers and drawing paper

Fold paper in half and label one side safe activity or exercise and the other unsafe activity.
Children will illustrate the activities or exercises they chose and will share illustrations among their group being sure to point out why one is safe and one in is unsafe.

Hands On Activity 2

Materials: scissors, glue, matching worksheets

Students will complete a cut and paste activity sheet, matching the activity or exercise to the safety equipment.
Color and share results

Eating disorders such as anorexia and bulimia are complex mental health disorders that require a multidisciplinary approach to treatment. Programs in the Sutter Health network can help you or your child recover from an eating disorder and live a full life.

In a Crisis? Call the Suicide Prevention Lifeline (800) 273-TALK

If this is an emergency, call 911.

Eating disorders—anorexia nervosa, bulimia nervosa, binge eating and others—are complex diseases that require a multidisciplinary approach to treatment.

Across the Sutter Health network, we offer specialized services for eating disorder treatment, including the Bay Area’s only full-spectrum psychiatric eating disorder program for both teens and adults, the Center for Anorexia and Bulimia at Alta Bates Summit Medical Center. Our staff has successfully treated thousands of people, including many who were not successful at other programs. We offer a variety of treatment programs, staffed with compassionate and nonjudgmental professionals, who can help you (or your family member) recover from an eating disorder and resume a fulfilling life.

Treatment for an eating disorder begins with a comprehensive assessment, including a diagnostic screening interview, psychiatric evaluation, nutritional assessment, medical evaluation and psychological testing. These assessments help to determine each person’s best treatment plan and the level of care needed.

For some people, generally those who are severely underweight or who have not made progress in other programs, inpatient treatment is the best option. Inpatient treatment can help patients get medically stabilized quickly and get started on medically supervised weight restoration and recovery programs.

Intensive outpatient and partial hospitalization programs are appropriate for people who do not need to be hospitalized but do need regular care. In these programs, patients spend several hours a day at the hospital, several times a week, but go home to sleep at night. Some patients will do well with a less intensive series of outpatient visits.

In all levels of care, our goal is to stabilize your medical condition, normalize your food intake, create healthier eating behaviors, and explore and move toward resolving any underlying psychological issues.

Treatment typically includes:

Individual and family therapy.
Nutritional therapy, which starts with a comprehensive assessment of current eating patterns and food intake, weight history, disordered eating history, exercise habits, body image concerns, and supplement use. The healthcare provider then develops an eating plan that normalizes eating patterns and the patient’s relationship with food.
Educational programs about eating disorders, food, weight, dieting, relapse prevention and meal planning.

We also offer support groups for family members.

Interested in becoming a Sutter patient? Here’s what you need to know about health plans, choosing a doctor and how to get started today.

Eating Well for Mental Health

A healthy, well-balanced diet can help fend off mood disorders, including anxiety and depression.

Mindful and Emotional Eating

Curb emotional eating and learn to eat mindfully; learn techniques to take back control of your appetite.

The Truth about Fasts and Cleanses

Most medical experts agree that cleanses and fasts are not necessary, and can even be harmful.

About 26 percent of Americans each year suffer from a mental health disorder like depression, anxiety, attention-deficit/hyperactivity disorder and anorexia. Our mental health affects our family, our job, how well we live and how soon we die. It’s important to find effective treatments and ways to prevent the damage from mental illness.

The following doctors are part of the Sutter Health network. Learn about the doctors on this site.

Boris Zhalkovsky, M.D.

Psychiatry

Ryan R. Courdy, M.D.