Mountain View School District

Mountain View School District

Department of Curriculum Development

Nutritional Instructional Guide

Grade 4

1st Edition

Instructional Handouts

Adapted from EMCSD Network for a Healthy California

TABLE OF CONTENTS

4TH

GRADE 3

THEME 1 12

THEME 2 22

THEME 3 42

THEME 4 60

THEME 5 76

THEME 6 87

Adapted from EMCSD Houghton Mifflin Nutrition Education Matrices Updated 6/2013

Theme Target the Standard Possible Answers Cross Curriculum

Standard

Health

Standard

Extended Application/Activities Teacher

Resources/Materials

Theme 1: Journeys

Story: Akiak

Genre:

Realistic Fiction

1) What can Mick do to prepare

for a physically demanding race?

2) What could Mick have done

during the layover to gather

strength for the last leg of the

race?

1) Mick can plan a healthy

breakfast and healthy

snacks. He could have a

physical workout routine.

2) Mick can rest, drink

water, stretch and practice

physical movements that

will prepare him for the

course.

R 2.3

Write information

reports

R2.4 Evaluate new

information

R2.2

Use reading

strategies

N.S. 3.1

Demonstrate an

understanding of

and ability to use

standard algorithms

for addition and

subtraction of multi-

digit numbers

7.4N

Practice how to

take personal

responsibility for

engaging in

physical activity

1.3N

Describe the

relationship

between food

intake, physical

activity and good

health

1) Research and write about the types of

physical activities required to

participate in the Iditarod. (Page 51)

2) Read and discuss the handout,

Caloric Balance Equation

3) Identify facts and evaluate

importance of healthy caloric balance

using the handout, The Caloric Balance

Equation

4) Refer to the handout Be a Fit Kid

5) Refer to the handout Calories Burned

Worksheet

6) Students write a summary on how

they will practice the new information

learned

The Caloric Balance

Equation

The Caloric Balance

Equation

Be a Fit Kid

Calorie Burned Worksheet

Nutrition Education Curriculum


Grade 4




Grade 4

Theme Target the Standard Possible Answers Cross Curriculum Standard Health

Standard


Resources/Materials

Theme 2:

American

Stories

Story: Tomas

and the Library

Lady

Genre: Realistic Fiction

1) Why is it important to drink plenty

of water on a hot day or during

physical activity? (Page 161)

1) Should drink water

to keep hydrated and

healthy.

R2.4 Evaluate new information

and hypotheses.

W2.1 (a) Write Narratives:

Relate ideas, observations, or

recollections of an event or

experience.

W2.3 Write information

reports.

R2.4 Evaluate new

information and hypotheses by

testing them against known

information and ideas.

IE a. Differentiate observation

from inference (interpretation)

and know scientists’

explanations come partly from

what they observe and partly

from how they interpret their

observations.

IE d. Conduct multiple trials to

test a prediction and draw

conclusions about the

relationships between

predictions and results.

1.6N

Explain the

importance of

drinking plenty

of water,

especially during

vigorous physical

activity.

1) Research and write about

dehydration and the effects on the

body.

2) Students will write a narrative

paragraph using Running Causes

worksheet on: How they feel while

running? What did they feel like

drinking after completing their run?

3) Students will compare and contrast a

mini plant project. One receiving plenty

of water and sun, and the other plant

receiving no water just sun. Use the

worksheet Plant Observation for Five

Days to record observations.

4) Using Water Gives… write a

paragraph on issues concerning water.

5) Refer to Rethink Your Drink for

discussion on sugary drinks.

6) Use Water is the Way to Go to

identify main idea and supporting

details.

Running Causes

Plant Observation for Five

Days

Water Gives…

Rethink Your Drink

Water is the Way to Go

Materials:

- Plants

- Journals to write notes


Theme Target the Standard Possible Answers Cross Curriculum Standard Health

Standard


Resources/Materials

Theme 2:

American

Stories

Story: Tanya’s

Reunion

Genre: Fiction

In evaluating the illustration and text

on pages 188-189, what are the

MyPlate food groups represented?

What could be added to make the

meal a healthy meal?

List from the food

groups

SA 2.2 Make informational

Presentations.

1.2N

State the

recommended

number of

servings sizes for

different food

groups.

Make a list of fruits and vegetables in

season. Choose some fruits or vegetables

that may be unfamiliar to students. From

the list choose one to three unfamiliar

fruits or vegetables for students to taste

test. Have students evaluate familiar

foods and unfamiliar foods using Fruit or

Vegetable handout.

Use the Food Group List to describe food

that could be found at a family reunion

using the Describing Wheel.

Write an expository essay on foods found

at a family reunion using the handout.

Write Facts and Opinions on an

unfamiliar fruit or vegetable.

Write a review(expository essay) of a

unfamiliar fruit or vegetable.

Write an expository essay of your

favorite fruit or vegetable.

Use the Cluster/Word Web to organize

thoughts on fruits and vegetables.

Use the Describing Wheel to organize

describing words on traditional foods

bought by your family.

Write an expository essay on traditional

foods bought by your family.

*Students can do an informational

presentation, advertising a particular

fruit or vegetable they have researched.

They can “advertise” the benefits of

their fruit or vegetable with posters as a

visual or they can come up with a radio

or TV ad to support their fruit or

vegetable.

My Daily Food Plan

Fruit or Vegetable

The Food Group List

Describing Wheel-Family

Reunion

Fact and Opinion

Expository Essay

Describing Wheel

Cluster/Word Web

Traditional Foods that Your

Family Buys

Adjectives Describing

Fruits & Vegetables

Foods Found in MyPlate

Glossary of Nutrients




Grade 4

Theme Target the Standard Possible Answers Cross

Curriculum

Standard

Health

Standard


Resources/Materials

Theme 3:

That’s Amazing

Story: The

Stranger

Genre: Fantasy

1) How does weather affect the types

of activities that you can do?

1) Answers may vary but

should include: can’t play many

outdoor sports in rain, heat or

cold temps

LS1.2

Summarize major

ideas and

supporting

evidence presented

in spoken

messages.

W1.3

Use traditional

structures for

conveying info

(e.g. chronological,

cause/effect,

similarities/differen

ces, pose question/

answer question).

5.2N

Describe how to

use a decision-

making process

to select healthy

options for

physical activity.

1) Design a matrix with inclement

weather (rain, heat, smog, etc.) on the X

axis and play areas (grass, blacktop,

indoors) on the Y axis. Students

complete the matrix with appropriate

activities (may have blank spaces).

2) Review Causes and Effects of

Overweight and Obesity.

3)Students complete Cause and Effects

graphic organizer and decide which are

causes and effects of obesity, complete

quick write and pair share.

3) Students complete Why Exercise Is

Important?

4) Students complete the Decision

Making Map using activities and

calories burned in one hour.

5) Refer to Calories Burned as a

reference.

Causes/Effects of Overweight

and Obesity

Causes/Effects Graphic

Organizer

Why Is Exercise Important?

Decision Making Map

Calories Burned charts

Show health benefits of

physical activity with

Physical Activity for Your

Health information at

Champions for

Changehttp://

www.cachampionsforchang

e.cdph.ca.gov/en/docs/BeAc

tiveTips/BRO183_AUG_20

07FINAL.pdf



Curriculum

Standard

Health

Standard


Resources/Materials

Theme 3:

That’s Amazing

Story: Cendrillon

Genre: Fairy

Tale

1) Cendrillon stepmother and sisters

are concerned with their appearances.

How can you offer support to

someone who is teased because of

weight or body shape? (page 332)

1) Responses may vary:

Help them be more active.

Be friends with them. Highlight

their positive qualities (i.e.,

pleasant personality, pretty

eyes, sense of humor, nice

smile)

R2.4 Evaluate new

information and

hypotheses.

8.1N Support

others in making

positive and

physical activity

choices.

(Practicing

Health Enhancing

Behavior)

7.1S Demonstrate

strategies to

avoid bullying

and other types of

harassment.

1) Student will complete My Plate

chart from a previous at home

meal. After completion, teacher

will show them what a healthy

meal would look like. Use

Serving Up MyPlate; The Key

to a Healthy Life is in Your

Hands; Kid-friendly Veggies

and Fruits.

2) Class will work on role playing:

A Role-Playing Game.

3) Lead a discussion on what is

bullying.

4) Bubble Map on positive

responses/support to someone

who is teased

5) Student will write a reflective

journal explaining what is

bullying.

MyPlate worksheet

Serving Up MyPlate handout

The Key to a Healthy

Lifestyle in Your Hands

handout

Kid-friendly Veggie and

Fruits ideas/recipes to stay

healthy

A Role-Playing Game

Paper, pencils



Curriculum

Standard

Health

Standard


Resources/Materials

Theme 3:

That’s Amazing

Story: Heat

Wave

Genre: Tall

Tale

1) Throughout the story, the main

character went through various

activities in the heat wave. What

physical activities can you do at

school and at home? (p. 367)

2) Why is it especially important to

drink water? ( p.367)

1) See Planning a Fitness Program

and Fitness Schedule Worksheets

2) See Why Drinking Water is the

Way to Go Handout and Worksheet

R 2.5 Compare

and contrast

information on

the same topic

after reading

several

passages or

articles.

MR 2.2 Apply

strategies and

results from

simpler

problems to

more complex

problems.

6.2N Make a plan

to choose

physical activities

at school and

home.

7.4N Practice

how to take

personal

responsibility for

engaging in

physical activity.

Make a one-week plan of what type of

physical activity you could or will try to

do for 60 minutes/day. Refer to

handouts: You May Be More Active

Than You Think (Project Lean);

Physical Activity Record Sheet;

Move More, Sit Less

Make a list of fun, creative and safe

physical activities that students can do

or can be facilitated by the teacher.

Refer to handouts on beverage choices:

Why Drinking Water is the Way to Go ;

Make Better Beverage Choices

You May Be More Active

Than You Think (Project

Lean)

Physical Activity Record

Sheet

Move More, Sit Less

Why Drinking Water is the

Way to Go

Make Better Beverage

Choices




Grade 4


Curriculum

Standard

Health

Standard

Extended Application/Activities Teacher Resources/Materials

Theme 4:

Problem Solvers

Story: Marven

of the Great

North Woods

Genre: Realistic

Fiction

1) Marven takes responsibility for

following dietary laws of his religion.

What are some ways you can take

responsibility for eating healthy food

and limiting sugar consumption?

2) What are some possible effects

Marven could experience if he does

not limit his sugar consumption?

1) Students should share ideas

of healthy food and beverage

choices. They will share foods

they are not allowed to eat

and/or foods of low nutritional

content.

2) He will potentially get

cavities, gain weight, diabetes,

etc.

R2.4

Evaluate new

information and

hypotheses.

WS1.1

Select a focus, an

organizational

structure, and a

point of view based

upon purpose and

audience.

NS3.1 Demonstrate

an understanding

and ability to use

algorithms of

addition and

subtraction.

7.1N

Practice how to

take personal

responsibility for

eating healthy

foods.

7.2N

Practice how to

take personal

responsibility of

limiting sugar

and salt

consumption in

foods, snacks,

and beverages.

3.2N

use food labels to

determine

nutrient and

sugar content.

1) Write a letter from Marven to a

friend and tell about your adventure

and all the physical activities you did.

2) Have students compare labels on

various beverages using Drink Label

Cards.

3) Use Calculating How Much Sugar

is in a Container handout to measure

amount of sugar in beverages.

4) Refer to Show Me the Sugar!

5) Refer to Read It Before You Eat

It.

Drink Label Cards (WIC)

http://cdph.ca.gov/programs/cpns/

Documents/RYD/RYD_Drink_La

bel_Cards_USDAapproved.pdf

Calculating How Much Sugar is in

a Container

Show Me the Sugar!

Read It Before You Eat It

http://cdph.ca.gov/programs/cpns/Documents/RYD/RYD_Drink_Label_Cards_USDAapproved.pdf






Grade 4


Standard

Health

Standard


Theme 5:

Heroes

Story: Gloria

Estefan

Genre: Biography

1) Gloria Estefan owns a restaurant

and she provides a recipe for a fruit

salad. Design your own fruit salad

with your favorite fruits and

vegetables.

1) Draw and color

and label your own

salad. Add a healthy

beverage to your

drawing.

R2.4 Evaluate new

information and

hypotheses.

Math

NS3.3* Solve problems

involving multiplication

of multi-digit numbers by

two-digit numbers.

MR1.1 Analyze problems

by identifying

relationships,

distinguishing

relevant from irrelevant

information, sequencing

and prioritizing

information, and

observing patterns.

6.1N Make a plan

to choose healthy

foods and

beverages.

12) The class will discuss what students should

be eating each day. Students will complete

Make It Healthier restaurant worksheet. Refer

to What’s On Your Plate?

2) Students begin "Planning Our Food

Project." Students will create a Goal Setting

Action Plan and Calendar for what they want

to eat (healthy foods) during the month.

3) Students will then proceed to keep a Food

Diary to keep track of what they are eating

every day.

4) Wrap up by completing Reached My Goal?

Optional: Teacher’s Morsel; Added Sugars

Experiment; and/or Drinks Word Search

What’s On Your Plate?

Make It Healthier

My Goal Setting Action Plan

My Goal Setting Calendar

My Food Diary

Reached My Goal?

Teacher’s Morsel

Added Sugar Experiment

Drinks Word Search



Standard

Health

Standard


Theme 6:

Friend or Foe

Story: Salmon

Summer

Genre: Non-

fiction

1) Salmon is very important to life on

Kodiak Island. What are the key

nutrients of salmon?

(page 638)

2) What happens to the salmon you

eat as it passes through your digestive

system?

1) Omega 3 oil is food for

brain function.

2) Your mouth starts

everything moving! The

salmon moves through the

mouth, down the esophagus

and into the stomach.

R2.6 Identify

fact/opinion, cause

and effect.

W2.3 Write

information reports.

LSa. Plants and

animals illustrate the

complementary

nature of structure

and function,

including cells,

tissues, organs

systems and the

whole organism.

1.3N Describe

the relationship

of food intake.

Your digestive system started working

even before you took the first bite of

food. The digestive system will be busy

at work on your chewed-up food for the

next few hours. This process is called

digestion. It allows your body to get the

nutrients and energy it needs from the

food you eat. So let’s find out what

happens to the food that goes down

your digestive system.

Refer to handouts:

The Digestive System-An Overview;

Digestive System Fun Facts;

Digestive System-an Illustration;

Digestion Vocabulary

The Digestive System-An

Overview

Digestive System Fun Facts

Digestive System-an

Illustration

Digestion Vocabulary



Grade 4