Healthy Eating
From the Four Food Groups
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A TopicQuest
designed by 
Mrs. Jackie Rhyner
for
 Grades 6, 7 and 8
Daily Living Skills
(functional curriculum)
     Choosing healthy food helps our bodies to develop and grow. All the fuel and nutrients for our bodies come from the food we eat. Studying the Four Food Groups will help us to recognize healthy food and encourage us to make healthy food choices. Young people need to learn about healthy food so that they can plan healthy diets and menus for themselves and their families.
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Check out these web pages for interesting, fun information about food, nutrition, and the "Basic Four" Food Groups:

 
1.  Why is it good to drink orange juice and other citrus juices? The Florida Citrus Growers tell you about Vitamin C and how it helps your body.
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2. The government of Canada printed a guide that helps parents and young people decide what foods a child should should eat every day. Look at their web page to see how many servings you need from each food group.
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3. Check out this web page for lots of paper crafts that will make you think about selecting healthy food.
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4. The author of a letter on this web page asked the question, "Which of the four food groups do cheese puffs fit into?" You will also find some recipes for healthy snacks on her page. Would you like to make and eat some "Bugs on a Log?"
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5. At "Mission Nutrition" the target is to get children to make healthy choices from the Four Food Groups. Learn about it here.
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6. The "Family Haven" provides more information about making healthy food choices. At this site you can learn about which nutrients are in which of the food groups.
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7. What is "The Food Guide Pyramid?" The United States Department of Agriculture has a web page that will tell you all about it.
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8. Aunt Lynnie has some good advice from her kitchen about nutrition and the "Basic Four Food Groups." On her web page she also has interesting recipes such as Egyptian cooking and treats for holidays.
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9. How did the diets of people change after they developed refrigeration to keep food from spoiling so quickly? Learn about it from Infoplease, an online encyclopedia.
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10. The 4-H Clubs of America encourage many young people to learn more about healthy eating and healthy habits. Read about it online at Columbia Encyclopedia.
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Your Mission Scenario #1
Imagine that you have just opened a new store that specializes in selling healthy food for families. You decide to arrange the food in the store according to the Four Food Groups, so you set up a counter for each food group. You need to put at least seven food items on each counter. 

Steps to Complete Your Mission Scenario #1

1. Go to this web site that lists foods that are included in each food group. Choose at least seven food items from each group.
2. On notebook paper make a list of the foods you have chosen for each food group.
3. Using art paper, draw a picture of the counters in your store. Label each counter with the name of one food group and draw the foods you selected on the correct counters. Be sure your store has four counters and that each counter has at least seven food items drawn on it.
4. Post your drawing on the bulletin board to be shared with the class.
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QCCs for Mission Scenario #1
1.  Grade 2 Science Standard #1: Classifies objects based on similarities and differences, communicates with others, uses evidence to construct explanations, and makes sketches and diagrams to explain ideas.
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2.  Grade 2 Technology Standard #5: Operates basic technology tools and applications.
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Assessment Rubric for Mission Scenario #1
Beginning

1

Developing

2

Accomplished

3

Score
Grade 2 Science Standard #1: Classifies objects based on similarities and differences, communicates with others, uses evidence to construct explanations, and makes sketches and diagrams to explain ideas. Student is able to classify objects based on similarities and differences, communicate with others, use evidence to construct explanations, and make sketches and diagrams to explain ideas with extra assistance. Student is able to classify objects based on similarities and differences, communicate with others, use evidence to construct explanations, and make sketches and diagrams to explain ideas with some assistance. Student is able to classify objects based on similarities and differences, communicate with others, use evidence to construct explanations, and make sketches and diagrams to explain ideas without assistance.  
Grade 2 Technology Standard #5: Operates basic technology tools and applications
Student is able to operate basic technology tools and applications with extra assistance. Student is able to operate basic technology tools and applications with some assistance. Student is able to operate basic technology tools and applications without assistance.  
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Your Mission Scenario #2
Imagine that you have just opened a new store that specializes in selling healthy food for families, and you have displayed the food you are selling on counters marked with the Four Food Groups. You decide to put up a chart that will help your customers decide how many servings they need to plan from each food group for each day. You decide to use a simple bar graph for your chart. Your graph will have four columns, one for the number of servings from each of the Four Food Groups.

Steps to Complete Your Mission Scenario #2

1. Go to this web site that tells how many servings from each food food group a teenager or young person needs to eat each day. 
2. On notebook paper write the number of servings needed from each group. 3. Take your paper to your teacher or paraprofessional who will help you use the computer to construct and print your graph.
4. Decorate your graph with colorful pictures of healthy food choices.
5. Post your finished graph on the bulletin board to be shared with the class.
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QCCs for Mission Scenario #2
1.  Grade 2 Mathematics Standard #32: Constructs and interprets simple bar graphs and pictographs with up to five columns using whole unit data.
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2.  Grade 2 Technology Standard #5: Operates basic technology tools and applications.
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Assessment Rubric for Mission Scenario #2
Beginning

1

Developing

2

Accomplished

3

Score
Grade 2 Mathematics Standard #32: Constructs and interprets simple bar graphs and pictographs with up to five columns using whole unit data. Student is able to construct and interpret simple bar graphs and pictographs with up to five columns using whole unit data with much extra assistance. Student is able to construct and interpret simple bar graphs and pictographs with up to five columns using whole unit data with moderate assistance. Student is able to construct and interpret simple bar graphs and pictographs with up to five columns using whole unit data with minimal assistance.  
Grade 2 Technology Standard #5: Operates basic technology tools and applications
Student is able to operate basic technology tools and applications with extra assistance. Student is able to operate basic technology tools and applications with some assistance. Student is able to operate basic technology tools and applications without assistance.  
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