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Primary Subject Area: Health Education |
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Grade Level: K - 1
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Overview:
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The students will become familiar with a variety of different milk/dairy products. This lesson can be used to teach health, nutrition, or food - related topics. |
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Approximate Duration: 1–2 class periods (50 minutes each) |
Content Standards:
- Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
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Benchmarks:
- 1-E-3
compare and contrast personal health behaviors and individual well being; (1,2,4)- 1-E-4
identify common childhood health problems/illnesses and the corresponding
prevention and treatment;
(1,2,4)
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Interdisciplinary Connections:
- Mathematics : Number and Number Relations
In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools. - English/Language Arts : Standard 4
Students demonstrate competence in speaking and listening as tools for learning and communicating. - Science : Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities. - Science : Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
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Educational Technology Standards:
- Gather information and communicate with others using telecommunications (e.g., email, video conference, internet) with support from teachers, family members, or peers.
( 1, 4, 5, 6 )
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Objectives:
The students will - become familiar with a variety of milk products;
- identify milk products by form – liquid, semi-liquid, and solids; and
- discuss contributions that milk products make to our development.
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Lesson Materials and Resources:
- Pudding Ingredients:
- 2 (5 5/8 oz.) pkgs. instant vanilla pudding
- 6 (8 oz.) cartons of milk (2 per package of pudding)
- 2 or 3 bananas
- Small plastic cups, spoons, and napkins (1 per child)
- Mixing bowl, rotary beater, and knife
- "Meet Molly Moo" kindergarten video is part of NIFTY Nutrition which is available for purchase from the National Food Service Management Institute at http://www.nfsmi.org.
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Technology Tools and Materials:
Hardware:
computer with Internet access, TV/VCR
Software:
Websites:
• Dairy Council
www.got-milk.com
Other:
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Background Information:
The students should have an understanding of milk and milk products. |
Lesson Procedures:
- The students will view the video. With the assistance of their teacher, students will visit the Got Milk Web site and navigate the site to explore milk and milk products.
- Discuss the following toics:
- variety of milk products and their different forms --liquid, semi-liquid, and solid;
- whole milk versus low-fat milk in relationship to healthy eating; and
- specific contributions that milk products make to our development, such as building strong bones and teeth.
- Give instructions for the "Meet Molly Moo Activity Sheet" and provide class time for students to complete and color the activity pages.
- Discuss other milk products that could have been on the sheet. Draw some of these on the back of the activity sheet.
- Introduce the tasting party and make "Pretty Pudding," allowing as much class participation as possible. The recipe calls for using a rotary (hand) beater, which could be fun; allow the students to take turns. Another method is to use a quart jar and shake it with the top securely fastened. Such a procedure would be slower, since fewer servings will be made at one time. Shake the jar until the mixture thickens; give everyone a turn to shake the jar. Individual baby food jars could be used so each child can have one. Show the bananas and discuss eating the pudding as it is, or topped with the banana. Let students make their own choices. Several students might slice bananas. Decide (according to the number of students) how many slices are needed per banana. This activity would be a good mathematics lesson. Pour the pudding into cups and let the students add slices of banana if they wish. Discuss which other fruits could be added.
- The students will draw pictures in their journals using the topic "What is your favorite milk/dairy product and why?"
- For closure, the class will sing "Drink Our Milk."
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Assessment Procedures:
- Accurate completion of "Meet Molly Moo Activity Sheet"
- Correct oral responses to which foods were milk/dairy products and the reasons so identified
- Class participation
- Journal entry, written or drawn
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Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
Teachers must follow special needs student's Individual Education Plan (IEP) or 504 Modification Plan.
NON READER (Below Grade-Level Reader/Writer)
1. Procedure #3, #6: Allow Non Reader to use text to speech computer software (Read Please, Write Out Loud, Co Writer, Read and Write Gold, Kursweil 3000) to record written responses .
2. Procedure #3, #6: Allow Non Reader to use taped reading materials and directions for repetition and comprehension.
3. Procedure #3, #6: Pair Non Reader with fluent reader to insure comprehension of written materials during all procedures that require reading skills.
4. Procedure #2, #6: Allow Non Reader to use felt board visuals/picture examples of drawings for writing assignments and to ipromote participation in oral discussions.
5. Use visual/oral projects (e.g. posters, models, artwork, oral or taped answers, interviews) with extended time for written assessment.
STUDENTS WITH PHYSICAL IMPAIRMENTS
1. Prodecure #1, #2, #3, #5: A student with limited mobility can be placed near the front of the room or activity to assure unobstructed visual contact with materials presented.
2. Procedure #1, #, #6: A student with limited arm, leg, and visual movements could use a keyboard overlay to exclude all but essential keys and /or alpha smart to record written responses.
3. Procedure # 3, # 6: A student with limited arm, leg, and visual movements could use large crayons and/or crayon holder.
4. Procedure # 3, # 6: A student with limited arm, leg, and visual movements could use clipboard and/or slanted board to elevate and hold materials.
5. Procedure # 5: A student with limited arm, leg, and visual movements could use a larger plastic container with an attached Velcro bottom for desk attachment instead of baby food jar and/or pre-measure ngredients.
Additional Modification and Accommodation suggestions found under "Helpful/Links General Classroom Accommodations."
----- written by Sara Smith
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Reproducible Materials:
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Explorations and Extensions:
- A field trip to a dairy farm
- Guest speaker from a dairy or grocery store
- Identification of different forms of dairy products served in the school cafeteria
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Lesson Development Resources:
- Nifty Nutrition-Kindergarten(1998), Arkansas Department of Education, National Food Service Management Institute, The University of Mississippi, University, MS. (601) 232-7658. The URL for the National Food Service Management Institute is http://www.nfsmi.org
- This lesson was reviewed and updated by Diane Cole and Millie Naquin for the SLU Excellence in Health and Education Project in June 2003.
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Reflections:
The teacher should visit the Got Milk Web site to learn more about dairy products. The teacher could use the lesson as a follow-up to "Old MacDonald's Farm." |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
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Additional Contacts:
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Group: Division of Nutrition Assistance |
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MarcoPolo Lesson: No
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