Health Unit

CEF Standards for Health Unit

Students will be able to….

1.5.1–Describe the relationship between health

behaviors and personal health

1.5.4-Identify key nutrients, their functions, and the

role they play to promote optimal health

2.5.3-Discuss nutrition and physical activity habits in

diverse cultures

7.5.2-Demonstrate the ability to interpret nutrition

information

“Food Pyramid” song by Marilyn M. Linford

There are five food groups on the food pyramid That I should choose from each day. Vegetables, grain, meat, dairy and fruit

Will help my body work and play. Each food group supplies needed nutrients To help my body to grow. The fats and oils

use sparingly, That's something that I should know.

Chorus: Vitamins and minerals are part of the plan That keeps me healthy and strong. I will choose each day to do all that I

can to help my body grow real strong.

Calories within my food becomes energy. Energy my body will need, To help me think, work, and exercise. They will help me

to succeed. Healthy body builders will choose carefully A healthy balance each day.Eating foods from each category Will

help me live a healthy way.

Repeat Chorus:I will choose each day to do all that I can to help my body grow strong

**These worksheet’s & the song part of my text set**

Day One

I w i l l i n t ro d u c e t h e t o p i c o f H e a l t h a n d N u t r i t i o n ,

a l o n g w i t h a n a n t i c i p a t o r y g u i d e , t o m y s t u d e n t s .

I w i l l re a d a l o u d “G o o d E n o u g h t o E a t : A K i d s

G u i d e t o Fo o d a n d N u t r i t i o n” b y L i z z y Ro c k w e l l

f ro m t h e t ex t s e t a n d h a v e a w h o l e g ro u p

d i s c u s s i o n a b o u t t h e b o o k a n d w h a t t h i s u n i t w i l l

e n t a i l .

Anticipation GuideStatements SA A D S

DExplanations

There are 5 food groups in the food pyramid.

XThe five food groups are grains, vegetables, fruits, meat & beans, and milk.

Calcium helps build and repair bones. X

Calcium comes from dairy products, such as milk, and helps keep your bones strong.

Vitamins don’t help you stay healthy. X

Vitamins are necessary to help your body grow and stay healthy.

Different colors are used to identify the food groups.

X Yes, for example purple is for meat and beans, and blue is for milk/dairy.

If you don’t exercise you won’t be healthy.

X

This isn’t necessarily true, however, exercise is an extremely important factor to staying fit and healthy.

The skinnier the band in the food pyramid the less you food you need of that food group.

X

This is very true, for example, the bands for meat and protein (purple) and oils (yellow) are skinnier than the others. That's because you need less of those kinds of

foods than you do of fruits, vegetables, grains, and dairy foods.

You can never eat sweets.

X

Although you shouldn’t eat sweets everyday, it’s not bad to have sugar and sweets every once in a while.

Half of your grain intake should be whole grains.

X

It isn’t always necessary, but it is recommended.

Sleep is an important part of staying healthy.

X

You should have at least 7 to 8 hours of sleep a night to stay healthy.

Day Two

I w i l l p u t t o g e t h e r t h re e b a s ke t s u s i n g t h e b o o k s

a n d a r t i f a c t s f ro m t h e t ex t s e t I h a v e c re a t e d .

E a c h b a s ke t w i l l h a v e a v a r i e t y o f m a t e r i a l s

i n c l u d i n g t h e b o o k , “ W h y C a n ’ t I H a v e C a ke f o r

D i n n e r , ” b y J o d i H u e l i n , t h e b o o k , “ T h e M o n s t e r

H e a l t h B o o k : A G u i d e t o E a t i n g H e a l t h y , B e i n g

Ac t i v e , a n d Fe e l i n g G re a t Fo r M o n s t e r s & K i d s , ”

b y E d w a rd M i l l e r , t h e “Fo o d a n d N u t r i t i o n S o n g ”

w i t h l y r i c s a n d t h e C D , a n d t w o w o r k s h e e t s ( o n e

f o o d j o u rn a l a n d o n e f o o d p y r a m i d c o l o r i n g

s h e e t ) f ro m t h e M y P y r a m i d f o r K i d s w e b s i t e .

T h e s t u d e n t s w i l l h a v e a c h a n c e t o b ro w s e

t h ro u g h t h e b a s ke t s w h i l e b ro ke n u p i n t o t h re e

s m a l l g ro u p s .

A s a g ro u p t h e s t u d e n t s w i l l c h o o s e o n e i t e m

f ro m t h e i r b a s ke t t o s h a re w i t h t h e re s t o f t h e

c l a s s . T h e y w i l l d i s c u s s w h y t h e y c h o s e t h e

a r t i f a c t , w h a t t h e y k n o w a b o u t i t , a n d w h a t e l s e

t h e y w o u l d l i ke t o l e a rn a b o u t i t .

Day Three

Vo c a b u l a r y Le s s o n

THE CURRICULUM

HEALTH/NUTRITION VOCABULARY LESSON

Description of Classroom:Third grade classroom. 21 Students. 12 boys and 9 girls. All students are at various levels of

learning and one English Language Learner is present. Background: Students are just beginning a new unit on health and nutrition. This lesson is an introductory activity to the key vocabulary words that will be seen and heard several times throughout the unit.

Content Objective(s): 1. Given a list of health/nutritional vocabulary words the students will be able to organize

the words in a list that make sense with each other. 2. The students will be able to draw a picture of the vocabulary word next to each word.3. The students will be able to test themselves at the end of the TOAST and should know the

definitions of at least 6 out of the 8 words.

Language Objective(s):After completing the TOAST the students should know and be able to recite the definitions of the five multiplication vocabulary words and be able to draw a picture to match each definition.

Nevada Standards:(3) 1.4. E. It is expected that students will build vocabulary using 1. pictures [NS 1.3.4] 2. symbols [NS 1.3.4] 3. classification and categorizing

(3) 1.4. F. It is expected that students will develop vocabulary through meaningful experiences (e.g., listen to and discuss selections read aloud, wide reading, discuss word meaning, interactive activities, examples and non-examples)

(3) 8.4 A. It is expected that students will contribute to conversations and discussions about a given topic (e.g., share ideas and opinions) [NS 8.3.4] B. respond to conversations and discussions about a given topic [NS 8.3.4] C. ask relevant questions to clarify information [NS 8.3.4] D. take a leadership role in conversations and discussions with assistance [NS 8.3.4]

Key Vocabulary:1. Food Pyramid2. Calcium3. Vitamin4. Nutrition5. Exercise6. Calories

7. Minerals8. Fat

Best Practices: (put an X next to those that you address in your lesson)Preparation Scaffolding Grouping Options

x Adaptation of content x Modeling Whole Classx Links to background x Guided practice x Small groupsx Links to past learning x Independent practice x Partnersx Strategies incorporated x Verbal scaffolds x Independent

x Procedural scaffoldsIntegration of Processes Application Assessment

x Listening x Hands-on x Individualx Speaking x Authentic (Meaningful) x Groupx Reading x Linked to objectives x Writtenx Writing x Promotes engagement x Oral

Warm Up Activity:To get the students excited about the lesson I will read the book “” by Cindy Neuschwander. Lesson Sequence: This lesson will be based off of the TOAST assessment method. The teacher will first introduce the lesson and then begin the TOAST.Test (Pre-Test): The teacher will pretest the students with the list of multiplication vocabulary words to see what the students know and remember.Organize: The teacher will then have the students organize the list of vocabulary words into a way that is meaningful to them. This will help to have the students understand the list of words better.Anchor: The students will now work with a partner and recite the words out loud. After they are done reciting the words they will draw an illustration next to the written word. Say: The students will say the words one more time as a review. Test: The students will test themselves first to see how well they have learned the words and I will test them at the end for an overall assessment. Accommodations: I will be sitting with the small group of students and will therefore be able to accommodate them with any assistance they may need be it more time or further explanation.

Supplementary Materials: Pencil Paper

Review/Assessment: Students will be graded based off of the TOAST assessment.

Reflection: I anticipate this lesson will go very well the students. I believe that using the TOAST method of assessment is a great way to review previous vocabulary words with students and bring them back to their memory in a fun and simple way.

Day Four

I w i l l re a d “ W h y C a n ’ t I H a v e C a ke f o r D i n n e r ? , ”

b y J o d i H u e l i n , a l o u d t o t h e c l a s s .

S t u d e n t s w i l l t h e n re s p o n d t o t h e re a d a l o u d

u s i n g a RA FT s t r a t e g y. T h e RA FT t h a t w e w i l l b e

u s i n g f o r t h i s a s s i g n m e n t i s a n i n v i t a t i o n . T h e

s t u d e n t s w i l l c re a t e a n i n v i t a t i o n i n v i t i n g t h e i r

f r i e n d s a n d f a m i l y t o a “H e a l t h Pa r t y. ” T h i s w i l l

b e a p a r t y w h e re t h e s t u d e n t s w i l l h a v e a c h a n c e

t o i n t ro d u c e t h e i r f r i e n d s a n d f a m i l y t o w h a t t h e y

h a v e l e a rn e d a b o u t e a t i n g h e a l t h y a n d s t a y i n g

f i t .

S t u d e n t s w i l l i n c l u d e f o u r t o f i v e ke y f a c t s a b o u t

w h a t t h e y h a v e l e a rn e d w h e n t h e y c re a t e t h e i r

i n v i t a t i o n .

I w i l l s t a r t o f b y s h o w i n g s t u d e n t s a s a m p l e a n d

g o i n g o v e r e a c h s t e p i n c re a t i n g t h e i r

i n v i t a t i o n s .

Day 5

S t u d e n t s w i l l c o n t i n u e t o w o r k o n t h e i r RA FT

i n v i t a t i o n .

W h e n t h e s t u d e n t s h a v e f i n i s h e d t h e y w i l l s h a re

t h e i r i n v i t a t i o n w i t h t h e i r s h o u l d e r p a r t n e r.

Day 6

S t u d e n t s w i l l c re a t e a Tre e M a p .

I t s h o u l d l o o k s o m e t h i n g l i ke t h i s :

THE CURRICULUM

HEALTH/NUTRITION THINKING MAP (TREE MAP) LESSON

Description of Classroom:Third grade classroom. 21 Students. 12 boys and 9 girls. All students are at various levels of learning and one English Language Learner is present. Background: Students are in the middle of a unit on health and nutrition. This lesson will allow them to explore the food pyramid further through use of a thinking map.

Content Objective(s): 1. Students will listen as we review the food pyramid aloud as a class and pick out key

components they want to include in their thinking map.2. Given a labeled diagram of the food pyramid, students will be able to create a tree map.3. Students will discuss their map, when they are finished, with their shoulder partner.

Language Objective(s):After completing their tree maps, each student should be able to name three food groups of the food pyramid with at least three examples of foods included in that group.

Nevada Standards:(3) 3.1 describe a balanced diet and how it relates to good health(3) 2.3 A. select after-reading strategies based on text and purpose to..3. organize information (e.g., graphic organizer [PS/NS 2.3.3]

Food Pyramid: Food Groups

Grains Meats & Beans Fruits

Tuna Rice Apples

Cereal Peanut Butter Bananas

4. record information [PS/NS 2.3.3]

Key Vocabulary:1. Food Pyramid

Best Practices: (put an X next to those that you address in your lesson)Preparation Scaffolding Grouping Options

x Adaptation of content x Modeling x Whole Classx Links to background x Guided practice Small groupsx Links to past learning x Independent practice x Partnersx Strategies incorporated x Verbal scaffolds x Independent

x Procedural scaffoldsIntegration of Processes Application Assessment

x Listening x Hands-on x Individualx Speaking x Authentic (Meaningful) X Groupx Reading x Linked to objectives X Writtenx Writing x Promotes engagement Oral

Warm Up Activity:We will go over our giant poster of the food pyramid out loud as a class. Lesson Sequence:

1. As a class we will review what we have learned so far about the food groups in the food pyramid.

2. I will model how to create a Tree Map based off of the food groups and explain what is expected for the assignment.

3. I will then pass out a pre-made tree map handout (blank).4. I will then ask the students to pick out three main food groups from the food pyramid

and write down at least three foods that fall underneath that category. The poster will be covered up at t the time, so this should all be from memory and individually.

5. As a wrap up, I will have the students show their shoulder partner, and we will go over some out loud in class.

Accommodations: I will be walking around the classroom during the activity and will therefore be able to accommodate them with any assistance they may need be it more time or further explanation.

Supplementary Materials: Pencil Paper Food Pyramid Diagram

Review/Assessment:

Students will be assessed based off of their completion and organization of their tree map.

Reflection: I anticipate this lesson will go very well the students. I believe that using the Tree Map for this assignment will allow the students to focus on three key food groups and the foods that fit within each group. This will also give the students a deeper insight into the food pyramid.

Day Seven

I w i l l re a d a l o u d “ T h e M o n s t e r H e a l t h b o o k : A

G u i d e t o E a t i n g H e a l t h y , B e i n g Ac t i v e , a n d

Fe e l i n g G re a t f o r M o n s t e r s & K i d s ! ” b y E d w a rd

M i l l e r.

W h i l e I a m re a d i n g a l o u d , t h e s t u d e n t s w i l l n e e d

t o w r i t e d o w n a n y w o rd s t h a t t h e y f i n d

i n t e re s t i n g o r t h a t t h e y a re u n c e r t a i n o f i n t h e i r

g l o s s a r y j o u rn a l .

Af t e r I a m f i n i s h e d re a d i n g w e w i l l c o m e t o g e t h e r

a s a c l a s s a n d t h e s t u d e n t s w i l l t e l l m e w h i c h

w o rd s t h e y w a n t p u t o n t h e c h a r t f o r f u r t h e r

ex p l a n a t i o n .

Day Eight

U s i n g t h e l i s t o f v o c a b u l a r y w o rd s f ro m d a y

s e v e n , t h e s t u d e n t s w i l l s e l e c t f i v e w o rd s a n d

t h e y w i l l c re a t e a v i s u a l v e r b a l c a rd f o r e a c h

w o rd t h e y s e l e c t .

I t s h o u l d l o o k l i ke t h i s :

1 . Wo rd 2 . D e f i n i t i o n

3 . P i c t u re 4 . P h r a s e o r

s i m i l a r w o rd

Day Nine

S t u d e n t s w i l l b e a b l e t o s e l e c t o n e RA FT s t r a t e g y

o f t h e i r c h o i c e . I n t h e i r RA FT t h e y m u s t i n c l u d e

t e n f a c t s t h a t t h e y h a v e l e a rn e d f ro m t h i s t w o -

w e e k h e a l t h a n d n u t r i t i o n u n i t .

T h e y c a n u s e t h e i r t h i n k i n g m a p , p o s t c a rd , o r

v i s u a l v e r b a l re s p o n s e t o g e t t h e i r f a c t s .

S t u d e n t s ’ RA FT w i l l b e u s e d f o r a s s e s s m e n t .

THE CURRICULUM

HEALTH/NUTRITION RAFT LESSON

Description of Classroom:Third grade classroom. 21 Students. 12 boys and 9 girls. All students are at various levels of learning and one English Language Learner is present. Background: Students are ending a unit on health and nutrition. This activity will wrap up the unit and act as an assessment of what the students came to understand in the past nine days.

Content Objective(s): 1. Students will be listening as I review major concepts that we have learned over the

past nine days.2. Students will speak out loud as they answer their questions in review.3. Students will be reading over past material to gain facts for their RAFTS.4. Students will be creating a RAFT of their choice.

Language Objective(s):Students will create a RAFT of their choice and they must include at least ten different facts about health, nutrition, and the food pyramid. It must demonstrate knowledge of what we have learned throughout the unit and be well thought out.

Nevada Standards: 7.5.2-Demonstrate the ability to interpret nutrition information

Best Practices: (put an X next to those that you address in your lesson)Preparation Scaffolding Grouping Options

x Adaptation of content x Modeling Whole Classx Links to background x Guided practice Small groupsx Links to past learning x Independent practice Partnersx Strategies incorporated x Verbal scaffolds x Independent

x Procedural scaffolds

Integration of Processes Application Assessmentx Listening x Hands-on x Individualx Speaking x Authentic (Meaningful) Groupx Reading x Linked to objectives x Writtenx Writing x Promotes engagement x Oral

Warm Up Activity:We will play a quick review game of jeopardy. This will all for students to revisit a lot of the information they have come to learn over the past two weeks.Lesson Sequence: 1. Teacher will introduce the jeopardy review and break the students into small groups of five.2. We will review what we have learned for the past nine days for about twenty minutes.3. I will give students an option to create a RAFT of their choice, however it has to be one of

the following five: e-mail, postcard, diary entry, brochure, or newspaper article.4. I will model an example of another RAFT I have created and go over how to complete each

example.5. Students will then begin to work individually on their RAFT.

Accommodations: I will be available before, during, and after class for any questions. Lower level learners will sit next to a partner who is of higher level if they need any assistance.Supplementary Materials:

Pencil Paper Jeopardy PowerPoint

Review/Assessment: Students will be graded based off of their chosen RAFT assignment.

Reflection: I believe that this assignment will be a great assessment tool for the end of the unit. Instead of giving the students a test, I believe having them create a RAFT of their own choice, having to include at least ten facts, will show me how much each student truly learned throughout the unit. I also think they will really have fun reviewing with the jeopardy handout.

Day Ten

S t u d e n t s w i l l p re s e n t t h e i r RA FT t o t h e i r s m a l l

g ro u p s .

S t u d e n t s w i l l s e l f e v a l u a t e t h e i r RA FT u s i n g a 1 -

1 0 s c o re .

Te a c h e r w i l l e v a l u a t e s t u d e n t s RA FT u s i n g 1 - 1 0

s c o re .

Annotations

H u e l i n , J . ( 2 0 1 0 ) . W h y c a n ’t I h a v e c a k e f o r d i n n e r ? N e w

Yo r k C i t y, N Y: H a r p e r C o l l i n s .

T h i s b o o k i s p a r t o f t h e “ S i d t h e S c i e n c e K i d ” s e r i e s . T h i s

s e r i e s i s e x t r e m e l y p o p u l a r i n b o t h b o o k a n d t e l e v i s i o n f o r m

a m o n g c h i l d r e n , s o I t h o u g h t i t w o u l d b e a g r e a t b o o k t o u s e t o

i n t r o d u c e t h e i m p o r t a n c e o f n u t r i t i o n . T h i s b o o k i s v e r y

c r e a t i v e a n d a l o t o f f u n t o r e a d . I t ’ s a l s o g r e a t b e c a u s e i t

i n v o l v e s s c i e n c e a c t i v i t y i d e a s , m a k i n g i t a w o n d e r f u l b o o k t o

i n t e g r a t e s u b j e c t s w i t h .

K i d s h e a l t h . ( 2 0 1 1 ) . R e t r i e v e d f r o m h t t p : / / k i d s h e a l t h / k i d /

s t a y _ h e a l t h y / f o o d / p y r a m i d . h t m l

T h i s i s a n a m a z i n g w e b s i t e t h a t i s p r o v i d e d o n l i n e t h r o u g h

N e u m o r s , t h e b i g g e s t n o n - p r o f i t o r g a n i z a t i o n d e v o t e d t o

c h i l d r e n s h e a l t h . T h i s w e b s i t e o f f e r s a v a r i e t y o f d i f f e r e n t t o o l s

t o u s e i n t h e c l a s s r o o m w h i l e c o n d u c t i n g a u n i t o n h e a l t h . F o r

e x a m p l e i t h a s a r t i c l e s , r e c i p e s , t r u e s t o r i e s f r o m k i d s , g a m e s ,

e t c . I w o u l d u s e a l o t o f a c t i v i t i e s , q u i z z e s , a n d g a m e s f r o m

t h i s w e b s i t e .

L i n f o r d , M . ( 2 0 1 1 ) . F o o d p y r a m i d : n u t r i t i o n s o n g a b o u t t h e

f o o d p y r a m i d . R e t r i e v e d f r o m h t t p : / / w w w. s o n g s f o r t e a c

h i n g . c o m / p r e s c h o o l k i n d e r g a r t e n e a r l y c h i l d h o o d / f o o d

p y r a m i d . p h p

I f o u n d t h i s g r e a t s o n g f r o m t h e w e b s i t e s o n g s f o r t e a c h i n g . c o m

a n d I r e a l l y l i k e d i t b e c a u s e i t h i t a l o t o f m a j o r p o i n t s t h a t I

w a n t t o c o v e r w i t h m y s t u d e n t s d u r i n g t h i s u n i t . I t t a l k s a b o u t

t h e f o o d p y r a m i d , e a c h f o o d g r o u p , c a l o r i e s a n d e n e r g y,

v i t a m i n s a n d m i n e r a l s , e t c . I t a l s o h a s a s o u n d c l i p a v a i l a b l e s o

i t w i l l b e e a s y t o t e a c h t o t h e k i d s .

M i l l e r , E . ( 2 0 0 7 ) . T h e m o n s t e r h e a l t h b o o k : a g u i d e t o e a t i n g

h e a l t h y , b e i n g a c t i v e , a n d f e e l i n g g r e a t f o r m o n s t e r s &

k i d s ! N e w Yo r k C i t y, N Y: H o l i d a y H o u s e , I n c .

N a t i o n a l D a i r y C o u n c i l . ( 2 0 1 1 ) . N u t r i t i o n e x p l o r a t i o n s .

R e t r i e v e d f r o m h t t p : / / w w w. n u t r i t i o n e x p l o r a t i o n s . o r g / k i d s

/ a c t i v i t i e s / m o n s t e r . a s p

R o c k w e l l , L . ( 2 0 0 9 ) . G o o d e n o u g h t o e a t : a k i d ’s g u i d e t o f o o d

a n d n u t r i t i o n . N e w Yo r k C i t y, N Y: H a r p e r C o l l i n s .

I r e a l l y e n j o y e d t h i s b o o k b e c a u s e n o t o n l y d o e s i t t a l k a b o u t

t h e f i v e f o o d g r o u p s , b u t i t i s b a s i c a l l y a c o m p l e t e h e a l t h

l e s s o n p r o v i d e d t h r o u g h a c h i l d r e n ’s b o o k t h a t h a s e v e r y t h i n g

f r o m r e a d i n g n u t r i t i o n l a b e l s , t h e i m p o r t a n c e o f b e i n g a c t i v e ,

a v o i d i n g e a t i n g d i s o r d e r s , t h e i m p o r t a n c e o f s l e e p , s a y i n g n o t o

d r u g s , a n d m a i n t a i n i n g g o o d s e l f - e s t e e m .

U S D A . ( P r o d u c e r ) . ( 2 0 0 5 ) . M y p y r a m i d f o r k i d s . [ We b ] .

R e t r i e v e d f r o m h t t p : / / t e a m n u t r i t i o n . u s d a . g o v / R e s o u r c e s

/ m p k _ p o s t e r 2 . p d f

T h i s U S D A w e b s i t e i s a n a m a z i n g w e b s i t e t h a t I h a v e u s e d a l o t

t h r o u g h o u t m y u n i t p l a n . I t i s m a d e a v a i l a b l e t h r o u g h t h e

g o v e r n m e n t a n d i s e x t r e m e l y e d u c a t i o n a l a n d r e l i a b l e . I t

p r o v i d e s i n f o r m a t i o n i n k i d f r i e n d l y t e r m s o n t h e f o o d p y r a m i d ,

n u t r i t i o n , h e a l t h , a n d e x e r c i s e t h r o u g h a c t i v i t i e s , g a m e s ,

p i c t u r e s , e t c .

U S D A . ( 2 0 1 1 , A p r i l 1 9 ) . M y p y r a m i d f o r k i d s c o l o r i n g p a g e .

R e t r i e v e d f r o m h t t p : / / w w w. f n s . u s d a . g o v / t n / R e s o u r c e s /

m p k _ w o r k s h e e t . p d f

T h e U S D A w e b s i t e p r o v i d e s t h i s a m a z i n g w o r k s h e e t f o r

s t u d e n t s t h a t i s i n t e n d e d t o h e l p t h e m l e a r n m o r e a b o u t t h e f o o d

p y r a m i d . T h i s w o r k s h e e t i s t o b e f i l l e d o u t c o m p l e t e l y b y t h e

s t u d e n t s a n d I r e a l l y l i k e i t b e c a u s e I b e l i e v e t h a t i s a g r e a t

w a y f o r t h e s t u d e n t s t o r e t a i n t h e i n f o r m a t i o n , r a t h e r t h a n j u s t

l o o k i n g u p a t t h e p o s t e r e v e r y d a y.

U S D A . ( 2 0 1 1 , A p r i l 1 9 ) . M y p y r a m i d f o r k i d s w o r k s h e e t .

R e t r i e v e d f r o m h t t p : / / w w w. f n s . u s d a . g o v / t n / R e s o u r c e s

/ m p k _ w o r k s h e e t . p d f

T h e U S D A w e b s i t e p r o v i d e s a m a g n i f i c e n t l o g t y p e w o r k s h e e t

t h a t a l l o w s s t u d e n t s t o k e e p t r a c k o f t h e f o o d s t h e e a t e v e r y d a y

i n o r d e r t o k e e p t r a c k o f i f t h e y a r e g e t t i n g t h e n e c e s s a r y i t e m s

t h e n e e d d a i l y f r o m t h e f o o d p y r a m i d . I w o u l d d e f i n i t e l y u s e

t h i s i n m y u n i t a n d h a v e m y s t u d e n t ’s f i l l o n e o u t e v e r y d a y a n d

k e e p a j o u r n a l o f t h e f o o d s t h e y e a t . I t a l s o p r o v i d e s t h e

i n f o r m a t i o n t h e y n e e d t o k n o w a b o u t s e r v i n g s , t y p e s o f f o o d ,

a n d e t c . r i g h t o n t h e w o r k s h e e t .