Fit Family Task Force Project - Rockford Public Schools

More documents

Recommendations

Info

flavors of grapefruits, lemons, limes, and other citrus fruits available. They may do this comparison with apple varieties if tasting in the fall. Cost: $23.93 11. Veggies Journal entry about how to identify vegetables (edible root, bulb, stem, leaf, flower-head) The children define and identify a variety of vegetables including those derived from the edible root, bulb, stem, and leaves of plants. Students talk about the differences between vegetables and fruits. They smell, touch, observe, and taste many different kinds of fresh vegetables. Vocabulary building is stressed particularly in the comparison of the different vegetables. Vitamin and mineral content analysis is discussed along with the importance of soil fertility. Cost: $55.80
12. Greens The children identify various greens and talk about the fact that greens are the leaves of plants. Through discussion, students learn about the high vitamin and mineral content of greens. They also compare the color, shape, and size of greens noting that the darker greens contain the most vitamins and minerals. The children sample the greens and evaluate the tastes recording preferences in their journals. Cost: $15.08 13. Legumes Legumes are a healthy and inexpensive source of protein The children learn about legumes from around the world noting the definition (edible seeds in a pod that splits open when ripe), history of use in several cultures, and the nutritional value of legumes. They prepare two bean dips, hummus and black bean, and a simple salsa. Students sample the dips with baked corn chips and whole grain pita bread. The children create mosaics with colorful beans in their journals. They plant bean seeds and observe differences in plant growth. Cost: $54.22
Page 1 and 2: Fit Family Task Force Project Rockf
Page 3 and 4: Contributions for the Fit Families
Page 5 and 6: children educate their parents abou
Page 7 and 8: and
Page 9 and 10: 50% 45% 40% 35% 30% 25% 20% 15% 10%
Page 11 and 12: approximately 26 million of whom co
Page 13 and 14: applied to daily life. Research has
Page 15 and 16: with exercise that fits into daily
Page 17 and 18: The curriculum is intended to be ad
Page 19 and 20: 3. Food Comparisons (fat and sugar)
Page 21 and 22: 5. Vitamins The children learn the
Page 23: a refreshing salad (tabouli) and th
Page 27 and 28: Data Analysis University of Norther
Page 29 and 30: This data can be interpreted as the
Page 31 and 32: curriculum is built upon a three ye
Page 33 and 34: Discovery Center Intervention Princ
Page 35 and 36: was given in an effort to account f
Page 37 and 38: the gap between test administration
Page 39 and 40: Interestingly, the control group st
Page 41 and 42: Summary The FIE intervention was su
Page 43 and 44: Recommendations It is important to
Page 45 and 46: � Nutrient and Plate Waste Data -
Page 47 and 48: Dr. Martin Lipsky, Dean University
Page 49 and 50: He believes in the integration of t
Page 51 and 52: financial support from our members.
Page 53: Appendix 3 Food is Elementary Pre a
Page 56: Haney-Bauer said she believes the r

Fit Family Task Force Project - Rockford Public Schools

Create successful ePaper yourself

Delete template?

Save as template?