Unit: Nutrition/Math, Fifth Grade Title of Lesson: On Your Own ...

Distribute Breakfast–it’s in the Bag worksheets. Explain theimportance of making a plan for breakfast. Allow students tocomplete the worksheet either in small groups or independently.Facilitate sharing of responses.Mystery Activity: Students are asked to write down three of theirfavorite ingredients at the bottom of this worksheet. In pairs orsmall groups, have students share their three ingredients. Assignthem to combine these foods to create a meal. For example, if thestudents wrote eggs, bananas, peanut butter, celery, ice cream andcereal; their menu might be a banana and celery omelet with apeanut butter and cereal ice cream sundae. The object is to becreative and have fun.Introduction: Part B 30 minutesAsk the students what the word snack means to them. Write theirresponses on the board or overhead. Ask how many thinksnacking is a good habit or a bad habit. Explain/discuss thatsnacking is an important way to keep the body fueled throughoutthe day. Encourage students to think of snacks as mini-meals andto choose foods from the food groups.Activity:Distribute the Snack Attack worksheets. Explain the importance ofmaking a plan for snack-time. Allow students to complete theworksheet, either in small groups or independently. Facilitate thesharing of responses.Extension Activity:Act it Out: Pretend you are encouraging a young child to eatbreakfast and she/he is resisting. What would you say to him/her toconvince him/her breakfast is important?Create a dialogue:Pretend you are a body talking. You’ve just received a low nutrientdensemeal (lots of foods found at the “tip” of the pyramid, or thatfall into the fats and sweets category), adequate in energy butinsufficient vitamins and minerals. Describe how you feel.Assessment:Assess the students’ ability to plan nutritious breakfasts that can beprepared quickly and easily and contribute to the day’s totalnutritional intake. Assess the students’ ability to compute mean,median and mode.