Growing Up With Good Nutrition:
A Curriculum for Promoting a
Healthy Lifestyle for 4-6 Year Olds
Created by University of Georgia students enrolled in a
collaborative study abroad program from the departments of
Child and Family Development and Human Nutrition and Foods
Julia Brunks, Katharine Chess, Emily Good, Sh-Ronda Hagans,
Samantha Haring, Karen Kemper, Sarah May, Teresa Martelli,
Stephanie Parekh, Meg Petrie, Rachel Stephens, Suzanne Timmons
Under the supervision of Dr. Julia Atiles and Dr. Silvia Giraudo
Growing Up With Good Nutrition:
A Curriculum for Promoting a Healthy
Lifestyle for 4-6 Year Olds
Created by University of Georgia students enrolled in a
collaborative study abroad program from the departments of
Child and Family Development and Human Nutrition and Foods
Julia Brunks
Katharine Chess
Emily Good
Sh-Ronda Hagans
Samantha Haring
Karen Kemper
Sarah May
Teresa Martelli
Stephanie Parekh
Meg Petrie
Rachel Stephens
Suzanne Timmons
Under the supervision of Dr. Julia Atiles and Dr. Silvia Giraudo
Table of Contents
Letter to Teachers
Set of lesson plans
Lesson 1: Songs promoting a healthy lifestyle
Lesson 2: My Plate
Lesson 3: Colorful Foods
Lesson 4: Healthy Fishing
Lesson 5: A Nutritious Story
Appendix A
Resources to involve the parents:
Letter to Parents
Parent Activity
Appendix B
El Plato del Buen Comer illustration
Appendix C
“My Plate” Information for Teachers
Appendix D
Teacher Resources
Children’s books about health and nutrition
Web sites
Appendix E
Purpose of the project and grant information
Information for Teachers
Childhood obesity has become an epidemic in the United States. Educating
children about proper nutrition will help them to lead healthy lives. Teachers should
include the parents in the learning process, because they are the ones who make most
of the food choices for their children. Thus, emphasizing both at school and home,
the importance of food variety, portion control, and exercise, the students will learn
how to appropriately fuel their growing and changing bodies.
This packet contains a set of five lesson plans that may be useful for you as a
teacher, to teach nutrition to four to six year olds. It also includes an activity for
parents to increase their knowledge of childhood nutrition (see Appendix A). This
weeklong unit focuses on culturally competent nutritional counseling for Latino
children, though it is appropriate for all. The activities this week stress the
importance of having a balanced meal. The first lesson lays the foundation for the
rest of the unit by teaching songs that emphasize the need for a variety of foods and
exercise. Repeating the songs each day, will help the children learn and review these
integral concepts.
The second lesson, “My Plate” offers a visual tool for learning the proper
portions of foods. “My Plate” is a nutritional approach developed in Mexico as health
professional attempt to prevent obesity. Appendix B shows a visual of what “My
Plate” looks like and Appendix C includes important information for teachers to
review and have a solid understanding of the nutrition science behind this lesson.
The third lesson is based on the children’s understanding of the color wheel to
emphasize the importance of having a variety of colors with each meal. The purpose
of this lesson is for the children to construct a food color wheel while reviewing what
they learned in the previous lesson. The color wheel offers another way to visually
emphasize the need for a variety of foods. Make sure, though, that the students
understand that they need to include food from all the different food groups, not
just different colors.
The fourth lesson includes a fun way for kids to make their own food and eat
healthy at the same time. Finally, the last lesson allows children to participate in an
individualized literacy activity. It aims at reviewing the concepts taught through the
previous lessons.
When discussing foods and nutrition, be aware of the different social, racial,
and economic backgrounds of the students. Some students may not regularly see
beans in their diet, while other children may come from vegetarian households.
Overall, this unit should focus on maintaining a healthy lifestyle through consumption
of proper foods and exercise.
Most diseases result from a life of poor eating choices and a lack of exercise.
When healthy habits are implemented and encouraged at a young age, the chances of
a healthy lifestyle greatly increase. Without proper nutrition, many health risks
develop. Some diseases include childhood diabetes, heart disease, arthritis and
osteoporosis. An obese child is much more likely to be an obese adult. The number of
fat cells is determined in childhood, but they can still shrink or get bigger when the
person reaches adulthood.
Thank you for your interest in teaching young children about healthy and
nutritional habits. We hope this packet will be helpful to you.
Songs Promoting a Healthy Lifestyle
Statement of Purpose
To introduce children to the basic concepts of nutrition and the need for
exercise in order to enjoy better health.
Objectives
To learn what we need in order to have a healthy body.
Georgia Pre-K program content standards:
CD 2 Children will participate in music and movement activities
2 a- Uses music and movement to express thoughts feelings and energy
Develops movements that express concepts (feelings, directions, words,
and ideas).
2 b- Participates in group singing or other musical activities
2 c- Participates in creative movement and dance
Shows creativity in movement (marching, hopping, jumping, snapping,
twisting, dancing, swaying, stomping, turning).
HPD 3 Children understand healthy and safe living practices
3 b- Participates in activities related to nutrition.
Identifies healthy foods.
Georgia Department of Education Kindergarten Standards
ELAKR1 The student demonstrates knowledge of concepts of print. The student
b. Demonstrates that print has meaning and represents spoken language
in written form.
Materials
1. Songs : “I Am Growing,” and “If You Are Growing and You Know It”
(provided at the end of the lesson)
2. One copy of songs per child so that they can take it home and share with parents.
3. Chart paper, over head or Smartboard with song written out.
4. Board or chart paper, chalk or markers, where children’s contributions can
be written out.
Transition In
1. Gather the children for a large group activity.
2. Introduce the concept of good nutrition by asking the children to share
what they think “nutrition is.” Give suggestions; write down their
suggestions on the board.
3. Once everyone has had a chance to express their ideas, talk to them about
what you think good nutrition includes. Perhaps they will be able to
generate a definition that can be developed as the week progresses.
Procedure
1. Let the children know that we are going to learn a song that helps them
remember basic nutrition concepts.
(Good nutrition doesn’t just mean eating fruits and vegetables. It is about
being active and eating the right foods to help your body grow. A
nutritious person exercises everyday, only eats as much as they need, and
eats all different kinds of foods. Good nutrition can be fun! You can
exercise by jumping rope, playing tag, swimming in the pool, and healthy
foods come in all different sizes, shapes, and colors. It’s easy to find
something you like to eat and this week we’ll learn how to have fun and be
nutritious).
2. Direct their attention to the board for chart paper where the song is
written out.
3. Let them know that it is to the tune of Head Shoulders Knees and Toes.
4. Teacher sings the song through once. The students will listen to the words
while they follow along on the board (this part more appropriate for
kindergarten children).
5. Have the class sing the song together all the way through a couple of
times.
6. Let the children know they will be learning a second song.
7. Explain that this song is about exercising which is important to keep our
bodies, especially our heart, healthy and strong.
8. Let them know that this song is to the tune of If You’re Happy and You
Know It!
9. You sing the song first, while doing the motions along with the song
(including jumping up high, touching your toes, spinning around, hopping
around, and shaking it out) while they follow along on the board.
10. Sing the song and do the motions with the whole class a few times through.
11. Explain that we will be singing these two songs everyday for the next five
days so they should practice at home.
Assessment and Transition Out
Teacher may ask each child “what do we need for a healthy body?” Correct answers
would include:
Fruits
Vegetables
Dairy
Grains
Protein
Exercise
Once they provide an answer, hand out a copy of the songs to take home and ask them
to put it in the cubby or back pack. Teacher could have a check sheet with children’s
names and objectives to check off children’s participation and knowledge gained.
I Am Growing!
(to the tune of Head, Shoulders, Knees and Toes)
I am growing
Yes, I am
Yes, I am!!
I am growing
Yes, I am
Yes, I am!
I need fruits and vegetables
I am growing
Yes, I am
Yes, I am!
I am growing
Yes, I am
Yes, I am!!
I am growing
Yes, I am
Yes, I am!
I need dairy, grains, and protein
I am growing
Yes, I am
Yes, I am
If You’re Growing and You Know It!
(to the tune of If You Are Happy and You Know It!)
If you’re growing and you know it
Exercise!
If you’re growing and you know it
Exercise!
If you’re growing and you know it
Then there’s really nothing to it.
If you’re growing and you know it
Exercise!
If you’re growing and you know it
Jump up high!
If you’re growing and you know it
Jump up high!
If you’re growing and you know it
Then there’s really nothing to it
If you’re growing and you know it
Jump up high!
Repeat with….
-Touch your toes
-Spin around
-Hop around
-Shake it out
-Have children make suggestions
End with the exercise verse
My Plate
Statement of Purpose
To learn about the different food types and how to create a plate that
includes a variety of these foods.
Objective
To strengthen fine motor skills by cutting, pasting, and coloring.
Georgia Pre-K program content standards:
LD 1. Children will develop skills in listening for the purpose of comprehension.
LD 1 a. Listens to and follows spoken directions
LD 1 b. Responds to questions.
LD 1 g. Uses pictures or symbols to identify concepts.
LD 3. Children will develop an understanding of new vocabulary introduced in
conversations, activities, stories or books.
LD 3 a. Increases vocabulary through everyday communication.
LD 5. Children will begin todevelop age=-appropriate strategies that will
assist in reading
LD 5 d. Associates symbols with objects, concepts and functions.
LD 5 m. Uses pictures or symbols to identify concepts.
MD 3. Children will sort and classify objects
MD 3 a. Matches like objects
MD 3 b. Sorts objects using one characteristic
MD 3 f. Participates in creating and using real and pictorial graphs or
other simple representations of data.
SE 1. Children will develop confidence and positive self-awareness
SE 1 d. Develops personal preferences
HPD 2. Children will participate in activities that foster fine motor development.
HPD 2 c Exhibits manual coordination.
HPD 3. Children understand healthy and safe living practices
HPD 3b Participates in activities related to nutrition.
Georgia Department of Education Standards for Kindergarten:
ELAKLSV 1b Follows two-part oral directions.
ELAKLSV 1f Increases vocabulary to reflect a growing range of interest and
knowledge.
ELAKR 1a Recognizes print and pictures can inform, entertain, and persuade.
MKD1 Pose information questions, collect data, organize, and record results
using objects, pictures, and picture graphs.
MKM1 - Students will group objects according to common properties such as food group
Materials
1. One “My Plate” cut out per child on 11x14 paper
2. One stick of glue for each child.
3. One set of food cutouts for each child (One set consists of 2 pages of food
cutouts found in the appendix) and an extra for demonstration.
4. One pair of scissors for each child.
5. One box of crayons for each table.
6. White board, smart board, or chalk board and necessary writing utensil.
Prior to the Lesson
1. Teacher should study basic nutritional information related to “My plate”, as well as a
brief explanation of “My Plate” (see Appendix D).
2. Make enough copies of the food cutouts so that each child may have one full set.
3. Make one copy per child of the “My Plate” on 11x14 paper.
4. Set out glue, one set of food cutouts per child, and one pack of crayons for each table.
5. Cut out the foods on the demonstration set of food cutouts to use on the white
board or a Smartboard.
Transition to the Lesson
Once children are seated in their desks and ready for the lesson, ask the children if
they remember the songs that were taught the day before. Ask the students to
stand up beside their desk or large group area. As a group, sing the two songs.
Procedure
1. Draw a large version of the My Plate print out on the board to direct the
children on where certain foods should be placed on their My Plate (i.e.
blueberries go into the fruit section of the My Plate). Put the food cutouts on
the My Plate one by one as you discuss with the class the appropriate place for
2.
3.
4.
5.
6.
7.
8.
9.
10.
fruits, vegetables, grains, animal protein (including milk and other dairy
products), non-animal protein. Take volunteers from the class to make it
interactive!
Once the food cutouts have been placed in the appropriate locations, make
sure to emphasize the amount needed of each food group: Fruits and
Vegetables- A lot; Grains- Enough; Animal and Non Animal Protein- Few. The
teacher may find it necessary to explain “a lot,” “enough,” and “few.”
Give each child one My Plate print out and a copy of each of the food cutouts
(This includes 2 sheets per child of food cutouts).
Explain to the students that they will be making their own My Plate. The
students will choose 3 vegetables, 2 fruits, 2 grains, 2 animal protein (1 dairy
and 1 meat), and 1 non-animal protein to place on their My Plate.
Remind the students that their plate should include their favorite foods and
not the favorite foods of the teacher or fellow students. The students can
use the large version of the My Plate on the board, to verify where the
different food types belong on their own plate.
After choosing the foods that they wish to include on their individual plate,
the students will color in the food cutouts.
Once the pictures have been colored, the students will cut out the pictures.
The students will then glue their chosen foods to their individual My Plates
stencil in the appropriate food group space.
If there is time, allow the students to title their individual My Plate (ex.
Matt’s Plate) and decorate around their plate.
Instruct the children to clean up their area when they are done.
Assessment
For this particular lesson an easy way to asses and document would include a check
sheet constructed by the teacher ahead of time. On the vertical side a column with
children’s names and on the horizontal the following:
1. Listens to and follows spoken directions
2. Utilizes new vocabulary, words such as nutrition, protein.
3. Ability exhibited in cutting, pasting, and coloring.
4. Correctness sorting the foods per group.
As the children show the class the completed work he/she should check the
objectives achieved and note the children who had difficulty with the concepts to
reinforce/remediate later on.
As the activities of the week continue, the teacher should pay special attention to
the children that have demonstrated difficulty identifying foods and sorting them
into food groups.
Transition Out
The teacher may allow the students to present their plates to the class or simply to
name one or two foods that they included on their individual plates and to which group
the foods belong, e.g. “I have rice and spaghetti in the grains group.”
Suggestion
The teacher may laminate the finished products. The students can then take their
My Plate home and use it as a placemat.
Watermelon
Strawberries
Lime
Apple
Peach
Blueberries
Grapes
Cherries
Pear
Orange
Cantalope
Bananas
Eggplant
Onion
Asparagus
Carrot
Nopales
Pumpkin
Broccoli
Cauliflower
Corn
Spinach
Lettuce
Red Pepper
Peas
Cereal
Tamales
Chicken
Brown Rice
Milk
Spaghetti
Slice of Bread
Yogurt
Tortillas
Fish
Cheese
Eggs
Tofu
Sunflower
Seeds
Nut
Ice Cream
Beans
Nuts
Colorful Foods
Statement of Purpose
Learning how a colorful food plate, following a few rules, can be a sign of a healthy diet.
Objective
To strengthen fine motor skills by cutting, pasting and coloring.
Georgia Pre-K program content standards:
LD 1. Children will develop skills in listening for the purpose of comprehension.
LD 1 a. Listens to and follows spoken directions
LD 1 b. Responds to questions.
LD 1 g. Uses pictures or symbols to identify concepts.
LD 5. Children will begin to develop age-appropriate strategies that will assist
in reading.
LD 5 m. Uses pictures or symbols to identify concepts.
MD 3 Children will sort and classify objects
MD 3 a Matches like objects
MD 3 b Sorts objects using one characteristic
MD 3 f Participates in creating and using real and pictorial graphs or
other simple representations of data.
HPD 2. Children will participate in activities that foster fine motor development.
HPD 2 a. Performs fine motor tasks that require small-muscle strength and
control
HPD 2 b. Uses eye-hand coordination to perform fine motor task
HPD 2 c. Exhibits manual coordination.
HPD 3 Children understand healthy and safe living practices
HPD 3 b- Participates in activities related to nutrition
Georgia Department of Education Standards for Kindergarten:
ELAKLSV 1b Follows two-part oral directions.
ELAKR6f Uses prior knowledge, graphic features (illustrations), and graphic
organizers to understand text.
MKM1- Students will group objects according to common properties such as
color.
MKD1. Students will pose information questions, collect data, organize, and
record results using objects, pictures, and picture graphs.
SKP1b. Classify common materials according to their physical attributes
Materials
1. Chart paper, overhead, or Smartboard with songs “I Am Growing,” and “If
You Are Growing and You Know It” written out.
2. 1 paper cut out of color wheel (provide at the bottom of lesson plan) per child.
3. 1 set of crayons for each child.
4. One pair of scissors for each child.
5. Set of food cut outs (See Appendix B) per child.
6. Glue stick for each child.
Prior to the lesson
Photocopy the color wheels and food cut outs so that there are enough for each child.
Transition In
Once all children are at their desk and ready for the lesson, ask the children if they
remember the songs “I Am Growing,” and “If You Are Growing and You Know It” that
were taught the day before. Have them stand up beside their desks, “read” the
words for the songs from the chart paper, board or Smartboard, and sing the songs.
Procedure
1. Refer to the previous lesson and remind them that the songs teach us
about the importance of fruits, vegetables, dairy, proteins, grains, and
exercise for a healthy body. Also, emphasize the “My Plate” lesson, from
the previous day, which taught the children how foods are grouped into
food groups and how to maintain a healthy balance. Explain to the children
that today we are going to talk about another way of making sure we have
all of the healthy foods on our plate. Talk to the children about the
importance of having a colorful plate for every meal. On your plate, you
should always have the color white or brown. You can have both colors, but
you need to have protein at every meal. Whether they are drinking milk,
eating tofu or chicken, white is a significant color. Brown is important
because it represents foods like rice, beans, meat, or bread. Explain that
just because a plate has red and green, for example, does not mean it is
balanced. Remind the children to apply the “My Plate” lesson to today’s
activity. By placing a variety of foods on a color wheel, we will explore the
colors of common healthy foods to demonstrate a balanced meal.
2. Before you hand out the materials, go over the different foods provided
and discuss with the class the color of each food. Have the children
contribute the color(s) each food may represent. For example, apples may
be red or green.
3. Let the children know that you will be passing out color wheels and food cut
outs to every one of them. Upon receiving the materials they need to color
each section of the color wheel appropriately.
4. Tell the class to pick out 4 of their favorite foods of each color (with the
exception of blue and purple since they are limited). Instruct the kids to
cut out their chosen foods and color them their appropriate color.
5. Have the children glue each food cutout to the color wheel, so they
correspond to the correct color.
6. Instruct the children to clean up their materials once they have finished.
The children should show the teacher their completed work (so that
he/she can assess).
7. Children who finish early may look at books while waiting for classmates to
finish.
8. The children should take the color wheels home and be encouraged to
discuss their favorite foods with their parents/caregivers.
Assessment
Check children’s plates to determine whether they were able to follow directions,
group objects according to color and assess their fine motor skills. Make a note of
children who had difficulty with the objectives.
Transition Out
Teacher might ask the children to state the color and name of their favorite healthy
food as they line up or prepare for the next activity.
Watermelon
Strawberries
Lime
Apple
Peach
Blueberries
Grapes
Cherries
Pear
Orange
Cantalope
Bananas
Eggplant
Onion
Asparagus
Carrot
Nopales
Pumpkin
Broccoli
Cauliflower
Corn
Spinach
Lettuce
Red Pepper
Peas
Cereal
Tamales
Chicken
Brown Rice
Milk
Spaghetti
Slice of Bread
Yogurt
Tortillas
Fish
Cheese
Eggs
Tofu
Sunflower
Seeds
Nut
Ice Cream
Beans
Nuts
Fishing for Healthy Foods
Statement of Purpose
To introduce healthy snack alternatives while having fun.
Objective
Georgia Pre-K Program Content Standards:
LD 1. Children will develop skills in listening for the purpose of comprehension.
LD 1 a. Listens to and follows spoken directions
LD 3. Children will develop an understanding of new vocabulary introduced in
conversations, activities, stories or books.
LD 3 b Uses new vocabulary words correctly within the context of play or
other classroom experiences.
LD 3 c Connects new vocabulary with prior educational experiences
LD 4 Children will develop and expand expressive language skills (speaking)
LD 4 a Uses language for a variety of purposes.
LD 4 b Engages in conversations with adults and children.
LD 4 c Uses complete sentences of increasing length in conversation.
MD 4 Children will develop a sense of space and an understanding of basic
geometric shapes
MD 4 a Recognizes, describes and compares basic geometric shapes.
MD 4 b Uses classroom materials to create shapes.
MD 4 c Uses language to indicate where things are in space: positions,
directions, distances, order.
SE 1. Children will develop confidence and positive self-awareness
SE 1 d. Develops personal preferences
HPD 2. Children will participate in activities that foster fine motor
development.
HPD 2 c Exhibits manual coordination.
HPD 3. Children understand healthy and safe living practices
HPD 3b Participates in activities related to nutrition.
HPD 3 b- Participates in activities related to nutrition
a. Identifies healthy foods
MKN1- Students will connect numerals to the quantities they represent.
a. Count numbers of objects up to twenty.
Georgia Department of Education Standards for Kindergarten:
ELAKR5a Uses new vocabulary in oral language
ELAKLSV1a Listens and speaks appropriately with peers and adults
ELAKLSV 1b Follows two-part oral directions.
ELAKLSV 1f Increases vocabulary to reflect a growing range of interest and
knowledge.
ELAKLSV1h Uses complete sentences when speaking.
MKG1- Students will correctly name simple two-dimensional figures, and
recognize them in the environment.
a. Recognize and name the following basic two-dimensional figure: triangle.
c. Observe concrete objects in the environment and represent the objects
using basic shapes.
MKG2- Students will understand basic spatial relationships.
a. Identify when an object is beside another object, above another
object, or below another object.
b. Identify when an object is front of another object, behind another
object, inside another object or outside it.
MKM1 - Students will group objects according to common properties such as food
group.
Materials
1. Chart paper, overhead, or Smartboard with songs “I Am Growing,” and “If
You Are Growing and You Know It” written out.
2. 2 tablespoons of low fat cream cheese per child
3. Blue food coloring
4. 20 pretzel goldfish per child
5. ½ of a celery stick per child (for fishing pole)
6. 1 apple wedge per child (expect 4 wedges per apple)
7. 1 toothpick per child
8. ½ low fat single cheese slice per child
9. 1 Styrofoam plate per child
10. 1 plastic spoon per child
Prior to the Lesson
1. Empty contents of cream cheese container into a bowl and mix in a few
drops of blue food coloring until cream cheese is desired color of “water.”
2. Cut celery stalks in half to make “fishing poles” for each child.
3. Core the apples and cut each apple into four wedges. Each child should get
one wedge to be their “boat.”
4. Cut each low-fat Kraft single diagonally to make two triangle “sails.”
5) Make sure all children have clean hands.
Transition into Lesson
Once children are seated in their desks and ready for the lesson, ask the children if
they remember the songs that they have been singing. Ask the students to stand up
beside their desk. As a group, sing the two songs.
Procedure
1. The teacher will pass out a Styrofoam plate, spoon, and two scoops of
cream cheese to each student.
2. After the teacher passes out all of the materials, briefly explain to the
children that they are going to be making a healthy snack, using all the
nutrition concepts learned over the past few days. There healthy snack
will resemble an ocean scene.
3. On the Styrofoam plate, have the student spread two scoops of cream
cheese utilizing the back of the spoon. Explain to the children that the
cream cheese is dyed blue because it will be the “ocean.”
4. Once the “oceans” have been created, you will pass out a handful of
goldfish to each child. While passing out the goldfish, emphasize the
importance of calcium from the cream cheese that helps their growing
bodies. Explain that pretzel goldfish are a better alternative that still
provide a salty snack without all the fat. Have each child count out twenty
pretzel goldfish to put into their ocean.
5. Once all of the children have placed the goldfish around their oceans, tell
them we are going to be making boats to go in our ocean.
6. Pass out the material for the boats, which include one apple wedge, one
triangle of cheese, and one toothpick.
7. Talk to the children about the importance of the apple and cheese. The
apple provides natural sugar, which is a good kind of sugar for energy. The
cheese has calcium, which helps build strong bones.
8. Demonstrate to the children how to weave the toothpick through the
triangle of cheese. Which you place above the apple wedge and stick the
toothpick into the apple wedge. The boat is ready to sail!!
9. Tell the children to place the boat on the ocean and allow them to sail their
boat through the cream cheese ocean if desired.
10. Pass out ½ a stick of celery to each child, letting them know that celery is
a vegetable. Allow the children to “go fishing” with their celery sticks.
11. When the kids are finished playing allow them to eat their healthy snack.
While they are eating go over the different food groups that show up in
this snack, including fruits (apple), vegetables (celery), grains (pretzel
goldfish), and dairy (cream cheese and cheese triangles).
12. Encourage conversation such as the cheese sail is above the apple boat.
The fish are inside the ocean, etc.
13. Once all of the children have finished eating their snack, have them clean
up their area by throwing away their plates and wiping their tables. Let
them know that you will be sending home other healthy snack, like this one,
so they can eat snacks like this at home as well.
Assessment
While the children are sailing their boats ask them about what shapes they see on
their plates. Answers can include: triangles, circles (the plate), semi circle (the apple
wedge).
Also ask them to tell you where the boat is located, is it above or below the ocean. Is
the sail above or below the apple wedge?
You can also ask them why we are using pretzel goldfish instead of cheese goldfish.
And what calcium does for the body.
See if they can name the types of foods we used in this particular snack: fruits,
vegetables, grains, and dairy.
Make a note of children who have difficulty with these concepts to follow up in the
future.
Transition Out
While cleaning up the children can sing “I am growing”, so they can think about all the
food groups they have just used in their healthy snack!
A Nutritious Story
Statement of Purpose
To provide an overview of healthy eating and nutrition while using an interactive story.
Objective
To learn what we need in order to have a healthy body.
Georgia Pre-K program content standards:
LD 1. Children will develop skills in listening for the purpose of comprehension
LD 1 d. Listens to stories read aloud and shows understanding through body
language or by interacting appropriately.
LD 1 e. Tell whether the story is real or make belief.
LD 1 h. Becomes increasingly familiar with the structure of stories
(characters, events, plot, and resolution of story).
LD 4. Children will develop and expand expressive language skills (speaking).
LD 4 a Uses language for a variety of purposes.
LD 5. Children will begin to develop age-appropriate strategies that will assist
in reading
LD 5 a Demonstrate an interest in books or stories
LD 5 b Discusses books or stories read aloud.
LD 5 d Associates symbols with objects, concepts, and functions.
LD 5 e Recognizes that print represents spoken words
LD 5 m Uses pictures or symbols to identify concepts.
HPD 2 Children will participate in activities that foster fine motor
development.
HPD 2 a Performs fine motor task that require small-muscle strength and
control.
HPD 2 b Uses eye-hand coordination to perform fine motor tasks
HPD 2 c Exhibits manual coordination
HPD 3 Children demonstrate healthy and safe living practices
HPD 3 b- Participates in activities related to nutrition
Georgia Department of Education Standards for Kindergarten:
ELAKR1a Recognizes print and pictures can inform, entertain, and persuade.
ELAKR1b
Demonstrate that print has meaning and represents spoken
language in written form.
ELAKR5a Listens to a variety of texts and uses new vocabulary in oral
language.
ELAKR6a Listens to and read a variety of literacy and informational texts
to gain knowledge and for pleasure.
ELAKR6c Asks and answers questions about essential narrative elements
ELAKR6d Begins to tell fact from fiction in a read aloud text.
ELAKR6f Uses prior knowledge, graphic features (illustrations), and graphic
organizers to understand text.
Materials
1. Chart paper, overhead, or Smartboard with songs “I Am Growing,” and “If
You Are Growing and You Know It” written out.
2. A set of characters already cut out for each child. If teacher prefers
that the children cut it out scissors will be needed for each student.
3. A Healthy Plate booklet per child
4. Glue stick per student
5. 1 pencil per student
6. A dry erase marker, or pen for the Smartbard.
Prior to the Lesson
1. Photocopy a Healthy Plate booklet and a set of characters for each child
and yourself. Have one for yourself so that you can read aloud with the
children from your own copy.
2. Stable the booklets together
3. Cut out the characters so that each child has a complete set (optional).
Transition into Activity
Have all the children sit at their desk. Remind the class they have been learning all
about nutrition and keeping their bodies healthy over the past week. Ask the class if
they can tell you something they have learned this week. Write down the students
answers on the board. Let them know that you have a story for them to read
together out loud that incorporates everything we have been learning this week.
Procedure
1. Set out glue, scissors and a pencil. Then pass out the nutritious character
cut-outs and booklets.
2. Have the children separate their characters and place them into stacks so
that the same character is one stack etc. Each child should have eight
stacks of characters.
3. Tell the children that we are going to be reading a book together. Teacher
will be reading along while the children follow along in their own booklet.
The story will cover the different groups of foods that we have been
learning about this week.
4. Start from the beginning of the story, when there is a space for a
character to be glued stop and give the children time to glue the piece into
their book. There are also blanks throughout the story where the children
have to fill in their name. Give them time to do this while you are reading
the story aloud.
5. Once you have read the story through once, and all of the pieces are glued
in and their names filled in the appropriate places, you can read the story
again once more.
6. Allow children who want to read aloud with you to do so, each saying their
individual name when you get to the part of the story that talks about
whose plate they are going to visit.
7. Ask the children some questions about the story so that they may share
their understanding.
8. When you have read the story through twice have the children pick up
their materials and put them back where they belong.
9. Allow time for the book to dry, and let the children take them home to
show their parents.
Assessment
The teacher should be observant of the children while reading to determine whether
they are following along and demonstrating early reading skills. Discuss the story
with the children, asking questions such as, “is this story real or pretend?” Ask the
kids if they can name the different types of foods from the story, and they can give
an example of what some of the foods do for their growing bodies.
Ex - The orange helps with their smiling teeth
An apple a day keeps the doctor away
Chicken is a good source of protein
Transition Out
Once the children have finished putting the material away and their books in their
bags to take home, have everyone come back to their desk to sing the songs “I’m
Growing” and “If You Are Growing and You Know It”. Sing each song through once,
including the motions that go along with them.
Nutrition Characters Sheet
One morning, Aaron the Apple
fell
out of his tree. Looking in the mirror and smiling to
_________________’s
himself he said, “An apple a day keeps the doctor
away.” He knew today was going to be a great day
Healthy Plate!
because he was headed to ______________ `s Plate.
Everyone knew that ______________ `s Plate was a
place that healthy food friends go to everyday. On his
way, Aaron the Apple ran into Otis the
Orange
who was playing outside in
the grass. Everyone knew Otis the Orange was good
Along the walk, they bumped into Brittany the
for ______________ `s teeth and skin. When he saw
Otis the Orange, Aaron the Apple asked, “What are
Broccoli
who was crying.
you doing?” Otis the Orange said, “I´m just playing
outside because being active is good for me and my
body! I want to grow BIG and STRONG!”
“Big and strong?”
She was very sad. Otis the Orange
Aaron the
asked what was wrong. Brittany the Broccoli said “I
Apple asks. “Well, come with me to
want to be DARK green, but I can´t figure out how to.
_____________’s Plate!” Otis the Orange decides to
I tried everything! I colored and even painted myself,
follow Aaron the Apple.
but nothing works!” Green is not only a great color,
but Brittany the Broccoli’s green helps keep
very upset. The group didn’t hang around Carl too
______________ `s body from catching a cold!
often because he was too focused on himself and his
appearance. But he was of some good; he is good for
Aaron the Apple tried to cheer her up
______________ `s eyes. The group decided to stop
anyway to see what was wrong.
by saying, “Come with us to ___________’s Plate.
I’m sure you can get darker there.” Brittany the
Carl the Carrot said, “I’m mad because I am
very dirty and I would like to be clean!”
Broccoli joins the hopeful group.
As they were walking by the carrot patch, they
spotted Carl the
Carrot. He was
Brittany the Broccoli
told him to join them on their walk to _________’s
Plate because it might help him get clean again.
Carl the Carrot angrily followed along while wiping
the dirt off of himself.
Walking along the street, the group looked into
Carl the Carrot
said, “We all are
the bakery window and saw their friend, Brian the
Bread
shivering. Not only was he
having problems too, so we are headed to
____________’s Plate to cheer up.” Shivering, Brian
whole wheat, but he was ______________ `s main
source of energy.
“What’s wrong?,” Aaron the Apple and Otis the
the Bread followed his friends closely.
In the pond, along the way to _____________’s
plate, Chelsea the Chicken
Orange asked.
Brian the Bread replied, “I am freezing cold and
would like to warm up.”
was sitting on a rock fanning
herself. Chelsea the Chicken was one of the best
sources of protein for ______________. The group
said, “
Chelsea the Chicken
shouted over to her, “Nice day we’re having!”
Chelsea the Chicken replied, “Hot, if you ask
me! If only I could get rid of this skin! My oil is
Okay, I will join you, but do not walk too fast because
I’m HOT!”
dripping everywhere!”
So they continued on their way and were almost
there. UH-OH! They came across Ian the Ice Cream
Brian the Bread
said “I
Cone
would trade places with you any day. But if you
come with us to __________’s Plate, I’m sure you can
get cooler there.”
and
So, sadly Ian the Ice Cream Cone
Carmela the Cookie
walked away and Carmela the
arguing over who gets to go to _____________’s
Plate.
Brian the Bread
told them
Cookie happily joined the group.
Finally, everyone saw ____________’s Plate
both to stop arguing, “ ___________ likes you both.
and ran to it. Everyone finally got what they wanted.
However, Ian the Ice Cream Cone you are too big and
Brittany the Broccoli became a pretty green color,
it would be better if __________’s plate had
Carl the Carrot became clean again, Brian the Bread
something a little smaller like Carmela the Cookie.”
was no longer cold and Chelsea the Chicken lost her
skin and was cooler. Everyone was happy and
cheering…all but Aaron the Apple. He was
wondering…
“Where is _____________???” Here he/she is!
Appendix A
Letter to Parents
To __________ ‘s caregiver,
Because of the rising obesity epidemic and its associated health problems,
this week we are studying nutrition in the classroom.
Our goal is to learn about the importance of food variety, portion control,
and healthy choices so that the next generation will be well-equipped to lead
healthy lives. Each day will involve a song or a craft to teach the children about the
importance of food to their growing and changing bodies.
As always, we hope that learning extends beyond the classroom and into the
home. Please discuss with your child about what they are learning at school and
work with him or her to apply this knowledge into what they eat. Attached is a list
of possible lunchbox alternatives and fun recipes to try with your child.
Thank you for your cooperation. I look forward to working with you
throughout this nutrition unit.
Sincerely
Healthy Meals Kids Love
Pizza
Use a whole grain pita as crust, add spaghetti sauce, top with low fat
mozzarella cheese and add fresh tomatoes or other vegetables, and let your
kid enjoy their own personal pizza.
Mac and Cheese
Use whole grain noodles, low fat Velveeta cheese, and add tuna and green peas
for sources of lean protein and vegetables.
Tacos
Using ground turkey instead of beef, add to whole grain tortillas or shells, top
with low fat cheese and low fat sour cream, and add lettuce and tomatoes.
For additional healthy alternatives check out this helpful website:
www.revolutionhealth.com/healthy-living/food-nutrition/recipecentral/foods-kids/tips-parents-kids-quick-lunch
Healthy Snacks Kids Love!
Cracker sandwiches (such as cheese, peanut butter, ham, etc)
Box of raisins
Substitute pretzels for chips
Substitute wheat bread for white bread
Trail mix (raisins, nuts, chex mix, m&ms)
Carrots or celery with reduced fat dressing
Sugar free pudding
Yogurt with fruit
Parent Activity
Statement of Purpose
Race awareness among parents of the number of calories, variety of foods and need
for exercise for young children so that they may learn healthy life long habits.
Materials
1. Brown bags - enough for each set of caregivers
2. Cutout pictures of typical/popular snack and lunch foods such as Capri Suns
and other juice boxes, small Dorito bags or other chips, chocolate chip
cookies, Oreos, doughnuts, Lunchables, Spaghettios, corn dogs, pizza, etc.
See foods listed in nutrition information hand out.
3. Cutout pictures of healthier snack and lunch foods such as fresh fruit,
cheese sticks, wheat crackers, yogurt, Juicy Juice, carrot and celery
sticks, ham sandwiches in whole wheat bread, peanuts, etc. See foods
listed in nutrition information hand out.
4. Enough copies of the “Nutrition information handout” for each caregiver.
5. Enough copies of the “Nutrition information worksheet” for each caregiver.
6. Pencil for each caregiver
Procedure
1. Distribute the lunch bags and food cutouts (healthier and popular).
Instruct caregivers to pack a lunch for their child.
2. Distribute the “Nutrition information handout” and the “Nutrition
information worksheet” and pencils. Ask the participants to complete the
nutrition information worksheet accounting for the food items they
selected to pack (provide an example if necessary).
3. Share with parents the following information:
Your child needs to eat 1400 calories a day for healthy growth and development.
It is recommended that approximately 600 calories come from lunch.
4. Ask parents to repack a lunch that:
 Does not exceed 600 calories.
 Majority of calories come from carbohydrates (includes sugars) (55-60%)
 Some calories come from protein (10-20%)
 Some calories come from fat (20-30%).
5. Complete a chart with this new information.
6. Discuss with caregivers what they learned through this activity. Make
sure to highlight that by reading the nutrition labels of most foods they
can make healthier choices for and with their children.
Nutrition Information Handout
Majority of calories come from carbohydrates (55-60%)
Some calories come from protein (10-20%)
Some calories come from fat (20-30%)
Food
Calories
Grams of fat
Grams of sugar
Pretzels
110
0
0
White bread (slice)
67
1
13
Wheat bread (slice)
65
1
12
Raisins
130
0
29
Kraft Cheese slice
70
5
1
Nature Valley Oat
and honey granola bar
100
3
7
Yogurt 4 oz Yopliat
120
2
18
Banana
110
0
21
Large apple
110
36
22
Avocado
322
29.5
1.33
Mayo
160
17.5
0
0
0
0
430
23
5
Kool Aid
70
0
18
Gatorade 12 oz bottle
310
0
42
Minute Maid Lemonade
110
0
30
Juicy Juice
120
0
27
Capri Sun
110
0
26
Milk
136
7.5
10
Coke 12 oz. can
Jello cup
140
10
0
0
39
0
Pudding
110
1.5
19
Juicy Juice
120
0
27
Mustard
Cheese sticks
Food
Calories
Grams of fat
Grams of sugar
50
1
7
Cookies Chips Ahoy
200
9
27
Hershey Bar
230
13
22
Peanut Butter
190
16
2
Turkey Oscar Meyer
50
1
0
Ham Oscar Meyer
60
2
1
Tuna
60
.5
0
Hamburger(no bun)
240
16.7
0
Bologna
170
15.5
Salami Oscar Meyer
100
8
0
Hotdog on bun
377
16
44
French Fries
450
22
57
Spaghetti Os
180
1
13
Chef Boy R Dee
230
5
5
Lays potato chips
152
10
15
Baked Lays
130
1.5
2
BBQ Chips
270
17
27
Doritos
140
7
1
100 calories snack
packs Chips Ahoy!
100
3
7
Lunchables (Pizza)
460
10
4-6
Rice Crispy Treat
90
2.5
8
Gold Fish
140
5
0
Cheetos
160
10
1
Popcorn
30
2
0
Slice of cake
405
16
60
Donut
210
9
12
Fruit Roll Up
Food
Calories
Grams of fat
Grams of sugar
Pizza Slice (cheese)
270
13
6
Chicken Fingers (4)
400
28
0
Macaroni and cheese
380
16
8
Ice cream
130
7
14
Blueberry Muffin
359
5
0
Brownie
380
21.5
52
80
6
0
12.19
0.05
0
1
.006
0
Orange
70
0
14
Ritz crackers
(5 crackers)
80
4
1
Motts Apple Sauce
90
0
23
Fruit Loop cereal
(1 cup)
120
1
28
String Cheese
Carrots
Celery (one stick)
Nutrition Information Worksheet
Food
Calories
Grams of fat
Grams of sugar
Food
Calories
Grams of fat
Grams of sugar
Total
Total
Appendix B
El Plato del Buen Comer
(The Healthy Eating Plate)
Vegetables and Fruits
(A Lot)
(Few)
Legumes and
Animal Proteins
(animal and nonanimal proteins)
Cereals
(Enough)
Combine
(cereals and non-animal proteins)
Appendix C
1. Why My Plate instead of the Food Guide Pyramid?
The idea of My Plate is based on El Plato del Buen Comer, a nutrition
education campaign recently launched in Mexico. It was chosen for this
unit because the image of a plate is more easily understood by young
children than the idea of daily servings (as presented by the traditional
Food Guide Pyramid). Using My Plate, children can visualize a healthy meal
and hopefully recall what they learned in class when they are sitting down
to future meals.
2. Why is it important for children to cover all the food groups?
To have a balanced diet, it is essential to eat food from all food groups in
order to have all the necessary vitamins, minerals, and other nutrients. To
have balance in their diet is even more important for children as they are
growing, and the food choices they make now will affect them in the
future. For example, children who do not get enough Vitamin D (through
dairy products and other sources) are at a much higher risk for developing
osteoporosis later in life.
3. Why is the My Plate stencil divided the way it is?
As is the case with the Food Guide Pyramid, the necessary portions of
different types of food reflect how much of those particular foods your
body needs to maintain health.
4. Why divide protein into animal and non-animal sources?
The division of proteins into animal and non-animal categories is a very
important concept in good nutrition since many animal proteins also come
loaded with saturated fats and should not be used as the sole source of
protein in a healthy diet. Separating beans and legumes from animal
proteins helps make this diagram applicable to the Latino population, as
beans are a very large part of the Latino diet. Vegetarian students would
also appreciate this distinction as it illustrates that there are other
sources of protein besides meat.
5. What is tofu?
Tofu is an alternative protein made from soy. It is eaten by many
vegetarians instead of meat. It is made by curdling soy milk with a
coagulant to create a cheese-like solid. It often has no flavor on its own,
but will assume the flavor of what it is cooked in
(http://www.soya.be/what-is-tofu.php ).
Appendix D
Teacher Resources
Growing, Growing Strong – Connie Jo Smith, Charlotte Hendricks, Becky Bennett
Healthy Me – Michelle O´Brien-Palmer
Preschool Fun For Kids – Clearvue
Reducing the Risk- A Child Care Provider Educational Training Package – Early
Childhood Directors Associations, Red Leaf Press
The Outside Play and Learning Book – Karen Miller
Tooth Wisdom- Your Teeth and How to Take Care of Them – Clearvue
Using Children´s Literature to Learn About Disabilities and Illness – Blaska
Welcoming All Children- Creating Inclusive Child Care – Freeman, HutterPishhahi,Traub
Suggested Healthy Living Children’s Books for the Classroom
From: Bright From the Start
Berenstain Bears and Too Much Junk Food – Berenstain & Berenstain
Don´t You Feel Well, Sam? – Amy Hest
Eat Healthy Feel Great – William Sears
Eating Right – Helen Frost
Eating the Alphabet- Fruits and Vegetables from A to Z – Lois Ehlert
Eyes, Nose, Fingers, and Toes – Judy Hindley
Froggy Goes to the Doctor – Jonathan London, Frank Remkiewicz
From Head to Toe – Eric Carle
Green Eggs and Ham – Dr. Seuss
Growing Like Me – Anne Rockwell
Here Are My Hands – Bill Martin, Jr., John Archambault
How Do Dinosaurs Get Well Soon? – Jane Yolen
I Eat Fruit – Hannah Tofts
I Eat Vegetables – Hannah Tofts
I Went Walking – Sue Williams
Mouse Mess – Linnea Riley
My Five Senses – Aliki
My Trip to the Hospital – Mercer Mayer
Play It Safe – Mercer Mayer
Safety on the Playground – Lucia Raatma
Safety on Your Bicycle – Lucia Raatma
Susan Laughs – Jeanne Willis
The Biggest Pumpkin Ever – Steven Kroll
The Foot Book – Dr. Seuss
The Fruit Group – Helen Frost
The Grain Group – Helen Frost
The Meat and Protein Group – Helen Frost
The Sick Day – Patricia MacLachlan & Jane Dyer
The Vegetable Soup – Helen Frost
Those Mean Nasty Dirty Downright Disgusting But Invisible Germs – Judith
Anne Rice
Two Eyes, A Nose and A Mouth – Roberta Grobel Intrater
What to Expect When You Go to the Dentist – Heidi Murkoffi & Lauren Rader
When I Grow Up – Mercer Mayer
Helpful Websites for Further Reference
From: Bright From the Start
www.kraftfoods.com
This website has a variety of simple recipes to try with children.
www.foodnetwork.com
Food Network has put together an easy to use website incorporating recipes
from some of the world’s bet-known cooks. Keeping things simple, they
have included a rating system to clarify the difficulty of the recipe making
it easy for home cooks to find success.
www.kidhealth.org
In addition to easy recipes that include nutrition information, this website also
includes tips on other aspects of a growing child’s health.
www.healthykids.nsw.gov.au
Healthy Kids provides a wealth of knowledge in regard to different age groups,
advice on how to eat away from the home, and simple recipes kids will love.
www.easy-kid-recipes.com
Creating by a mom, this website offers east recipes kids can help prepare, and
separates the recipes into helpful categories like “lunch recipes.”
Appendix E
Preventing Early Obesity through Education:
A Program for Latino Children
Proposal for Scholarship of Engagement GrantsIn Georgia and Mexico
INDIVIDUALS MAKING THE REQUEST:
Dr Silvia Giraudo, Associate Professor
Dept. of Food and Nutrition
Family and Consumer Sciences
Dr. Julia Reguero de Atiles, Senior Academic Professional
Joint appointment in the Dept. of Child and Family Development
Family and Consumer Sciences, and
Elementary and Social Studies Education
College of Education
RATIONALE
Obesity is a chronic condition that currently affects 15.3% of US children (ages 611). The condition has many health and social consequences that often continue into
adulthood. In the last two decades, the rates for overweight children have increased from
5-7% to more than 15%. Latinos and their children have been particularly affected by the
growing prevalence of overweight and obesity. Latino preschool children are more likely
to be overweight (11%) than their non-Hispanic Black (8%) and White (10%) counterparts.
As the largest racial and ethnic minority population in the United States, Latinos are also
the youngest; over 34% of the Latino population was under the age of 18 in 2004 (NCLR,
National Council of la Raza, 2006). Thus, as Latino children are a major segment of the
Latino population and make up a significant portion of obese or overweight children in the
U.S., prevention of childhood obesity should be a major focus for the community and the
nation.
Obesity has greater effect on people with limited resources, racial-ethnic minorities
and the poor, such as the recent immigrant Latino population. Hispanics/Latinos are the
nation’s largest and fastest growing ethnic group as the result of ongoing immigration, and
natural increases in birth rate of Hispanic/Latino citizens (NCLR, 2006). One in five US
residents will be of Hispanic/Latino origin by 2025. The rates of obesity among Latino
children and youth are alarmingly high and are increasing faster than average. The
children and youth who are at the highest risk for obesity often experience other social,
economic and health disparities and do not live in environments that inherently support
health-promoting behaviors. The health risks that result from overweight and obesity can
significantly contribute to rising costs in health care. Children are at higher risk of a variety
of adverse health effects associated with being overweight and obese, including asthma,
type 2 diabetes, and stress on bones and cartilage resulting in poor development of each
one. There are also psychosocial consequences, including low self-esteem. Children and
adolescent weight is often predictive of adult weight; it is thus important to begin
addressing overweight and obesity issues at an early age.
Several recommendations in the Health in the Balance report (IOM, 2005)
emphasized the need for government and community collaboration to develop and
promote programs and policies that collectively encourage healthy eating patterns and
physical activity behaviors, particularly for populations at the highest risk for overweight
and obesity. It is important to teach these healthy eating behaviors and exercise models
early in a child’s life since what we experience as children often contributes significantly to
our habits as adults.
SPECIFIC AIMS:
1. The purpose of this service-learning project is to provide Latino children in the
Athens area with culturally competent nutritional counseling. In order to achieve
this goal, UGA students would visit Mexico to study nutrition and the Latino culture.
2. They will develop, in partnership with the Department of Nutrition from the Hospital
Civil “Dr. Luis F. Nachon” in Xalapa, Mexico, and with the supervision of Dr.
Giraudo, Dr. Atiles (certified teacher), and an additional Early Childhood teacher
the components of a teaching unit that can be use to teach young children.
3. The educational materials will be developed in Xalapa, Mexico and later
implemented by the study abroad participants at a local Latino community, such as
Pinewood Estates in Athens.
4. The educational materials developed will also be offered to the Child Development
specialist in the Cooperative Extension Service, pre-service teachers, and teachers
of young children in the Clarke Co. area.
PROJECT OBJEECTIVES:
Prior to Study Abroad/Service-learning program in Summer 2008, a Mexican
pediatric dietitian from the Department of Nutrition of the Hospital Civil “Dr. Luis F.
Nachon” in Xalapa will travel to Athens, Georgia to assess, without language or cultural
barriers, the concerns and specific nutritional counseling needs expressed by the Latino
community. The information obtained from the assessment will be utilized to address the
concerns and needs of the community in the development of the educational materials.
The Study Abroad/Service-learning students will learn about the challenges Latinos face
accessing quality, affordable, and healthy foods. How these challenges in conjunction
with limited opportunity to be physically active, contribute to the growing epidemic of
obesity and increase the health risks that are associated with being overweight.
The knowledge or awareness that the students will gain throughout the study abroad
course in Xalapa will be used to develop educational materials for young children.
Materials will be made accessible in English and in Spanish. Once back in Athens,
students will experience the opportunity to utilize the materials by conducting a series of
educational sessions for children at Pinewood Estates, local Latino community. Following
up the educational sessions, the Latino children will be assess to determine whether the
educational objectives are met. It is expected that behavioral changes in the children’s
diet or food choices will result from our educational intervention program.
The impact of the educational program will be significant because can reach out of
Pinewood Estates to other Latino communities through sharing the educational material
developed by the UGA students with Child Development specialist in the Cooperative
Extension Service, pre-service teachers, and teachers of young children in the Clarke Co.
area.
THE MEXICO EXPERIENCE:
The University of Veracruz in Xalapa-Mexico (capital city of the state of Veracruz)
will collaborate with UGA faculty to provide the instructional, computer technology and
school-based components of the program. The course is listed in the Department of
Foods and Nutrition at The University of Georgia for 4 academic credits semester hours.
General Course Description: The course is designed to provide students with on-site
educational and cultural experiences in Mexico and the setting to develop the servicelearning component. One of the most important objectives of the course is to increase
students’ general cultural awareness. The students will live with a local family, an
experience that is often the most rewarding part of the course, and share with them their
culture through daily experiences.
Students will meet at The University of Georgia campus to begin with orientation
and discussion of the main mission of the course, the development of the educational
materials to meet the nutritional counseling needs of the community that they will serve
once back in Athens. Students will then spend approximately 4 weeks in Xalapa, Mexico
and surrounding areas studying Spanish and learning about Mexican culture, foods
culture and health issues.
Students will attend nutrition classes, hand-on rotation at the hospital civil and
pediatric practices clinics, Spanish classes, and will develop the educational
materials.
A typical day in Xalapa will include hospital rotation in the morning, afterwards
Spanish/Mexican Cultural classes at the Escuela para Estudiantes Extranjeros (the
School for Foreign Students) at the University of Veracruz, la comida (the afternoon meal)
with their host families, and a 2 h classroom work to develop the educational material that
can be used to teach young children under the supervision of Dr. Giraudo, Dr. Atiles
(certified teacher), and a graduate teaching assistant. In addition students may explore
the rich cultural heritage of the area with host families and will travel on weekend field
trips to archaeological sites.
Upon their return to Athens, they will deliver and implement the educational
material and nutrition counseling sessions prepared in Mexico. Sessions will be delivered
simultaneously in two part, children sessions, were the coloring books and teaching
games developed will be use and the parents sessions were bilingual education materials
and lectures will address prevention of early obesity by encouraging a healthy
consumption of foods popular among the local Mexican community and appropriate
exercise.
SUMMARY OF ANTICIPATED OUTCOMES:
1. Assessment of the nutritional counseling needs of the local Latino community
conducted by a Mexican nutrition expert.
(Strengthen the partnership existing with the Department of Nutrition personal
from the Hospital Civil “Dr. Luis F. Nachon” in Xalapa, Mexico and the College
of Family and Consumer Science at The University of Georgia).
2. Students will visit Xalapa and learn about the Mexican culture and diet by living
with a Mexican host family.
(Better preparing them to compete in a global society).
3. Students will develop educational materials for young children that reflect
cultural sensitivity in the topic of nutrition education.
(Participants will gain practical experience through their service-learning project
and help empower the Latino community in Georgia).
4. Students will have the opportunity to learn through service learning by
implementing an educational program for young Latino children in the Athens
community.
5. Materials will be made available in English and Spanish to other local teachers,
prospective teachers and Cooperative Extension personal.
(Extending the reach of the project and making it accessible to the greater
Georgia Latino Community with the strong likelihood that this project can be
sustained over time by internal or external funds. For example, early childhood
educators and pre-service teacher can use the materials as part their teaching
curriculum. Cooperative extension can publish them on their website and make
them available to County agents throughout the State of Georgia).