Food_pyramid.jpg
 By: Sarah H. & Laura C.5th Grade




Introduction:Eating healthy is important for you to live a long, happy life. Eating healthy makes your muscles bigger and your heart stronger. What's your favorite food? Is it good for you? What food group does it belong in? If you aren't sure, then that's okay because this assignment will teach you the answers to those questions as we learn about the food pyramid! Now lets make our class the healthiest it can be!

Tasks:- You will first watch a video on YouTube about the food pyramid. Once completed, you will blog about one thing you learned from the video, as well as one thing you found interesting about the food pyramid.
- Next, you will play a game about the food pyramid. The objective of the game is to get 0 mistakes. Therefore, you will play the game as many times as necessary until you have not gotten any wrong. You will then answer the three questions below in a Microsoft Word Document.
- In groups of 4-5, you will be creating your own healthy meal based on the food pyramid. You will present this meal by creating a YouTube video with your group of the selected food items, and explain why your items make for a healthy meal! This video can be as a creative as you'd like it to be. Each group member will be assigned a specific role in the production of the video, these roles include: Director, Writer, Props Manager and Researcher. All members will present this video to the class!


Process:Task #1:
Step 1: Using the YouTube video provided, watch the video on the food pyramid.
Step 2: As you watch the video, make note of important and interesting information presented.
Step 3: Blog about the video. Specifically, list one thing you learned from the video, and one thing you found interesting about the food pyramid. Feel free to add other additional comments.
Task #2:
Step 1: Using the website provided, play the Food Pyramid Game.
Step 2: Play the game until 0 mistakes are achieved.
Step 3: In a Microsoft Word document, answering the following questions in COMPLETE sentence:1. How many tries did it take for you to have 0 mistakes?2. Which (if any) food group(s) did you have the most trouble with?3. Which food group(s) did you have the least trouble with?
Task #3:
Step 1: Break up into groups of 4-5 and assign who will take on what role in the production of the video.
Step 2: Using the food pyramid, decide (as a group) on a healthy meal that you would enjoy.
Step 3: Once the meal has been chosen, each group member must work on their job within the group.
Director: Decide how you would like the video to look (Setting, Cast, How it will be shot, etc.)
Writer: Develop a script for the video. Talk with the Researcher on what information has been found
and should be included in the video.
Props Manager: Using the website provided, find pictures of the food items selected by you and your
Researcher: Using the website provided, research information about the food items selected. Talk

with the Writer about the information so it may be included in the script.
Step 4: Create YouTube video.
Step 5: Upload video to YouTube and present it to the class.




Resources:YouTube Video to watch and learn facts about the Food Pyramid:
Access to the Food Pyramid GameWebsite for Food PyramidResearch information for the food/recipesExtra Food Pyramid sheet to put on your refrigerator at home!

Assessment:
YouTube Video Blog:
CATEGORY
15
10
5
0
Grammar
There are 0 grammar errors in his/her response.
There are 1-2 grammar errors in his/her response.
There are 3-4 grammar errors in his/her response.
There are 5 or more grammar errors in his/her response.
Spelling
There are 0 spelling errors in his/her response.
There are 1-2 spelling errors in his/her response.
There are 3-4 spelling errors in his/her response.
There are 5 or more spelling errors in his/her response.
Follows Directions
The student responded to both questions specified.

The student answered only one question specified.
The student did not follow directions.
Content
The student has an exceptional understanding of the video and its themes.
The student has a good understanding of the video and its themes.
The student appears to have slightly understood the video and its themes.
The student does not appear to have understood the video and its themes.
Food Pyramid Game Response:


CATEGORY
15
10
5
0
Grammar
There are 0 grammar errors in his/her responses.
There are 1-2 grammar errors in his/her responses.
There are 3-4 grammar errors in his/her responses.
There are 5 or more grammar errors in his/her responses.
Spelling
There are 0 spelling errors in his/her responses.
There are 1-2 spelling errors in his/her responses.
There are 3-4 spelling errors in his/her responses.
There are 5 or more spelling errors in his/her responses.
Follows Directions
The student responded to all three questions asked.
The student responded to two of the questions asked
The student responded to only one question asked.
The student did not follow directions.
Content
The student made an exceptional effort to answer all questions correctly and in complete sentences
The student made a good effort to answer all questions correctly and in complete sentences.
The student made little effort to answer all questions correctly and in complete sentences
The student made no effort to answer all questions correctly and in complete sentences.

Group Video:
CATEGORY
15
10
5
0
Appropriate Use of the Computer
The Student ALWAYS pays attention, and ALWAYS followed the teacher’s directions.
The student pays attention MOST of the time, and MOSTLY followed the teacher’s directions.
The student pays attention SOME of the time, and SOMETIMES followed the teacher’s directions.
The student NEVER pays attention, and NEVER followed the teacher’s directions.
Effort
The student is ALWAYS working hard and doing their best.
The student is working MOST of the time, and trying hard.
The student is working SOME of the time, but very little work is done.
The student is NEVER doing work or trying to complete their assignment.
Teamwork
The student is ALWAYS working well with their classmates.
The student is MOST of the time working well with their classmates.
The student is working SOME of their time well with their classmates.
The student is NEVER working well with their classmates.
Comprehension
The student can accurately understand ALL facts/information that was learned about food.
The student can accurately describe MOST of the facts/information that was learned about food.
The student can accurately describe a SOME of the facts/information about what was learned about food.
The student is unable to describe ANY of the facts/information that was learned about food.
Video Achievement
The student provides ALL of the food images within the video and explains ALL of the food provided.
The student provides MOST of the food images within the video and explains MOST of the food provided.
The student provides SOME of the food images within the video and explains SOME of the food provided.
The student provides NO food images within the video and explains NONE of the food provided.



Illinois Learning Standards:State Goal 22: Understand principles of health promotion and the prevention and treatment of illness and injury. Goal: A. Explain the basic principles of health promotion, illness prevention and safety. Benchmark: 22.A.2b Demonstrate strategies for the prevention and reduction of communicable and non-communicable disease (e.g., practicing cleanliness, making healthy food choices, understanding the importance of immunizations and regular health screenings).

NETS-S:1. Creativity and Innovation:a. apply existing knowledge to generate new ideas, products, or processes.b. create original works in means of personal or group expression.2. Communication and Collaboration:a. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.d. contribute to project teams to produce original works or solve problems.3. Research and Information Fluency:b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c. evaluate and select information sources and digital tools based on the apporpiateness to specific tasks.d. process data and report results.4. Critical Thinking, Problem Solving, and Decision Making:a. identify and define authentic problems and significant questions for investigation.b. plan and manage activities to develop a solution or complete a project.c. collect and analyze data to identify solutions and/or make informed decisions.5. Digital Citizenship:c. demostrate personal responsibility for lifelong learning.d. exhibit leadership for digital citizenship.6. Technology Operations and Concepts:a. understand and use technology systems.b. select and use applications effectively and productively.d. transfer current knowledge to learning of new technologies.

Conclusion:Now that we have learned about the food pyramid and healthy eating, each of us should be able to select healthier meals. By doing this, we are making an effort to live a long, happy and healthy life!

food-pyramid-medium.jpg




Citations:
Chapgar, J. (2010). Sheppard Software. Retrieved September 30, 2010 from Nutrition 4 Kids: [[http://www.sheppardsoftware.com/​nutritionforkids/​games/​foodgroupsgame.html]].

Hill, T. (2010). Fab Food Pix. Retrieved October 01, 2010 from Food Photo Library and Studio: [[http://www.fabfoodpix.com/​single/​default.asp]].

MyPyramid.gov. (2005). Retrieved October 01, 2010 from U.S. Department of Agriculture, My Pyramid for Kids: http://teamnutrition.usda.gov/​resources/​mpk_poster2.pdf.

National Network for Child Care. (2006). Retrieved October 02, 2010 from Iowa State University, Recipes For Kids: [[http://www.nncc.org/​nutrition/​recipe.kid.html]].

YouTube. (2006). Retrieved October 02, 2010 from The Food Pyramid: http://www.youtube.com/​watch?v=7qhsz2gq0d8