common breakfast foodsbridges-sifeproject.com/course_materials/05_sci/...a project of the graduate...

A project of the Graduate Center, CUNY

UNIT 1: LESSON 01 Common Breakfast Food Glossary

Common Breakfast Foods

Fruit

Yogurt

Pancakes

Waffles

Bagel

Cereal

Smoothie

Rice

Beans

Bacon

Coffee

Bread

Eggs

Juice

Banana

Oatmeal

Sausage

Meat

Tea

Granola Bar

Poptart

Breakfast sandwich

Potatoes

Fruit salad

Omlette

Exit Ticket UNIT 1: LESSON 1

Copyright © 2016 BRIDGES. All Rights Reserved NYS Common Core LL SIFE Curriculum • 1

Name: ______________________ Class: _________

Exit Ticket

Date: _______________ Teacher Comments:


Exit Ticket UNIT 1: LESSON 1

Copyright © 2016 BRIDGES. All Rights Reserved NYS Common Core LL SIFE Curriculum • 2




UNIT 1: LESSON 06 Food Cards

NYS Common Core LL SIFE Curriculum • 1

BANANA

Food group: FRUIT

Source: Bananas are the fruit of the banana

plant.

Geographic Information: Bananas are grown in countries of the tropics - Africa,

Latin America, Caribbean, Pacific, etc. Many countries

produce bananas as a staple food and only

around 20% of all bananas that are

produced are actually exported.

BANANA

Remember: Nutrients your body does not

need a lot of are fat, saturated fat, trans fat,

cholesterol, and sodium.

Nutrients your body does need a lot of are dietary

fiber, vitamin A, vitamin C, calcium, and iron.

CARROT

Food group: VEGETABLE

Source: Carrots are

the roots of the carrot plant.

Geographic

Information: Carrots are grown in

temperate regions - U.S., Asia, Europe.

CARROT




EGGS

Food group: PROTEIN Source: Eggs come from female chickens. Geographic Information: Chickens are raised almost everywhere around the world.

EGGS

WHOLE GRAIN BREAD

Food group: GRAIN Source: Whole grain bread comes from the seeds of a grain plant (e.g., wheat, barley, oats, rye, rice, corn).

Geographic Information: Grains are grown almost everywhere in the

world.

WHOLE GRAIN BREAD




WHOLE MILK

Food group: DAIRY Source: Milk comes from female cows or dairy cows (but it can also come from other female animals like goats and sheep). Geographic Information: Dairy cows are raised everywhere in the world.

WHOLE MILK

MAPLE SYRUP

Food group: OTHER Source: Maple syrup is made from the sap of a sugar maple tree.

Geographic Information: Sugar maple trees that provide maple

syrup grow mainly in colder regions of

the U.S. and Canada.

MAPLE SYRUP


UNIT 1: LESSON 08 Food Group Challenge Worksheet


Draw an X on all the vegetables

Put a triangle on all the breads

Underline all of the meats

Draw a box around all the dairy

Circle all the foods you like

What food group is left? ________


UNIT 1: LESSON 08 Food Group Challenge Worksheet


Can you think of a meal that has food from the four food groups that is healthy and delicious? Fruits and Vegetables Milk and Dairy Meats and Proteins Grains and Cereals

LL SIFE Science: Unit 1: Lesson 8The Facts About Food Groups


Why do we need food?

Every living thing needs food to live.

Living things need food to make

energy and to grow.

Some living things only eat plants.

Some living things only eat meat.

Some living things eat both plants

and animals.

Without food, living things would die.

Rabbits eat plants.

Lions eat animals.

Humans eat both plants and animals.

How do we group food?

Humans can eat both plants and animals.

In science, we can divide our food into five

groups. These groups are important for

healthy and strong bodies.

These five groups are:

1. Grains

2. Dairy

3. Protein

4. Fruits

5. Vegetables

Why are grains important?

Grains include bread, rice, pasta, wheats, and oats.

Grains come from the seeds of plants.

Grains are important for a healthy body.

Grains give us energy.

What grains do people eat in your country?

People eat grains in my country.

They eat ___________________________.

My favorite grain is _________________.

Why are proteins important?

Proteins include beef, chicken, and eggs.

Most proteins come from animals.

But some proteins, like beans and soy, come from plants.

Proteins are important for muscles and growth.

What proteins do people eat in your country?

People eat proteins in my country.

They eat ___________________________.

My favorite protein is _______________.

Why are fruits important?

Fruits include bananas, grapes, oranges,and apples.

Fruits come from plants. Fruits have seeds.

Fruits are important to us.

They give us vitamins and minerals.

What fruits do people eat in your country?

People eat fruits in my country.

They eat ___________________________.

My favorite fruit is _______________.

Why are vegetables important?

Vegetables include spinach, broccoli, and celery.

Vegetables come from plants.

Vegetables do not have seeds.

Vegetables are important.

They give us vitamins and minerals.

Vitamins and minerals in fruits and vegetables help our skin and hair too.

What vegetables do people eat in your country?

People eat vegetables in my country.

They eat ___________________________.

My favorite vegetable is _____________.

Why is dairy important?

Dairy is important for keeping bones and teeth strong.

Dairy includes cheese, milk, and yogurt.

Dairy mostly comes from animal products.

What dairy do people eat in your country?

People eat dairy in my country.

They eat ___________________________.

My favorite dairy is _____________.

What other foods do people eat?

To make sure our bodies are strong and healthy, we need to eat foods from all five food groups.

But we cannot eat too much or too little of just one food group.

Otherwise, we can become sick or very ill.

What other foods do people eat?

Grains Proteins Fruits Vegetables Dairy Other

Design a meal that is healthy and delicious.


UNIT 1: LESSON 09 Daily Breakfast Food Data Table


Name: ______________________ Class: _________ Date:_______________

Daily Breakfast Food Data Table

Today I ate: FOOD GROUP # of Foods I ate

Fruit

Vegetable

Protein

Grain

Dairy

Other

Today the class ate:

Student Fruits Vegetable Protein Grain Dairy Other

1

2

3

4

5

6

7

8

9




10

11

12

13

14

15

16

17

18

19

20

TOTAL

Complete the following sentences:

1. For breakfast, I eat __________ foods from the fruit group.

2. For breakfast, I eat __________ foods from the vegetable group.

3. For breakfast, I eat __________ foods from the protein group.

4. For breakfast, I eat __________ foods from the grain group.




5. For breakfast, I eat __________ foods from the dairy group.

6. For breakfast, I eat __________ foods from the other groups.


UNIT 1: LESSON 10 Daily Breakfast Food Bar Graph


Name: ______________________ Class: _________ Date:_______________

Daily Breakfast Food Bar Graph

Directions: Transfer data from the data table worksheet into the data table

below. Use the data below to create a bar graph of the foods we eat for

breakfast.

Total Number of Food Groups Eaten by the Class

FOOD GROUP TOTAL #

Fruit

Vegetable

Protein

Grain

Dairy

Other

Explain the data above using the sentence starters below:

1. Our class eats more ____________________ than ____________________.

2. Our class eats fewer ____________________ than ____________________.

3. Our class eat the same amount of __________________ and

__________________.


UNIT 1: LESSON 10 Daily Breakfast Food Bar Graph


BAR GRAPH

# of Breakfast Foods Eaten Daily By Our Class

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

Fruit Vegetable Protein Grain Dairy Other


UNIT 1: LESSON 11 Observation Organizer


Name: ______________________ Class: _________ Date:_______________

Observation Organizer

Today I am observing with my __________. This is the sense of ________.

Drawing

_____________ _____________

Home Language English

Observations

_______________________________

_______________________________

_______________________________

_______________________________

Drawing

_____________ _____________


Observations

_______________________________

_______________________________

_______________________________

_______________________________

Drawing

_____________ _____________


Observations

_______________________________

_______________________________

_______________________________

_______________________________


UNIT 1: LESSON 12 Food Observation Bingo Card – Version 1


B I N G O

red sticky small round blue

long big fuzzy hard soft

yellow dry rough orange square

purple irregular smooth green brown

pink black white oval tiny




B I N G O

pink brown white square oval

pointy big fuzzy black purple

green dry smooth orange round

soft irregular rough yellow sticky

red bumpy small blue tiny




B I N G O

blue brown yellow square rough

pointy big tiny long purple

green dry smooth irregular round

hard orange oval white sticky

red bumpy small pink fuzzy

LL SIFE Science: Unit 1: Lesson 12Food Observation Bingo Word Bank


Red Sticky Small

Round Blue Long

Big Fuzzy Hard

Soft Yellow Dry

Rough Orange Square

Purple Irregular Smooth

Green Brown Pink

Black White Oval

Tiny Pointy Bumpy


UNIT 1: LESSON 13 How Our Senses Work Organizer


Name: ______________________ Class: _________ Date:_______________

How Our Senses Work Organizer

SENSE OF SIGHT:

I use my _______________ to _______________. (I use my eyes to see). My _______________ sends information to my

_______________.

SENSE OF HEARING:

I use my _______________ to _______________. My _______________ sends information to my _______________.




SENSE OF SMELL:


SENSE OF TASTE:





SENSE OF TOUCH:

I use my __________ to __________. My __________ sends information to my __________.

LL SIFE Science: Unit 1: Lesson 13Understanding Our Senses


Everyday, we use our senses.

We see things with our eyes. This is our sense of sight or vision.

We hear things with our ears. This is our sense of hearing.

We smell things with our nose. This is our sense of smell.

We taste things with our tongue. This is our sense of taste.

We feel things with our skin. This is our sense of touch.

Our senses give us information about the world.

In science, we also use our senses.

We use our senses to make

observations.

Observations give us information

about what we experience in the

world through our senses.

We observe with our eyes, ears, nose,

tongue, and skin.

Our eyes, ears, nose, tongue, and

skin send information to our brain.

Our senses send information to our

brain.vision

hearing

tastesmelltouch

Our eyes take pictures of things we see. Our eyes send information to our

brain.

eye information brain

Make Observations

What do you see in this picture?

I see _______________.

I see _______________

____________________

____________________

Food sends smells into the air.

The air sends the smells into the nose.

The nose sends the information to the brain.

food smells noseair brain

Make Observations

What do you smell in this picture?

I smell _______________.

I smell _______________

______________________

______________________

Our tongue has many bumps called taste buds.

Taste buds send information to our brain.

Make Observations

What do you taste in this picture?

I taste _______________.

I taste _______________

______________________

______________________

Our ears send sounds and noises to our brain.

Make Observations

What do you hear in this picture?

I hear _______________.

I hear _______________

_____________________

_____________________

We use our skin to touch.

Our skin sends information to our brain.

Make Observations

What do you feel in this picture?

I feel _______________.

I feel _______________

_____________________

_____________________

Sometimes we use one sense. Sometimes we use more than one

sense.

Why are our senses important?


UNIT 1: LESSON 14 School Cafeteria Observations Chart


Name: ______________________ Class: _________ Date:_______________

School Cafeteria Observations Chart

Part 1: Make observations in the school cafeteria. Record observations from each of the senses below.

What do you see? What do you hear? What do you feel? What do you smell? What do you taste?




Part 2: Describe your observations.

Describe what you see in the cafeteria.

Example: I see fries. Fries are yellow. They are long.

I see _________________________________. It is / They are _________________________________.



Describe what you hear in the cafeteria.

Example: I hear pans. Pans are banging. They sound loud.

I hear _________________________________. It is / They are _________________________________.






Describe what you touch in the cafeteria.

Example: I touch the table. The table is smooth. It feels hard.

I touch _________________________________. It is / They are _________________________________.



Describe what you smell in the cafeteria.

Example: I smell cookies. They are sweet. Cookies smell fresh.

I smell _________________________________. It is / They are _________________________________.






Describe what you taste in the cafeteria.

Example: I taste apples. The apples taste tart. They are juicy.

I taste _________________________________. It is / They are _________________________________.




UNIT 1: LESSON 15 Favorite Breakfast Food Survey


Name: ______________________ Class: _________ Date:_______________

Favorite Breakfast Food Survey

What is my favorite breakfast meal? Circle your favorite breakfast meal from the choices below.

1. Eggs, toast, bacon

4. Cereal, milk

2. Pancakes, butter, syrup

5. Bagel, cream cheese

3. Eggs, vegetables, cheese

6. Fruit smoothie


UNIT 1: LESSON 15 Favorite Breakfast Meal Data Table and

Graph


Part 1: Data Collection Table

FAVORITE BREAKFAST MEALS OF CLASS

Student Eggs and bacon

Pancakes and syrup

Egg and vegetable

omelet

Cereal and milk

Bagel and cream cheese

Fruit smoothie

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

TOTAL #



Graph


Part 2: Data Table

MEAL CLASS TOTAL #

Eggs and bacon

Pancakes and syrup

Egg and vegetable omelet

Cereal and milk


Fruit smoothie



Graph


Part 3: Bar Graph

FAVORITE BREAKFAST MEALS OF CLASS 20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

Eggs and

bacon Pancakes and syrup

Egg and vegetable

omelet

Cereal and milk


Fruit smoothie



Graph


Part 4: Summarize Results

More students like to eat __________________________________________

than ________________________________________________.

Fewer students like to eat ________________________________________

than ________________________________________________.

Part 5: Identifying Food Groups

The most favorite breakfast meal of the class is _____________________

__________________________________________________________________.

The foods of this meal belong to the following food groups:

Food Food Group


UNIT 1: LESSON 16 Food Adjectives Glossary


Food Adjectives Glossary Round

Crunchy

Salty

Pungent

Greasy

Long

Triangle

Sweet

Cold

Moist

Small

Bumpy

Bland

Hot

Dry

Irregular

Oily

Spicy

Bitter

Fuzzy

Big

Pointy

Sour

Smooth

Sticky

Square

Minty

Umami

Oval

Hard


UNIT 1: LESSON 19 Observation and Inference Chart


Name: ______________________ Class: _________ Date:_______________

Observation and Inference Chart

Directions: Use the sentences frames below to complete the rest of the table for each station.

Observation Inference

Example sentence frames:

__________ smell/smells __________ (pungent, strong, citrusy). This food smells __________. It reminds me of __________. It makes me feel __________.

I think this is __________ because __________. I think this is __________ or __________ because __________.

Station 1

Station 2

Station 3

Station 4

Station 5

LL SIFE Science: Unit 1: Lesson 23Figuring Out Food Labels


Food can be healthy and make our bodies strong. But some food can cause serious health problems.

How healthy is the food you eat? How can we tell?

Every food has a nutritional facts label found on the package.

The food label can help us identify which food we should eat and which food we should limit. If we limit unhealthy food we can keep our bodies healthy and strong.

The food label has many different parts. Each part gives us information to identify if a food is healthy or unhealthy.

The food label tells us the ingredients of the food, the amount of each ingredient, serving size, and the vitamins and minerals in the food.

We can read the food label to make healthy choices about the foods we eat.

Lets begin by looking at a food label of a healthy food.

Here is a food label for yogurt, a healthy snack.

The serving size tells you how much of the food is measured. The amountper serving tells the amounts of each nutrient per serving.

The percent value tells us what percentage of our daily recommended value the food is giving us.

The Percent DailyValue tells us how many calories we should eat a day

The calories tells us how much energy we receive in grams.

Calories from fat is not healthy for our bodies.

The total fat tells us how much fat there is in the food. We should limit how much fat we eat.

The total carbohydrates (carb) tells how much sugar is in the food.

Food with more sugar is unhealthy for us. It can cause weight gain and diabetes.

The protein tells us how much protein is in the yogurt.

Food with more protein is good for our muscles and growth.

These are the vitaminsand minerals In yogurt.

Foods with many vitaminsand minerals are good for healthy and strong bodies

Now that we know what a food label looks like, let’s look at an unhealthy snack.

Here is a food label for chocolate-covered potato chips.

Let’s look at why this is unhealthy.

Look at the serving size. There are 3 chips in 1 serving.

There are 5 servings per bag! That means every value is multiplied by 5.

How many chips are in the bag?

This snack has caloriesfrom fat, which is not good for our bodies.

The amount of fat per serving is 9 grams.

In total, this bag has 45 grams of fat!

Fat can lead to weight gain and other health problems.

Sodium is salt. This bag has 95 mg of salt. In total the bag has 450 mg (5 servings X 95mg)!

Sodium can cause problems like high blood pressure and kidney problems.

This bag has a small amount of protein.

This snack does not help us build muscle or keep our bodies strong.

So how can we use food labels to make healthy choices? What are parts of the food label that would help us make these choices?

Food that are high in protein and fiber and low in calories are healthy and good for our body.

Foods that are high in sodium, cholesterol, or calories from fat are unhealthy choices for our bodies.

They can cause serious health problems like diabetes, heart disease, high blood pressure, andweight gain.

Can you use these food labels to make healthy choices? Which is healthier?

OR

Which is healthier?

OR

Can you finish the sentences?

__________, __________, and __________ should be limited.

Eating a lot of _________ can increase risk of __________.

__________, __________, and __________ should not be

limited.

Eating a lot of __________ can decrease risk of __________.


UNIT 1: LESSON 24 Copy of Nutrition Label for Scavenger Hunt



UNIT 1: LESSON 24 Nutrition Label Comparison


Name: ______________________ Class: _________ Date:_______________

Nutrition Label Comparison

Complete the following table for your two nutrition labels.

Beverage 1 ___________________________

Beverage 2 ___________________________

Grams (g) Percent Daily Value (%) Grams (g) Percent Daily Value (%)

Calories

Sugar

Sodium

Fiber

Fat

Cholesterol

Vitamin A

Vitamin C

Protein

Calcium

Iron

Highlight the good nutrients green.

Highlight the nutrients that you want to limit red.


UNIT 1: LESSON 24 Nutrition Label Comparison


Complete the following sentence started for comparison of two beverages:

1. __________________ has __________ grams of ___________________.

2. __________________ has __________ grams of ___________________.

3. __________________ has __________ grams of ___________________.

4. __________________ has __________ grams of ___________________.

5. __________________ has __________ grams of ___________________.

6. ______________ is healthier because it has (more/ less) _______________.

LL SIFE Science: Unit 1: Lesson 24Nutrition Label Scavenger Hunt Slides


What is the serving size for this beverage?

What is the amount of calories for this beverage?

What is the amount of sugar for this beverage?

What is the amount of sodium for this beverage?

What is the amount of fiber for this beverage?

What is the amount of fat for this beverage?

What is the amount of cholesterol for this beverage?

What is the amount of Vitamin A for this beverage?

What is the amount of Vitamin C for this beverage?

What is the amount of protein for this beverage?

What is the amount of calcium for this beverage?

What is the amount of iron for this beverage?

Now complete the table for your own nutrition label comparison

Beverage 1 ________________

Beverage 2________________

Grams (g) Percent Daily Value (%)

Grams (g) Percent Daily Value (%)

Calories

Sugar

Sodium

Fiber

Fat

Cholesterol

Vitamin A

Vitamin C

Protein

Calcium

Iron

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