Thematic unit: The road to healthy eating

This thematic unit emerged as a result of a research project linking nutrition and literacy concepts called Eating Between the Lines (EBTL). This project was conducted at Campus Kids Kindergarten. The project’s goal was to build a program which would closely match the culture and learning environment of the kindergarten while addressing provincial literacy curriculum outcomes and knowledge and attitudes associated with nutrition and healthy eating. Incorporating multiple literacies was a key component of this project, enabling children to build new knowledge and understanding so they can make informed decisions and to develop and build on existing attitudes and habits essential to lifelong healthy eating.

This thematic unit is an effort to introduce, develop and build on existing skills, attitudes, and habits around healthy eating. We are going to travel down the “Road to Healthy Eating” to learn about the role good food plays in our lives, to make some discoveries about the importance of healthy eating, and to chart some new concepts about nutrition.

The Road to Healthy Eating concept is broken down into three modules: Eating the Rainbow, The Salad, and Breakfast Matters. Each of these modules consists of general curriculum outcomes, specific curriculum outcomes, and lessons to support these outcomes. In addition, lessons are included to help launch the theme and for the culmination and celebration at the end of the journey on the Road to Healthy Eating.

This project used a balanced literacy approach where children read and write each day independently and in group settings. Reading happened in 4 ways — reading aloud, shared reading, guided reading, and independent reading. The students participated in writing activities each day as well in the form of shared, interactive, and independent writing.

What are the BIG nutritional concepts, skills, and attitudes students will develop and practice in this unit?

• The importance of eating a healthy diet — what good food does for our bodies and brains.
  
• The importance of eating a variety of foods within the food groups.
  
• The importance of eating a good balance of foods across the food guide (eat a rainbow).
  
• The ability to make good, informed food choices.
  
• The importance of diversity of food and food habits.

What are the KEY literacy skills students will explore, develop and work with?

• Vocabulary — nutritional word recognition and meaning.
  
• Visual representation of nutrition concepts and ideas.
  
• Personal and information writing about a variety of nutrition concepts.
  
• Read short texts with guidance in a variety of contexts-shared and guided reading lessons, big book lessons, one-on-one reading.
  
• Read short texts independently.
  
• Use nutrition vocabulary in station activities.
  
• Use dramatic play to apply nutrition knowledge and attitudes.
  
• Use oral language activities such as songs and poems.
  
• Share orally with an audience knowledge and attitudes about nutrition.
  
• Use visuals/print/media products to support oral presentations.

What are the technology skills that we want them to explore and practice?

• To create, with assistance, a media product-slide show or digital video.
  
• Use online resources to practice knowledge/skills/attitudes about healthy eating.
  

 

How to Use These Lessons:

Each of the lessons is comprised of student-centred, hand-on activities that can be used as learning centres or small group or whole group activities. These activities can be used over a period of time as a unit of study or may be broken up and used as several individual lessons. The unit could last for approximately 4 weeks, with just over a week on each individual module. It could easily be condensed into 3 weeks or expanded over a longer period of time. Just pick and choose activities which appeal to you or are a good fit for your program. The lessons are organized to guide children through activities that will develop their nutrition related knowledge, attitudes, skills, and behaviors. The lessons are broken down as follows:

• Outcomes - what we want the students to “get.”
• Points to Emphasize - important themes and facts to stress during discussion or activities.
• Vocabulary - words that have been introduced or used in the lesson activities.
• Teacher Information - background information is provided for many lessons.
• You Will Need - this section highlights the materials you will need to implement the lesson activities. Most required materials are readily available.
• Time Required - approximate time required to complete the activity.
• Procedure - a step-by-step guide to implement the lesson.
• Teacher Tips - tips for extending activities or tips for success
• Safety Notes - some recommendations for teachers to take note of or be aware of a safety issue.