North Carolina Science Essential Standards

4.L.2 Resource Pack: Human Health and Growth

Essential Standard:4.L.2 Understand food and the benefits of vitamins, minerals, and exercise. 4.L.2.1 Classify substances as food or non-food items based on their ability to provide energy and materials for survival, growth, and repair of the body. 4.L.2.2 Explain the role of vitamins, minerals, and exercise in maintaining a healthy body.

Vertical Strand Maps:Online Atlas map http://strandmaps.dls.ucar.edu/?id=SMS-MAP-1454

North Carolina Unpacking:http://scnces.ncdpi.wikispaces.net/Race+to+the+Top+Support+Tools

Teacher Content & Concept Knowledge

Framework for K-12 Science EducationLS1.C: ORGANIZATION FOR MATTER AND ENERGY FLOW IN ORGANISMSHow do organisms obtain and use the matter and energy they need to live and grow?Sustaining life requires substantial energy and matter inputs. The complex structural organization of organisms accommodates the capture, transformation, transport, release, and elimination of the matter and energy needed to sustain them.As matter and energy flow through different organizational levels—cells, tissues, organs, organisms, populations, communities, and ecosystems—of living systems, chemical elements are recombined in different ways to form different products.The result of these chemical reactions is that energy is transferred from one system of interacting molecules to another.In most cases, the energy needed for life is ultimately derived from the sun through photosynthesis (although in some ecologically important cases, energy is derived from reactions involving inorganic chemicals in the absence of sunlight—e.g., chemosynthesis). Plants, algae (including phytoplankton), and other energy fixing microorganisms use sunlight, water, and carbon dioxide to facilitate photosynthesis, which stores energy, forms plant matter, releases oxygen, and maintains plants’ activities. Plants and algae—being the resource base for animals, the animals that feed on animals, and the decomposers—are energy-fixing organisms that sustain the rest of the food web.

Grade Band Endpoints for LS1.CBy the end of grade 2. All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.By the end of grade 5. Animals and plants alike generally need to take in air and water, animals must take in food, and plants need light and minerals; anaerobic life, such as bacteria in the gut, functions without air. Food provides animals with the materials they need for body repair and growth and is digested to release the energy they need to maintain body warmth and for motion. Plants acquire their material for

growth chiefly from air and water and process matter they have formed to maintain their internal conditions (e.g., at night).

Science for All Americans: PHYSICAL HEALTH To stay in good operating condition, the human body requires a variety of foods and experiences. The amount of food energy (calories) a person requires varies with body size, age, sex, activity level, and metabolic rate. Beyond just energy, normal body operation requires substances to add to or replace the materials of which it is made: unsaturated fats, trace amounts of a dozen elements whose atoms play key roles, and some traces of substances that human cells cannot synthesize—including some amino acids and vitamins. The normal condition of most body systems requires that they perform their adaptive function: For example, muscles must effect movement, bones must bear loads, and the heart must pump blood efficiently. Regular exercise, therefore, is important for maintaining a healthy heart/ lung system, for maintaining muscle tone, and for keeping bones from becoming brittle. Good health also depends on the avoidance of excessive exposure to substances that interfere with the body's operation. Chief among those that each individual can control are tobacco (implicated in lung cancer, emphysema, and heart disease), addictive drugs (implicated in psychic disorientation and nervous-system disorders), and excessive amounts of alcohol (which has negative effects on the liver, brain, and heart). In addition, the environment may contain dangerous levels of substances (such as lead, some pesticides, and radioactive isotopes) that can be harmful to humans. Therefore, the good health of individuals also depends on people's collective effort to monitor the air, soil, and water and to take steps to keep them safe.

Benchmarks for Science Literacy:Physical Health Knowledge of health and knowledge about illness and disease are closely connected. Human beings' knowledge of diseases has helped them understand how the healthy body works, just as knowing about normal body functioning helps to define and detect diseases. Knowledge of science can inform choices about nutrition and exercise, but that doesn't ensure healthy practices. Some adults have ideas about health that are contrary to scientific facts. Ideas about what constitutes good nutrition change somewhat as new information accumulates, but the basics are quite stable. Students should learn these basics. The learning goals in this section are closely related to those of 8F: Health Technology. The connections are not always drawn explicitly here, but children should learn how to make and graph health-relevant measurements (body temperature, pulse), discuss tradeoffs in using prescription drugs, and so on.K-2Children should learn how to keep healthy, although they may not understand why certain diets, exercise, and rest all help. They do know some of the ways one can be in poor health, and instruction should build on that.By the end of the 2nd grade, students should know that Eating a variety of healthful foods and getting enough exercise and rest help people to stay healthy. 6E/P1 Some things people take into their bodies from the environment can hurt them. 6E/P2 Some diseases are caused by germs, some are not. Diseases caused by germs may be spread by people who

have them. Washing one's hands with soap and water reduces the number of germs that can get into the body or that can be passed on to other people. 6E/P3

3-5

Children should explore ways in which good health can be promoted. Here, they can begin to understand some of the evidence, though not in great detail. They may get their first look at microorganisms through a microscope.By the end of the 5th grade, students should know that Food provides fuel and materials for growth and repair of body parts. 6E/E1a* Vitamins and minerals, present in small amounts in foods, are essential to keep everything working well.

6E/E1b As people grow up, the amounts and kinds of food and exercise needed by the body may change. 6E/E1c Tobacco, alcohol, other drugs, and certain poisons in the environment—such as pesticides and lead—can

harm human beings and other living things. 6E/E2 Some germs may keep the body from working properly. For defense against germs, the human body has

tears, saliva, and skin to prevent many germs from getting into the body and special cells to fight germs that do get into the body. 6E/E3*

There are some diseases that human beings can catch only once. After they've recovered, they don't get sick from them again. There are many diseases that can be prevented by injecting people with killed or weakened germs so that people don't catch the diseases even once. 6E/E4*

Big Ideas:Food items provide energy and material for survival; growth and repair of the body.Vitamins; minerals and exercise are good for our health. Vitamins and minerals are essential in order for children’s bodies to grow in a healthy way.From food, people obtain energy and materials for body repair and growth.Living things gain energy from eating food. Plants make their own food, while animals eat other animals or plants.) Food is necessary for survival, growth and repair of the bodyHumans have a need for vitamins, minerals, and exercise in order to be healthy. Healthy foods and dietary supplements have essential vitamins and minerals. Exercise is important – movement has an impact on the growth, development, and maintenance of the body and its systems.

Essential Questions:What makes a body healthy?How do/does vitamins/minerals/exercise keep a body healthy?What is the best source of vitamins and minerals for the human body?How is the body affected by the lack of vitamins, minerals and/or exercise?

Enduring Understandings:All living organisms have basic needs.Organisms can survive only in environments in which their needs can be met.Understand the importance of a healthy body by doing the following: Eat the correct amount of each food group daily Making healthy food choices Exercise and diet are interdependent Nutrients provide energy for movement Each food group provides nutrients to a specific body system

Identify Misconceptions:Formative assessment probe guidehttp://scnces.ncdpi.wikispaces.net/Grade+Four+Resources

Common Misconceptions Vitamins are drugs or miracle cures. Taking large doses of vitamins can be helpful because your body only needs vitamins in very tiny amounts. Eating plenty of fruits, vegetables, wholegrains and cereals will give your body the vitamins it needs, at the

right level and in the right balance. Vitamins and minerals can replace a healthy diet. (Vitamin supplements can’t replace a healthy diet, but a

general multivitamin may help if your diet is inadequate.)

Instructional Resources:Kids.govhttps://kids.usa.gov/teachers/exercise-fitness-nutrition/index.shtmlA collection of useful sites for teaching about food, nutrition, and exercise.Nourish Interactive Printableshttp://www.nourishinteractive.com/nutrition-education-printablesKids, parents, and teachers enjoy free printables for kids from Nourish Interactive- The Fun Way to Learn About Nutrition!  Just 'click to print' educational and fun activity worksheets: matching, crossword puzzles, word searches, family nutrition tip sheets, and kids coloring printables.Food Folks Nutrition Curriculumhttp://www.childrenshungeralliance.org/assets/childrenshungeralliance/files/$cms$/100/1665.pdfThe Food Folks nutrition education curriculum was designed to educate elementary-aged children about the importance of a healthy diet.Serving Up MyPlate: A Yummy Curriculumhttp://www.fns.usda.gov/tn/serving-myplate-yummy-curriculumServing Up MyPlate is a collection of classroom materials that helps elementary school teachers integrate nutrition education into Math, Science, English Language Arts, and Health. This curriculum introduces the importance of eating from all five food groups using the MyPlate icon and a variety of hands–on activities.Food, Nutrition, and Physical Activityhttp://www.american.edu/cas/health/cvhealth/upload/TN_CVH_LessonsFinal.pdfThis curriculum, created for middle grades, has many lessons that might be adapted for use in upper elementary grades. This unit can also provide materials that extend student understanding of the basic upper elementary curriculum in this area.Healthy Active Kidshttps://www.healthyactivekids.com.au/teachers/victoria/unit-1-food-nutrition/A classroom unit about food and nutrition.Good Food, Good healthhttp://sciencenetlinks.com/lessons/nutrition-2-good-food-good-health/In this investigation, students will use online resources to help them explore how food can affect their overall health.Got Broccoli?http://sciencenetlinks.com/lessons/nutrition-3-got-broccoli/This lesson encapsulates what students have learned about nutrients, their different forms, and their importance for particular tasks in the body.Teaching the Food Systemhttp://www.jhsph.edu/research/centers-and-institutes/teaching-the-food-system/curriculum/Some of these modules can be adapted for use in an elementary level unit. These are particularly useful with students whose needs for differentiated curriculum extend beyond the basic requirements.

The project offers a curriculum, comprised of eleven classroom-ready modules, that spans issues in the food system from field to plate. The material is focused on issues in the U.S. food system but also touches on some of their global implications.

American Heart Association Elementary Lesson Planshttp://www.heart.org/HEARTORG/Educator/FortheClassroom/ElementaryLessonPlans/Elementary-Lesson-Plans_UCM_001258_Article.jsp#.V3-uR2b6vcsA large collection of heart health education lesson plans and materials. Some of these would be useful in educating about nutrition and exercise.Food System Toolshttp://www.nourishlife.org/teach/food-system-tools/This site includes tools that encourage systems thinking. These tools can help students to visualize where our food comes from and how it gets to us.Superkids Nutritionhttp://www.superkidsnutrition.com/Superkids Nutrition’s mission is to create future healthier generations through good nutrition. Superkids Nutrition aims to empower children and families to reach their full potential by having the energy and good health needed to accomplish their life goals. Superkids Nutrition helps parents and the community become more knowledgeable about nutrition and enable children to make healthy choices every day.Cruciferous Crusaders Curriculumhttp://leafy-greens.org/all-about-greens/A collection of lessons and trading cards focused on promoting the consumption of cruciferous greens. Kids will love the dinosaur crucifers.There’s A Rainbow on my Platehttp://pbhfoundation.org/pub_sec/edu/cur/rainbow/The activities in this unit are teaching us important lessons about fruits and vegetables, and the role they play in maintaining good health. The Great Garden Detective Adventurehttp://www.fns.usda.gov/tn/great-garden-detectiveDiscover what fruits and vegetables are sweetest, crunchiest, and juiciest through a series of investigations and fun experiences connecting the school garden to the classroom, school cafeteria, and home.Dig In!http://www.fns.usda.gov/tn/dig-standards-based-nutrition-education-groundExplore a world of possibilities in the garden and on your plate using ten inquiry-based lessons that engage 5th and 6th graders in growing, harvesting, tasting, and learning about fruits and vegetables.Eat Smart Be Smarthttp://opi.mt.gov/Programs/SchoolPrograms/School_Nutrition/eatsmart.html#gpm1_1A kindergarten through fifth grade curriculum for teaching nutrition through math, science, language arts, and health enhancement.Pick a better Snack http://idph.iowa.gov/inn/pick-a-better-snack/fact-sheetsThis site includes lessons, posters, bingo cards and more to help teachers teach about and promote good nutrition, and health.Create a Classroom that Moves!

https://healthymeals.nal.usda.gov/state-resources/create-classroom-movesClassroom-based physical activity is an instructional tool teachers can use to improve mood, energy levels, and facilitate student learning. Activity can be introduced into existing routines and transitions, into academic lessons, or introduced as a ‘brain break.’ This kit consists of three core classroom tools: Grade-level nutrition lessons; Physical activity breaks; My Classroom Physical Activity Pyramid. DINE Elementary School Nutrition lesson collectionhttp://www.dineforlife.org/elementary-school-curriculum.php

Move for Thoughthttps://healthymeals.nal.usda.gov/hsmrs/Iowa/moveforthought.pdfPhysical activity cards that can be conducted in the academic classroom.Choose My Platehttp://www.theicn.org/ResourceOverview.aspx?ID=440Nutrition and dietary guidance for choosing a healthy lifestyle, with links to a variety of resources. Look for guidance on building a healthy plate, SuperTracker to keep track of dietary intake and physical activity, and resources for consumers, educators, and health care professionals.My Plate Kids’ Placehttp://www.choosemyplate.gov/kids/From the USDA, this site includes games, activity sheets, videos, songs and recipes geared toward helping students build a better plate.Vitamins and mineralshttp://canucks.nhl.com/v2/ext/1314-COM-2773-PowerPlay%20Gr6-7_Final%20-%20Unit%202.pdfStudents can identify the main food sources of specific vitamins and minerals.Vitamins and Mineralshttp://www.uen.org/Lessonplan/preview.cgi?LPid=5027A comprehensive lesson on the study of Vitamins and Minerals, their functions in the body, how fruits and vegetables are a good food source, the deficiencies in the body that may occur due to a lack of and some of the characteristics relating to them.When Something’s Missing: Diagnosing Vitamin Deficiencieshttp://learning.blogs.nytimes.com/2012/03/14/when-somethings-missing-diagnosing-vitamin-deficiencies/?_r=0What happens when essential vitamins and minerals are missing from our diets? In this lesson, students consider what they already know and believe about vitamins and supplements, research nutrient deficiencies and then create, analyze and discuss patient case studies.

Online Interactiveshttp://www.fns.usda.gov/tn/blast-gamehttp://www.nourishinteractive.com/http://www.nourishinteractive.com/kids/healthy-games/22-nutrient-machine-vitamins-minerals-game-children

Video Resources:http://www.choosemyplate.gov/videos

Text Resources:http://www.sciencekids.co.nz/food.htmlhttp://www.cyh.com/HealthTopics/HealthTopicCategories.aspx?p=284http://healthy-kids.com.au/food-nutrition/nutrients-in-food/

Terminology:food nutrients macronutrients micronutrientsenergy vitamins minerals

Writing Prompts:1. Construct a three paragraph essay addressing the following: Do you believe exercise is important? How can you implement this belief into your life? 2. Construct a three paragraph essay addressing the following: Is it more important to exercise or eat right – or both?3. Write a poem: Write about your favorite food. What is it?  Where do you eat it? What makes it your favorite?4. What is your favorite sandwich?  Explain how to make it starting from the bottom to the top layer.5. Write a story with a potato as the superhero.6. Describe the worst meal you ever had in your life, include as many details as you can straight through to your last bite.http://writingprompts.tumblr.com/post/56544095055/writing-prompts-for-a-food-unit