Common Core Standards Matrix for the Nutrition … Core...Common Core Standards Matrix for the Nutrition Competencies Grades K-6 Project Eat, Alameda County Office of Education 2013

Common Core

Standards Matrix

for the

Nutrition Competencies Grades K-6

Project Eat, Alameda County Office of Education 2013

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COMMON CORE STANDARDS MATRIX

FOR THE

NUTRITION COMPETENCIES

GRADES K-6

Table of Contents

Competency 1……………………….……………………….page 3

Competency 2……………………….……………………….page 19

Competency 3……………………….……………………….page 35

Competency 4……………………….……………………….page 48

Competency 5……………………….……………………….page 66

Competency 6……………………….……………………….page 83

Competency 7……………………….……………………….page 99

Competency 8……………………….……………………….page 115

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STANDARDS MATRIX: NUTRITION EDUCATION

HOTM Competency 1 Matrix: Grade K

Standards Grade Kindergarten Overarching Nutrition Competency 1: Essential Nutrition Concepts All students will know the relationships among nutrition groups and the functions.

1a. Know the six nutrient groups and the functions. 1b. Know nutrition and health guidelines. 1c. Know factors affecting energy balance. 1d. Describe how nutritional needs vary throughout the life cycle. 1e. Explain the physiological processes in digestion, absorption, and metabolism of nutrients. 1f. Explain the influence of nutrition and physical activity on health. 1g. Know principles of handling (growing, harvesting, transporting, processing, storing, and preparing) foods for optimal food quality and safety. 1h. Consider the interactions among nutrition science, ecosystems, agriculture, and social systems that affect health, including local, national, and global perspectives.

Social Studies Standards

K.4.4. Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines. [Include any community or school gardens.]

Science Standards, Next Generation

Life Sciences K-LS1.C. 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.

Common Core Standards: Mathematics

Measurement and Data MD.B.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Common Core Standards English Language Arts: Speaking and Listening

Speaking and Listening SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

Common Core Standards English Language Arts: Reading

Reading-Informational Text RI.K.1. With prompting and support, ask and answer questions about key details in a text. RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear. RI.K.10. Actively engage in group reading activities with purpose and understanding.

Common Core Standards English Language Arts: Writing

Writing W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a

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question. English Language Development Standards: Speaking and Listening

Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics. A.3. Offering and supporting opinions and negotiating with others in communicative exchanges. B.5. Listening actively to spoken English in a range of social and academic contexts.

English Language Development Standards: Reading

Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language.

English Language Development Standards: Writing

Section 1: Part I: Interacting in Meaningful Ways C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.11. Supporting own opinions and evaluating others’ opinions in speaking and writing.

Vocabulary

Nouns: senses , plant, animal Adjectives: daily, active Verbs: growing, washing

Physical Education Standards

Highlights of the Standards (PE) 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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HOTM Competency 1 Matrix: Grade 1

Standards Grade 1 Overarching Nutrition Competency 1: Essential Nutrition Concepts All students will know the relationships among nutrition groups and the functions.



1.2.4. Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.


Life Sciences 1-LS1.A. All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.


Measurement and Data MD.C.4 .Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.


Speaking and Listening SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.


Reading-Informational Text RI.1. Ask and answer questions about key details in a text. R1.7. Use the illustrations and details in a text to describe its key ideas. RI.10. With prompting and support, read informational texts appropriately complex for grade 1.


Writing W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a

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Vocabulary

Nouns: serving, nutrient, energy Adjectives: nutritious, daily, active Verbs: classify, grow


Highlights of the Standards 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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2.4.1. Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources.


Life Sciences LS2.A. Interdependent Relationships in Ecosystems -Plants depend on water and light to grow. -Plants depend on animals for pollination or to move their seeds around.


Measurement and Data MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems.


Speaking and Listening SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.


Reading-Informational Text RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI..2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


Writing W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8. Recall information from experiences or gather information from

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provided sources to answer a question. English Language Development Standards: Speaking and Listening






Vocabulary

Nouns: serving, nutrient, energy Adjectives: nutritious, daily, active Verbs: classify, grow



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3.1.2. Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline). 3.2.2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).


Earth and Space Sciences 3-ESS2-2. Obtain and combine information to describe climates in different regions of the world. 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.


Mathematical Practices MP.4. Model with mathematics. MP.2. Reason abstractly and quantitatively.

Common Core Standards English Language: Speaking and Listening

Speaking and ListeningSL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Common Core Standards English Language: Reading

Reading - Informational Text RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Common Core Standards English Language: Writing

Writing W.3.9. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2b. Develop the topic with facts, definitions, and details.

English Language Development

Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral

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Standards: Listening and Speaking

collaborative discussions on a range of social and academic topics. A. 3. Offering and supporting opinions and negotiating with others in communicative exchanges. B. 5. Listening actively to spoken English in a range of social and academic contexts.


Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area.



Vocabulary

Nouns: nutrient, serving, digestion Adjectives: moderate, vigorous, daily Verbs: digesting, recommend



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4.2.1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources. 4.2.6. Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy.


Life Sciences 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.


Geometry 4.G.3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.


Speaking and Listening SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.


Speaking and Listening SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Reading – Informational Text RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.


Writing W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1) W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.


Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral

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collaborative discussions on a range of social and academic topics. C.9. Expressing information and ideas in formal oral presentations on academic topics.




Section 1: Part I: Interacting in Meaningful Ways C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas.

Vocabulary

Nouns: nutrient, serving, digestion Adjectives: moderate, vigorous, daily Verbs: digesting, recommend



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STANDARDS MATRIX - NUTRITION EDUCATION


Standards GRADE 5 Overarching Health & Nutrition Content & Competency 1 All students will know the relationships among nutrition groups and the functions.



5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River. 5.1.1. Describe how geography and climate influences the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils. 5.1.2. Describe their varied customs and folklore traditions.

Science Standards Next Generation

Life Sciences 5-LS1:C. Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) 5-LS1-1. Support an argument that plants can get the materials they need for growth chiefly from air and water. 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.


Numbers and Operations – Fractions NF.5.5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. NF.5.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. Measurement and Data MD.5. Convert like measurement units within a given measurement system. MD.5.3. Convert among different-sized standards measurement units within a given measurement system (e.g., convert 5 cm to 0.05m), and use these conversions in solving multi-step, real world problems.


Speaking and Listening SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. SL.5.1.b. Follow agreed-upon rules for discussions and carry out

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assigned roles. SL.5.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.1.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.


Reading - Informational Text RI.5.1. Quote accurately from the text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


Writing W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1.b. Provide logically ordered reasons that are supported by facts and details. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

English Language Development Standards: Listening and Speaking

Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. B.5. Listening actively to spoken English in a range of social and academic contexts. C.9. Expressing information and ideas in formal oral presentations on academic topics.


Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area. B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area.


Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia). C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.

Vocabulary Nouns: Portions, Dietary, Digestion, Absorption, Metabolism Adjectives: Nutrient Verbs: Obtained, Expended

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Highlights of the Standards 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. PE Standards 5.4.1. Record and analyze food consumption for one day and make a plan to replace foods with healthier choices and adjust quantities to enhance performance in physical activity. 5.4.15. Explain why body weight is maintained when calorie intake is equal to the calories expended.

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HOTM Competency 1 Matrix – Grade 6

Standards GRADE 6 Overarching Health & Nutrition Content & Competency 1 All students will know the relationships among nutrition groups and the functions.



6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. 6.1.2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments. 6.1.3. Discuss the climactic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.


Life Sciences 6-MS-LS1-7 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. 6-MS-LS1 Planning and carrying out investigations that use multiple variables and provide evidence that meet the goals of an investigation. -Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation.


Statistics and Probability SP.6.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. SP.6.5. Summarize numerical data in relation to their context, such as by: SP.6.5a. Reporting the number of observations. SP.6.5b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.


Speaking and Listening SL.6.1. Engage effectively in a range of collaborative discussions (ono-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.b. Follow agreed-upon rules for discussions and carry out assigned roles. SL.6.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.6.1.d. Review the key ideas expressed and draw conclusions in light

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of information and knowledge gained from the discussions. Common Core Standards English Language Arts: Reading

Reading Standards for Literacy in Science and Technical Subjects 6-12 RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2. Determine the central ideas or conclusions of the text distinct from prior knowledge or opinions. RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.


Writing Standards 6-12 W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing Standards for Literacy in History/Social Studies, Science 6-12 WHST.6-8.1. Write arguments focused on discipline-specific content. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.


Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. B.5. Listening actively to spoken English in a range of social and academic contexts. C.9. Expressing information and ideas in formal oral presentations on academic topics.


Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area. B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area.


Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia). C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.

Vocabulary Nouns: Portions, Dietary, Digestion, Absorption, Metabolism Adjectives: Nutrient Verbs: Obtained, Expended


Highlights of the Standards 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.

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2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. PE Standards 6.4.6. List the long-term benefits of participation in regular physical activity. 6.4.7. Compile and analyze a log noting their food intake/calories consumed and energy expended through physical activity.

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Standards Grade Kindergarten Overarching Nutrition Competency 2: Analyzing Nutrition Influences All students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes.

Identify one influence on food choices. ▲Recognize that not all products advertised or sold are good for them.(2.1.N) -State the purpose of food advertisements and commercials. -Give one example of a favorite food custom or food choice on a special holiday. -Identify one practice that makes mealtime enjoyable. Compare the feelings of hunger and fullness.


K.6.3. Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).


Earth and Human Activity Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. -Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. -Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas.


Measurement and Data MD.A.2. Directly compare two objects with a measurable attribute in common to see which object has “more of”/”less of” the attribute, and describe the difference.





Common Core Standards English Language Arts:

Writing W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or

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Writing

book (e.g., My favorite book is...). W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

English Language Development Standards: Speaking and Listening






Vocabulary

Nouns: food, customs, taste Adjectives: hungry, full Verbs: see, smell, feel



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Standards Grade 1 Overarching Nutrition Competency 2: Analyzing Nutrition Influences All students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes.

▲Discuss how family, friends, and media influence food choices.(2.1.N) -Report on one historical reason for making certain food choices. -Describe three factors that influence personal food choices, including seeing, smelling, and tasting. -Describe how taste affects personal food choices. -Describe body signals that tell people when they are hungry and when they are full.


1.2.4. Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation. 1.6.2. Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home.


Science and Engineering Practices Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. -Make observations (firsthand or from media) to collect data that can be used to make comparisons. (1-ESS1-2)


Measurement and Data MD.C.4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.






Writing W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7. Participate in shared research and writing projects (e.g., explore a

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Writing

number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.







Vocabulary

Nouns: health, choice, influence Adjectives: hungry, full Verbs: see, smell, feel



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▲Discuss how family, friends, and media influence food choices.(2.1.N) Report on one historical reason for making certain food choices. Describe three factors that influence personal food choices, including seeing, smelling, and tasting. Describe how taste affects personal food choices. Describe body signals that tell people when they are hungry and when they are full.


2.2.4. Compare and contrast basic land use in urban, suburban, and rural environments in California. 2.4.1. Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources.


Science and Engineering Practices Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. -Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question.






Reading-Informational Text RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Common Core Standards English Language

Writing W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding

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Arts: Writing

statement or section. W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8. Recall information from experiences or gather information from provided sources to answer a question.







Vocabulary

Nouns: health, choice, influence Adjectives: hungry, full Verbs: see, smell, feel



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▲Identify internal and external influences that affect food choices.(2.1.N) ▲Analyze advertising and marketing techniques used for food and beverages. (2.2.N) -Describe the effects of peer influence and social environments on food choices. -Identify examples of a food item associated with a neighborhood, city, state, or country. ▲Identify internal and external influences that affect physical activity.(2.3.N)


3.5.2. Understand that some goods are made locally, some elsewhere in the United States, and some abroad. 3.5.3. Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs. 3.5.4. Discuss the relationship of students’ “work” in school and their personal human capital.


Life Sciences 3-LS2-1. Construct an argument that some animals form groups that help members survive.

Common Core: Mathematics

Mathematical Practices 3.MP.4. Model with mathematics Numbers and Operations in Base Ten 3.NBT. Use place value understanding and properties of operations to perform multi-digit arithmetic.

Common Core ELA: Speaking and Listening

Speaking and Listening SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Common Core ELA: Reading

Reading - Informational Text RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.10. By the end of the year read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Common Core ELA: Writing

Writing W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2b. Develop the topic with facts, definitions, and details.

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Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. A. 3. Offering and supporting opinions and negotiating with others in communicative exchanges. B. 5. Listening actively to spoken English in a range of social and academic contexts.

ELD Standards: Reading

Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area.



Vocabulary

Nouns: advertising, marketing, peers Adjectives: social, internal, external Verbs: influence



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▲Identify internal and external influences that affect food choices.(2.1.N) ▲Analyze advertising and marketing techniques used for food and beverages. (2.2.N) -Describe the effects of peer influence and social environments on food choices. -Identify examples of a food item associated with a neighborhood, city, state, or country. ▲Identify internal and external influences that affect physical activity.(2.3.N)


4.2.4. Describe the mapping of, geographic basis of, and economic factors in the placement and function of the Spanish missions; and understand how the mission system expanded the influence of Spain and Catholicism throughout New Spain and Latin America. 4.2.6. Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy.


Life Sciences 4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.


Mathematical Practices MP.4. Model with mathematics.


Speaking and Listening SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.


Reading – Informational Text RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.


Writing W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact

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and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.


Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. A.3. Offering and supporting opinions and negotiating with others in communicative exchanges.



English Language Development Standard: Writing

Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia). C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology.

Vocabulary

Nouns: advertising, marketing, peers Adjectives: social, internal, external Verbs: influence



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Standards GRADE 5 Overarching Health & Nutrition Content & Competency 2: Analyzing Nutrition Influences All students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes.

▲Describe internal and external influences that affect food choices and physical activity.(2.1.N) ▲Recognize that family and cultural influences affect food choices. (2.2.N) -Compare food choices from different cultures. -Investigate historical reasons for making certain food choices. ▲Describe the influence of advertising and marketing techniques on food and beverage choices. (2.3.N) -Identify how heredity may influence body size and shape. -Identify how physical and psychological factors affect taste. -Analyze how to respect an individual’s personal decisions about food choices.


5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River. 5.1.1. Describe how geography and climate influences the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils. 5.1.2. Describe their varied customs and folklore traditions.


Life Sciences 5-LS1:C: Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.


Numbers and Operations – Fractions NF.5.5. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. NF.5.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. NF.5.7.c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share ½ lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?


Speaking and Listening SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.

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SL.5.1.b. Follow agreed-upon rules for discussions and carry out assigned roles. SL.5.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.1.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.



Common Core Standards English Language Art: Writing

Writing W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1.b. Provide logically ordered reasons that are supported by facts and details. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics B.5. Listening actively to spoken English in a range of social and academic contexts C.9. Expressing information and ideas in formal oral presentations on academic topics


Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area


Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative

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Standards: Writing

forms (print, communicative technology, and multimedia) C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Vocabulary Nouns: Heredity, Decisions, Choices Adjectives: Internal, External, Psychological Verbs: Investigate, Describe


Highlights of the Standards 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. PE Standards 5.4.1. Record and analyze food consumption for one day and make a plan to replace foods with healthier choices and adjust quantities to enhance performance in physical activity. 5.4.15. Explain why body weight is maintained when calorie intake is equal to the calories expended. 5.5.5. Contribute ideas and listen to the ideas of others in cooperative problem-solving activities.

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Standards GRADE 6 Overarching Health & Nutrition Content & Competency 2: Analyzing Nutrition Influences All students will demonstrate the ability to analyze internal and external factors influencing food choices and health outcomes.

▲Describe internal and external influences that affect food choices and physical activity.(2.1.N) ▲Recognize that family and cultural influences affect food choices. (2.2.N) -Compare food choices from different cultures. -Investigate historical reasons for making certain food choices. ▲Describe the influence of advertising and marketing techniques on food and beverage choices. (2.3.N) -Identify how heredity may influence body size and shape. -Identify how physical and psychological factors affect taste. -Analyze how to respect an individual’s personal decisions about food choices.


6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. 6.1.1. Describe the hunter-gatherer societies, including the development of tool and the use of fire. 6.1.2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments. 6.1.3. Discuss the climactic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. 6.2 Students analyze the geographic the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush. 6.2.2. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.


Life Sciences 6-MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. LS3.A. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. -Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes. 6-MS-LS1. Planning and carrying out investigations that use multiple

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variables and provide evidence that meet the goals of an investigation. -Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation.


Ratios and Proportional Relationships Understand ratio concepts and use ratio reasoning to solve problems. RP.6.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, in discussing heredity and probability of traits occurring. Statistics and Probability Summarize and describe distributions. SP.6.5. Summarize numerical data in relation to their context, such as: SP.6.5a. Reporting the number of observations. SP.6.5b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.


Speaking and Listening Standards 6-12 SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.b. Follow agreed-upon rules for discussions and carry out assigned roles. SL.6.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.6.1.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.




Writing Standards 6-12 W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing Standards for Literacy in History/Social Studies, Science 6-12 WHST.6-8.1. Write arguments focused on discipline-specific content. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

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Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Vocabulary Nouns: Heredity, Decisions, Choices Adjectives: Internal, External, Psychological Verbs: Investigate, Describe


Highlights of the Standards 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. PE Standards 6.4.6. List the long-term benefits of participation in regular physical activity. 6.4.7. Compile and analyze a log noting their food intake/calories consumed and energy expended through physical activity.

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Standards Grade Kindergarten Overarching Nutrition Competency 3: Accessing Valid Nutrition Information All students will demonstrate the ability to access nutrition information, products, and services to determine the accuracy/validity of nutrition claims.

-Demonstrate the difference between good advice about food choices and advertisements for selling products, such as high-sugar cereals. -Identify trusted adults who can give accurate nutrition information.


K.6.3. Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).


Earth and Human Activity Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. -Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. -Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas.


Measurement and Data MD.A.2. Directly compare two objects with a measurable attribute in common to see which object has “more of”/”less of” the attribute, and describe the difference..




Reading-Informational Text RI.K.1. With prompting and support, ask and answer questions about key details in a text. RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear. RI.K.10. Actively engage in group reading activities with purpose and

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understanding. Common Core Standards English Language Arts: Writing

Writing W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.




Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area.



Vocabulary

Nouns: label, product Adjectives: good, healthy Verbs: advertise, sell



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Standards Grade 1 Overarching Nutrition Competency 3: Accessing Valid Nutrition Information All students will demonstrate the ability to access nutrition information, products, and services to determine the accuracy/validity of nutrition claims.

▲Identify resources for reliable information about healthy foods. (3.1.N) -Identify how to recognize credible nutrition information.


1.2.4. Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation. 1.5.1. Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.


Life Sciences Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. -Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. (1-LS1-2)







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Writing W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.




Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area.



Vocabulary

Nouns: nutrition, information Adjectives: good, healthy Verbs: identify



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▲Identify resources for reliable information about healthy foods. (3.1.N) Identify how to recognize credible nutrition information.




Earth’s Systems Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. -Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question. (2-ESS2-3)







Common Core Standards

Writing W.2.2. Write informative/explanatory texts in which they introduce a topic,

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English Language Arts: Writing

use facts and definitions to develop points, and provide a concluding statement or section. W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8. Recall information from experiences or gather information from provided sources to answer a question.




Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area



Vocabulary

Nouns: nutrition, information Adjectives: good, healthy Verbs: identify



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▲Identify resources for valid information about safe and healthy foods.(3.1.N) ▲Use food labels to determine nutrient and sugar content. (3.2.N)


3.1. Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context. 3.2.2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).


Science and Engineering Practices -Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2) -Use evidence (e.g., observations, patterns) to support an explanation. (3-LS3-2) -Construct an argument with evidence. (3-LS4-3)


Mathematical Practices MP.2. Reason abstractly and quantitatively MP.4. Model with mathematics.






Writing W.3.2. Write informative/explanatory texts to examine a topic and convey

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ideas and information clearly. W.3.2b. Develop the topic with facts, definitions, and details. W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.


Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. B. 5. Listening actively to spoken English in a range of social and academic contexts.




Section 1: Part I: Interacting in Meaningful Ways C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology.

Vocabulary

Nouns: labels, content, nutrient Adjectives: healthy, factual Verbs: determine



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▲Identify resources for valid information about safe and healthy foods.(3.1.N) ▲Use food labels to determine nutrient and sugar content. (3.2.N)


4.2.1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources. [For example: Compare how California Indians identified safe and healthy foods for consumption and how we do so today.]


Life Sciences Analyze and interpret data to make sense of phenomena using logical reasoning. (4-ESS2-2)


Measurement and Data MD.2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.


Speaking and Listening SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


Reading – Informational Text RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.


Reading – Informational Text RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

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Section 1: Part I: Interacting in Meaningful Ways A.3. Offering and supporting opinions and negotiating with others in communicative exchanges.


Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language..


Section 1: Part I: Interacting in Meaningful Ways B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area.

Vocabulary

Nouns: labels, content, nutrient Adjectives: healthy, factual Verbs: determine



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Standards GRADE 5 Overarching Health & Nutrition Content & Competency 3: Accessing Valid Nutrition Information All students will demonstrate the ability to access nutrition information, products, and services to determine the accuracy/validity of nutrition claims.

▲Locate age appropriate guidelines for eating and physical activity. (3.1.N) ▲Interpret information provided on food labels. (3.2.N)


5.1.1. Describe how geography and climate influences the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils. 5.1.2. Describe their varied customs and folklore traditions.


Life Sciences 5-LS1:C. Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) Earth Sciences 5-ESS1. Analyzing data in 3-5 builds on K-2 experiences and progresses to introducing qualitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.



Common Core Standards English Language

Speaking and Listening SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5

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Arts: Speaking and Listening

topics and texts, building on others ideas and expressing their own clearly. SL.5.1.b. Follow agreed-upon rules for discussions and carry out assigned roles. SL.5.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.1.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.




Writing W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1.b. Provide logically ordered reasons that are supported by facts and details. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.





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Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Vocabulary Nouns: Products, Accuracy, Validity Adjectives: Physical Verbs: Demonstrate, Interpret, Claims


Highlights of the Standards 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. PE Standards 5.4.1. Record and analyze food consumption for one day and make a plan to replace foods with healthier choices and adjust quantities to enhance performance in physical activity. 5.4.15. Explain why body weight is maintained when calorie intake is equal to the calories expended. 5.5.5. Contribute ideas and listen to the ideas of others in cooperative problem-solving activities.

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Standards Grade Kindergarten Overarching Nutrition Competency 4: Interpersonal Communication about Nutrition All students will demonstrate the ability to use interpersonal communication skills to optimize food choices and health outcomes.

▲Explain how to ask family members for healthy food options.(4.1.N) -Say or show how to say “no” politely when refusing food when full or indicate preferences for some foods.


K.4.4. Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines. [Map community, school and home gardens, supermarkets]


Earth and Human Activity ETS1.A: Defining and Delimiting an Engineering Problem -Asking questions, making observations, and gathering information are helpful in thinking about problems.








Writing W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

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W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.







Vocabulary

Nouns: respect, choice Adjectives: politely, different Verbs: refuse, choose



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Standards Grade 1 Overarching Nutrition Competency 4: Interpersonal Communication about Nutrition All students will demonstrate the ability to use interpersonal communication skills to optimize food choices and health outcomes.

▲Demonstrate how to ask family members for healthy food options. (4.1.N) -Demonstrate effective ways to say “no” when refusing food when full or indicate preferences for some foods. -Demonstrate the ability to respect differences in body shapes and sizes. -Demonstrate the ability to respect differences in body shapes and sizes.


1.5.1. Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.


Life Sciences LS1.B: Growth and Development of Organisms -Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. [Healthy foods impact our lives.]








Writing W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a

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sequence of instructions). W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.







Vocabulary




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Standards Grade 2 Overarching Nutrition Competency 4: Interpersonal Communication about Nutrition All students will demonstrate the ability to use interpersonal communication skills to optimize food choices and health outcomes.

▲Demonstrate how to ask family members for healthy food options. (4.1.N) -Demonstrate effective ways to say “no” when refusing food when full or indicate preferences for some foods. -Demonstrate the ability to respect differences in body shapes and sizes. -Demonstrate the ability to respect differences in body shapes and sizes.




Science and Engineering Practices Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.








Writing W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

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W.2.8. Recall information from experiences or gather information from provided sources to answer a question.







Vocabulary




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Standards Grade 3 Overarching Nutrition Competency 4: Accessing Valid Nutrition Information All students will demonstrate the ability to use interpersonal communication skills to optimize food choices and health outcomes.

▲Demonstrate effective communication skills to ask for healthy food choices. (4.1.N) -Demonstrate effective ways to say “no” to more food when full or to communicate the reasons for a food preference. -Demonstrate the ability to respect differences in body shapes and sizes.


3.4.2. Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.


Life Sciences 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. LS3.A Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment.


Mathematical Practices MP.2. Reason abstractly and quantitatively.


Speaking and Listening SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.


Reading - Informational Text RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.


Writing W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2. Write informative/explanatory texts to examine a topic and convey

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Writing

ideas and information clearly. W.3.2b Develop the topic with facts, definitions, and details.


Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. A.3. Offering and supporting opinions and negotiating with others in communicative exchanges . B.5. Listening actively to spoken English in a range of social and academic contexts.


Section 1: Part I: Interacting in Meaningful Ways B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area. B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area.



Vocabulary

Nouns: preference, differences Adjectives: respectful Verbs: request, decline



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Standards Grade 4 Overarching Nutrition Competency 4: Accessing Valid Nutrition Information All students will demonstrate the ability to use interpersonal communication skills to optimize food choices and health outcomes.

▲Demonstrate effective communication skills to ask for healthy food choices. (4.1.N) -Demonstrate effective ways to say “no” to more food when full or to communicate the reasons for a food preference. -Demonstrate the ability to respect differences in body shapes and sizes.


4.5.2. Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution. [California Constitution Article 1 Declaration of Rights, SEC. 2a: Every person may freely speak, write and publish his or her sentiments on all subjects, being responsible for the abuse of this right.]


Life Sciences Science and Engineering Practices Identify the evidence that supports particular points in an

explanation. Construct an argument with evidence, data, and/or a model.


Mathematical Practices MP.2. Reason abstractly and quantitatively.


Speaking and Listening SL.4.1d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.


Reading – Informational Text RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.


Writing W.4.8. Recall relevant information from experiences.

English Language Development Standards: Listening and

Section 1: Part I: Interacting in Meaningful Ways A.3. Offering and supporting opinions and negotiating with others in communicative exchanges.

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Speaking English Language Development Standards: Reading

Section 1: Part I: Interacting in Meaningful Ways B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area.


Section 1: Part I: Interacting in Meaningful Ways B.4. Adapting language choices to various contexts (based on task, purpose, audience, and text type). C.11. Supporting own opinions and evaluating others’ opinions in speaking and writing.

Vocabulary

Nouns: preference, differences Adjectives: respectful Verbs: request, decline



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Standards GRADE 5 Overarching Health & Nutrition Content & Competency 4: Interpersonal Communication about Nutrition All students will demonstrate the ability to use interpersonal communication skills to optimize food choices and health outcomes.

▲Use communication skills to deal effectively with influences from peers and media regarding food choices and physical activity.(4.1.N)




Life Sciences 5-LS1:C. Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) Physical Sciences 5-PS2. Cause and effect relationships are routinely identified and used to explain change.





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Writing W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1.b. Provide logically ordered reasons that are supported by facts and details. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics A.3. Offering and supporting opinions with others in communicative exchanges B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area C.11. Supporting own opinions and evaluating others’ opinions in speaking and writing


Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

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B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area


Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) A.4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology C.11. Supporting own opinions and evaluating others’ opinions in speaking and writing C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Vocabulary Nouns: Media Adjectives: Interpersonal, Effectively Verbs: Optimize


Highlights of the Standards 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. PE Standards 5.3.2. Plan a day of healthful balanced meals and snacks designed to enhance the performance of physical activities. 5.4.1. Record and analyze food consumption for one day and make a plan to replace foods with healthier choices and adjust quantities to enhance performance in physical activity. 5.4.15. Explain why body weight is maintained when calorie intake is equal to the calories expended. 5.5.4. Act in a safe and healthy manner when confronted with negative peer pressure during physical activity. 5.5.5. Contribute ideas and listen to the ideas of others in cooperative problem-solving activities.

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Standards GRADE 6 Overarching Health & Nutrition Content & Competency 4: Interpersonal Communication about Nutrition All students will demonstrate the ability to use interpersonal communication skills to optimize food choices and health outcomes.

▲Use communication skills to deal effectively with influences from peers and media regarding food choices and physical activity.(4.1.N)




Life Sciences 6-MS-LS1. Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods. -Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. (MS-LS1-8) -Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods.

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-Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.


Statistics and Probability SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. (For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.) SP.6.5. Summarize numerical data in relation to their context, such as by: SP.6.5a. Reporting the number of observations. SP.6.5b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.


Speaking and Listening Standards 6-12 SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.6.1.b. Follow agreed-upon rules for discussions and carry out assigned roles. SL.6.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.6.1.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.


Reading Standards for Literacy in Science and Technical Subjects 6-12 RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2. Determine the central ideas or conclusions of the text distinct from prior knowledge or opinions. RST.6-8.3. Follow precisely a multistep procedure when carrying out

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experiments, taking measurements, or performing technical tasks. RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.


Writing Standards 6-12 W.6.2.Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing Standards for Literacy in History/Social Studies, Science 6-12 WHST.6-8.1. Write arguments focused on discipline-specific content. WHST.6-8.1.a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1.b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.






Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative

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Standards: Writing

forms (print, communicative technology, and multimedia) A.4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology C.11. Supporting own opinions and evaluating others’ opinions in speaking and writing C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Vocabulary Nouns: Media Adjectives: Interpersonal, Effectively Verb: Optimize



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Standards Grade Kindergarten Overarching Nutrition Competency 5: Decision Making for Nutrition Choices All students will demonstrate the ability to use decision-making skills to optimize food choices and health outcomes.

▲Describe ways to participate regularly in active play and enjoyable physical activities. (5.1.N) -Name or show foods that are favorites to eat. -Talk about a choice between two foods.


K.4.4. Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines. [Map the above and take a walk.]


Life Sciences LS1.C: Organization for Matter and Energy Flow in Organisms -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. [Plants provide us with food which gives our bodies energy.]








Writing W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

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W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.







Vocabulary

Nouns: activities Adjectives: favorite Verbs: describe, share



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Standards Grade 1 Overarching Nutrition Competency 5: Decision Making for Nutrition Choices All students will demonstrate the ability to use decision-making skills to optimize food choices and health outcomes.

▲Use a decision making process to select healthy foods.(5.1.N) ▲Compare and contrast healthy and less-healthy food choices for a variety of settings. (5.2.N) ▲Identify safe ways to increase physical activity (5.3.N)




Life Sciences LS1.D: Information Processing - Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)








Writing W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

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W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.







Vocabulary




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▲Use a decision making process to select healthy foods.(5.1.N) ▲Compare and contrast healthy and less-healthy food choices for a variety of settings. (5.2.N) ▲Identify safe ways to increase physical activity (5.3.N)


2.2.4. Compare and contrast basic land use in urban, suburban, and rural environments in California. 2.4.3. Understand how limits on resources affect production and consumption (what to produce and what to consume).


Engineering Design ETS1.A: Defining and Delimiting Engineering Problems -Asking questions, making observations, and gathering information are helpful in thinking about problems.


Measurement and Data MD.A.3. Estimate lengths using units of inches, feet, centimeters, and meters. MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems.






Writing W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

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Writing

W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). W.2.8. Recall information from experiences or gather information from provided sources to answer a question.







Vocabulary




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▲Describe how to use a decision-making process to select nutritious foods and beverages.(5.1.N) -Compare nutritional values of a variety of similar food items. ▲Describe how to use a decision-making process to select healthy options for physical activity.(5.2.N)




Science and Engineering Practices -Use evidence (e.g., observations, patterns) to support an explanation. (3-LS3-2) -Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-LS4-4)


Mathematical Practices MP.2. Reason abstractly and quantitatively. MP.4. Model with mathematics.


Speaking and Listening SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


Reading - Informational Text RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10. By the end of the year read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.


Writing W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.7. Conduct short research projects that build knowledge about a topic.


Section 1: Part I: Interacting in Meaningful Ways C.9. Expressing information and ideas in formal oral presentations on

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academic topics C.11. Supporting own opinions and evaluating others’ opinions in speaking and writing


Section 1: Part I: Interacting in Meaningful Ways C.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language


Section 1: Part I: Interacting in Meaningful Ways C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.11. Supporting own opinions and evaluating others’ opinions in speaking and writing C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Vocabulary

Nouns: variety, beverages Adjectives: nutritious, nutritional, physical Verbs: compare, select



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▲Describe how to use a decision-making process to select nutritious foods and beverages.(5.1.N) -Compare nutritional values of a variety of similar food items. ▲Describe how to use a decision-making process to select healthy options for physical activity.(5.2.N)


4.2.6. Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy.


Life Sciences Science and Engineering Practices Analyze and interpret data to make sense of phenomena using

logical reasoning. Common Core Standards: Mathematics

Measurement and Data MD.2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.


Speaking and Listening SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


Reading – Informational Text RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.


Writing W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.


Section 1: Part I: Interacting in Meaningful Ways C.9. Expressing information and ideas in formal oral presentations on academic topics.

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Vocabulary

Nouns: variety, beverages Adjectives: nutritious, nutritional, physical Verbs: compare, select



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Standards GRADE 5 Overarching Nutrition Competency 5: Decision Making for Nutrition Choices All students will demonstrate the ability to use decision-making skills to optimize food choices and health outcomes.

▲Use a decision making process to identify healthy foods for meals and snacks. (5.1.N) ▲Use a decision making process to determine activities that increase physical fitness. (5.2.N) ▲Compare personal eating and physical activity patterns with current age-appropriate guidelines. (5.3.N)




Life Sciences 5-LS1:C. Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) Physical Sciences 5-PS2. Cause and effect relationships are routinely identified and used to explain change.




Speaking and Listening SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. SL.5.1.b. Follow agreed-upon rules for discussions and carry out assigned roles.

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SL.5.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.1.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.






Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics A.3. Offering and supporting opinions with others in communicative exchanges


Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area


Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) A.4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

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C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Vocabulary Nouns: Outcomes Adjectives: Personal Verbs: Decision-making, Increase


Highlights of the Standards 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. PE Standards 5.3.2. Plan a day of healthful balanced meals and snacks designed to enhance the performance of physical activities. 5.4.1. Record and analyze food consumption for one day and make a plan to replace foods with healthier choices and adjust quantities to enhance performance in physical activity. 5.4.15. Explain why body weight is maintained when calorie intake is equal to the calories expended.

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Standards GRADE 6 Overarching Nutrition Competency 5: Decision Making for Nutrition Choices All students will demonstrate the ability to use decision-making skills to optimize food choices and health outcomes.

▲Use a decision making process to identify healthy foods for meals and snacks. (5.1.N) ▲Use a decision making process to determine activities that increase physical fitness. (5.2.N) ▲Compare personal eating and physical activity patterns with current age-appropriate guidelines. (5.3.N)




Life Sciences 6-MS-LS1. Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods. -Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. (MS-LS1-8)


Statistics and Probability SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. (For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.)

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SP.6.5. Summarize numerical data in relation to their context, such as: SP.6.5a. Reporting the number of observations. SP.6.5b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.


Speaking and Listening Standards 6-12 SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.6.1.b. Follow agreed-upon rules for discussions and carry out assigned roles. SL.6.1.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.6.1.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.


Reading Standards for Literacy in Science and Technical Subjects 6-12 RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2. Determine the central ideas or conclusions of the text distinct from prior knowledge or opinions. RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Integration of Knowledge and Ideas RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.


Writing Standards 6-12 W.6.2.Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing Standards for Literacy in History/Social Studies, Science 6-12 WHST.6-8.1. Write arguments focused on discipline-specific content. WHST.6-8.1.a. Introduce claim(s) about a topic or issue, acknowledge

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and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1.b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.







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Vocabulary Nouns: Outcomes Adjectives: Personal Verbs: Decision-making, increase



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Standards Grade Kindergarten Overarching Nutrition Competency 6: Goal Setting All students will demonstrate the ability to use goal-setting skills to enhance nutrition and health.

-Set a goal to use manners when consuming meals at school.


K.1.1. Follow rules, such as sharing and taking turns, and know the consequences of breaking them.


Life Sciences K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [The food we eat originates from plants.]


Measurement and Data MD.B.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. [Classify food types on plate.]






Writing W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

English Language Development Standards:

Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics.

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Speaking and Listening

A.3. Offering and supporting opinions and negotiating with others in communicative exchanges. B.5. Listening actively to spoken English in a range of social and academic contexts.





Vocabulary

Nouns: goal, manners Adjectives: nutritious Verbs: consume, decide



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Standards Grade 1 Overarching Nutrition Competency 6: Goal Setting All students will demonstrate the ability to use goal-setting skills to enhance nutrition and health.

▲Set a short-term goal to choose healthy foods for snacks and meals.(6.1.N) ▲Set a short-term goal to participate daily in vigorous physical activity. (6.2.N)


1.1.1. Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people make the rules), giving examples of both systems in their classroom, school, and community.


Life Sciences LS1.A: Structure and Function -All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. [The food we eat originates from plants.]


Measurement and Data MD.C.4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [Classify food types on plate.]






Writing W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8. With guidance and support from adults, recall information from

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experiences or gather information from provided sources to answer a question.







Vocabulary

Nouns: goal, manners Adjectives: nourishing Verbs: consume, decide



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Standards Grade 2 Overarching Nutrition Competency 6: Goal Setting All students will demonstrate the ability to use goal-setting skills to enhance nutrition and health.

▲Set a short-term goal to choose healthy foods for snacks and meals.(6.1.N) ▲Set a short-term goal to participate daily in vigorous physical activity. (6.2.N)




Life Sciences Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. -Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.








Writing W.2.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science

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observations). W.2.8. Recall information from experiences or gather information from provided sources to answer a question.







Vocabulary

Nouns: goal, manners Adjectives: nourishing Verbs: consume, decide



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Standards Grade 3 Overarching Nutrition Competency 6: Goal Setting for Nutrition All students will demonstrate the ability to use goal-setting skills to enhance nutrition and health.

▲Make a plan to choose healthy foods and beverages.(6.1.N) ▲Make a plan to choose physical activities at school and home.(6.2.N)


3.1.1. Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes). [Also: grocery stores, farmer’s markets, gardens, and parks.]


Life Sciences Crosscutting Concepts -Patterns of change can be used to make predictions. (3-PS2-2) -Science affects everyday life. (3-ESS3-1)


Mathematical Practices MP.4. Model with mathematics. MP.2. Reason abstractly and quantitatively.




Reading - Informational Text RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).


Writing W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2b Develop the topic with facts, definitions, and details.


Section 1: Part I: Interacting in Meaningful Ways A.4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

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Section 1: Part I: Interacting in Meaningful Ways C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology. C.11. Supporting own opinions and evaluating others’ opinions in speaking and writing

Vocabulary

Nouns: plan, food choice, physical activity Adjectives: nutritious Verbs: plan



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Standards Grade 4 Overarching Nutrition Competency 6: Goal Setting for Nutrition All students will demonstrate the ability to use goal-setting skills to enhance nutrition and health.

▲Make a plan to choose healthy foods and beverages.(6.1.N) ▲Make a plan to choose physical activities at school and home.(6.2.N)


4.1.3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.


Life Sciences Science and Engineering Practices Apply scientific ideas to solve design problems.


Mathematical Practices MP.1. Make sense of problems and persevere in solving them. MP.4. Model with mathematics.


Speaking and Listening SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


Reading – Informational Text RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.


Writing W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.





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Section 1: Part I: Interacting in Meaningful Ways B.4. Adapting language choices to various contexts (based on task, purpose, audience, and text type).

Vocabulary

Nouns: plan, food choice, physical activity Adjectives: nutritious Verbs: plan



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Standards GRADE 5 Overarching Nutrition Competency 6: Goal Setting for Nutrition All students will demonstrate the ability to use goal-setting skills to enhance nutrition and health.

▲Monitor personal progress toward a nutritional goal.(6.1.N) ▲Monitor personal progress toward a physical activity goal.(6.2.N)




Life Sciences 5-LS1:C. Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) Physical Sciences

5-PS2. Cause and effect relationships are routinely identified and used to explain change.





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Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area


Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) A.4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

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C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Vocabulary Nouns: Nutritional goal, Physical Activity Goal Adjectives: Progress Verbs: Goal-setting, Monitor, Enhance


Highlights of the Standards 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. PE Standards 5.3.2. Plan a day of healthful balanced meals and snacks designed to enhance the performance of physical activities. 5.4.1. Record and analyze food consumption for one day and make a plan to replace foods with healthier choices and adjust quantities to enhance performance in physical activity. 5.4.15. Explain why body weight is maintained when calorie intake is equal to the calories expended.

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Standards GRADE 6 Overarching Nutrition Competency 6: Goal Setting for Nutrition All students will demonstrate the ability to use goal-setting skills to enhance nutrition and health.

▲Monitor personal progress toward a nutritional goal.(6.1.N) ▲Monitor personal progress toward a physical activity goal.(6.2.N)




Physical Sciences 6-MS-PS1. Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-PS1-4) ETS1.B. A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. Life Sciences LS1.B. Animals engage in characteristic behaviors that increase the odds of reproduction.


Expressions and Equations EE.6.6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. EE.6.9. Use variables to represent two quantities in a real-world

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problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Statistics and Probability SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. (For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.)


Speaking and Listening Standards 6-12 SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.b. Follow agreed-upon rules for discussions and carry out assigned roles. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.




Writing Standards 6-12 W.6.2.Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing Standards for Literacy in History/Social Studies, Science 6-12 WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.



English Language Section 1: Part I: Interacting in Meaningful Ways

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Development Standards: Reading

B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language


Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) A.4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Vocabulary Nouns: Nutritional goal, Physical Activity Goal Adjectives: Progress Verbs: Goal-setting, Monitor, Enhance



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Standards Grade Kindergarten Overarching Nutrition Competency 7: Practicing Nutrition-Enhancing Behaviors All students will demonstrate the ability to practice nutrition-related behaviors that reduce risk and promote health.

▲Select nutritious snacks.(7.1.N) ▲Plan a nutritious breakfast. (7.2.N) -Demonstrate hand washing before handling or eating foods. ▲Choose healthy foods in a variety of settings.(7.3.N)


K.4.4. Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines. [Map of where one might grow/find healthy foods.]


Life and Space Sciences LS1.C. 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.








Writing W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8. With guidance and support from adults, recall information from

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Vocabulary

Nouns: breakfast, variety Adjectives: clean Verbs: plan, sort



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Standards Grade 1 Overarching Nutrition Competency 7: Practicing Nutrition-Enhancing Behaviors All students will demonstrate the ability to practice nutrition-related behaviors that reduce risk and promote health.

▲Examine the importance of eating a nutritious breakfast every day. (7.1.N) ▲Plan a nutritious meal. (7.2.N) ▲Select healthy beverages.(7.3.N) ▲Examine the criteria for choosing a nutritious snack.(7.4.N) -Record foods consumed and use the current USDA guide for daily food choices to classify food groups selected. -Demonstrate safe practices for handling and preparing foods at school. ▲Participate in physical activities with friends and family.(7.5.N)




Earth and Space Sciences Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.








Writing W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a

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Vocabulary

Nouns: hygiene, beverage Adjectives: important Verbs: examine, select



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▲Examine the importance of eating a nutritious breakfast every day. (7.1.N) ▲Plan a nutritious meal. (7.2.N) ▲Select healthy beverages.(7.3.N) ▲Examine the criteria for choosing a nutritious snack.(7.4.N) -Record foods consumed and use the current USDA guide for daily food choices to classify food groups selected. -Demonstrate safe practices for handling and preparing foods at school. ▲Participate in physical activities with friends and family.(7.5.N)


2.1.2. Compare and contrast their daily lives with those of their parents, grandparents, and/or guardians. [Research and compare food consumed over several generations.]











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Vocabulary

Nouns: hygiene, beverage Adjectives: important Verbs: examine, select



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▲Practice how to take personal responsibility for eating healthy foods.(7.1.N) ▲Practice how to take personal responsibility for limiting sugar (and salt) consumption in foods, snacks, and beverages.(7.2.N) -Demonstrate the preparation of a nutritious snack. ▲Practice how to take personal responsibility for engaging in physical activity. (7.3.N) ▲Identify ways to establish and maintain healthy eating practices consistent with current research-based guidelines for a nutritionally balanced diet. (7.4.N)




Life Sciences Crosscutting Concepts -Cause and effect relationships are routinely identified, tested, and used to explain change. (3-ESS3-1) -Science affects everyday life. (3-ESS3-1)


Mathematical Practices MP.1. Make sense of problems and persevere in solving them.


Speaking and Listening SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


Reading - Informational Text RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect..


Writing W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.7. Conduct short research projects that build knowledge about a topic.


Section 1: Part I: Interacting in Meaningful Ways C.9. Expressing information and ideas in formal oral presentations on academic topics

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Section 1: Part I: Interacting in Meaningful Ways C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

Vocabulary

Nouns: responsibility, practice(s) Adjectives: personal, current Verbs: limit, prepare



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Standards Grade 4 Overarching Nutrition Competency 7: Practicing Nutrition-Enhanced Behaviors All students will demonstrate the ability to practice nutrition-related behaviors that reduce risk and promote health.

▲Practice how to take personal responsibility for eating healthy foods.(7.1.N) ▲Practice how to take personal responsibility for limiting sugar (and salt) consumption in foods, snacks, and beverages.(7.2.N) -Demonstrate the preparation of a nutritious snack. ▲Practice how to take personal responsibility for engaging in physical activity. (7.3.N) ▲Identify ways to establish and maintain healthy eating practices consistent with current research-based guidelines for a nutritionally balanced diet. (7.4.N)


4.5.4. Explain the structures and functions of state governments, including the roles and responsibilities of their elected officials.


Life Sciences Science and Engineering Practices Apply scientific ideas to solve design problems. Identify the

evidence that supports particular points in an explanation. Common Core Standards: Mathematics

Mathematical Practices MP.1. Make sense of problems and persevere in solving them.


Speaking and Listening SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.


Reading – Informational Text RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.


Writing W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.




Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly

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Reading through language. English Language Development Standard: Writing


Vocabulary

Nouns: responsibility, practice(s) Adjectives: personal, current Verbs: limit, prepare



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Standards GRADE 5 Overarching Nutrition Competency 7: Practicing Nutrition-Enhancing Behaviors All students will demonstrate the ability to practice nutrition-related behaviors that reduce risk and promote health.

▲Identify ways to choose healthy snacks based on current research-based guidelines.(7.1.N) ▲Demonstrate how to prepare a healthy meal or snack using sanitary food preparation and storage practices.(7.2.N) ▲Demonstrate the ability to balance food intake and physical activity. (7.3.N) ▲Demonstrate the ability to assess personal physical activity levels. (7.4.N) -Practice using the nutrition facts label and product ingredient list on food products and explain how the information provided may help make food choices.




Life Sciences 5-LS1:C. Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) -Standard units are used to measure and describe physical quantities such as weight and volume. (5-ESS2-2) Physical Sciences






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Reading - Informational Text RI.5.1. Quote accurately from the text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.


Writing W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1.b. Provide logically ordered reasons that are supported by facts and details. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.5.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics A.3. Offering and supporting opinions with others in communicative exchanges C.11. Supporting own opinions and evaluating others’ opinions in speaking and writing


Section 1: Part I: Interacting in Meaningful Ways B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area

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Vocabulary Nouns: Nutrition facts label Adjectives: Healthy Verbs: Prepare, Balance, Assess, Reduce


Highlights of the Standards 1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. PE Standards 5.3.2. Plan a day of healthful balanced meals and snacks designed to enhance the performance of physical activities. 5.3.8. Assess health-related physical fitness by using a scientifically based health-related fitness assessment.

5.3.9. Meet age- and gender-specific fitness standards for aerobic capacity, muscular strength, flexibility, and body composition, using a scientifically based health-related fitness assessment. 5.4.1. Record and analyze food consumption for one day and make a plan to replace foods with healthier choices and adjust quantities to enhance performance in physical activity. 5.4.4. Examine personal results of a scientifically based health-related physical fitness assessment and identify one or more ways to improve performance in areas that do not meet minimum standards. 5.4.15. Explain why body weight is maintained when calorie intake is equal to the calories expended.

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Standards GRADE 6 Overarching Nutrition Competency 7: Practicing Nutrition-Enhancing Behaviors All students will demonstrate the ability to practice nutrition-related behaviors that reduce risk and promote health.

▲Identify ways to choose healthy snacks based on current research-based guidelines.(7.1.N) ▲Demonstrate how to prepare a healthy meal or snack using sanitary food preparation and storage practices.(7.2.N) ▲Demonstrate the ability to balance food intake and physical activity. (7.3.N) ▲Demonstrate the ability to assess personal physical activity levels. (7.4.N) -Practice using the nutrition facts label and product ingredient list on food products and explain how the information provided may help make food choices.




Life Sciences 6-MS-LS1. Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods. -Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. (MS-LS1-8) MS-LS2. Science disciplines share common rules of obtaining and evaluating empirical evidence. (MS-LS2-4)


Statistics and Probability SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.

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(For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.) SP.6.5. Summarize numerical data in relation to their context, such as by: SP.6.5a. Reporting the number of observations. SP.6.5b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.


Speaking and Listening Standards 6-12 SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.b. Follow agreed-upon rules for discussions and carry out assigned roles. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.






Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics

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Listening and Speaking

A.3. Offering and supporting opinions with others in communicative exchanges C.11. Supporting own opinions and evaluating others’ opinions in speaking and writing





Vocabulary Nouns: Nutrition facts label Adjectives: Healthy Verbs: Prepare, Balance, Assess, Reduce



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Standards Grade Kindergarten Overarching Nutrition Competency 8: Nutrition Promotion All students will demonstrate the ability to promote and support a sustainable, nutritious food supply and healthy lifestyles for families and communities.

-Prepare a healthy snack. -Practice selecting foods that are in season. -Identify and try a new fruit or vegetable. -Tell others about trying a healthy snack or new fruit and vegetable. -Encourage others when they select healthy foods.


K.5. Students put events in temporal order using a calendar, placing days, weeks, and months in proper order. [Develop a calendar of fruits and vegetables in season throughout the year.]


Earth and Space Sciences K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.








Writing W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

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Vocabulary

Nouns: season, fruit, vegetable Adjectives: new Verbs: encourage, identify



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Standards Grade 1 Overarching Nutrition Competency 8: Nutrition Promotion All students will demonstrate the ability to promote and support a sustainable, nutritious food supply and healthy lifestyles for families and communities.

▲Practice making healthy eating choices with friends and family.(8.1.N) ▲Explain to others what is enjoyable about physical activity (8.2.N) Explain to others what is enjoyable about eating healthy. Practice selecting a food that is grown locally.




Life Sciences LS1.B: Growth and Development of Organisms -Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive.








Writing W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8. With guidance and support from adults, recall information from

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Vocabulary

Nouns: physical activity Adjectives: enjoyable, local Verbs: explain, practice



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▲Practice making healthy eating choices with friends and family.(8.1.N) ▲Explain to others what is enjoyable about physical activity (8.2.N) Explain to others what is enjoyable about eating healthy. Practice selecting a food that is grown locally.


2.1.2. Compare and contrast their daily lives with those of their parents, grandparents, and/or guardians.











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Vocabulary

Nouns: physical activity Adjectives: enjoyable, local Verbs: explain, practice



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▲Support others in making positive food and physical activity choices.(8.1.N) -Demonstrate how to offer support to someone who is teased because of weight or body shape.


3.4.2. Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life. 3.4.6. Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).


Life Sciences LS2.D: Social Interactions and Group Behavior -Being part of a group helps animals obtain food, defend themselves, and cope with changes.


Mathematical Practices MP.4. Model with mathematics. Number and Operations in Base Ten 3.NBT. Use place value understanding and properties of operations to perform multi-digit arithmetic






Writing W.3.1. Write opinion pieces on topics or texts, supporting a point of view

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with reasons. W.3.2b. Develop the topic with facts, definitions, and details.


Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics A.3. Offering and supporting opinions and negotiating with others in communicative exchanges B.5. Listening actively to spoken English in a range of social and academic contexts


Section 1: Part I: Interacting in Meaningful Ways B.6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language B.7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area


Section 1: Part I: Interacting in Meaningful Ways C.11. Supporting own opinions and evaluating others’ opinions in speaking and writing C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Vocabulary

Nouns: support, body shape, weight Adjectives: positive Verbs: teased, offer, support



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▲Support others in making positive food and physical activity choices.(8.1.N) -Demonstrate how to offer support to someone who is teased because of weight or body shape.


4.3.4. Study the lives of women who helped build early California (e.g., Biddy Mason).


Life Sciences Science and Engineering Practices Identify the evidence that supports particular points in an

explanation. Common Core Standards: Mathematics

Mathematical Practices MP.2. Reason abstractly and quantitatively. Measurement and Data MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.


Speaking and Listening SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.


Reading – Informational Text RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.


Writing W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)


Section 1: Part I: Interacting in Meaningful Ways A.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics.

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Listening and Speaking English Language Development Standards: Reading

Section 1: Part I: Interacting in Meaningful Ways B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area.


Section 1: Part I: Interacting in Meaningful Ways A.4. Adapting language choices to various contexts (based on task, purpose, audience, and text type).

Vocabulary

Nouns: support, body shape, weight Adjectives: positive Verbs: teased, offer, support



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Standards GRADE 5 Overarching Nutrition Competency 8: Nutrition Promotion All students will demonstrate the ability to promote and support a sustainable, nutritious food supply and healthy lifestyles for families and communities.

▲Encourage and promote healthy eating and increased physical activity opportunities at school and in the community. (8.1.N) -Use different cultural traditions to plan meals.




Life Sciences 5-LS1:C. Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion. (secondary to 5-PS3-1) Physical Sciences






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Writing W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.






Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) A.4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Vocabulary Nouns: Cultural, Traditions Adjectives: Sustainable, Nutritious Verbs: Promote, Encourage


Highlights of the Standards 1. Students demonstrate the motor skills and movement patterns

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needed to perform a variety of physical activities. 2. Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. 3. Students assess and maintain a level of physical fitness to improve health and performance. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance. PE Standards 5.5.7. Accommodate individual differences in others’ physical abilities in small-group activities. 5.5.8. Appreciate physical games and activities reflecting diverse heritages.

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Standards GRADE 6 Overarching Nutrition Competency 8: Nutrition Promotion All students will demonstrate the ability to promote and support a sustainable, nutritious food supply and healthy lifestyles for families and communities.

▲Encourage and promote healthy eating and increased physical activity opportunities at school and in the community. (8.1.N) -Use different cultural traditions to plan meals.




Life Sciences 6-MS-LS1. Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods. -Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. (MS-LS1-8) MS-LS2. Science disciplines share common rules of obtaining and evaluating empirical evidence. (MS-LS2-4)


Statistics and Probability SP.6.5. Summarize numerical data in relation to their context, such as by:

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SP.6.5a. Reporting the number of observations. SP.6.5b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.


Speaking and Listening Standards 6-12 SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1.b. Follow agreed-upon rules for discussions and carry out assigned roles. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.







English Language Section 1: Part I: Interacting in Meaningful Ways

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Development Standards: Reading

B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area


Section 1: Part I: Interacting in Meaningful Ways A.2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) A.4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) B.8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area C.10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology C.12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Vocabulary Nouns: Cultural traditions Adjectives: Sustainable, Nutritious Verbs: Promote, Encourage



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Documents

Common Core Standards Matrix for the Nutrition … Core...Common Core Standards Matrix for the Nutrition Competencies Grades K-6 Project Eat, Alameda County Office of Education 2013