Students will identify the benefits of physical activity, state the recommended amount of daily physical activity, and identify the different types of physical activity and their benefits.

This is a supplemental presentation that should be used with the Breakfast lesson plan. Students will be able to explain the importance of eating a healthy breakfast, discuss heath benefits of eating a well-balanced breakfast, and choose a breakfast consistent with the dietary guidelines.

Students will identify MyPlate food groups and examples of foods from each group, explain the importance of consuming foods from each food group every day, identify nutrient-dense foods and foods high in empty calories from solid fats and added sugars, explain the health risks associated with consuming a diet high in calories, SoFAS, and sodium, and describe the importance of daily physical activity.

Students will identify the key messages of MyPlate: balancing calories, foods to increase, and foods to reduce and demonstrate knowledge of combination foods and how those foods fit into MyPlate.

This is a supplemental presentation that should be used with the Build a Healthy Plate lesson plan. Students will learn about MyPlate.

Students will describe the importance of calcium in their diet, list a variety of foods through which they can obtain calcium, recognize why it is important to be physically active, and recall importance of having strong bones and teeth.

In this activity, students will read food labels to determine the difference between two varieties of snacks. This activity is found on p. 18 of the pdf.

Students will explain the importance of eating a healthy breakfast, discuss heath benefits of eating a well-balanced breakfast, and choose a breakfast consistent with the dietary guidelines.

Students will identify the importance of hydration and analzye drink choices for their health and nutrition benefits and deficiencies.

Students will assess sugar content in drinks and create and taste a healthy drink.

Students will recognize the role of fat in the body, identify the fat content of various foods relative to each other, and generate alternatives to higher fat foods.

Students will discuss the relationship among energy intake, energy expenditure and body
weight, explain the importance of aiming for a healthy weight, identify health concerns related to sedentary lifestyles, and state at least two benefits of daily physical activity.

This is a supplemental presentation to be used with the Energy Balance lesson plan.

Students will identify fast food choices that are more healthful, define the health benefits of choosing smaller portions of foods high in fat, calories, and sodium, describe the basics of energy balance and how to maintain a healthy weight, and evaluate their fast food choices and identify ways to improve.

This is a supplemental presentation that should be used with the Fast Food: Figuring Out the Facts lesson plan. It will show students the dangers of fast food and how to make healthier choices.

Students explain why excessive fat intake is not healthful, describe ways to limit fat when eating fast food, identify the difference between healthful and less healthful fats, and make lower fat choices from fast food restaurant menus.

Students will describe the impact of fast food on the American diet, analyze their community to identify fast food restaurants and grocery stores, and identify three ways to make healthier food choices using the fast food restaurants and grocery stores in their community.

Students will explain the importance of and sources of fiber in the diet, discuss the difference between whole grains and refined grains, read food labels to distinguish between whole grains and refined grains, state how much fiber they need daily, and explain the health consequences of not getting enough fiber.

This is a supplemental presentation that should be used with the Fill Up on Fiber! lesson plan.

Students will will explain the importance of food safety, list methods to prevent foodborne illness, and identify high risk populations for foodborne illness