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Lesson Plan
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\n\"THE\n\n
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\nCurated OER\n
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\nTHE FOODS WE EAT\n

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\n\nFor Teachers\n\n1st - 4th\n
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\nYoung scholars discuss the five food groups and the seven basic nutrients. They decorate Food We Eat booklet pages with pictures of foods found on background, rubber stamp and animation tools in KidPix. (Booklet has a page for each food...\n
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Lesson Plan
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\n\"Giving\n\n
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\nCurated OER\n
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\nGiving Thanks for Food and Farms\n

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\n\nFor Teachers\n\nK - 2nd\n\nStandards\n
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\nSarah Stewart’s The Gardener and Food from Farms by Nancy Dickmann display the importance of community farms. After reading these short picture books, class members draw connections between farms and the food we eat each day. As a...\n
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\n\"Earth:\n\n
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\nCurated OER\n
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\nEarth: The Food We Eat, The Seeds We Sow\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars explore the importance of seed diversity for cultural and ecological stability/health. They discover what an heirloom seed is and why they are important to conserve.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Foods we Eat (Los Alimentos)\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders sing a song and create flashcards showing their favorite foods.  In this Spanish \"What do you like? lesson, 6th graders display Spanish foods using a document camera and graph their favorites.\n
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Instructional Video5:10
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\n\"How\n\n
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\nTED-Ed\n
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\nHow The Food You Eat Affects Your Gut\n

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\n\nFor Students\n\n3rd - 12th\n
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\nSome foods we eat are not meant to be broken down by our digestive systems, but instead by our gut. But how can we control what our gut breaks down? The answer is simple: our diet.\n
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Lesson Plan
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\n\"Bio\n\n
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\nBaylor College\n
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\nBio Build-up\n

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\n\nFor Teachers\n\nK - 5th\n
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\nTrace pollutants through the environment in the seventh lesson of this series on the science of food. Looking at a picture of the plants and animals in an aquatic ecosystem, learners use dot stickers to represent harmful chemicals as...\n
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Instructional Video4:58
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\n\"Why\n\n
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\nWhy Do We Pass Gas?\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nFlatulence is a fact of life. But what exactly is happening in our bodies that produces this excess gas? Find out with this entertaining, yet educational, video that explores the different types of bacteria that aid...\n
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Instructional Video2:51
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\n\"Why\n\n
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\nMinuteEarth\n
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\nWhy Is Poop Brown And Pee Yellow?\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nWe all do it ... why not have a better understanding of the process? Life science scholars discover how the colorful foods we eat are either brown or yellow when our bodies have finished with them. The narrator leads the tour through the...\n
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Lesson Plan
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\n\"Speedy\n\n
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\nK20 LEARN\n
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\nSpeedy Cat: Enzymes\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nEnzymes have a need for speed! What happens when they are forced to slow down? A well-rounded lesson plan from the K20 Center examines enzyme activity through role playing and a lab. Biology scholars work in teams and pairs to understand...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Foods We Eat: Towards a Balanced Diet\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nPupils list at least 10 different food items grown/produced in their community, identify what each food item contains and make a list of different food items which constitute a balanced diet. They bring in food samples and write food poems.\n
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Lesson Plan
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\n\"Thank\n\n
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\nCurated OER\n
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\nThank You For the Food We Eat\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nLearners explore where our food comes from. In this science lesson, students discuss how much of our food comes from animals. Learners construct a mobile.\n
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\n\"Activity\n\n
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\nCurated OER\n
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\nActivity Plan 3-4: Scrumptious Shapes\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nStudents discover together that shapes are everywhere - even in the food we eat. In this early childhood math and art lesson, students read about shapes, identify foods that match geometric shapes, and create a class book.\n
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Lesson Plan
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\n\"Where\n\n
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\nCurated OER\n
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\nWhere Does Food Come From?\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudents recognize that food we eat comes from farms.  In this where does food come from lesson, students discuss planting crops and how they grow.  Students plant seeds for edible crops and eat them when are ripe. Students...\n
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Lesson Plan
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\n\"Digestive\n\n
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\nCurated OER\n
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\nDigestive System\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents analyze how the digestive system works by taking the food we eat and breaking it down for our bodies to use for various reasons. They list the major components of the digestive system and draw a diagram. They explain how...\n
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Lesson Plan
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\n\"Inside\n\n
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\nCurated OER\n
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\nInside Out: An Up-Close Look At Foods We Eat\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders identify the origins of meats and vegetables consumed by humans on a daily basis. They classify foods (meats, dairy products, grains...) and create a food pyramid.\n
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Lesson Plan
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\n\"Gifts\n\n
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\nCurated OER\n
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\nGifts from the Sea\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nStudents discover the oceanic food chain.  In this healthy eating instructional activity, student investigate the fish we eat and the food the fish eat.  Students discover what ocean animals eat seaweed and what everyday foods...\n
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Lesson Plan
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\n\"On\n\n
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\nCurated OER\n
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\nOn The Farm\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nStudents study a dairy farm and also the crops that grow on farms. They research how we depend on farms to get the food we eat. They transform their findings and describe one the farms or make up their own. They turn the information...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Food We Eat\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents plan a menu for one day after they study the food pyramid and learn about their daily food requirements. They are given an updated food pyramid with a summary fo dietary recommendations that replaces the old standard \"four food...\n
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Lesson Plan
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\n\"Plants\n\n
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\nCurated OER\n
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\nPlants\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nStudents illustrate the major parts of a plant, classify some plant foods we eat as roots, stems, leaves, flowers, fruits and seeds. They also name some animals that use seeds, leaves, and fruit for food.\n
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Lesson Plan
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\n\"Oh\n\n
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\nCurated OER\n
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\nOh That Gross Digestive System!\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents get an understanding of the main components of the digestive system and how the system takes the food we eat and converts it into energy.\n
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Worksheet
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\n\"Digestion\n\n
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\nCurated OER\n
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\nDigestion and Nutrition\n

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\n\nFor Students\n\n7th - 8th\n
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\nIn this homeostasis worksheet, students will read about how the food we eat helps our body to maintain homeostasis. Students will complete 1 short answer question and 3 true or false questions.\n
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Lesson Plan
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\n\"Feed\n\n
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\nCurated OER\n
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\nFeed Your Cells\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine and research the human digestive system and what happens to the food we eat. They read the article, The Passage of Food, participate in an experiment with crackers, and write a paragraph summarizing the function of the...\n
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\n\"Acid-Base\n\n
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\nVirginia Department of Education \n
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\nAcid-Base Theory\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nLitmus paper, why so blue? A chemistry lesson includes a pre-lab activity, practice calculating pH, an experiment measuring the pH in acids and bases, a titration demonstration, and a titration experiment. \n
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\n\"Indian\n\n
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\nIndian Corn\n

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\n\nFor Teachers\n\n1st\n
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\nFirst graders demonstrate that eating combinations of food is very healthy. They discover that foods we eat today are similar to the foods the Pilgrims ate by categorizing the foods on poster board paper.\n
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