26

Lesson 3:

Healthy From 

the Ground Up

LESSON OVERVIEW:

In this lesson, students learn that people and plants need nutrients to be 

healthy and grow. They will conduct an experiment observing how seeds 

grow in various conditions, with and without nutrients, and draw conclusions

about their own needs and health. Finally, students will play a game that 

helps them identify and classify various vegetables and create new, healthy 

meals.

ESSENTIAL QUESTIONS: What do living things need to survive, stay healthy, 

 and grow? How do plants and people get their nutrients? What is a 

 nutrient, and where can I find what I need? 

TEACHING PROCEDURE:

GETTING STARTED (20 minutes, Health)

1. Write “Healthy Plants” on one side of the board and “Healthy People” on 

the other. Start a discussion by asking students how we are similar to and 

different from plants. Ask students if they can describe what each needs 

to live and grow. Allow students to share their ideas. Guide student answers

to reflect water, air, sunlight, and food for both plants and people. 

Ask students if there are other things people might need to be healthy 

(for example, physical activity, sleep).

2. Explain that we need nutrients, just like plants do. Nutrients are the 

substances in food that plants and people use to grow and be healthy. 

What are the six nutrients people need? (Carbohydrates, Proteins, 

Fats, Vitamins, Minerals, and Water) Explain that some nutrients give 

the body energy – which we use for body processes, like digestion and 

breathing, as well as for physical activity, like running and jumping. 

Nutrients that give us energy are carbohydrates, proteins, and fats. 

Vitamins and minerals are nutrients that do not provide energy, but have 

other roles that help the body grow and stay healthy (for example, help our 

skin stay healthy or our teeth stay strong).

3. Ask: Where do plants and people get nutrients? Plants get their “food” 

nutrients from the soil in which they grow. They also make their food through 

photosynthesis – a process by which the plant makes food energy from 

sunlight. People get the nutrients they need by eating a variety of foods – 

from plants (fruits, vegetables, grains, nuts, and seeds) and animals. Fruits 

and vegetables provide many important nutrients people need to be healthy 

and grow.

TOTAL TIME REQUIRED: 165 minutes / 3 sessions

Session 1: Getting Started 20 min (Health); 

 Activity I “Seed Race!” 40 min (Science)

Session 2: Activity II “Veggies: Nature’s Rock Stars”

 40 min (Health/Science/Math);

 Activity III “Taste the Power of the Bean!”

 20 min (Science/Health)

Session 3: Reflect 45 min (English Language Arts/

 Health)

Key Message:

A lot can happen when you eat your colors. 

Make half your plate fruits and veggies. 

They’ll help you eat smart to play hard!

Subject Connections: Science, Health

Learning Objectives:

Students will be able to...

• Describe how both plants and people need

nutrients to grow and be healthy.

• Identify nutrients provided by fruits 

and vegetables.

• Explain the importance of eating a variety

of vegetables from all of the vegetable

subgroups. 

• Identify beans and peas.

• Summarize the health benefits of eating 

beans and peas.

Supplies:

• Access to sink with warm, running water 

and soap

• Can opener, large mixing spoon, colander,

measuring cup, 2 large serving bowls, bowls,

spoons, and napkins for each student

• 6 plastic bags with zipper-style closure,

paper towels, pan/tray, 1 680-mg packet 

of lettuce seeds, bowl, sponge, tape, 

1 opaque plastic bag, 1 cup potting soil

• Garden Journals

• Student handouts (pp. 69-74): 

1. Nutrient Knowledge Flashcards

2. Case of the Missing Subgroup

3. A Lot Can Happen When...

• Optional (flipbook extension): Colored 

pencils, blank paper or index cards

• Dig In! posters – Leafy Green DJ,

Veggie Rock Stars, Dancing Beans

Featured Fruits and Vegetables:

Black bean 

Provide dry samples of black beans for 

students to observe and cooked samples of 

black beans for students to taste (or 2 15-oz 

cans, rinsed, drained (no salt added). (See 

recipe on p. 30 to adjust amounts.)

Additional Foods:

Recipe on p. 30 serves 6; adjust as needed:

canned whole-kernel corn (no salt added), 

tomatoes or jar of salsa, 3 cups (1 bag) of 

baked tortilla chips. Optional: lime juice, 

cucumber, onion, melon, red bell pepper, and 

cilantro. Provide water (and cups) for students 

to drink as they taste the vegetables.

26 Dig In! • Grades 5-6 • http://teamnutrition.usda.gov
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4. Explain and summarize the connection that healthy plants have to healthy 

people. Healthy edible plants provide food that gives people nutrients they 

need to live and grow.

LEARNING ACTIVITIES

Activity I. Seed Race! (40 minutes for experiment; 5 days of observation, Science)

Prepare: Set up a station in the classroom where student groups can work 

on observing a seedling race. Provide materials: pan/tray, plastic bags with 

zipper-style closure, lettuce seeds, container filled with water, cup of soil, 

sponge for spills, tape, paper towels. You will conduct the experiment as a 

demonstration for students to observe. Prelabel six bags with “Condition 1” 

through “6” as listed below.

1. Explain that the class will conduct a seedling race to investigate how plants 

respond to different conditions in order to understand how access to nutrients 

affects their health and growth. Ask students to have their Garden Journals

ready to write down their predictions, observations, and conclusions. Show 

students the materials you have assembled. Let them know that you will be 

creating six different growing conditions for the seedlings. Note: Explain 

what you are doing every step of the way during the experiment. Invite a 

different volunteer to help with the setup of each condition. After each step, 

ask students to raise their hands if they think the seed will grow. Keep track 

of their predictions on a chart. Ask students to explain why they think the seed 

will or will not grow. A lettuce seed is about half the size of a grain of rice. Each 

680 mg lettuce seed packet contains approximately 800 individual seeds. For 

each condition, you will need a “pinch” of seeds – about 10-15 seeds. The 

paper towels give the seeds a surface to hold on to. For Conditions 1-4, keep 

the plastic bags open. For those conditions that use water, place them in a 

bowl or cup to keep them stable. Place the experiments on a tray near a 

window with natural light. 

Condition 1: Place a paper towel in a bag with a pinch of seeds.

Condition 2: Place a paper towel in a bag, add seeds, 

 and fill bag 3/4 full with water.

Condition 3: Place a paper towel in a bag, add seeds 

 and soil, but no water.

Condition 4: Place a paper towel in a bag, add seeds, 

 soil, and 2 Tbsp water.

Condition 5: Place a paper towel dipped in water in a bag, add seeds, press 

 the bag from the bottom to the top to release all extra air, and

 then seal shut so all extra air and space are limited.

Condition 6: Place a paper towel dipped in water in a bag, add seeds, and 

 then cover bag with a larger opaque plastic bag that will not 

 allow light to come through.

GARDEN TEAM TASK

Send out your garden teams with hand 

shovels and plastic cups to gather soil 

samples from the garden, or possible 

garden sites, to observe what is in soil. 

Provide students with magnifying glasses 

to look at the soil more closely. Encourage 

them to observe and note the color, shapes, 

and size of particles. What do they notice? 

Let them help you collect samples from 

your garden plot/location for soil testing. 

( pp. 94-95) Explain that soil testing 

can measure pH (soil’s acidity and alkalinity) 

and determines if there is too little or too 

much of a nutrient (such as calcium or 

magnesium) in the soil. This information 

helps growers know whether and how 

much fertilizer or compost to add to the 

soil so the plant will have the nutrients it 

needs to grow. When plants are 

growing, they take nutrients out of 

the soil. Over time, nutrients must be 

added back to the soil so that the 

garden or farmland will continue 

to support healthy plants.

LESSON 3

SEEDLING RACE 

FLIPBOOKS (SCIENCE)

Students can make flipbooks 

animating the seedling experiment! 

Have students draw their observations 

each day using colored pencils on blank 

paper or index cards. Drawings should be 

approximately the same scale and in the 

same location on the card each time. 

Instead of having students draw each 

of the six seedling conditions, designate 

one condition of the experiment to every 

student. Have them create a cover with 

“Seedling Race,” their name, the 

experiment conditions, and date on it. 

Staple on the left, flip through, 

and see the seeds grow!

 Teacher Tip! Lesson 4 

offers an opportunity to study and 

discuss what plants need to survive, 

stay healthy, and grow with a plant 

growing experiment and discussion 

of tropisms (see pp. 33-34).

Dig In! • Grades 5-6 • http://teamnutrition.usda.gov 27
28

2. Ask: Which seedling will sprout and grow the most? Which will be the 

“healthiest”? Have students make a chart across two pages in their Garden 

Journals with the left-hand column labeled 1-6, and space to write down 

the six conditions of the experiment. They should write their predictions 

next to each in the next column, along with their reasoning. They will then 

create five more columns labeled “Day 1,” “Day 2,” “Day 3,” and so on. 

Each day, they will observe the seedlings, write their observations and make 

a sketch (see sidebar on p. 27 for flipbook activity). Note: Students should 

ideally observe the experiment at the same time each day. You may also 

need to add water to the conditions that require water if it has evaporated.

3. One week later, review the results of the experiment. Have students write their 

final observations and sketches of each condition. Then, lead a discussion by 

asking: How do the results match up to their predictions? Which seedling grew 

the most? What can they conclude based on this experiment? What do plants 

need to grow, be healthy, and survive? (Nutrients – water, air, space, food, light.) 

Activity II. Veggies: Nature’s Rock Stars! (40 minutes, Health/Science)

1. Now that students have seen what plants need to grow and be healthy, ask 

students to think about what their bodies need to grow and be healthy. Explain 

that eating foods from the five food groups provides the nutrients the body 

needs. MyPlate reminds us to make half our plates fruits and vegetables 

because they provide many important nutrients for the body. Distribute the 

Nutrient Knowledge Flashcards (pp. 69-71). Give students time to cut, fold, 

and tape each flashcard. Have students quiz one another using the flashcards, 

then discuss the terms as a class.

2. Explain that different vegetables have different nutrients. To help people get 

all of the nutrition they need, nutritionists have divided the Vegetable Group

into five subgroups. Identify each vegetable subgroup by writing them on the 

board: Dark-Green Vegetables, Red and Orange Vegetables, Beans 

and Peas, Starchy Vegetables, and Other Vegetables. Explain that eating 

a variety of vegetables from all of five subgroups during the week helps give 

the body the nutrients it needs. Share the key message with students (p. 26).

3. Ask: Why aren’t all green vegetables in the Dark-Green Vegetable 

Subgroup? Explain that some of the “Other” vegetables, like zucchini and 

cucumbers, are different from Dark-Green Vegetables because they are not 

green inside – they are white inside and only have a green outer skin or peel. 

Vegetables in the Other Vegetables Subgroup are also lower in certain 

nutrients than Dark-Green Vegetables. For instance, green beans are lower 

in vitamins A, C, and folate than most Dark-Green Vegetables. 

LESSON 3

WHAT’S IN 

HEALTHY SOIL?

Soil is not just dirt. Healthy soil 

is loaded with nutrients! If plants 

don’t get all the nutrients they need 

from the soil, they will likely have 

discolored or poorly formed leaves 

and will not form fruits well. Here 

is just a sampling of what is found 

in healthy soil:

Nitrogen:

needed for healthy leaf growth

Phosphorus:

helps roots grow

Potassium:

helps the flowers and fruits grow

Calcium:

helps build plant cell (basic structural 

and functional unit of all organisms) walls

Magnesium:

helps in photosynthesis (the process 

by which plants turn sunlight into food)

Sulfur:

helps form chlorophyll (the green 

pigment in plants that absorbs light)

Healthy soil also has decomposers 

(living creatures such as fungi, bacteria, 

earthworms, lichen) that break down 

dead plant material to release nutrients 

back into the soil. Rocks, made up of 

different minerals, are also found in soil 

and contribute to soil quality as they 

break down. ( pp. 94-95)

 Teacher Tip! Display the Dig In!

posters (Leafy Green DJ, Veggie Rock 

Stars, Dancing Beans). These posters 

feature vegetables from the Dark-Green, 

Red and Orange, and Beans and Peas

subgroups, respectively. How many 

can your students identify? For a 

complete list of all the vegetables in 

each poster, go to: 

http://teamnutrition.usda.gov/

Resources/dig_in.html

28 Dig In! • Grades 5-6 • http://teamnutrition.usda.gov
29

4. Why aren’t beets (the roots) in the Red and Orange Vegetable Subgroup?

 Beets are different because those that are most commonly available are a

 purplish color, which is different from the red seen in red peppers or the orange

 in carrots. Beets are also lower in some nutrients than Red and Orange

 Vegetables, such as vitamins A and C. Therefore, because of the color and

 nutrients they provide, beetroots are part of the Other Vegetable Subgroup.

 Note: The green leafy tops of beets can also be eaten. These beet greens are

 in the Dark-Green Vegetable Subgroup.

5. Finally explain that beans and peas are special. Why? Because they fit

 into TWO food groups: the Vegetable Group and Protein Foods Group.

 First, ask students if they have ever heard the word “legumes.” Beans and

 peas are sometimes called legumes (plants that bear their fruit in seed

 pods). Explain that beans and peas contain various nutrients such as 

 vitamins and minerals, but they also contain protein, which helps the body

 build strong muscles, bones, blood, and skin.

 What veggies are part of the Beans and Peas Subgroup? Why aren’t 

 green (string) beans and green peas in the Beans and Peas Subgroup?

 Green peas have similar nutrients to other starchy vegetables. Therefore they

 are grouped within that subgroup. Green beans are in the “other” vegetable

 subgroup. Vegetables found in the Starchy and Other Subgroups are still

 healthful choices. In fact, eating vegetables from all the subgroups helps you

 get the nutrients you need to play hard and be healthy.

6. Lead a discussion by asking students the following questions: Did you know

 that very few Americans eat enough fruits and vegetables, especially dark-

 green, red and orange vegetables, and beans and peas? How often do

 you eat these vegetables? What vegetables do you eat from the vegetable

 subgroups?

7. Provide students with the Case of the Missing Subgroup handout (pp.

 72-73). Explain that the handout features a sample weekly school lunch

 menu, but it’s missing a vegetable subgroup. Ask students what subgroup

 is missing (Dark-Green Vegetables), and to identify ways to include a 

 vegetable from the missing subgroup on the menu. Students can work

 alone or in pairs. Invite them to share their answers with the class and 

 discuss different possibilities. 

ANSWER KEY: Case of the Missing Subgroup handout

Missing Subgroup: Dark-Green Vegetables. 

Vegetables from the remaining subgroups include:

Other: iceberg lettuce, zucchini, cauliflower

Starchy: corn, green peas

Beans and Peas: baked beans

Red and Orange: sweet potatoes, carrots, tomatoes (on pizza)

Solutions to complete the menu (more than one answer possible): 

Use romaine lettuce or spinach in the salad on Thursday or serve broccoli 

instead of corn on Wednesday.

ADDITIONAL EXAMPLES 

OF VEGETABLES FOUND 

IN EACH SUBGROUP ARE:

Dark-Green Vegetables: 

leaf lettuce, collard greens, kale, 

Swiss chard, bok choy

Red and Orange Vegetables: 

pumpkin, acorn squash

Beans and Peas (these also fall under 

Protein Foods Group): split peas, 

pinto beans, kidney beans

Starchy Vegetables: 

potatoes, jicama, plantains

Other Vegetables: artichoke, asparagus, 

cucumber, eggplant, Brussels sprouts, 

mushrooms 

See more examples in each vegetable 

subgroup: http://www.choosemyplate.

gov/food-groups/vegetables.html

LESSON 3

DO FRUITS HAVE SUBGROUPS?

Fruits do not have subgroups, but it’s 

important to eat different kinds of fruits during

the week. Melons, citrus fruits, berries, 

apples, peaches, and bananas are just 

a few of the many delicious choices.

Dig In! • Grades 5-6 • http://teamnutrition.usda.gov 29

DIG DEEPER! (MATH/HEALTH)

For an extra challenge, and applied Mathematics, 

ask students to graph the nutrient content of 

different vegetables, such as 1 cup of iceberg 

lettuce, 1 cup of raw spinach, 1⁄2 cup cooked 

black beans, 1⁄2 cup cooked corn, and 1⁄2 cup raw 

carrots (Note: 1 cup of raw leafy greens counts as 

1⁄2 cup of vegetables). Using the U.S. Department 

of Agriculture’s online SuperTracker Food-aPedia (https://www.supertracker.usda.gov/

foodapedia.aspx), have students look up the 

amount of: protein, vitamin A, vitamin C, fiber, 

folate, and potassium for each vegetable. 

A brief video tour on how to use Food-a-Pedia 

is available at https://www.supertracker.

usda.gov/sitetour.aspx (see Section 4 

of the User Guide). Ask students to create 

a separate bar graph for each nutrient. 

(For example, one graph will show the 

grams of protein for lettuce, raw spinach, 

black beans, etc.) What do these findings

 reveal about the importance of eating 

a variety of vegetables?
30

Activity III. Taste the Power of the Bean! (20 minutes, Science/Health)

Prepare: Set up preparation and tasting stations for students to make a 

rainbow bean salsa recipe. For every six students, provide: a large mixing 

bowl, large spoon, and the ingredients and amounts listed in the recipe 

below. You can provide more chopped vegetables from the garden, or even 

fruit, for additional color and flavor, such as: red pepper, cucumber, onion, 

melon, squeezed lime, and cilantro. Open cans and rinse, drain, and place 

canned vegetables in bowls for students prior to activity. Provide individual 

bowls, spoons, and napkins for tasting.

1. Tell students they will prepare and then taste a rainbow black bean salsa

featuring colorful vegetables. First ask students to tell what beans they eat

the most and how they normally eat them. Ask students to consider including

more beans and peas in their diet: Do you have any favorites? How do you

eat them? (Cooked as a side dish, in a chili, cold in a salad, etc.?) What are

the different ways beans are sold in a store? (Dry, canned, frozen.) What

beans have you tried? 

2. Pass around dry black beans. Let students each take one to touch and observe.

Ask if anyone can think of what plant part this comes from (seed). Tell students

that black beans can be found year-round in most places and can be purchased

dried or canned. India and Brazil grow the most beans worldwide, while North

Dakota, Michigan, and Nebraska are the top bean producers in the United

States.* Which beans are growing, or could be growing, in the garden?

(*Sources: Food and Agricultural Organization of the United Nations,

http://www.fao.org; USDA Economic Research Service, http://www.

ers.usda.gov/topics/crops/vegetables-pulses/dry-beans.aspx)

3. Have students wash their hands following proper procedures (see p. 5). 

Instruct students to mix beans, corn, and salsa (and any extra ingredients)

in a large bowl. Next, provide each student with a bowl, a spoon, and 

napkins to sample the salsa with tortilla chips. 

4. Have students take notes on the taste in their Garden Journals. What do

you like about it? Why? Ask: What other ingredients could we add to the

salsa? What other kinds of salsa have you tried?

LESSON 3

Recipe Rainbow Bean Salsa

Preparation Time: 15 minutes Serves: 6

Serving Size: 1⁄2 cup salsa and 1⁄2 cup baked chips

Ingredients:

• 1 15-oz can black beans, drained and rinsed

• 1 11-oz can corn (no salt added), drained

• 1 cup salsa or 4 tomatoes, chopped

• 1 red bell pepper, chopped (optional)

• 1 cucumber, chopped (optional)

• 1 onion, chopped (optional)

• 1 cup melon, chopped (optional)

• 2 Tbsp cilantro, chopped (optional)

• 2 tsp fresh lime juice (optional)

• 3 cups baked tortilla chips

 IMPORTANT FOOD 

 SAFETY STEPS! 

Please see p. 4 for a reproducible handout 

to post in a visible location in your classroom. 

It is important that you follow these steps to 

keep yourself, your students, and any 

parents or volunteers safe and healthy. 

Hand Washing:

All persons participating in the food 

preparation activity (teachers, students,

volunteers, parents) should wash hands

before and after preparing, handling, or

sampling foods. 

Allergy Alert! See p. 2 for 

more information on food safety and 

allergies before starting this food 

preparation activity. 

Supplies: 

• large bowl • colander

• large spoon • measuring cups

Directions: 

1. In large bowl, mix together 

 all ingredients except for 

 tortilla chips.

2. Serve with chips to dip. Enjoy!

30 Dig In! • Grades 5-6 • http://teamnutrition.usda.gov
31

LOOK! 

IT’S A VEGETABLE! 

IT’S A PROTEIN! 

IT’S A SUPERBEAN!

Beans and peas are the rock stars of the 

garden. They are low in fat, high in fiber, 

and packed with plant protein. They 

provide nutrients such as iron and zinc. 

This makes them similar to meats, 

poultry, and fish – which is why they are 

also part of the Protein Foods Group. 

Here are a few of the most popular beans 

and peas: kidney beans, pinto beans, 

black beans, black-eyed peas, chickpeas 

(garbanzo beans), split peas, and lentils. 

They are available in dry, canned, 

and frozen forms. Do you know 

all of them? Try a new one!

REFLECT (45 minutes, English Language Arts/Health)

1. By now, students have learned that eating a variety of vegetables can give 

their bodies the nutrients they need to grow, play hard, and stay healthy. 

Ask students why they might want to vary their vegetables. (Eating a variety 

will give their body different nutrients to grow and stay healthy. It also adds 

different flavors, textures, and colors to the plate, making meals and snacks 

more interesting.)

2. Distribute the handout A Lot Can Happen When... (p. 74) and read 

through the instructions with the class. Explain that they will now create an 

original story in the form of a comic strip finishing the sentence, “A lot can 

happen when...” Tell them to use the questions to help them brainstorm and 

begin their visual stories. Ask: What do you wish could happen to you in a 

day? What is one of your biggest goals? What is an obstacle you would like 

to overcome? Explain that they must use at least one vegetable from the 

subgroups they have learned about in this lesson. Suggest that they use the 

vegetables as characters, props, or in the plot of their story. Encourage them 

to be creative!

 Give them 20-30 minutes to write and illustrate their stories, and then ask 

students to share with the rest of the class.

3. Ask students to continue reflecting in their Garden Journals on the 

following questions: What was the most surprising thing you learned in this 

lesson? What new vegetables will you try this week? Each day? Encourage 

them to think about ideas for breakfast, lunch, snacks, and dinner. 

EXTENSIONS

Veggies in Our Lunch. Did you know that schools participating in the 

National School Lunch Program are required to offer vegetables from each 

of the five subgroups (Dark-Green, Red and Orange, Beans and Peas, 

Starchy, Other) in their lunches over the course of the week? Have students 

analyze the school lunch menus to identify vegetables from each subgroup. 

If your school lunch menu doesn’t list the specific vegetables offered (for 

example, on a salad bar), ask your school district’s Food Service Director 

for this information. 

Analyze Theirs. Collect menus from local restaurants and have students 

analyze them to determine which menu features the most vegetables from the 

subgroups. Have students collect data, then graph it. Can they identify healthy 

and balanced local meal options?

Grow Your Nutrients. Determine which vegetables from the subgroups 

are growing in the garden. Are there any that you and your students 

want to add to the garden? 

LESSON 3

Dig In! • Grades 5-6 • http://teamnutrition.usda.gov 31