United States Department of Agriculture

Curriculum Training 

for

Teachers
Food and Nutrition Service • FNS-476

May 2014

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Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

Curriculum Training

for Teachers

Table of Contents

Introduction

About Team Nutrition...................................................................................................1

About the Discover MyPlate Training Guide .......................................................2

Teacher Training [Use with Customizable Slide Presentation]

1. Welcome...................................................................................................................8

2. Childhood Obesity ...............................................................................................8

What Do You Notice?

Benefits Now and Later

School Meals Are Healthier

The Importance of Breakfast

Self-Reflection

3. Getting Healthy with MyPlate......................................................................... 11

Meet MyPlate

The Five Food Groups

“Anytime” Foods

Getting Enough Daily Physical Activity

4.Taking a Closer Look at Discover MyPlate ...............................................14

Team Up With School Nutrition Services

Discover MyPlate Kit

Discover MyPlate Kit Components

5. How to Fit Discover MyPlate into Your Curriculum ............................. 22

Education Standards

Pacing Recommendations

Additional Tips to Extend Learning

School Wellness Connection
Table of Contents (continued)

6. Best Practices ...................................................................................................... 24

In the Classroom

• Think Healthy in the Classroom

• Celebrate Healthy

• Show Healthy

• Model Healthy

In the Cafeteria

• Connect to the Cafeteria in Every Lesson

Beyond the School

• Engage the Community

At Home

• Engage Parents

Food Preparation

• Make. Learn. Taste.

• Food Club Tips

Food Safety

• Food Allergies

• Know the Symptoms

• Safe Practices

7. Frequently Asked Questions.........................................................................30

8. Suggested Post-Training Activities............................................................34

Appendix

Reproducible Handouts:

Health Self-Assessment (template)....................................................................A1

The Five Food Groups ...........................................................................................B1

Discover MyPlate in a Year.................................................................................C1

LEGEND: ICONS USED THROUGHOUT TRAINING GUIDE

Link to a 

Web site 

for more 

resources

 Hands-on 

activity

 Optional 

activity

 Corresponding 

slide in 

PowerPoint 

presentation

 Reproducible 

handouts

Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 1

Introduction

About Team Nutrition

What is Team Nutrition?

Team Nutrition is an initiative of the U.S. Department of Agriculture’s 

(USDA) Food and Nutrition Service to support the Federal Child Nutrition 

programs through training and technical assistance for school nutrition 

professionals, nutrition education for children and their caregivers, and 

school and community support for healthy eating and physical activity. 

Team Nutrition aims to improve children’s lifelong eating and physical 

activity habits using the principles of the Dietary Guidelines for Americans

and MyPlate. Schools across the Nation have shown their support of this 

goal by signing up to be “Team Nutrition Schools.”

Why should my school become a Team Nutrition school? 

By joining the team, your school can:

 Affirm its commitment to helping students make healthier food choices 

and be more physically active.

 Collaborate with other Team Nutrition Schools.

 Learn about new nutrition education and training materials developed 

under the Team Nutrition initiative.

 Apply for a HealthierUS School Challenge certification to earn national 

recognition for your school

(visit http://www.fns.usda.gov/hussc/healthierus-school-challenge

for more information).

There is no cost to becoming a Team Nutrition school and signing up is 

easy. Learn more by visiting: http://teamnutrition.usda.gov 

What kinds of materials are available through Team Nutrition? 

Team Nutrition provides printed curricula, posters, parent handouts, 

and other resources free of charge to schools that participate in USDA’s 

Child Nutrition programs, such as the National School Lunch Program. In 

addition, materials may be downloaded from the Team Nutrition Web site 

http://teamnutrition.usda.gov. 

Complete the order form to request print materials at: http://tn.ntis.gov

What types of Team Nutrition grants are available? 

States may apply for Team Nutrition Training Grants to support 

implementation of teacher training and the Discover MyPlate curriculum. 

These 2-year grants provide nutrition education, training, technical assistance, 

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2 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

and resources to State agencies administering USDA’s Child Nutrition 

programs. States have used funds to provide hands-on training to 

school nutrition professionals on the preparation, presentation, and 

marketing of healthy meals; educating children on the importance 

of making healthy choices at mealtime, both in the cafeteria and in 

the classroom; development of cycle menus that meet meal pattern 

requirements for schools; and many other initiatives. 

Find more information about Team Nutrition Training Grants at:

http://www.fns.usda.gov/tn/team-nutrition-training-grants

About the Discover MyPlate Training Guide

What is the purpose of this training guide? 

This training guide has been developed to: 

 Support the integration and teaching of Team Nutrition’s 

Discover MyPlate curriculum in schools across the United States.

 Boost teacher confidence in teaching nutrition concepts and 

conducting food preparation activities. 

 Show how to collaborate with school nutrition professionals (i.e., 

school food service) and other parts of the school to support and 

reinforce classroom lessons.

 Review nutrition basics to familiarize teachers with subject-matter 

content. 

Who should use this training guide?

This guide was developed for use by State agencies, Local Educational 

Agencies, and nutrition educators. The accompanying PowerPoint 

presentation can be used as a professional development workshop 

and as a training resource for:

 Curriculum Coordinators

 Teacher Training Facilitators or Professional Development Coaches

 Nutrition Education Specialists

This training guide could also be adapted for training after-school 

care providers, community groups, and others interested in using 

the Discover MyPlate curriculum. It can also be used to orient other 

school staff to the curriculum, such as school nutrition professionals, 

school nurses, and physical education and health teachers. Their 

inclusion in training activities can build internal support and help 

with implementation of learning activities outside of the classroom.

Goals for nutrition education and promotion are some of the required 

elements of a local school wellness policy, as is a collaborative team 

approach to enhancing the school nutrition environment. It may be 

prudent for those implementing Team Nutrition’s Discover MyPlate
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 3

curriculum to find and read their school district’s Local School 

Wellness Policy and any guidelines that exist for their school. Refer 

to the Post-Training Activity on p. 35 of this training guide for an 

activity to support local school wellness policies.

Additional Supplies Needed

In addition to this training guide and the accompanying PowerPoint presentation, you will need:

❑ At least one* copy of the Discover MyPlate kit, including all of the components: 

Teacher’s Guide, Student Workbooks, Poster, 40 Food Cards, 6 different Emergent Reader mini books 

(for students), Emergent Readers: Teacher’s Edition, CD of the Reach for the Sky Song, 5 different 

Parent Handouts (Welcome to School Lunch!; Meet MyPlate; Snack Time!; Be Your Best With Breakfast; 

Move, Play, Have Fun!), 4 Look and Cook Recipes (Friendship Pocket, Crunchy Rainbow Wrap, Fruit-alicious Breakfast Cup, Food Group Friend), and 6 Food Group Friends Profile Cards.

* NOTE: It is recommended that multiple kits be provided in trainings for hands-on 

exploration. If providing one kit per participant is not possible, provide one kit per 

group of 4-6 participants. Use one kit for demonstration and as a display.

❑ A Health Self-Assessment questionnaire, created by using the template on pp. A1-A2. Make enough 

copies for each participant. 

❑ Copies of reproducible handouts (pp. B1-C1 of the Appendix) for each participant 

(noted by the icon)

❑ Whiteboard or chart paper with markers

❑ Sticky notes or index cards

❑ A projector and screen

❑ A computer/laptop

❑ Speakers or CD player to play song

❑ For curriculum planning activities:

• Copies of national and State education standards

• District-specific curriculum maps

❑ For food preparation activities:

• Ingredients and supplies needed for one or all of the Look and Cook Recipes selected to implement

• Access to hand-washing sink, hand soap, paper towels

• Access to drinking water

• Optional: plastic gloves

❑ Pens and paper for writing

How to use this training guide

Use this training guide and the accompanying PowerPoint 

presentation to plan a training session that fits your needs. This guide 

includes training notes, discussion points, and information about 

hands-on activities for training participants (noted with the icon). 

The customizable PowerPoint presentation includes 62 slides that you 

can supplement with information specific to your own State, school 

district, or community.

Trainings can be done for groups as small as 5 participants and as 

large as 80. For large groups, it is recommended that there be more 
4 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

than one training facilitator. Provide at least one complete Discover 

MyPlate kit per 4-6 participants.

For maximum efficiency, the room for training should include enough 

tables to seat participants in groups of 4-6 with a clear view of the 

whiteboard/flip chart and projector screen. Additional tables for food 

preparation activities are recommended.

Timing

The training can be completed in two 45-minute sessions. To save 

time in large groups, discussion activities can be skipped. If more 

time is available or, if you’re working with a small group of trainees, 

additional training activities have been provided. Each activity 

includes a suggested amount of time spent. These are noted with 

an icon and are labeled as “optional.” The sample training 

timing charts (Tables I-III) below can be used as a guide to help you 

customize a training session that best suits you and your trainees. 

TABLE I. BRIEF OVERVIEW TRAINING ITINERARY (90 MINUTES)

 

Training Guide Section Time Required 

(does not include optional activities)

SESSION 1 (45 minutes)

POWERPOINT SLIDES 1-32

Welcome 

Childhood Obesity 10 minutes

Getting Healthy With MyPlate 10 minutes

Reproducible Handouts:

 — Health Self-Assessment

 — The Five Food Groups

Taking A Closer Look At Discover MyPlate 25 minutes

[BREAK]

SESSION 2 (45 minutes)

POWERPOINT SLIDES 33-61

How To Fit Discover MyPlate Into Your Curriculum 10 minutes

Reproducible Handouts:

 — Discover MyPlate In A Year

Best Practices 20 minutes

Frequently Asked Questions 10 minutes

Suggested Post-Teacher Training Activities 5 minutes

Appendix: Handouts Not Applicable
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 5

TABLE II. SHORT TRAINING WORKSHOP ITINERARY (2 1⁄2 HOURS)

Training Guide Section Time Required 

(does not include optional activities)

SESSION 1 (60 minutes)

POWERPOINT SLIDES 1-32

Welcome 

Childhood Obesity 20 minutes

Getting Healthy With MyPlate 10 minutes

Reproducible Handouts:

 — Health Self-Assessment

 — The Five Food Groups

Taking a Closer Look at Discover MyPlate 30 minutes

[BREAK]

SESSION 2 (45 minutes)

POWERPOINT SLIDES 33-36

How To Fit Discover MyPlate Into Your Curriculum 45 minutes

Reproducible Handouts:

 — Discover MyPlate In A Year

[BREAK]

SESSION 3 (45 minutes)

POWERPOINT SLIDES 37-61

Best Practices 30 minutes

Frequently Asked Questions 10 minutes

Suggested Post-Teacher Training Activities 5 minutes

Appendix: Handouts Not Applicable
6 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

TABLE III: LONG TRAINING WORKSHOP ITINERARY (4-5 HOURS)

Training Guide Section Time Required 

(includes all optional activities marked )

SESSION 1 (40 minutes)

POWERPOINT SLIDES 1-18

Welcome 

Childhood Obesity 20 minutes

Getting Healthy With MyPlate 10 minutes + 10 minutes for optional activities

Reproducible Handouts:

 — Health Self-Assessment

 — The Five Food Groups

[BREAK]

SESSION 2 (50 minutes)

POWERPOINT SLIDES 19-32

Taking a Closer Look at Discover MyPlate 15 minutes + 35 minutes for optional activities

[BREAK]

SESSION 3 (45 minutes)

POWERPOINT SLIDES 33-36

How To Fit Discover MyPlate Into Your Curriculum 45 minutes

Reproducible Handouts:

 — Discover MyPlate In A Year

[BREAK]

SESSION 4 (45 minutes)

POWERPOINT SLIDES 37-43

Best Practices (In the Classroom, In the Cafeteria, 

Beyond the School, At Home) 30 minutes + 15 minutes for optional activities

[BREAK]

SESSION 5 (45 minutes)

POWERPOINT SLIDES 44-61

Best Practices (Food Preparation, Food Safety) 30 minutes for food preparation activity

Frequently Asked Questions 10 minutes

Suggested Post-Teacher Training Activities 5 minutes

Appendix: Handouts Not Applicable
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 7

Additional tips for trainers

 Provide training before the beginning of the school year so that 

teachers can integrate nutrition education into their long-range 

curriculum planning.

 Coordinate suggested implementation of Discover MyPlate with 

any school meal program and wellness initiatives.

 Invite State child nutrition agency staff and the school nutrition 

director(s) to collaborate and participate in training delivery. 

Nutrition staff can help support and expand upon the nutrition 

messages and objectives of Discover MyPlate. Having them 

partake in the training will also help them build relationships with 

trainees and teachers.

 Incorporate a physical activity break(s) into your training.

 Schedule a follow-up session mid-year for participants to share 

their progress, strategies, techniques, and successful/challenging 

experiences. Encourage participants to team up to support each 

other and share ideas throughout the school year.

 Request feedback from training participants on how well the 

training prepared them for using Discover MyPlate. Ask about 

tips they would give to other teachers regarding implementation 

of the curriculum.

 Share participant feedback, and yours, with Team Nutrition via 

email (teamnutrition@fns.usda.gov) to inform the development 

of additional nutrition education and training resources.
8 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

Look for this icon 

which indicates the 

corresponding slide 

in the PowerPoint 

presentation.

Begin the Training Session and 

PowerPoint Presentation

1. Welcome

As training participants check in and enter the session, ask them to 

participate in the following welcome activity.

 Welcome Activity [2 minutes]

Post the following questions on the board or on chart paper. Invite 

participants to answer questions independently by adding their 

responses to a scatter plot chart or continuum line in different 

color markers. Alternatively, sticky notes can be provided for 

participants to write their answers and place them on the board or 

chart paper. The responses will be discussed later. 

• Do you teach nutrition?

• How often do you eat school lunch with your students?

• How many days a week do you eat breakfast? 

Welcome trainees. Begin by presenting and discussing the responses 

to the first question: Do you teach nutrition? (If working with a large 

group, ask for a show of hands.) 

2. Childhood Obesity

Childhood obesity remains an important health concern. In the 

United States, childhood obesity has more than doubled in children 

and tripled in adolescents in the past 30 years.1, 2

The public health focus on childhood obesity reflects concern 

for children’s health, not their physical appearance. Today, we are 

seeing more children and adolescents develop health problems that 

previously were not typically seen until adulthood.

2

3

Teacher Training

1 Ogden CL, Carroll MD, Kit BK, Flegal KM. Prevalence of obesity and trends in body mass index among US children and adolescents, 1999-2010. JAMA. 2012; 

307(5):483-490.

2 National Center for Health Statistics. Health, United States, 2011: With Special Features on Socioeconomic Status and Health. Hyattsville, MD; U.S. 

Department of Health and Human Services; 2012.
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 9

Obesity in children and adolescents is linked to a number of health 

problems,3 including:

 High cholesterol, a condition in which high levels of a fat-like 

substance build up along arterial walls

 Type 2 diabetes and impaired glucose tolerance, a disorder in how 

the body uses digested food for growth and energy

 High blood pressure, which creates a higher force of blood flow 

and makes the heart pump harder

 Social difficulties, poor self-esteem, and increased incidents of 

bullying and stigmatization due to weight

 Sleep disturbances and sleep apnea, which result in shortened and 

restless sleeping time

 Orthopedic problems in bones, joints, ligaments, tendons, 

muscles, and nerves

What Do You Notice? 

What types of foods and beverages do children in your school 

consume? All children, especially when young, need your help to learn 

how to make healthy food choices and be more physically active. 

 Journal & Discussion Activity [5 minutes]

Ask participants: What does nutrition education mean to you? 

Does your school currently offer nutrition education? What 

benefits can nutrition education provide to you, your students, 

and your school community? Give everyone a few minutes to write 

down their responses, and then invite any volunteers to share 

with the group. 

Benefits Now and Later

There are many advantages to helping kids learn about nutrition and 

the importance of physical activity. Some benefits you might observe 

this school year, others might be realized years down the road. For 

example, children with healthier eating and physical activity patterns 

tend to: 

 Perform better academically 

 Have lower rates of obesity 

 Learn the skills they need for lifelong healthy habits

4

5

6

DID YOU KNOW ?

• The top sources of energy 

(calories per day) for kids ages 

2-18 are grain desserts (such as 

cookies and cakes), pizza, and 

soda.4

• Only 26% of kids ages 6-11 eat 

the recommended amount 

of fruits, and only 16% eat 

the recommended amount of 

vegetables.5

3 School Health Guidelines to Promote Healthy Eating and Physical Activity, Centers for Disease Control and Prevention, Accessed January 27, 2014. 

http://www.cdc.gov/healthyyouth/npao/presentation.htm.

4 Reedy J, Krebs-Smith, J. Dietary sources of energy, solid fats, and added sugars among children and adolescents in the United States. J Am Diet Assoc. 

2010 Oct; 110(10):1477-84.

5 Lorson BA, Melgar-Quinonez HR, Taylor CA. Correlates of fruit and vegetable intakes in US children. J Am Diet Assoc. 2009 Mar;109(3):474-8.
10 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

School Meals Are Healthier

Share the results of the welcome activity poll question: How often do 

you eat school lunch with your students? School meals have become 

healthier. The Healthy, Hunger-Free Kids Act of 2010 resulted 

in new school meal patterns that focus on whole grains, fruits, and 

vegetables; provide low-fat or fat-free milk; and set limits on sodium 

and solid fats. 

Learn more about school meals at: 

http://www.fns.usda.gov/healthierschoolday

School meals are balanced meals, with “right-sized” portions for 

children and an appropriate balance between all of the food groups. 

School meals provide a great opportunity to apply nutrition education 

learned in class. Fun and interactive nutrition education can also help 

encourage children to try some of these tasty new offerings in the 

school cafeteria. For some students, it may be the first time they have 

been offered a particular fruit, dark-green vegetable, whole grain, or 

even low-fat milk. 

The Importance of Breakfast

Share the results of the welcome activity poll question: How many 

days a week do you eat breakfast? Students who eat a healthy 

breakfast have better attention, memory, and do better on tests. 

However, only 50% of children who are eligible participate in the free 

or reduced-price School Breakfast Program. 

Self-Reflection

As educators teaching nutrition, it is important to be aware of, and 

reflect on, our own habits in order to be healthy role models for 

students.

Provide each participant with two copies of the Health 

Self-Assessment (customize the template on pp. A1-2 of the 

Appendix, if desired). They will complete one in the next activity, 

and one at the end of the training.

 Assessment Activity [5 minutes]

Give participants 5 minutes to complete the Health SelfAssessment. Start a discussion by inviting them to answer the 

following questions: What does being healthy mean to you? What 

are ways you try to be a healthy role model? What nutrition and 

physical activity goals can you accomplish this year?

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Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 11

3. Getting Healthy with MyPlate

Meet MyPlate 

 Poll Activity [2 minutes] 

Show the MyPlate icon on the screen. Take a quick poll by asking 

participants: Who has seen this icon before? What is MyPlate? 

What do you notice about the icon?

The MyPlate icon serves as a visual reminder to eat foods from 

the five food groups every day. The icon replaced MyPyramid (the 

former food guidance system) in 2011. Using a familiar image — a 

place setting for a meal — it shows how to create a balanced meal.

The Five Food Groups 

The five food groups are: Fruits, Vegetables, Grains, Protein Foods,

and Dairy.

 Provide each participant with a copy of The Five Food Groups 

handout on pp. B1-3 (of the Appendix), which lists foods that belong to 

each group.

Learn more about MyPlate by visiting: 

http://www.choosemyplate.gov

“Anytime” Foods

Having a balanced diet is also about choosing foods with less solid 

fats, added sugars, and sodium. Older students and adults can read 

the ingredients list and the Nutrition Facts label to inform them 

about the nutritional value of the food they are eating. For younger 

students, you can use the simplified terms “anytime” foods and 

“sometimes” foods to help children recognize which foods to eat more 

and less of respectively.

 “Anytime” foods are the healthiest options and are lower in 

solid fats, added sugars, and sodium (salt). We want to choose 

“anytime” foods more often. 

Examples of “anytime” foods: 

• Whole-grain toast

• Low-fat yogurt

• Carrot sticks

• Fruit

• Seafood and lean meats

• Lean chicken and turkey

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12 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

 “Sometimes” foods have more solid fats, sodium (salt), and/or 

added sugars. They are foods we want to eat less of. We might 

eat these foods on a special occasion or as an infrequent treat, 

but not every day.

A "sometimes” food can belong to a food group. Like other 

foods in the Dairy Group, whole milk provides calcium and 

other nutrients. However, whole milk is also high in solid fats. A 

healthier “anytime” choice from the Dairy Group is low-fat or fatfree milk, which provides the same nutrients, but is low in solid 

fats.

Other "sometimes” foods do not belong to a food group. They 

provide little to no nutrition and are mostly made up of solid 

fats or added sugars. Examples of “sometimes” foods that do 

not belong to a food group are candy, cream cheese, soda, and 

jam. 

Examples of “sometimes” foods: 

• Cookies

• Donuts

• Pastries

• Sugary cereals

• Bacon

• Whole milk

Be careful not to depict foods as “good” or “bad” foods. Teaching 

children about “anytime” and “sometimes” foods helps them to 

learn the idea of moderation.

Solid fats are fats that are solid at room temperature — such as butter, 

stick margarine, chicken fat, beef fat, pork fat (lard), and shortening. 

Most solid fats are high in saturated fats and/or trans fats. Saturated 

fats and trans fats tend to raise "bad" (LDL) cholesterol levels in the 

blood. This, in turn, increases the risk for heart disease. Solid fats can 

be found in foods such as hot dogs, sausages, bacon, regular cheese, 

whole milk, cakes, cookies, and other baked goods. (Milk fat is solid at 

room temperature but it is suspended [mixed throughout] in the fluid 

milk by the process of homogenization.)

In contrast to solid fats, oils are fats that are liquid at room 

temperature like the vegetable oils used in cooking. Oils are generally 

better for your health than solid fats because they contain less 

saturated fats and/or trans fats. Foods such as avocados, olives, and 

some fish contain healthy oils.

13

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Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 13

Added sugars are sweeteners, sugars, and syrups that are added 

to foods during processing. Most Americans eat too many foods 

that are high in added sugars, such as sodas and other sweetened 

drinks, candy, ice cream, cookies, cakes, and sugary cereals. Check 

the ingredients list on a food or beverage package. If a form of sugar 

is listed among the top three ingredients, the food is probably high 

in added sugars. Some types of added sugars are: high-fructose corn 

syrup, corn syrup solids, malt syrup, molasses, sucrose, dextrose, 

lactose, maltose, brown sugar, and honey.

It’s important to note that sugars are found naturally in fruit 

(fructose), milk, and other dairy products (lactose). These sugars are 

part of the naturally occurring package of nutrients these fruit and 

dairy products provide. Added sugars, like those found in a candy 

bar or in a can of soda, add calories but no nutrients. That’s why 

low-fat milk and an apple are “anytime” foods, while a cupcake is a 

“sometimes” food. 

Learn more about the Dietary Guidelines for Americans by 

visiting and downloading: http://health.gov/dietaryguidelines/

Getting Enough Daily Physical Activity 

Being healthy is not only about making healthy food choices and 

eating balanced meals. It is also about being physically active. For 

optimal health, it is recommended that:

 Young children (ages 2-5) should play actively several times a 

day. A specific amount of time is not recommended, but activities 

should be developmentally appropriate, fun, varied, and can occur 

in short bursts throughout the day.

 Children and adolescents (ages 6-17) should get at least 60 

minutes of physical activity each day.

 Adults (ages 18-64) should do at least 2 hours and 30 minutes 

each week of aerobic physical activity at a moderate level OR 

1 hour and 15 minutes each week of aerobic physical activity at 

a vigorous level. Being active 5 or more hours each week can 

provide even more health benefits. Spreading aerobic activity 

out over at least 3 days a week is best. Also, each activity should 

be done for at least 10 minutes at a time. Adults should also do 

strengthening activities, like push-ups, sit-ups, and lifting weights, 

at least 2 days a week.

Learn more about physical activity by visiting: 

http://www.choosemyplate.gov/physical-activity.html

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14 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

 Optional Brainstorming Activity [10 minutes]:

Ask teachers to brainstorm ways to integrate more physical 

activity into the day — for their students, for themselves, and for 

the entire school staff. Then ask them to share ideas with the rest of 

the group. Keep track of everyone’s contributions using the board.

For example:

For students:

• Make physical activity a daily part of the classroom experience.

• Create dances for students to move every part of their body. 

• Play cooperative games that integrate movement.

• Collaborate with physical education teachers to set up a fun 

obstacle course or host dance-offs with other classes.

For teachers: 

• Volunteer for recess duty and play actively with students.

• Walk laps around the school during breaks or after school.

• Walk or bike to school.

• Take the stairs instead of the elevator.

4. Taking A Closer Look At Discover MyPlate

Research shows that knowing how to eat healthy doesn’t always mean 

that a person will choose nutritious foods. Behavior change is more 

likely when nutrition education allows children to practice new skills, 

helps them build self-efficacy, provides positive reinforcement for 

healthy eating behaviors, and offers opportunities for observational 

learning (such as role modeling). Taste-test experiences and hands-on, 

inquiry-led activities help engage young children and make healthy 

eating and physical activity fun.

Discover MyPlate is designed to do just that. There are six 

standards-based, inquiry-led, student-centered, and teacher-approved 

lessons that integrate nutrition education into Math, Science, English 

Language Arts, and Health. Through fun, interactive, engaging, and 

developmentally appropriate learning activities, children will:

 Discover how to make healthy choices for breakfast, lunch, dinner, 

and snacks. 

 Explore healthy choices from each of the MyPlate food groups.

 Discover the colorful variety of fruits and vegetables and how 

they grow.

 Identify feelings of hunger and fullness.

 Experience the fun and importance of being physically active.

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Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 15

Team Up With School Nutrition Services 

Meet with your school district’s Nutrition Services Director and 

school nutrition professionals (i.e., school food service) when planning 

how you will use the curriculum. More strategies for making the 

connection in the cafeteria are provided later in this training guide 

(see p. 26). Cafeteria connections and food preparation activities give 

your students the important opportunity to practice what they are 

learning in the classroom about making healthy food choices.

NOTE: Introduce your State child nutrition agency staff and/or 

the school nutrition director(s) to trainees and invite them to 

share suggestions for how to contact and collaborate with them.

Discover MyPlate Kit 

Display and identify each of the 10 Discover MyPlate kit components 

listed below for participants. Introduce and walk through the elements 

of each component, listed on pp. 16-21. 

To order more copies, use the Team Nutrition order form at: 

http://tn.ntis.gov 

 Exploration Activity [10 minutes] 

After kit components have been introduced, let groups individually 

look through them all. Direct them to the Getting Started section 

on pp. 1-7 in the Teacher’s Guide where they can read more. 

 Alternate “Jigsaw” Activity [10-15 minutes]

Assign each group one component to review in depth (or with 

small training groups, assign a different component to each 

participant). When they are done reviewing, ask participants or 

groups to share their component with the rest of the group and 

explain how it is used in the program.

 Additional Optional Activities 

Try the activities listed under each of the components (listed on the 

following pages) to give teachers more exposure to the program 

materials and help them understand how to use each within the 

program. If you don’t have time, these activities can be completed as 

“homework” or with peers after the training. Participants can submit 

their feedback and impressions via email (or other online modes, 

such as a shared document, survey, or form) or at a follow-up session. 

They can also be completed during a curriculum-planning session. 

21

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16 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

‘‘

‘‘

 1. Teacher’s Guide 23

http://www.fns.usda.gov/tn/discover-myplate 

Take a closer look at:

 Letter to Teachers

 Getting Started (pp. 1-7) 

• Lessons-at-a-Glance Chart (pp. 8-9) 

• Lesson topics, learning objectives, and learning activities 

are listed by lesson

 Lesson Structure (described on p. 1)

• Lesson Overview, Supplies and Preparation, Learning 

Objectives, Essential Questions

• Introduction (Warm Up, Song), Core Learning Activities 

(Book Club, Food Club, Cafeteria Connections), Center 

Time (Food Cards, Dramatic Play, Student Workbook 

activities), Reflection & Assessment (Reflection, STAR 

Chart/Achievement Markers), Extra Helpings

 The Six Discover MyPlate Lessons

• Lesson 1: Meet the Five Food Group Friends (p. 16)

• Lesson 2: Discover MyPlate (p. 26)

• Lesson 3: Eat Your Colors! (p. 32)

• Lesson 4: Planting the Seeds for Healthier Eating (p. 40)

• Lesson 5: Starting Our Day With MyPlate (p. 47)

• Lesson 6: Let’s Play, Let’s Party! (p. 54)

 Optional Resource Activity [10 minutes] 

Have teachers look at the recommended books for the Book 

Club in each lesson. Ask: Which of these resources do you 

have in your classroom or in the school library? Which books 

can you share? Which can you order?

Nutrition Education

for Kindergarten

Six Inquiry-Based 

Lessons That Meet 

Educational Standards

United States Department of Agriculture

The Teacher’s 

Guide is very 

teacher-friendly 

and easy to follow. 

The essential 

questions and 

learning objectives 

are right there 

[at the start of 

each lesson]. 

TEACHER, 

PILOT STUDY SCHOOL

Discover MyPlate Kit Components
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 17

2. Food Club Activities (Look and Cook 

Recipes & Teacher Instructions) 24

(located on pp. 66-78 of Teacher’s Guide)

http://www.fns.usda.gov/tn/discover-myplate

Take a closer look at:

 Friendship Pocket recipe & instructions (pp. 67-69)

• Lesson 1 Food Club activity (pp. 22-23)

 Crunchy Rainbow Wrap recipe & instructions (pp. 70-72)

• Lesson 3 Food Club activity (p. 36)

 Fruit-a-licious Breakfast Cup recipe & instructions 

(pp. 73-75)

• Lesson 5 Food Club activity (pp. 50-51)

 Food Group Friend recipe & instructions (pp. 76-78)

• Lesson 6 Food Club activity (pp. 57-58)

3. Classroom Celebrations 25

(located on pp. 61-65 of Teacher’s Guide) 

http://www.fns.usda.gov/tn/discover-myplate 

Take a closer look at:

 Back-to-School Friendship Celebration (p. 61)

 Halloween & Fall Harvest Celebration (p. 61)

 Thanksgiving Celebration (p. 62)

 Welcome Winter! Celebration (p. 62)

 Valentine’s Day Celebration (p. 63)

 100th Day of School Celebration (p. 63)

 St. Patrick’s Day & Dr. Seuss’s Birthday Celebrations (pp. 63-64)

 Swing into Spring Celebration (pp. 64-65)

 Earth Day Celebration (p. 65)

 End of School Year Celebration (p. 65)

 Optional Brainstorm Activity [5 minutes]

Ask participants: Are there any additional celebration ideas 

that you can add, or existing celebrations you can modify, to 

be healthier?

 
18 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

‘‘

‘‘

4. Emergent Readers 26

(1 teacher edition & 6 student books) 

http://www.fns.usda.gov/tn/discover-myplate 

Take a closer look at:

 Introduction for teachers (first page of teacher edition)

• Features high-frequency sight words for kindergarteners

• Varying difficulty to help kindergarten students build 

literacy skills

 Activities for each reader (pp. 11, 23, 35, 47, 59, 71 of teacher 

edition)

 Mini-books for students

• Students may color in illustrations

• Copies can be sent home when completed

5. Food Group Friends Profile Cards 27

http://www.fns.usda.gov/tn/discover-myplate

Take a closer look at:

 Farrah Fruit

 Reggie Veggie

 Jane Grain

 Dean Protein

 Mary Dairy

 MyPlate Nate and MyPlate Kate

 Optional Game Activity [5 minutes]

Play a game. Without looking at the back of the character 

cards, challenge participants to identify what foods each 

of the characters are made of. A projector can also be 

used to display each character. Answers are located on the 

back of the cards. (For large groups, have participants quiz 

each other.) 

Discover MyPlate

Emergent Readers:

Teacher’s Edition

Contains All Six Emergent Readers and Teacher’s Notes

[The Emergent 

Readers] matched 

with the Common 

Core standards 

and the kids really 

enjoyed them. 

TEACHER, 

PILOT STUDY SCHOOL
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 19

‘‘

‘‘

6. The Five Food Groups Poster 28

http://www.fns.usda.gov/tn/discover-myplate

Take a closer look at:

 The food illustrations in each food group on the MyPlate icon

 How the poster is used in Lessons 1-4

 Optional Brainstorm Activity [5 minutes]

Have participants brainstorm additional ways to use the 

poster interactively in class, aside from the activities in 

Lessons 1-4.

7. Food Cards 29

http://www.fns.usda.gov/tn/discover-myplate

Take a closer look at:

 The 40 Food Cards

 The colored border on each card corresponds to the color of a 

food group on the MyPlate icon

 The bean cards feature both the Vegetable and the Protein 

Foods food group colors because beans are in both food 

groups.

 Optional Sorting Activity [5 minutes] 

Have participants work in groups to sort and match Food 

Cards to their appropriate food group on the poster.

Discover MyPlate • http://teamnutrition.usda.gov • May 2014 • FNS-470 • USDA is an equal opportunity provider and employer.

The Fruit Group

The Vegetable Group

The Dairy Group

The Grains Group

The Protein Foods Group

The Five Food Groups

The Food Cards

are great. The 

cards can be 

pulled out and 

used as a quick 

discussion. 

TEACHER, 

PILOT STUDY SCHOOL
20 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

8. Student Workbook 30

http://www.fns.usda.gov/tn/discover-myplate

Take a closer look at:

 The STAR (Student Achievement Recognition) chart

and achievement markers for each lesson (first 3 pages), 

and information about it in Getting Started (p. 6 of 

Teacher’s Guide)

 Activities (pp. 5-28)

 Discover MyPlate Certificate (p. 29) 

 The answer key to activities (pp. 80-81 of Teacher’s Guide)

‘‘

‘‘

[The] Student 

Workbook 

emphasized the 

use of critical 

thinking to 

make choices 

in completing a 

MyPlate meal. 

TEACHER, 

PILOT STUDY SCHOOL

Name: ____________________________________________

Nutrition Education

for Kindergarten

Student Workbook

9. Reach for the Sky Song 31

http://www.fns.usda.gov/tn/discover-myplate

Take a closer look at:

 Song lyrics (p. 79 of Teacher’s Guide)

 How the song is used in Lessons 1, 2, 3, and 6

 Song Activity [5-7 minutes]

Download the song in advance (or use CD). Play the song 

once or twice for participants. Have teachers brainstorm 

ways they can use the song during a regular school day. For 

example: in the morning or afternoon as a “wake-up” activity, 

as a classroom activity break, physical education class, or 

classroom celebrations.

United States

Department of

Agriculture
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 21

10. Parent Handouts 32

http://www.fns.usda.gov/tn/discover-myplate

Take a closer look at:

 Overview of five handouts and connections to Lessons (p. 7 in 

Teacher’s Guide)

• Welcome to School Lunch

• Meet MyPlate

• Be Your Best With Breakfast

• Move, Play, Have Fun!

• Snack Time!

Note: Tips and ideas to engage and involve parents are 

covered in an activity on p. 27.

Be Your Best With Breakfast

Eating breakfast helps you have the energy you need for play and learning. 

Does your school serve breakfast? Check out the tasty choices. It is fun to eat 

breakfast with friends!

Parents Start every day the wholegrain way. Serve whole-grain

versions of cereal, bread,

tortillas, or pancakes at

breakfast. Whole grains give 

your kids B vitamins, minerals,

and fiber to help them feel full

longer so they stay alert to 

concentrate at school. 

Check the Ingredients List: 

Take a few seconds to see if the food is made 

from whole grains. Look for the word “whole” 

before the first ingredient. Some examples of 

whole-grain ingredients are: 

• whole wheat • bulgur

• brown rice • graham flour

• oatmeal • rolled oats

• quinoa • whole-grain barley

• whole-grain corn • whole rye

• buckwheat • wild rice

What food from 

the Grains Group

are Nate and Kate

eating?

May 2014 • FNS-471C • USDA is an equal opportunity provider and employer.http://teamnutrition.usda.gov

‘‘

‘‘

Since [my 

daughter] has 

been bringing 

these [handouts] 

home, they have 

been helping me 

also, to watch 

how I eat and 

how I prepare 

my meals.

PARENT, 

PILOT STUDY SCHOOL
22 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

‘‘

‘‘

I was really 

impressed that 

we spent six 

whole weeks on a 

topic and got to 

dig in really deep. 

My students are 

still talking about 

sugar, grains, 

and vegetables. 

I really feel like 

it’s going to be a 

lifelong skill. 

TEACHER, 

PILOT STUDY SCHOOL

5. How to Fit Discover MyPlate Into Your 

Curriculum

Education Standards 

Discover MyPlate makes it easy to integrate nutrition education into 

the day-to-day curriculum. Learning activities are aligned to national 

education standards (including Common Core) in English Language 

Arts, Math, Science, and Health subjects. 

Education standards met by the curriculum are listed in a 

chart in the Teacher’s Guide on pp. 10-15, and are organized 

by lesson and learning activity.

For schools needing to meet State-specific standards in any of the 

subjects, work with your school’s or district’s curriculum coordinator 

to align Discover MyPlate lessons to your State’s requirements. 

 Curriculum Planning Activity [20 minutes] 

Have groups work together to look at specific State standards, 

their school curriculum, and units planned for the year in order 

to come up with ways to integrate Discover MyPlate lessons 

into their school year. This activity is especially appropriate for 

curriculum mapping or planning meetings.

Pacing Recommendations 

The Discover MyPlate curriculum can be taught as a comprehensive 

6-week unit, but is designed so that it can be easily integrated into, 

and extended throughout, the school year. Elements of lessons such 

as the Book Club, Extra Helpings, Cafeteria Connections, and 

Classroom Celebrations can help keep nutrition education in front of 

kids all year long. 

 Make copies of the sample Discover MyPlate in a Year on 

p. C1 (of the Appendix) for participants to use as a model for teaching 

the curriculum over 10 months.

33

34
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 23

 Curriculum Planning Activity [20 minutes] 

Have participants choose one lesson to review. Working in 

pairs or small groups, have teachers plan how to integrate the 

activities into a regular school week. Ask: What other curriculum 

connections can you make? Are there school events that can be 

aligned with the lessons? 

Additional Tips to Extend Learning 

 Collaborate with other teachers, including physical education, art, 

music, and health teachers (or the school nurse), to support and 

promote key learning objectives and maximize the impact of the 

program.

 Team up with teachers for peer support or to partner-teach lessons. 

 Collaborate with other teachers for additional ideas on integrating 

nutrition education into other subject areas. For example:

• English Language Arts 

o Create shopping lists with new food vocabulary learned.

o Write healthy poetry.

o Have children write “all about me” sentences about making 

healthy food choices and physical activities. (For example: 

My favorite fruit is apple. Mom’s favorite fruit is banana. 

I like to jump rope.) 

o Make an alphabet list or memory game using foods.

o Write a class recipe for a favorite healthy snack.

• Math

o Use fruits or vegetables to count or sort.

o Conduct student surveys about nutritious foods and 

physical activity. Graph results.

• Science

o Have a bean seed race.

o Grow, or help take care of, a class/school/community 

vegetable garden.

• Social Studies/Geography

o Discuss the cultural diversity represented through food. 

What types of food are eaten within your community?

o Talk about what foods Native Americans, pilgrims, George 

Washington, or Abraham Lincoln ate or grew.

o Learn what foods grow in your State.

o Discover where students’ favorite fruits and vegetables 

come from and how they get from farm to plate.

• Physical Education

o Play relay games using the Food Cards.

35
24 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

 Optional Brainstorming Activity [10 minutes] 

Group participants by subject area to brainstorm additional 

ideas for integrating the nutrition topic and healthy themes into 

core subjects and their everyday teaching. 

School Wellness Policy Connection

Review the school district’s Local School Wellness Policy and see 

how your current activities and how Discover MyPlate, fit into the 

overall culture of wellness at your school. (In addition to district 

wellness policies, note that some schools have developed their own 

individual wellness guidelines.) The policy is explored in more 

depth in the Post-Training Activities (on p. 35).

6. Best Practices

The following best practices have been organized to help teachers 

integrate nutrition education into their day and transform their 

students’ learning environments into healthy places.

IN THE CLASSROOM

Think Healthy in the Classroom: Replace food rewards like candy 

or sweets with non-food prizes and privileges. For example, offer 

coupons for extra quiet reading time, listening to music, a chance to 

be the teacher’s helper, or lunch with the teacher; or offer extra pencils, 

stickers, art supplies, or small toys. Stock classroom reading corners 

with books about healthy habits and foods. Start with the Discover

MyPlate Book Club list. Provide healthy play foods like fruits, 

vegetables, and low-fat milk in dramatic play areas (if applicable).

 Optional Idea Sharing Activity [5 minutes] 

Ask teacher participants for more ideas to share. List ideas on the 

board. Then, have teachers choose five to start using right away. 

36

37
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 25

Celebrate Healthy: Modify existing celebrations with healthier 

versions. Start with the list of healthy classroom celebration ideas 

on pp. 61-65 in the Teacher’s Guide. Teachers can also request that 

parents bring in healthy snacks and limit sugary treats.

 Optional Idea Sharing Activity [5 minutes] 

Have participants share more ideas and then identify at least 

three celebrations from the list (including any suggested in the 

previous activity) that they can include during the school year.

Show Healthy: Display visuals that serve as healthy reminders for 

students. Start by displaying The Five Food Groups poster. Create 

bulletin board displays featuring healthy food choices, such as fruits 

and vegetables, and pictures of physical activity.

 Discussion Activity 

Ask participants to assess their classrooms. Ask: What are at 

least three ways you can create a healthier classroom?

Model Healthy: Teachers are important role models for their students, 

so it is important to teach by example and model making healthy 

food choices and being physically active. Creating a supportive and 

fun learning environment is essential to healthy behavior change. 

Many children will be learning about and trying foods for the first 

time. Therefore, it is important to offer support, encouragement, and 

frequent positive feedback.

 Optional Reflection Activity [5 minutes] 

Ask participants to reflect back on the Health Self-Assessment 

they completed earlier (on p. 10). Have them write down at least 

five tangible things they can do differently, beginning today, to 

lead a healthier lifestyle.

38

39

40
26 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

 Goal Planning Activity [10-15 minutes] 

Ask participants to collaborate in their groups and create a 

checklist of things they can do as a team to:

• Create a supportive and healthy learning environment.

• Be a healthy and positive role model.

For example (reference prior sections for more ideas):

o During the first quarter, I will create a MyPlate bulletin 

board display.

o During my lunch break, I will walk around the school field.

o Instead of giving out candy to reward positive behavior, 

I will __.

o Instead of counting sugary cereal in math, my class will __.

o Instead of decorating cookies for our __ celebration, my 

class will __.

Provide groups with chart paper to write down and share their 

healthy “to-do” list.

IN THE CAFETERIA

Connect to the Cafeteria in Every Lesson: The Discover MyPlate

curriculum offers several opportunities to make connections between 

the classroom and cafeteria. 

For example:

 Suggestions for when to collaborate with, or seek support from, 

your school’s Nutrition Services Director

 Activities where students explore the workings of the cafeteria or 

meet personnel 

 Opportunities for teachers and students to examine the school 

lunch or breakfast menu together

Collaborating with the school’s Nutrition Services Director or 

department will enhance and support any nutrition education and 

food preparation activities.

41

‘‘

‘‘

I know [students] 

are more 

conscious [about 

having] fruits and 

veggies on their 

tray. They’re 

making a bigger 

effort to get to the 

salad bar. I think 

they are more 

open to talk to 

us and ask 

questions; parents 

and students.

SCHOOL NUTRITION 

DIRECTOR, PILOT STUDY 

SCHOOL
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 27

BEYOND THE SCHOOL

Engage the Community: Contact local experts and community groups 

and ask for their help with Discover MyPlate. Your school’s parent 

organization may already have connections and can help you mobilize 

these resources as guest speakers, volunteers, or for funding. Reach out to:

 Local gardens or school gardens

Find out more about Farm to School at:

http://www.fns.usda.gov/farmtoschool

 Local chefs or culinary students

Discover Chefs Move to Schools at: 

http://healthymeals.nal.usda.gov/chefs-move-to-schools 

 Local Cooperative Extension staff 

Learn more at: http://www.nifa.usda.gov/Extension/

 Local farmers, grocers, community groups, and local businesses 

(for food donations and/or funding)

 Local dietitians or dietetic students/interns

AT HOME 

Engage Parents: Engaging parents and families of kindergarteners 

will be essential to students’ progress. The Discover MyPlate

program includes five Parent Take Home handouts that are quick to 

read, visually engaging, and offer valuable information and parentchild bonding opportunities. Links to topics in each of the six lessons 

are provided in the Getting Started section on p. 7 of the Teacher’s 

Guide, making it easy for teachers to know when to send each 

flyer home. Handouts and reminders can be sent home in monthly 

newsletters, emails, class blog posts, or in students’ weekly folders in 

order to share with parents what their children are learning in class. 

Parent Take Home handouts are also available in Spanish. 

To request free print copies or download online, visit: 

http://www.fns.usda.gov/tn/discover-myplate

To establish a communication channel between the classroom and 

students’ homes, teachers can do the following:

 Send parents an initial letter letting them know about the Discover

MyPlate program and materials they can expect to receive (Parent 

Take Homes, Look and Cook Recipes, Emergent Readers). See 

a sample letter to parents on p. 7 of the Teacher’s Guide. An 

invitation template to parents to join in the Lesson 6 Food Club

activity can be found on p. 60 of the Teacher’s Guide. Student 

Workbooks can be sent home upon completion of the lessons.

42

43

‘‘

‘‘

The facts 

[on the parent 

handouts] have 

really helped me. 

I was surprised at 

how much sugar 

was in sodas! 

I haven’t bought 

any since. 

PARENT, 

PILOT STUDY SCHOOL

‘‘

‘‘

I just recently 

changed my bread 

to whole wheat. 

I didn’t read 

ingredients before, 

but now I do.

PARENT, 

PILOT STUDY SCHOOL
28 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

‘‘

‘‘

The food 

preparation 

activities are a 

great way to get 

kids to try new 

foods. They look 

forward to [those] 

each [week]. They 

ask ‘What are we 

going to make 

today?’ 

TEACHER, 

PILOT STUDY SCHOOL

 Send Discover MyPlate STAR Charts (found on the first three 

pages of the Student Workbook) home or share during parentteacher conferences as part of student progress reports.

 Coordinate with school nutrition professionals to send home 

additional information on school breakfast and lunch programs.

 Work with the school’s parent organization (e.g., PTA, PTO, etc.) to 

enlist help in the form of volunteers, funds, and food and supplies 

donations. Parent volunteers will be particularly helpful during:

• Food Club, Look and Cook Recipe activities, and Classroom 

Celebrations.

• Classroom Celebrations

o Celebrations are an important part of the kindergarten 

experience. Ideas for incorporating healthier activities and 

foods into your classroom celebrations and academics 

throughout the school year are listed on pp. 61-65 of the 

Teacher’s Guide. Each celebration notes the appropriate 

lesson for pairing and offers a healthy snack idea as well 

as activities and games. For example, the Back-to-School 

Friendship Celebration, which includes the Friendship 

Pocket Look and Cook Recipe from Lesson 1, is good to 

try at the beginning of the school year. It gives children 

a chance to get to work together and make new friends 

through a healthy and fun food preparation activity while 

introducing the topic of nutrition.

o Plan nutrition-focused events like a “Family Health Night.”

FOOD PREPARATION

Make. Learn. Taste: Opportunities to see, smell, touch, taste, and 

explore healthy foods help children overcome their reluctance to 

trying new foods and are critical for changing eating behaviors. 

Discover MyPlate includes four teacher-tested and student-approved 

recipes and food preparation activities that work in class settings. 

Look and Cook Recipes are located on pp. 67-78 in the 

Teacher’s Guide, and are part of the Food Club activities 

in Lessons 1, 3, 5, and 6.

Teachers may be apprehensive to try a food preparation activity in 

the classroom with dozens of kindergarten students and limited 

time. However, the following tips and tested strategies can make any 

food preparation activity a fun, enjoyable, and memorable learning 

experience for both teacher and students!

44

‘‘

‘‘

Since we started 

this, my child 

wants more fruits...

yesterday, she 

brought a 

grapefruit, and 

she said, ‘you 

have to eat this 

because it’s 

good for you.’ 

PARENT, 

PILOT STUDY SCHOOL
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 29

‘‘

‘‘

The Crunchy 

Rainbow Wrap 

(Lesson 3) was a 

big hit. I overheard 

[a child saying] 

‘this was the best 

day ever.’

TEACHER, 

PILOT STUDY SCHOOL

Food Club Tips: 

 Plan ahead. Prepare ingredients ahead of time (e.g., rinse and chop 

vegetables).

 Talk with parents and the school nurse about food allergies. (See 

next section on Food Safety.)

 Study the Look and Cook Recipes and corresponding instructions 

in each lesson to determine what supplies are needed. (See table 

on p. 17 for page numbers.)

 See the Look and Cook Recipes for possible modifications to 

ingredients.

 Team up with a colleague to partner-teach the food preparation 

activity.

 Ask for food donations and supplies. 

 Enlist parent volunteers, community chefs, or Registered 

Dietitians to provide extra help during the activity.

 Collaborate with school nutrition (i.e., school food service) staff 

on strategies for storing and obtaining food, food preparation 

location, etc.

 For time efficiency, set up the activity in advance, either in the 

classroom or cafeteria, with more than one food preparation station.

 Keep perishable foods refrigerated until ready to use.

 Food Preparation Activity [30 minutes] 

Try one food preparation activity as a whole group or assign one 

of each Look and Cook Recipes to smaller groups. Provide all 

ingredients and supplies listed for each recipe. Teachers should 

read through and follow the instructions in the Teacher’s Guide

and practice setting up, preparing, and tasting recipes. Discuss 

challenges, how to plan logistically, and how to encourage kids 

to try new foods.

FOOD SAFETY 

Food Allergies: Each year, millions of Americans have allergic 

reactions to food. Although most food allergies cause relatively mild 

and minor symptoms, some food allergies can cause severe reactions 

or be life-threatening. More than 170 foods are known to cause an 

allergic reaction in some people. However, the eight most common 

food allergens are:

1. Fish

2. Shellfish

3. Eggs

45

46

4. Milk

5. Wheat

6. Peanuts

7. Tree nuts (e.g., walnut, almond, hazelnut, 

cashew, pistachio, and Brazil nuts)

8. Soybeans
30 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

7. Frequently Asked Questions

What is a whole grain? MyPlate encourages us to make half of the 

grains we eat whole grains. Whole grains are rich sources of vitamins, 

minerals, fiber, and other nutrients that help keep kids healthy and 

49

Know the Symptoms

It is important to know the symptoms of food allergies, which typically 

appear within a few minutes to a few hours of exposure. 

Review the Food Allergy symptoms that are listed in detail on 

p. 5 in the Teacher’s Guide.

For additional food allergy management and prevention 

information, refer to the Centers for Disease Control and 

Prevention’s Voluntary Guidelines for Managing Food Allergies 

in Schools and Early Care and Education Programs: 

http://www.cdc.gov/healthyyouth/foodallergies/index.htm

 Optional Guest Speaker Activity [15 minutes] 

Invite the school nurse to speak about food allergies and proper 

preventative and response procedures. If there is not enough 

time, have teachers arrange a meeting with the school nurse 

prior to conducting a food preparation activity.

Safe Practices: Good food safety practices are critical to preventing 

foodborne illness or the spread of bacteria. 

Review the Food Safety guidelines on p. 5 in the Teacher’s 

Guide. Follow these procedures when conducting any food 

preparation activities.

Everyone (teachers, students, and helpers) should wash his/her 

hands in warm water and soap for at least 20 seconds before and after 

handling food, and after using the bathroom. 

Lesson 1 includes fun and impactful hand-washing 

experiments to do with students. (See pp. 21-22 in the 

Teacher’s Guide.) The Student Workbook also features a 

pictorial activity about proper hand washing on p. 11. 

47

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Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 31

strong. Adults benefit from whole grains, too. Eating whole-grain foods 

that are high in fiber can help protect against heart disease, reduce the 

risk of type 2 diabetes, support a healthy body weight, and is good for 

overall health. Some foods are always whole grains, like oatmeal, brown 

rice, wild rice, and popcorn. For other foods you will need to check the 

ingredients list: Look for the word “whole” before the first ingredient.

Additional information about whole grains can be found by 

visiting: http://www.fns.usda.gov/core-nutrition/whole-grains

 Quiz Activity [5 minutes] 

Ask participants if they can tell which food is a whole-grain food 

based on the ingredients. They should look for the word “whole” 

before the first ingredient. (The tortilla, cereal, and cracker are 

whole grains because they list “whole” grains.)

Are fat-free and low-fat milk as nutritious as whole milk? Did you 

know that milk is loaded with vitamins, minerals, and protein, with 

nine (9) key nutrients? Better yet, fat-free and low-fat (1%) milk still 

deliver this nutrition, just without the extra fat that is in whole and 

reduced-fat (2%) milk. 

Why should kids drink milk every day? Many children are not 

getting enough milk to keep their bodies growing strong. 

 Milk helps muscles move and refuels muscles after play.

 Protein and other nutrients in milk help kids grow and build 

muscle and other tissue.

 The calcium and vitamin D in milk are needed for strong bones. 

What if a student is vegetarian? Vegetarian diets can incorporate 

plant-based protein foods, including beans, nuts, nut butters, peas, and 

soy products (tofu, tempeh, veggie burgers). Lacto-ovo vegetarians 

also eat eggs, which are also part of the Protein Foods Group. They 

also consume milk and cheese from the Dairy Group.

Additional tips and resources for vegetarians can be found by 

visiting: http://www.choosemyplate.gov/healthy-eating-tips/

tips-for-vegetarian.html

What if a student does not drink milk? Calcium-fortified soymilk (soy 

beverage) is an option as part of the Dairy Group. Not all soymilks 

have calcium. Individuals that drink soymilk should choose one that 

has about 300 milligrams (mg) of calcium (30% of the Daily Value).

Some examples 

of whole-grain 

ingredients 

include:

brown rice

buckwheat

bulgur

graham flour

oatmeal

quinoa

rolled oats

whole-grain barley

whole-grain corn

whole oats

whole rye

whole wheat

wild rice

50

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32 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

Why are beans and peas unique foods? Beans and peas belong to 

both the Vegetable and Protein Foods Groups. Beans and peas are 

the mature forms of legumes. They include kidney beans, pinto beans, 

black beans, lima beans, black-eyed peas, garbanzo beans (chickpeas), 

split peas, and lentils. They are available in dry, canned, and frozen 

forms. These foods are excellent sources of plant protein and also 

provide other nutrients such as iron and zinc. They are similar to 

meats, poultry, and fish in their contribution of these nutrients. 

Therefore, they are considered part of the Protein Foods Group. Many 

people consider beans and peas to be vegetarian alternatives for 

meat. However, they are also considered part of the Vegetable Group

because they are excellent sources of dietary fiber and nutrients such 

as folate and potassium. These nutrients, which are often low in the 

diet of many Americans, are also found in other vegetables.

Why aren’t green beans in the Protein Foods Group? Green beans 

are not a mature form of legume. It is not a “bean.” Green beans are 

part of the “Other” vegetable subgroup. Their nutrient content is 

similar to other vegetables in that subgroup like iceberg lettuce and 

celery.

Why is a tomato (and squash, pepper, etc.) part of the Vegetable 

Food Group? Botanists (plant scientists) and nutritionists (food 

and health experts) classify plant parts differently. Botanists classify 

edible plant parts based on their function and where in the plant they 

are located. (For example, tomatoes, zucchini, and red bell peppers 

are considered by botanists to be fruits because they contain seeds.) 

Nutritionists, however, call them vegetables and organize foods 

(including those that come from edible plant parts) into different food 

groups based on what they provide to keep the body healthy, how they 

taste, and also how they are normally eaten. Tomatoes, for example, 

are normally eaten as a vegetable, such as in a garden salad or with 

lettuce and onion on a sandwich. Tomatoes are also not tart and sweet 

like cherries and other foods we consider to be fruits. That’s why 

nutritionists consider tomatoes a vegetable instead of a fruit.

If all activities are taught, how many hours of nutrition education 

will kids receive through Discover MyPlate? All lesson activities 

amount to 17.25 hours of nutrition education, including Extra 

Helpings. This does not include Book Club, Student Workbook

activities, or Classroom Celebrations, as time spent on them will 

vary. At a minimum, these activities will provide an additional 20 

hours of nutrition education exposure (4 hours for Book Club + 6 hours 

for Student Workbook Activities + 10 hours for Classroom Celebrations).

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Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 33

What is the theoretical basis of Discover MyPlate? Social Cognitive 

Theory (SCT) is a behavior-change model which emphasizes that 

learning occurs in a social context, and that much of what is learned is 

gained through observation. SCT is based on the view that behavioral, 

environmental, and personal/cognitive factors influence one 

another in a reciprocal fashion. In other words, if there are changes 

in environmental or personal/cognitive factors, behavior change is 

promoted. This makes it particularly relevant to, and effective when 

used with, health education.

SCT is based on the following key beliefs:

1. People can learn through observation or modeling. For example:

observing a teacher/peer/parent modeling healthy behaviors, skills, 

cognitive processes; observing positive outcomes or reactions of 

others; observing or receiving positive reinforcement from others. 

2. People have an ability to influence their own behavior and 

the environment. For example: motivation can happen through 

intrinsic reinforcement (i.e. pride, satisfaction, a sense of 

accomplishment). People can also influence their outcomes and 

environment through self-reflection and self-regulation.

3. Learning can happen without an immediate change in behavior 

For example: a person may have learned a behavior successfully 

through observation, but may not yet be motivated to demonstrate 

this new behavior. Learning also involves gaining and practicing 

new knowledge, cognitive skills, concepts, values, rules, etc.

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34 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

8. Suggested Post-Training Activities 

Encourage participants to do the following activities independently 

after the training session has concluded. 

 Reflection Activity 

After 6 months or a year, retake the the Health Self-Assessment

and see what changes you’ve made during the school year. 

Reflect on the changes in your journal. 

 Exploration Activity 

Visit and explore http://www.choosemyplate.gov

 Tracking Activity 

Track and analyze what you eat for 1 week using the 

Supertracker tool at: http://www.choosemyplate.gov/

supertracker-tools/supertracker.html. 

61

SCT CONCEPTS Classroom example/DMP Component

Observational Learning

Observing teacher/peers/parents/book characters tasting and 

enjoying healthy foods and being physically active; food preparation 

activities; parent-child activities at home

Outcome Expectations

Knowledge and attitudes about new foods, eating breakfast, and 

physical activity are positively changed through fun activities, tasting 

experiences, and use of motivational characters.

Self-efficacy

Tasting and food preparation activities; seed-growing activity; 

role-playing; practicing and demonstrating skills in classroom 

activities and cafeteria connections; recognizing patterns of 

progress and success

Self-regulation/control

Goal-setting activities (e.g., trying fruits and vegetables of each 

color); self-monitoring activities (e.g., breakfast tracker); 

self-reflection (at the end of each lesson)

Environment

Healthy classroom displays and practices; completion of family 

activities on handouts and reading emergent readers at home; 

healthy celebrations; and incorporation of DIscover MyPlate

materials in school library, physical education, art, and music 

Reinforcements

Positive encouragement and reinforcements from teachers/parents/

peers/school administrators/school nutrition services; DIscover 

MyPlate certificate; STAR chart; stickers, badges, and other 

incentives for trying new foods, eating breakfast, making a 

MyPlate meal

Behavioral Capabilities Classroom lessons, at-home activities, cafeteria connections, and 

student worksheets

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Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov 35

 Action Activity 

Take action to support and enhance your school district’s Local School 

Wellness Policy and see how your activities and projects fit in with the overall 

culture of wellness at your school. In addition to district wellness policies, 

some schools have developed their own individual wellness guidelines. 

Teachers, parents, community members, and others may get involved at the 

district level, school level, or both.

• Find and read your school district’s Local School Wellness Policy and 

any guidelines that exist for your school. Look for this information on the 

district or school Web site, in a school policies handbook, in a parent or 

family handbook, or in the school office.

• Take a look at the policy language. Wellness policies typically vary 

in comprehensiveness (i.e. topics addressed) and strength (definitive 

requirements). Does the policy language “suggest,” “encourage,” 

“recommend,” or say “Schools can...” or “Schools may...”? Or is the policy 

language stronger: “require,” “Schools will...,” or “Schools must”?

• Ask questions. When was this wellness policy developed? Is it in the 

process of being updated? Who wrote the policy? Who is responsible for 

its implementation? Has the policy ever been assessed or evaluated for 

compliance? Are teachers and parents aware of the policy? Are the policy 

goals included in the School Improvement Plan?

• Identify your role in helping to implement and communicate the policy. 

Think about the parts of the policy that apply most to you. Use the policy or 

school guidelines to support the activities, projects, and curricula you want to 

implement. Talk about the wellness policy goals that your activities/projects 

will help to meet when you are sharing updates or looking for support.

• Join or form a Wellness Team or Health Advisory Council of interested 

teachers, staff members, school nutrition (i.e., school food service) personnel, 

parents, and students. Update the wellness policies, plan action items 

throughout the school year, and share updates with the school community 

and the public. Get buy-in from the school principal, superintendent, 

and other key players. Integrate your wellness policy into your school 

accountability system and School Improvement Plan.

• Share your stories and generate excitement. What wellness-related 

activities or projects have you implemented in class? Talk about the 

discoveries and experiences your students have had with the Discover

MyPlate curriculum. Share stories and photographs with parents, families, 

and the school. Which wellness policy goals are you meeting with your 

classroom activities and lessons? Talk to your school’s nutrition services 

programs, as well as health services and physical education department — 

strengthen those connections, show your enthusiasm for school wellness, 

and invite them to your classroom to share their healthy tips and expertise.
36 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

Appendix

 REPRODUCIBLE HANDOUTS: Make copies of each for participants

 Health Self-Assessment (template, customize if desired).................................................. A1

 The Five Food Groups...........................................................................................................B1

 Discover MyPlate in a Year ................................................................................................ C1
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov A1

Health Self-Assessment (template)

What are you currently doing to help children make healthy food choices and be physically active? 

Is there more you can do? What personal nutrition and physical activity goals do you have? Use this 

self-assessment to help you identify goals for the upcoming year. Revisit this tool at the end of the year 

to reflect on your progress. Begin by asking yourself: What does being healthy mean to me? What are some 

ways I try to be a healthy role model? What nutrition and physical activity goals can I accomplish this year?

NUTRITION EDUCATION

1) Do you incorporate nutrition education or a school garden into your Kindergarten curriculum?

 Yes No

If yes, how many days per school year do you teach nutrition education? 

If no, why not? 

2) How comfortable do you feel teaching nutrition? 1 2 3 4 5

 (1 being not at all comfortable, 5 being very comfortable)

What would make you feel more confident in teaching kindergartners about nutrition? 

3) Do you conduct any food preparation activities with students in the classroom? Yes No

What kinds? 

If no, why not? 

 

SCHOOL WELLNESS

4) Have you read your school’s and/or school district’s local wellness policy? Yes No

5) Have you met with the school district’s nutrition director (food service director) or school nurse to 

talk about how to promote healthy food choices at school? Yes No

6) Do you participate in any school or staff wellness activities? Yes No
A2 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

IN THE CLASSROOM

7) Do you display decorations or signs that serve as healthy reminders for students? Yes No 

8) Do you display visuals that show physical activity? Yes No 

9) Do you use only non-food rewards in your classroom? Yes No 

10) Do you encourage your students to be physically active in class/at home? Yes No 

In what ways? 

11) Do you encourage students to choose fruits and vegetables at lunch? Yes No

12) Do you offer fruits and vegetables at class parties and celebrations? Yes No 

PERSONAL HEALTH

13) Do you participate in your school’s staff wellness program (if available)? Yes No

14) How many hours per week are you physically active? 

What types of physical activities do you do? 

15) At meals, do you fill half your plate with fruits and vegetables? Yes No

16) Do you consider yourself “healthy”? Yes No

17) Do you eat breakfast daily? Yes No

18) What foods do you eat as snacks? 

19) Do your students/colleagues see you eating and drinking nutritious foods and beverages? 

 Yes No

20) How often do you drink sugar-sweetened beverages such as soft drinks, fruit drinks, sweetened 

coffee or tea, or lemonade?

 Rarely Sometimes Every Day
United States Department of Agriculture

Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov B1

The Five Food Groups

The following is an at-a-glance chart of foods that belong to each food group. It is not a complete list. For 

more information on each food group, visit: http://www.choosemyplate.gov/food-groups/ 

FOOD GROUP FOODS IN THE FOOD GROUP

FRUITS

Any fruit or 100% fruit juice 

counts as part of the Fruit 

Group. Fruits may be fresh, 

canned, frozen, or dried; and 

may be whole, cut-up, or 

puréed.

Apples

Apricots

Bananas

Cherries

Grapefruit

Grapes

Kiwi fruit

Mangoes

Oranges

Papaya

Peaches

Pears

Pineapple

Plums

Raisins

BERRIES

Blackberries

Blueberries

Raspberries

Strawberries

MELONS

Cantaloupe

Honeydew

Watermelon

VEGETABLES

Any vegetable or 100% 

vegetable juice counts as a 

member of the Vegetable 

Group. Vegetables may be 

raw or cooked; fresh, frozen, 

canned, or dried/dehydrated; 

and may be whole, cut-up, 

or mashed. There are five 

Vegetable Subgroups: Beans 

and Peas, Dark Green, Red 

and Orange, Starchy, and 

Other Vegetables.

BEANS AND PEAS

Black beans

Black-eyed peas

Chickpeas (garbanzo beans)

Lentils

Red beans

Soy beans

Split peas

White beans 

DARK-GREEN VEGETABLES

Bok choy

Broccoli

Collard greens

Dark-green leaf lettuce

Kale

Romaine lettuce

Spinach

RED AND ORANGE VEGETABLES

Butternut squash

Carrots

Red/orange bell peppers

Pumpkin

Sweet potatoes

Tomatoes

STARCHY VEGETABLES

Corn

Green peas

Plantains

Potatoes

Taro

OTHER VEGETABLES

Asparagus

Avocado

Beets

Cauliflower

Celery

Cucumber

Eggplant

Green beans

Iceberg lettuce

Mushrooms

Radicchio

Sugar snap peas

Yellow bell pepper

Zucchini
B2 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

FOOD GROUP FOODS IN THE FOOD GROUP

GRAINS

Any food made from wheat, 

rice, oats, cornmeal, barley, 

or another cereal grain is a 

grain product. Bread, pasta, 

oatmeal, breakfast cereals, 

tortillas, and grits are 

examples of grain products. 

Grains are divided into two 

subgroups:

• Whole Grains contain the 

entire grain kernel — the 

bran, germ, and endosperm. 

• Refined Grains have 

been milled, a process that 

removes the bran and germ. 

This is done to give grains 

a finer texture and improve 

their shelf life, but it also 

removes dietary fiber, iron, 

and many B vitamins.

WHOLE GRAINS

Amaranth

Bread products made primarily 

from 100% whole grains 

(such as whole-wheat breads, 

buns, rolls, and pitas)

Brown rice

Buckwheat

Bulgur

Millet

Muesli

Oatmeal

Popcorn

Quinoa

Rolled oats

Whole-grain barley

Whole rye

Whole-wheat crackers

Whole-wheat pasta

Whole-wheat tortilla

Wild rice

REFINED GRAINS*

Bread products made with 

refined “white” flour 

(such as white rolls, 

buns, pitas, etc.)

Cornbread

Corn tortillas

Couscous

Flour tortillas

Grits

Noodles

Pastas (spaghetti, macaroni)

Pretzels

Some ready-to-eat 

breakfast cereals

White rice

DAIRY

All fluid milk products and 

many foods made from milk 

are considered part of this 

food group. Most Dairy Group 

choices should be fat-free or 

low-fat. Foods made from 

milk that retain their calcium 

content are part of the group.

Foods made from milk that 

have little to no calcium, such 

as cream cheese, cream, and 

butter, are not considered 

to be in the Dairy Group. 

Calcium-fortified soymilk 

(soy beverage) is also part of 

the Dairy Group. 

Fluid milks (flavored or 

unflavored)

Lactose-reduced milks

Lactose-free milks

Calcium-fortified soy 

beverages (soymilk)

CHEESE

Cheddar

Mozzarella

American

Cottage cheese

Yogurts

MILK-BASED DESSERTS

Puddings

Ice cream

Frozen yogurt

Ice milks

* Most of these products are made from 

refined grains. Some are made from 

whole grains. Check the ingredients list 

for the words "whole grain" or "whole 

wheat" to decide if they are made from a 

whole grain. Some foods are made from 

a mixture of whole and refined grains.

The Five Food Groups (continued)
Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov B3

FOOD GROUP FOODS IN THE FOOD GROUP

PROTEIN FOODS

All foods made from meat, 

poultry, seafood, beans and 

peas, eggs, processed soy 

products, nuts, and seeds 

are considered part of the 

Protein Foods Group. 

Beans and peas are also part 

of the Vegetable Group. 

BEANS AND PEAS

Black beans

Black-eyed peas

Chickpeas (garbanzo beans)

Lentils

Red beans

Soy beans

Split peas

White beans 

SEAFOOD

Anchovies

Catfish

Clams

Cod

Crab

Crawfish

Flounder

Lobster

Oysters

Salmon

Sardines

Shrimp

Squid (Calamari)

Tilapia

Tuna

NUTS AND SEEDS 

(AND BUTTERS)

Almonds

Peanuts

Pumpkin seeds

Sunflower seeds

Walnuts

PROCESSED SOY PRODUCTS

Tofu

Tempeh

Texturized Vegetable 

Protein (TVP)

“Veggie Burgers”

POULTRY

Chicken

Duck

Turkey

EGGS

MEATS

(LEAN CUTS AND 

GROUND MEATS)

Beef

Ham

Lamb

Pork

Veal

The Five Food Groups (continued)
United States Department of Agriculture

C1 Discover MyPlate Curriculum Training • http://teamnutrition.usda.gov

Discover MyPlate in a Year

There are many ways you can schedule the teaching of Discover MyPlate curriculum components 

throughout the school year. The six lessons can be taught as a 6-week unit. It can also be spread out over 

the year. Below is a sample schedule to show how you can integrate the curriculum into your planning to 

keep nutrition education in front of students all year long. Note that the Book Club, Cafeteria Connections, 

Dramatic Play Activities, and Extra Helpings in each lesson can be used throughout the year.

MONTH DISCOVER MYPLATE COMPONENT

AUGUST/SEPTEMBER • Lesson 1: Meet the Five Food Group Friends

• Back-to-School Friendship Celebration

• Friendship Pocket Look and Cook Activity

OCTOBER • Lesson 2: Discover MyPlate

• Halloween & Fall Harvest Celebration

School Lunch Week

NOVEMBER • Lesson 3: Eat Your Colors!

• Crunchy Rainbow Wrap Look and Cook Activity

• Thanksgiving Celebration

DECEMBER • Welcome Winter! Celebration

• Lesson 1-2 Extra Helpings

JANUARY • Lesson 3 Extra Helpings

FEBRUARY • Lesson 4: Planting the Seeds for Healthier Eating

• Valentine’s Day Celebration

MARCH • Lesson 5: Starting Our Day With MyPlate

• Fruit-a-licious Breakfast Cup Look and Cook Activity

• St. Patrick’s Day Celebration & Dr. Seuss’ Birthday

• 100th Day of School Celebration

School Breakfast Week

APRIL • Swing into Spring Celebration

• Earth Day Celebration (April 22)

• Lesson 4 Extra Helpings

• Celebrate School Library Month with Book Club selections from 

Lessons 1-4

School Library Month

MAY • Lesson 6: Lets Play, Lets Party!

• Food Group Friend Look and Cook Activity

• Lesson 5 Extra Helpings

JUNE • End of School Year Celebration

• Lesson 6 Extra Helpings

• Dramatic Play Activities
USDA Project Managers/Members

Project Officer:

Alicia H. White, MS, RD

Child Nutrition Division, USDA FNS

Project Team:

Jan Barrett, MS, MBA, RD

Heidi Bishop, BS

Barbara Jirka, PhD, SNS

Erika Pijai, MS, RD

Child Nutrition Division, USDA FNS

Reviewers:

Nora L. Howley, MA

National Education Association

Diane Duncan-Goldsmith, MS, RD, LD

School Nutrition Services Dietetic Practice Group 

of the Academy of Nutrition and Dietetics

Steven Hicks, MA

Department of Education

Deanna Hildebrand, PhD, RD, SNS, LD

Oklahoma State University

Marion Hinners, MS

USDA FNS Office of Food Safety

Christi Kay, MEd

HealthMPowers, Inc.

Caitlin Merlo, MPH, RD 

Centers for Disease Control and Prevention

Heather Parker, MS, CHES

National PTA

Karen Weber Cullen, DrPH, RD

USDA/Agricultural Research Service Children’s Nutrition 

Research Center, Baylor College of Medicine

Formative Research Schools:

Cherokee Point Elementary School, San Diego, CA

Powers Ferry Elementary School, Atlanta, GA

Windham Primary School, Windham, ME

Pilot Study Schools:

Storm Lake Elementary School, Storm Lake, IA

John C. Clark, Jr. Elementary School, Hartford, CT

This curriculum was created through 

a contract with CarrotNewYork.

CarrotNewYork Teacher Advisors:

Kimberly Clark

Tracy Ferrell

Megan Havens

Mara Pauker

Stephanie Roberts

The U.S. Department of Agriculture’s (USDA) Food and Nutrition Service (FNS) would like 

to thank the following schools and individuals for their contributions and expertise in the 

development of this publication.

Acknowledgments