Agricultural Literacy Curriculum Matrix

Students investigate the sources of different foods and examine the importance of eating a variety of nutritious foods. Grades 3-5

crop: a cultivated plant that is grown and harvested, especially a grain, fruit, or vegetable

farmer: person who owns or manages a farm, cultivates land or crops, or raises animals

livestock: farm animals (such as cows, horses, and pigs) that are kept, raised, and used by people

MyPlate: nutritional guide published by the United States Department of Agriculture (USDA); icon depicting a place setting with a plate and glass divided into five food groups

nutrient: a substance that provides nourishment essential for growth and the maintenance of life

nutrition: the process of nourishing or being nourished

United States Department of Agriculture (USDA): a federal agency responsible for developing and executing federal laws related to farming, forestry, and food

Nearly all the food we eat each day comes from either a plant or an animal. Most of these plants and animals were raised or grown on farms. Farmers and ranchers throughout the United States and the world work hard to learn how they can provide a nutritious and abundant food supply.

Animals raised on a farm are collectively called livestock. In the United States, the milk we drink and use to make dairy products such as cheese, yogurt, and ice cream is usually produced by cows. Goats are the next most common milk producing farm animal. Eggs are typically produced by chickens. Meat is provided by cattle, pigs, sheep, chickens, and turkeys. In addition to food, sheep also provide us with wool that makes the fabric commonly used for socks, coats, sweaters, and other clothing.

Farmers also grow plants that are used for animal feed, fuel, and food for humans. Some crops are raised to feed livestock, which in turn provide meat, milk, and eggs. Examples of crops raised for animal consumption include corn, soybeans, alfalfa, and grains such as wheat or barley. Other crops are raised for human consumption, including grains such as wheat and rice as well as various types of fruits and vegetables.

Some ingredients in foods do not come from plants or animals. For example, mushrooms and yeast are a fungi; chymosin, an ingredient in some cheeses, is a biotech product from microorganisms; buttermilk and yogurt are cultured products that use either bacteria or mold to produce its specific flavor; vinegar, the salt brine used in pickling, and vanilla are fermented products that go through a process of anaerobic bacterial activity; salt is a mineral; some artificial flavorings are made from chemicals. 

Food from plants and animals can provide essential nutrients necessary for growth, good health, and energy. People need food from a variety of plants and animals for a nutritious diet. Different foods provide different nutrients. The five dietary food groups—fruits, vegetables, grains, proteins, and dairy—are the building blocks for a healthy diet. MyPlate is a nutrition guide from the United States Department of Agriculture (USDA). Nutrition guidelines recommend daily servings from each group for a healthy diet. Each day, we should eat from the five food groups. Farmers and ranchers in your state grow many different food crops that help you maintain a balanced and healthy diet.

The MyPlate icon shows that half of a healthy diet should consist of fruits and vegetables. The USDA also recommends that half of the grains consumed should be whole grains, and highly processed foods high in fat and sugar should be consumed in limited amounts only.

The Grains Group, represented by the orange section on MyPlate, includes any food that is a grain or is made from grains, including bread, cereal, rice, pasta, tortillas, crackers, and pancakes. Foods in this group supply the B vitamins—niacin, thiamine, and riboflavin—that are important in keeping our blood, skin, and nervous system healthy. Grains also supply complex carbohydrates, an important source of long-lasting energy; fiber, which helps with digestion; and vitamin E, which is important for the proper function of many organs. Although grains are naturally low in fat, many of the foods that grains are used in contain added fats and sugars, making them high in calories and relatively low in nutrients. Cakes, cookies, pies, donuts, muffins, and sweet rolls are included in this group, but they should be eaten in moderation. Based on an 1800-calorie diet, it is suggested that children consume 6 ounces of grains daily, and at least half of those should be whole grains. Whole grain foods contain all three parts of the grain: the endosperm, germ, and bran. Refined grains, like pastry flour and all-purpose white flour, generally have the germ and bran removed. Whole grains are higher in protein, fiber, vitamins, and minerals than refined grains.

The Vegetable Group is the green section on MyPlate. All kinds of vegetables are included here, whether they are fresh, frozen, dried, or canned. They can be eaten raw or consumed as juice. Vegetables are the main source of Vitamin A, which is important for healthy skin and eyes. Vegetables are also a source of fiber. Many vegetables are naturally low in fat. It is suggested that children eat 2-1/2 cups of vegetables every day.

The Fruit Group is represented by the red section. All kinds of fruits are included here—fresh, frozen, dried, or canned. It includes whole fruit as well as 100% fruit juices. Fruits are our main sources of vitamin C, which helps the body heal, grow new cells, and use iron supplied by other foods. Fruits, like vegetables and grains, are also a source of fiber. Like vegetables, many fruits also provide vitamin A and are naturally low in fat. The recommended daily amount for children is 1-1/2 cups. Notice how the fruits and vegetables together make up half of the plate—this is a good approach to planning a healthy meal.

The MyPlate graphic includes a blue "cup"next to the plate to represent the Dairy Group. Foods in this group include all kinds of milk—even chocolate milk—and foods made from milk, such as cheese and yogurt. This group provides calcium-rich foods that are needed to help bones grow and strengthen. Suggested amounts are 3 cups daily for children of ages 9 to 12 and 2-1/2 cups daily for children of ages 4 to 8.

Last is the purple section, which is the Protein Group. This group includes meat, poultry, fish, dry beans, eggs, and nuts. Meats include beef, pork, and lamb. Poultry includes chicken, turkey, and Cornish game hens. Beans include dry beans, dry peas, and lentils. Nuts include any kind of nuts or seeds or any nut butter, such as peanut butter. Foods in this group come from both animals and plants and are important for providing protein, which is essential in building strong muscles, repairing and building new body tissue, and keeping skin, hair, and nails healthy. The B vitamins and trace elements such as zinc and iron are provided by foods in this group, as well as iron, which carries oxygen through our blood to the cells. Some foods in this group can be high in fat, so be sure to choose plenty of lean proteins! Children should eat 5 ounces daily.

Oils are not a food group, but some are needed for good health. As long as they are not eaten in excess, oils from fish, nuts, olives, canola, and other sources are healthy choices.

1. Take the students on virtual farm tours by choosing two tours from the Virtual Tours Playlists. Choose one tour of a farm that raises livestock and another tour of a farm that grows food crops. 
2. After discussing the tours, explain to the students that they will be learning about where their food comes from.

Activity 1: Animal or Plant?

1. Ask the students, "Where does your food come from?" After listening to the students answers, clarify that most of their food comes from plants and animals that are raised and grown on farms.
2. Show the Where Does Our Food Come From? video. 
3. Ask the students to name the different foods that were featured in the video. Make a list on the board. Then ask the students to identify which foods come from animals and which come from plants. Mark the food items with an A for animal and a P for plant.
   • Hamburger bun P
   • Hamburger patty A
   • Cheese A
   • Lettuce P
   • Tomatoes P 
   • Onions P
4. Read the book How Did That Get in My Lunchbox? The Story of Food by Chris Butterworth. Add the new food items featured in the book to the list on the board and ask the students to mark them with an A for animal or P for plant.
   • Bread P
   • Cheese A
   • Tomatoes P
   • Apple P
   • Carrots P
   • Chocolate P
   • Clementine P
5. Explain to the students that some ingredients in foods do not come from plants or animals. For example, mushrooms and yeast are a fungi; chymosin, an ingredient in some cheeses, is a biotech product from microorganisms; buttermilk and yogurt are cultured products that use either bacteria or mold to produce its specific flavor; vinegar, the salt brine used in pickling, and vanilla are fermented products that go through a process of anaerobic bacterial activity; salt is a mineral; some artificial flavorings are made from chemicals. 
6. Provide each student with a blank piece of paper. Project the school lunch menu onto a large screen. Ask the students to make a list of what they ate or plan to eat for lunch today on the blank paper. 
7. Pass out an Animal or Plant Venn Diagram to each student. Instruct them to write or draw the food items from their lunch in the appropriate spaces. If any of their food items do not fall in to the "plant," "animal," or "plant and animal" categories, have them write the item outside of the paper plates. 
8. Lead a discussion about the importance of plants and animals as food. Include the following points to guide your discussion:
   • Food comes from plants and animals that are grown or raised on farms.
   • Food from plants and animals can provide essential nutrients necessary for growth, good health, and energy.
   • People need food from a variety of plants and animals for a nutritious diet. Different foods provide different nutrients.

Activity 2: MyPlate Menu

1. Provide each students with a paper dinner plate, a paper dessert plate, a ruler, and markers. 
2. Project the MyPlate Image onto a large screen for reference. Using the information from the Background Agricultural Connections section of this lesson, discuss MyPlate and the five food groups.
3. Explain to the students that they will create a menu for breakfast, lunch, or dinner that includes food from all of the food groups.
4. Instruct the students to use a ruler to draw a horizontal line and a vertical line through the center of the paper dinner plate to divide it into four sections.  Label the top left section "Fruits," the top right section "Grains," the bottom left section "Vegetables," and the bottom right section "Protein." Label the dessert plate "Dairy."
5. Have the students draw the food in the appropriate sections of MyPlate.
6. Allow time for the students to share their menus with the class.

• Eat Happy Project video series
• Farm Animals
• Farm Animals in a Box
• Fill MyPlate Game
• Food Doesn't Grow in the Supermarket!
• How Did That Get in My Lunchbox?
• How to Teach Nutrition to Kids
• Jack & the Hungry Giant Eat Right with MyPlate
• Livestock Cards
• Livestock Flowchart
• Look Inside Food
• MyPlate
• MyPlate Activity Poster
• National Geographic Kids: Farm Animals