Krista Varano
Multiple Sources with Activities for Literacy Guide
Chapter 4 Nutrition
Sixth Grade
Pages 94-111
Rationale
Taking advantage of multiple sources in the planning of units is easier than
ever. Sources can be found with the click of a mouse. Multiple sources in content
learning is key for authentic exploration of disciplinary topics (Brozo, 2017). To
support the needs of all learners in the classroom, a combination of print, video,
and electronic sources have been gathered to use before, during, and after
content experiences. Some serve as main learning documents and others are
support documents or sources for extended learning based on needs and interest.
Together, they form a diverse text set to support the Content Standards and
Literacy Standards within the Nutrition Unit.
Bibliography
Barson, K. (2014). 45 pounds (more or less). New York: Speak. (Young Adult Fiction) Extra source
Bronson, M. H., Cleary, M. J., & Hubbard, B. M. (2007). Teen Health. Woodland HIlls: Glencoe - McGraw-
Hill. (Textbook) Referenced thoughout guide
bubbl.us. (2020, May 30). Retrieved from bubbl.us: http://bubbl.us (Website) Used during Vocabulary
Tic, Tac, Toe
Creighton, S. (2011). A Boy Who Loved Broccoli. New York: CreateSpace Publishing. (Picture Book) Extra
source
Dorling Kindersly. (2015). Are you what you eat? New York: DK Publishing. (Non-fiction) Extra source
Ehlert, L. (1990). Growing Vegetable Soup. New York: HMN Books. (Picture Book) Extra source
FDA. (2020, May 30,). Retrieved from FDA:
https://www.accessdata.fda.gov/scripts/InteractiveNutritionFactsLabel/#intro (Website) Used
in Stations
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Flocabulary. (2020, May 30). Nutrition. Retrieved from Flocabulary:
https://www.flocabulary.com/unit/nutrition/vocab-cards/ (Website) Used in Vocablary and
Stations
Gatorade Sports Institute. (2020. May 30,). Retrieved from YouTube:
https://www.youtube.com/watch?v=aYLqebPC8Z0 (Video) Used in Stations
Graimes, N. (2007). Kids'Fun and Healthy Cookbook. New York: Dorling Kindersly. (Non-fiction) Extra
Source
Krauss, R. (2020). The Carrot Seed. New York: Harper Collins. (Picture Book) Extra Source
Levine, S., & Rogers, J. (2019). Healthy Food choices in schools. Retrived from Washington Post:
https://www.washingtonpost.com/graphics/2019/food/school-lunches-in-america/
(Newspaper Article) Used in Writing
McCloskey, R. (1976). Blueberries for Sal. New York: Penguin Young Readers Group. (Picture Book) Extra
Source
Murphy, J. (2015). Dumplin'. New York: Harper Collins. (Young Adult Fiction) Extra Source
National Cooperative Extension Resorce. (2019 June 12). 10 Food Facts about School Lunch. Retrieved
from National Cooperative Extension: https://healthy-food-choices-in-schools.extension.org/10-
facts-about-school-lunch/ (Website) Used in Writing
Newsela and Philly.com. (2018, May 21). Report shows that teens are drinking less soda, but more sports
drinks. Retrieved from Newsela: https://newsela.com/read/teens-sports-drinks/id/43441/
(Newspaper article) Used in Stations
Newsela and USA Today. (2019, April 10). New law proposed to discourage sugary drinks for kids and
teens. Retrieved from Newsela: https://newsela.com/read/limiting-soda-kids-
teens/id/50630/?search_id=f532f783-605c-4e15-860e-57df07885ebd (Newspaper article) Used
in Stations
NSTA. (2020, May 30). Retrieved from NSTA:
http://static.nsta.org/connections/middleschool/201201CaseOfMissingMeatballs.pdf (Website)
Used in Writing
PublicSchoolReview.(2020, May 30). Why fast food is healther than school lunches. Retrieved from
Public School Review: https://www.publicschoolreview.com/blog/why-fast-food-is-healthier-
than-school-lunches-the-shocking-usda-truth (Website) Used in Writing
Puzzle maker. (2020, May 30). Retrieved from Discovery Education:
http://www.puzzlemaker.discoveryeducation.com (Website) Used in Stations Tic, Tac, Toe
Quizlet. (2020, May 30). Retrieved from Quizlet: http://quizlet.com (Website) Used in Stations Tic, Tac,
Toe
TEDED. (2020, May 30). TEDED. Retrieved from How the food you eat affects your brain:
https://ed.ted.com/lessons/how-the-food-you-eat-affects-your-brain-mia-nacamulli#review
(Video) Used in Stations
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U.S. Department of Agriculture. (2020, May 30). MyPlate Home. Retrieved from Choose MyPlate:
https://www.choosemyplate.gov/ (Website) Used in Stations
The follow acitvities are part of a set of stations used in the classroom.
Thoughtful grouping will occur before starting the stations so that students’s
needs can best be met by the teacher during the Read with the Teacher Station.
Homework the night before Stations Day – TEDED Video Source (link above) –
WATCH and THINK - How the food you eat affects your brain?
Before Read with Teacher - Activity One- Amount of Sugar in Drinks
Station A – Activating connections teen choices and sugar amounts
Materials:
• Empty Bottles – Gatorade, Coke, Sprite, Apple Juice, Water with labels for sugars
(Have conversions to teaspoons prewritten for them on the inquiry sheets)
• Funnels
• Teaspoons
• Sugar or fine sand if food use in not allowed.
• Inquiry sheet: https://familyconsumersciences.com/wp-content/uploads/Investigating-
Beverages.pdf
• MyPlate list of added sugar names to recognize in a label
https://www.choosemyplate.gov/eathealthy/added-sugars
• Blueberries for Sal – Good sugars example
• FDA Label Reading Review – Interactive
https://www.accessdata.fda.gov/scripts/InteractiveNutritionFactsLabel/#intro
Procedure:
1. Set todays purpose with a Focus Question – Are my beverage choices contributing to a healthy
lifestyle? Why or why not?
2. Predict: BEFORE looking at the labels, working with group, predict the amount of sugar in each
beverage by ordering the bottles from least to greatest. Draw a picture of the bottle next to
each drink number.
3. Write the name of each Drink in the order predicted on the Drink lines.
4. Review the Added Sugar page on MyPlate for names of hidden added sugar on labels (link above)
5. Complete the Reading Food Label interactive for review (link above)
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4. Read the label for Drink 1 and answer the questions on the inquiry sheet (print at Center link above)
5. Using the funnel and the teaspoon - Measure the amount of sugar directly into the bottle for Drink
One.
6. Repeat Steps 3 and 4 - for each Drink. As you do reference the focus question and discuss any
insights with partners.
7. After all bottle have been measured analyze the data. Reorder the beverages with the new data and
record on your inquiry sheet by placing a number next to the drinks, creating a list or redrawing.
8. Discuss with your group and answer the remaining two questions on the inquiry sheet.
9. Be ready to discuss the Focus Question when you come to the Teacher Table to read.
Assessment:
• Collection of inquiry sheet writing
• Discussion to follow at small group with Read to Teacher Station (Checklist)
Accommodations/Differentiation/ELL:
• Thoughtful grouping will take place for Station partners.
• Hand-on activity allows for developmentally appropriate movement and various types of
learners
• Socialization of peers during group time
• Social aspect of inquiry allows for ELs to practice language with peers in non-threatening
environment
• Use of familiar beverages allows activation of prior knowledge/experiences.
During Read with Teacher -Activity Two – With Newspaper Article
Station B – Read with the Teacher
Materials:
• Newsela article Paper copies for Mark It Up!
Newsela and USA Today. (2019, April 10). New law proposed to discourage sugary drinks for kids
and teens. Retrieved from Newsela: https://newsela.com/read/limiting-soda-kids-
teens/id/50630/?search_id=f532f783-605c-4e15-860e-57df07885ebd (Newpaper
article)
• Mark Up chart with sticky notes for individual thoughts during initial silent read.
o ? - I have a question
o ! - I am surprised by
o - I agree/I like
o - I disagree/I don’t like
o :/ - I don’t understand
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• Oral Inquiry Questions for Discussion
o Are your beverage choices contributing to a healthy lifestyle? Why or why not?
o What is the author’s purpose?
o What ideas did you learn in Station A that might be useful in addressing this reading?
o Next time you make a beverage choice what will you do the same? What will you do
differently?
• How Sugar Helps Athletes - Gatorade Health Institute
https://www.youtube.com/watch?v=aYLqebPC8Z0
Procedure:
• Set today’s purpose. Discuss data from Inquiry in Station A
• In this Station, students will have the opportunity to begin synthesis of the content from our
Nutrition Unit, and prior knowledge with this article.
• Skim the document for text features with the students. Make some predictions on what the
article might be about.
• Task students with silently reading the article using the Mark up strategy (see Key above).
Students will take notes using small sticky notes to go with the Mark ups.
• After reading use the Mark Ups to begin extended discussion, vocabulary pull out, etc.
• Use the questions listed in materials to guide students in extended conversation about
comprehension and discussion with the article as it related to Lesson Three and the entire
Nutrition Unit.
• Watch the How sugar helps athletes’ video from the Gatorade Health Institute (link above)
Assessment:
• Observations of Mark Ups
• Checklist of discussion contribution - quality not quantity
Accommodations/Differentiation/ELL:
• Reading with the teacher will provide opportunities for intensive work with the newspaper
article. Whether the work be comprehension, vocabulary, writing, conversation practice, diving
deeper, the teacher will be able to accommodate in this setting.
After Read with Teacher Activity Three – With Newspaper Article
Station C – Read to Self and reflect on choices based on text content
knowledge and additional readings (use of source)
Krista Varano
Materials:
• Newsela Article –Paper copies for Mark up
Newsela and Philly.com. (2018, May 21). Report shows that teens are drinking less soda, but
more sports drinks. Retrieved from Newsela: https://newsela.com/read/teens-sports-
drinks/id/43441/ (Newspaper article)
• with Four Question Comprehension Check
• Virtual and paper copies of article and comprehension self-check
• iPads
• FlipGrid - https://info.flipgrid.com/
• Copy of Mark Up Chart at Station and Sticky Notes
Procedure:
• Set Station purpose
• Students will use the same method modeled in Station B here in Station C.
• Students will silently skim the article looking at the text features.
• Students will read the article with their group. They can decide how – in partners, whole small
group, taking turns an use the Mark Up Strategy
• Student will discuss the article and how it relates to the focus question - Are my beverage
choices contributing to a healthy lifestyle? Why or why not?
• Student will record a Flipgrid. In it they will:
o Answer their focus question
o Site two sources from their content knowledge from lesson three, the articles, and/or
the unit to support their opinion.
o Take a picture of Mark Ups and stickies on the article
Assessment:
• Flipgrid with Mark Up picture and response that hits points listed above
Accommodations/Differentiation/ELL:
• Article can be in English or Spanish and adjust for student needs
• Flipgrid allows for much differentiation through voice recording, emojis, self-expression
• Chance for ELs to write out response in English or Spanish and record
Additional Stations Found in this Literacy Guide
Station D – Tic, Tac Toe Vocabulary Work and Station E – Flocabulary
These Stations are detailed in the Vocabulary part of the literacy guide and contain the use of
multiple sources in the bibliography above.
These Five Stations are designed to be used together, perhaps over several days, depending on allotted
time for content.
