Nutrition Education Resources

Little D's Nutrition Expedition: Activity 2 - Sir Milkford and Lady Holly's Milk Group

Sir Milkford and Lady Holly's Milk Group

Grade Level: 2nd Grade/Primary Elementary

Materials and Advance Prep

Suggested Instructional Strategy
1. Open, reviewing the names of the Five Food Groups. Say:

  • Show me with your fingers how many food groups there are. Five.
  • Turn to the person next to you and see how many of the food groups you can remember.

Distribute the Little D, the Five-Food-Group Dragon mini-poster. Together point to and identify each member of the Royal Food Group Family and the food group he or she stands for:

  • Sir Milkford the Scholar - Milk Group
  • King Henry the Egg - Meat Group
  • Princess Peapod - Vegetable Group
  • Queen Anna Banana - Fruit Group
  • Prince Waffle - Grain Group

2. Remind students that in the last lesson, they heard The Royal Food Family to the Rescue story. Ask:

  • What happened in that story? The members of the Royal Food Family traveled to a cave where they found Little D, a dragon that didn't know how to eat healthfully. The Royal Food Family gave Little D foods from the Five Food Groups and he started feeling better.
  • How did the story end? The Royal Food Family invited Little D to come to their palace. They offered to teach him about the Five Food Groups and how to eat a healthy diet.

3. Explain that today they're going to hear what happened to Little D during his first day at the Pyramid Palace. They need watch and listen carefully to help you tell the story, just like they did for The Royal Food Family to the Rescue.

  • Do you remember the sound effects you made before?
  • When I point to my stomach, what to you say? "Ow, ow, ooh, aah, ooh!"
  • When I point to my mouth, what do you say? "Mmm, good!"
  • When I point to all of you and pause, what do you do? Listen for the action word and act it out.

4. Read aloud The Magnificent Milk Group, Part 1.

Review guidelines regarding how much movement is appropriate to act out during the story.

5. Pass out the Thank Goodness for Cows mini-book pages. Explain that this is the same book Lady Holly gave to Little D.

Provide practice following multiple-step, oral directions as you guide students in assembling the book. Show students the cover (page 1). Have them:

  • Find the sheet with page 12 on the left (Holly framed by foods) and page 1 on the right (the cover). Crease the sheet in half on the dotted line so the cover is facing them.
  • Find the sheet with page 10 (dairy foods) on the left and page 3 (Holly in the field and milk truck in the background) on the right. Crease on the dotted line so the picture of Holly in the field with the milk truck in the background is facing them.
  • Have students find the sheet with page 8 (Holly and the cheese checklist) on the left and page 5 (children sitting at a table) on the right. Crease on the dotted line so the picture of the children sitting at a table is facing them.
  • Place the three folded papers on their desks with the cover on the left, page 3 in the middle, and page 5 on the right.
  • Insert the folded sheet with page 5 inside the folded sheet with page 3.
  • Insert the folded sheets with pages 3 and 5 inside the folded sheet with page 1.
  • Go through the booklet looking at the numbers on the bottom of each page to make sure they are in order from 1 to 12.

6. Have students take turns reading aloud or following along as you read Thank Goodness for Cows. Have students check the types of cheese they like on page 8.

If you are teaching this activity on two days, stop at this point on Day 1. On Day 2, do a quick review of where you left off before continuing instruction.

7. Read The Magnificent Milk Group, Part 2 aloud. When you're done ask:

  • What foods are in the Milk Group? Milk, cheese, yogurt, frozen yogurt, pudding.
  • What is the main ingredient of cheese, yogurt, frozen yogurt and pudding? Milk
  • Why do you need foods from the Milk Group each day? Foods from the Milk Group help build strong bones and teeth.
  • How many of you have heard of "calcium"? Milk Group foods are a great source of calcium. Calcium in Milk Group foods helps to build strong bones and teeth.
  • Does the blue square that appeared on Little D's chest remind you of anything? What? It's like the blue square of the Milk Group on the Little D poster.
  • Is a good title for the mini-book? Why or why not? Accept all reasonable answers.

9. Ask:

  • Why is it important to have strong bones? Accept all reasonable answers.

Then ask students to place their hands on their heads and feel their skull bones. Ask:

  • How would you describe your skull bone? Accept all reasonable answers.
  • What is under your skull bone? Brain
  • What do you think your skull bone does? It protects the brain.

Have students feel their rib bones. Ask:

  • What do your rib bones surround? Heart and lungs
  • What do you think your rib bones do? They protect the heart and lungs.
  • Is it better to have weak bones or strong bones? Why? Strong bones help protect the organs inside our bodies.

10. Continue teaching the importance of strong bones. Ask students to sit up straight and touch their hipbones and the bones in their spines. Ask:

  • How do your bones help you sit up straight? They support the body.
  • What do you think it would be like if you didn't have bones? Accept all reasonable answers.
  • Pretend you don't have hipbones or bones in your spine. How would you sit in your chair?
  • Could you walk or move without bones? No

11. Explain that without bones, we would be like blobs of gelatin.

Review the second health benefit of the Milk Group: healthy teeth. Holly's book says that Milk Group foods help build healthy teeth.

  • Why do kids your age want healthy teeth? Accept all reasonable answers.

12. Have students read the sentence on the board aloud. Then, have them place their lips over their teeth and read it again. Ask:

  • What does it sound like to talk without using your teeth? Accept all reasonable answers.
  • What does it feel like to talk without using your teeth? Accept all reasonable answers.
  • What does it look like to talk without using your teeth? Accept all reasonable answers.
  • What else do you need healthy teeth for? Chewing
  • Why do you think it is important to have strong teeth? To talk clearly, to chew your food and to look your best.

Check for Understanding

13. Have students turn to page 12 of Thank Goodness for Cows and:

  • Color the four Milk Group foods in the frame surrounding Holly.
  • Complete the unfinished sentence.

Circulate and check that they understand the nutrition concepts of this lesson.

14. Ask students if they've ever touched a fish, a snake or another animal with scales. Discuss what a scale feels like. Explain that dragons had scales on their bodies.

Explain that the class is going to make a Food Group Wall Dragon using circles. Each time you study a food group, you'll add another circle on the dragon's body. On each circle, every student will tape a scale.

Distribute and have each student cut out a dragon scale, initial it, and write the name of a favorite Milk Group food on it.

15. Attach the blue circle to the Wall Dragon head. Tell students the name of your favorite Milk Group food and tape your scale to the circle. Have the students identify their favorite Milk Group foods as they tape their scales to the circle.

16. Collect Little D, the Five Food Group Dragon mini-posters to use again in Activity 3.

17. Optional: Have students complete the Introductory Letter by filling in the blanks and signing their names. Send it home with the Thank Goodness for Cows mini-book and the Eat the Five Food Group Way!™ handout.

18. Allow students to continue playing Little D's Tasty Tunes® to reinforce the Five Food Group names.

All of Little D's games are found on NutritionExplorations.org in Games.

Going Further

Cheeses of the World
Most children in the United States are familiar with American cheese. Build global vocabulary by using cheese to introduce foreign countries. For example:

  • Mozzarella cheese originated in Italy
  • Queso blanco cheese originated in Mexico
  • Swiss cheese originated in Switzerland

If there are students in your class from other countries, let them tell about cheeses from their homelands. Use a world map to locate the countries discussed. If possible, give the class a "mini-taste" of the cheese(s).

Play Ball
Fill a container with a collection of different size balls. Explain that playing catch can make students' bones in their hands and arms stronger. Encourage students to pair up and play catch during recess.

Nutrition Expedition Programs © 2005