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In this nutrition activity (page 3 of the PDF), learners will record their food consumption for one day, and then evaluate how their actual diet matched up with the recommended diet.

In this activity (page 32 of PDF), learners investigate the nutritional needs of healthy bones and muscles.

This activity is on page 10 (continued on the right side of page 11) of the pdf, part of the Forest Animals Discovery Box. In this game, learners act out the food web.

In this investigation, learners gather information on various food items during a field trip to a local grocery store.

In this activity, learners will plan a snack within a budget. With a $20 limit (theoretical) to spend on snack for everyone, learners look over grocery store circulars and make their shopping lists.

This game explores the different reasons we choose to eat, and helps us be aware of when our body needs food and when it does not.

This activity combines learning about nutrition, math of measurement and proportion, and healthy eating. Start by distributing food packages with Nutrition Facts labeled.

In this nutrition activity (page 26 of PDF), learners consider the nutritional needs of people with specific dietary requirements, such as athletes, persons with diabetes and vegetarians, and create a

In this activity, learners investigate the food, water, and space needs of common livestock animals.

In this nutrition activity (page 16 of PDF), learners document their individual eating habits and learn whether their eating patterns meet their needs.

In this activity about the relationship between food and energy (page 8 of PDF), learners estimate average daily baseline energy (Calorie) needs and energy needs for different levels of activity.

Learners make a "menu" of any plants in their lunch for Monday through Friday and draw the plants from their lunch.

In this online activity, learners experience the thrill of pickle making, and explore how a cucumber becomes a pickle.

In this activity, learners learn about the adaptations that flowers have developed which support pollination. Learners also list their personal preferences (i.e.

In this activity, learners will investigate the impacts of harmful phytoplankton using NOAA's Coastal Services Center Harmful Algal Bloom Forecasting (HABF) Project data.