Protein Lesson:
Granola Bars
Materials
Ingredients
• Interactive MyPlate
• Colorful food pictures (found in
appendix)
• Pictures of various plant-based
proteins (found in appendix)
• “Protein” handout
• Types of Protein cards (found in
appendix)
• Items listed on the Cooking Guide
(found in appendix)
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2 cups quick cooking oats
1 1/2 cup raisin bran cereal
1/2 cup chopped nuts
1/4 cup shredded coconut
1 1/4 cup peanut butter
1/2 cup honey
1/4 tsp salt
Goal:
• Explore non-traditional proteins such as peanut butter
and other legumes and learn the benefits of adding
them to our diet.
Makes 12 servings
Although this recipe is high in
sugar, it also is high in protein,
fiber and iron. Be sure to have
appropriate serving size.
Objectives:
1. Recognize each food group that is included in
MyPlate and provide examples for each, given teacher
instruction.
2. Recognize differences between plant-based proteins
versus animal-based proteins and provide examples
for each, given teacher instruction.
3. Explore different proteins such as peanut butter,
with familiar ingredients to create an energy-packed
granola bar.
4. Follow directions to create granola bars, given
modeling from teacher.
5. Complete “Protein” Worksheet, independently.
Worksheets included:
• Granola Bars Family Letter
• “Protein” Worksheet
© 2015 Greater Pittsburgh Community Food Bank
Protein Lesson:
Granola Bars
Introduction:
• Introduce the pictures of plant-based proteins to the
students. Do not tell them the foods that are pictured.
• Ask students to describe the foods as best as they can.
How do they feel? What do they look like? Have they ever
seen that food before? If so, in what meal? Have students
discover what each food is with little or no prompting.
• Confirm what each food is for the students.
Instruction:
• Introduce an interactive MyPlate to the class. Ask students
about their prior knowledge on MyPlate. Depending on
students’ prior knowledge, explain each food group and
examples for each group.
• Ask students where they think the mystery foods go on the
MyPlate. Confirm that they are all examples of protein.
• Explain to students the importance of proteins. Protein
helps us build strong muscles and body tissues. It also helps
us sustain energy so that we do not tire as quickly. There are
many sources of protein, both MEAT and NON-MEAT. It is
important that we eat a variety of proteins.
• Introduce to the students the recipe they will create today:
Granola Bars. Introduce the ingredients in granola bars.
• Have students work together as a class to determine how
each of these ingredients fit into MyPlate.
Objective 1
Objective 2
Modeling and Guided Practice:
• Before cooking begins, review safety rules. They should
always ask an adult before using the stovetop. When using
stovetop, children should not touch any of the heating
elements.
• Introduce all of the ingredients to the students. Explain that
we need to mix all the dry ingredients in one bowl and all
the wet ingredients into the pan.
• Have students take turns to add the ingredients to the pan.
• Have students add all the dry ingredients to the bowl. Stress
to students that they can adapt the recipe for some of their
favorite cereals or nuts.
© 2015 Greater Pittsburgh Community Food Bank
Objective 3
Objective 4
• Place the peanut butter and honey mixture on mediumlow heat. Continue stirring until the mixture is smooth and
can be easily poured. Have students observe what happens
when we add heat energy to peanut butter—how does it
change?
• When the peanut butter can be easily poured, add the wet
mixture to the dry mixture. Have students stir mixture until
all the dry ingredients have been incorporated.
• Press mixture into a 9x12 pan. Cover with plastic wrap and
refrigerate until it is firm. Ask students what will happen
when the mixture is cool? Will it look and feel the same?
• While the granola bars are waiting to set, hand out protein
cards to all of the students. Answer any questions a student
might have about their specific protein.
• Have the students work together as a group to sort the
proteins alphabetically.
Independent Practice:
• Introduce the “Protein worksheet” to students. Have
students complete worksheet while their granola bars are
being cut and served.
Closure:
• Review “Protein worksheet”.
• Review the ingredients with the students.
• Asks students to identify the food groups each ingredient is
in.
Standards (3rd grade):
• 1.6.3.A: Listen critically and respond to others in small
and large group situations. Respond with grade level
appropriate questions, ideas, information, or opinions.
• M3.B.1.2.2: Compare and/or order objects according to
length, area, or weight.
• S3.C.1.1.1: Describe matter in terms of its observable
properties (e.g., weight, mass, shape, size, color, texture,
state).
• S3.C.1.1.5: Describe how the properties of matter can be
changed (e.g., heating, cooling, physical weathering).
• S3.C.2.1.2: Identify simple transformations of energy (e.g.,
eating food to get energy, rubbing hands together to create
heat).
These standards can be adapted for your particular class. If students are
younger than 3rd grade, the instructor should be prepared to complete
more of the cooking measures. If students are younger than 3rd grade,
the instructor should give students more responsibility in the cooking.
If your class is a mixture of age levels, pair older students with younger
students to engage all age groups in the lesson.
© 2015 Greater Pittsburgh Community Food Bank
TIP: Granola bars will set
faster if they are placed in the
refrigerator.
Objective 5