00 twf fit plan - hr
TRANSCRIPT
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TIGER WOODS FOUNDATION
FIT PLAN:
LIVING HEALTHY
NUTRITION
PHYSICAL ACTIVITY
SCIENCE
CAREER EXPLORATION
HEALTH ADVOCACY
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FIT PLAN: LIVING HEALTHY
NATIONAL CURRICULUMSTANDARDS FORGRADES 4-12
NATIONAL CURRICULUM STANDARDS FOR GRADES 4-12
For a complete list o standards per Unit, please visit www.tigerwoodsoundation.org.
Centers or Disease Control and Preventions (www.cdc.gov)
Mid-continent Research or Education and Learning (www.mcrel.org)
HEALTH Comprehends concepts related to health promotion and disease prevention to enhance health.Analyzes the inuence o amily, peers, culture, media, technology and other actors on health behaviors.
Accesses valid inormation, products and services to enhance health.
Uses interpersonal communication skills to enhance health and avoid or reduce health risks.
Uses decision-making skills to enhance health.
Uses goal-setting skills to enhance health.
Practices health-enhancing behaviors and avoids or reduces health risks.
Advocates or personal, amily and community health.
SCIENCE
Understands the nature o scientifc knowledge.
Understands the nature o scientifc inquiry.
LANGUAGE ARTS: WRITING
Uses the general skills and strategies o the writing process.
Gathers and uses inormation or research purposes.
Uses the general skills and strategies o the reading process.
Uses listening and speaking strategies or dierent purposes.
Uses viewing skills and strategies to understand and interpret visual media.
Understands the characteristics and components o the media.
MATHEMATICS
Understands and applies basic and advanced properties o the concepts o numbers.
Uses basic and advanced procedures while perorming the process o computation.
Understands and applies basic and advanced properties o the concepts o measurement.
Understands and applies basic and advanced concepts o statistics and data analysis.
Understands the general nature and uses o mathematics.
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FIT PLAN: LIVING HEALTHY
At the Tiger Woods Foundation, we believe in a new generation o
bold, courageous youth. We inspire new perspectives and limitless
possibilities. We provide opportunities to be someone.
PREFACE
Developed and tested at the groundbreaking Tiger Woods Learning Center,
the Fit Plan is a unique curriculum ocusing on Living Healthy through
nutrition activities, exercise and diet. Through our original curriculum, un
activities and real-lie examples, kids will learn everything rom big ideas
about positive peer interaction, goal setting and volunteerism to practicallessons on ood labels and exercise. The interactive and inormative lesson
plans ocus on subjects important to young people, including exploring
careers, planning or the uture, and making a dierence in your community.
For more inormation on the Fit Plan and other curricula developed at the
Tiger Woods Learning Center, please visit www.tigerwoodsoundation.org.
FIT PLAN: LIVING HEALTHY
PREFACE
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FIT PLAN: LIVING HEALTHY
At the Tiger Woods Foundation, we believe in a new generation o
bold, courageous youth. We inspire new perspectives and limitless
possibilities. We provide opportunities to be someone.
CONTENTS
NATIONAL CURRICULUM STANDARDS
PREFACE
CURRICULUM INTRODUCTION 5
UNIT 1: LETS BEGIN!
UNIT 2: DISCOVERING GOOD HEALTH
UNIT 3: ACHIEVING CORE HEALTH
UNIT 4: EXERCISING HEALTHY BEHAVIORS 66
UNIT 5: TAKING ACTION FOR GOOD HEALTH 79
UNIT 6: YOUVE GOT THE POWER 92
CITATIONS 104
CURRICULUM EVALUATORS 105
LEGAL DISCLAIMER
FIT PLAN: LIVING HEALTHY
CONTENTS
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FIT PLAN: LIVING HEALTHY
FIT PLAN: LIVING HEALTHY
WHAT THE TEACHERNEEDS TO KNOW
WHAT THE TEACHER NEEDS TO KNOW
WHAT IS THE FIT PLAN?
The Fit Plan is a FREE program or youth ages eight 18
that addresses fve key priorities receiving national attention:
Nutrition
Physical Activity
Science
Career Exploration Health Advocacy
WHY DO IT?
The goal o the Fit Plan is to generate measurable improvements
in students eating habits, ftness levels, goal-setting abilities and
positive attitudes toward personal health. The program guides
youth through the process o how to lead a healthy liestyle and
inspires them to share their knowledge o good health with others.
WHO CAN USE IT?
The program is written and designed to be used by youth and
teachers in a variety o settings. The word teacher is used
throughout the program to include classroom teachers, counselors,
mentors, youth organization leaders, a parent or anyone else
who may be taking students through the program. Background
inormation, teacher tips, and web resources are available so the
program can be conducted with ease and confdence.
WHAT IS THE STRUCTURE?
The program is organized into six units designed to be exible.
Lessons vary rom 15 60 minutes so you can choose how much
you want to do during a given session. Depending on the size o
your group, how oten your group meets, the number o extension
activities you use, and the amount o time spent on discussion, you
can complete the entire program in a ew weeks or spread it out overa year. I you are limited on time, you can browse the curriculum to
pull out lessons that work with your time rame.
INTRODUCTIONTO THE PROGRAM:
There are a number o tools in place throughout the curriculum
to make program delivery simple and user-riendly. Teaching
students how to lead a healthy liestyle requires the teacher
to have a oundational knowledge o health concepts. Those
oundational concepts are provided throughout the curriculumso the program can be delivered without any additional research.
However, health inormation is constantly evolving and access
to new inormation continues to become available, so program
material may change over time. Internet resources can always
oer up-to-date inormation.
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FIT PLAN: LIVING HEALTHY USER GUIDE
FIT PLAN: LIVING HEALTHY
USER GUIDE
FAST FACTS:
Most activities include a Fast Facts box. Always read the
Fast Facts box beore delivering the lesson since this box includes
background inormation about specifc health content within each
activity. These acts are meant to provide the teacher with enough
inormation to deliver the content matter and engage the student
learners in a discussion. Further learning can be ound on theStudent Sheets and Resource Sheets.
NOTE TO TEACHER:
Many o the activity lesson plans include a Note to Teacher
box. When you see this icon within a lesson, please reer to the
corresponding box on the right. This box includes helpul tips and
strategies to prepare or deliver an activity or discussion.
ONLINE OPPORTUNITIES:
The Online Opportunities consist o supplemental activitiesand recipes that complement the core curriculum. Reer to the
Online Opportunities box on the right at any point during the
lesson i you have time or supplemental activities. These
activities oer a review o content as well as opportunities
or extended learning. While the core curriculum oers a rich
opportunity or learning, using a combination o the core
curriculum and the Online Opportunities provides users with
a more comprehensive learning experience.
LENGTH OF TIME:
At the top o each lesson is a clock icon that provides an
idea o how much time the activity will take. Please note that
activity times vary depending on the size o your group, the age
o your group, the number o extension activities you use and the
amount o time spent on discussion.
STUDENT SHEETS:
Student Sheets consist o lesson activities or in-depth
inormation on specifc content matter. Check the material list to
see i copies o Student Sheets are needed or specifc activities.
RESOURCE SHEETS:
Resource Sheets are intended to provide the teacher witha key to various activities or provide examples related to
an activity or discussion.
EXTENSION ACTIVITIES:
Most activities conclude with suggested Extension Activities
aimed at complementing the lesson or extending the learning.
Many o the Extension Activities suggest utilizing the internet,
additional materials or outside resources. The Extension Activities
are written less specifcally than the preceding lesson, allowing
the teacher to adapt to their needs or preerences.
GLOSSARY:
A glossary o terms is included on the website. Use the glossary
to amiliarize yoursel with terms or concepts used throughout
the program.
WEBSITE:
www.tigerwoodsoundation.org
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FIT PLAN: LIVING HEALTHY AT A GLANCE
FIT PLAN: LIVING HEALTHY
AT A GLANCE
UNIT 1:LETS BEGIN!
GOAL:
Students will gain an understanding o the Fit Plan, assess their current liestyle choices and explore the benefts o a healthy liestyle.
OBJECTIVES:
Assess current attitudes and liestyle choices Investigate the ood groups and the USDA Food Pyramid
Recognize the need to engage in a nutritious and active liestyle
Identiy stressors and explore strategies or managing stress
Analyze the nutrition content o popular ast oods
Discuss careers and discover interests and special talents
UNIT 2:DISCOVERING GOOD HEALTH
GOAL:
Students will examine their amilys health history and be introduced to tools that will help them engage in a healthy liestyle.
OBJECTIVES:
Examine amily health history
Analyze nutrition labels and ood choices
Discover recommended portion sizes and a balanced meal
Determine the unctions o vitamins and minerals
Discover how calories are used by the body
UNIT 3:ACHIEVING CORE HEALTHGOAL:
Students will learn the importance o positive sel worth, identiy liestyle choices that decrease the risk or health-related problems and
set goals or living a healthy lie.
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FIT PLAN: LIVING HEALTHY AT A GLANCE
OBJECTIVES:
Analyze health-related messages in the media and identiy ways to promote positive body image
Set attainable health-related goals
Identiy the unctions o carbohydrates and analyze their link to obesity and diabetes
Identiy the properties o soda and discuss associated health risks
Explore a ftness plan
UNIT 4:EXERCISING HEALTHY BEHAVIORS
GOAL:
Students will identiy the unhealthy behaviors preventing them rom achieving their goal o leading a healthy liestyle, and continue to
make changes that will improve their health.
OBJECTIVES:
Identiy unhealthy behaviors
Identiy types o at and analyze the adverse eects o at and cholesterol
Identiy the unction o protein and lean protein sources
Create a nutritious meal plan
UNIT 5: TAKING ACTION FOR GOOD HEALTH
GOAL:
Students will take the inormation they have acquired over the course o the program to spread awareness and act as an agent o healthy
change in their school, community or amily.
OBJECTIVES:
Identiy unhealthy behaviors
Identiy types o at and analyze the adverse eects o at and cholesterol
Identiy the unction o protein and lean protein sources
Create a nutritious meal plan
UNIT 6: YOUVE GOT THE POWER
GOAL:
Students will demonstrate what they have learned over the course o the program by creating and presenting a fnal project, and discuss
ways to stay committed to a healthy liestyle.
OBJECTIVES:
Assess individual growth and reect on experiences
Share health-related inormation
Create and give a fnal presentation
Discuss ways to stay committed to a healthy liestyle
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FIT PLAN: LIVING HEALTHY HEALTH BASICS
FIT PLAN: LIVING HEALTHY
HEALTH BASICS
TRENDS IN HEALTH:
Over the past several years researchers have noticed an alarming
increase in childhood obesity related to dietary habits and a lack
o physical activity. Overweight children and adolescents are at an
increased risk or developing type 2 diabetes and cardiovascular
related diseases such as heart disease, high cholesterol and high
blood pressure. Approximately nine million U.S. children over theage o six are considered obese (Institute o Medicine, 2005).
SIMPLE NUTRITION(MYPYRAMID.GOV):
Eat rom all FIVE ood groups
Make hal your grains WHOLE
Vary your veggies
Focus on ruits
Get your calcium rich oods
Go lean with protein Eat as close to nature as possible. Look or
oods that have a short list o ingredients.
FAT FOCUS:
Hard Fats:
Animal origin
Linked to heart disease and cancer
Liquid Fats:
Plant or fsh origin
Healthy ats
CALORIES AND FOOD:
When we consume ood and drinks our bodies are taking in
calories. Calories rom ood give us the energy we need to
perorm normal body unctions and daily activities. The more
active a person is, the more calories (or energy) they need.
I a person regularly takes in more calories than they expend,
it is likely weight gain will occur and the person will be at anincreased risk or health problems. Young people should not be
overly concerned with calorie numbers, instead the ocus should
be on choosing healthy ood sources, appropriate portion sizes
and getting enough physical activity.
NUTRITION LABEL:
The nutrition label includes inormation about the serving size,
nutrients and ingredients. Read the label to help make inormed
decisions about ood and drink choices.
PORTION CONTROL:
Portion sizes continue to grow! Read the nutrition label to fnd
out the recommended serving size o oods or drinks. You can
also use the visual cues or portion sizes ound in the activity
Whats on Your Plate?
MODERATION IS KEY:
Making healthy choices is a ull-time job, but it is important or
kids to understand they can still eat their avorite oods. Foods
and drinks that are considered unhealthy can still be consumed
in moderation.
FITNESS GUIDELINES:
The Centers or Disease Control recommends children get
60 minutes o physical activity every day.
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FIT PLAN: LIVING HEALTHY HELPFUL TIPS
FIT PLAN: LIVING HEALTHY
HELPFUL TIPS
HERE ARE SOME HELPFUL TIPS TO MAKE THE FIT PLANEVEN MORE EXCITING FOR THE KIDS YOU WORK WITH!
1. Have un with this program. Take risks and try new ideas.
2. Start the class with an activity that gets kids up and moving. This is a great way to learn about one another and is always motivating.
3. Maintain a sae space where students are respectul o each other and can express ideas reely without ear o being judged.
4. Give students the opportunity to show their own leadership styles. Invite individuals to write on the chalk/white board, set up the
room, lead a discussion, read aloud or call on other students.
5. Share your story. Be willing to share who you are. Modeling openness will help the students open up to you and to each other. For
example, i they are having a difcult time with something, share a difcult experience you have had.
6. Personally check in with each student. Greet them individually, ask them how they are doing today or i you remember something
specifc about a student, make a reerence to it. This helps the student eel welcome and special since you have gone out o your way
to connect with him/her.
7. Connect the dots and always show the kids how the subject matter applies to their lives.
8. Show them the way. Help your students see their utures and develop a plan to get there.
9. Dont be araid to challenge them. Most kids are ready to be stimulated. Thats why they are in your classroom.
The more problem solving they complete on their own, the more they value themselves.
10. Use humor this takes the pressure o, creates bonding, builds relationship; and students love to laugh!
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FIT PLAN: LIVING HEALTHY
At the Tiger Woods Foundation, we believe in a new generation o
bold, courageous youth. We inspire new perspectives and limitless
possibilities. We provide opportunities to be someone.
1
UNIT 1: LETS BEGIN!
GOAL:
Students will gain an understanding o the Fit Plan, assess their current liestyle
choices and explore the benefts o a healthy liestyle.
OBJECTIVES:
Assess current attitudes and liestyle choices
Investigate the ood groups and the USDA Food Pyramid
Recognize the need or engaging in a nutritious and active liestyle
Identiy stressors and explore strategies or managing stress
Analyze the nutrition content o popular ast ood
Discuss careers and discover interests and special talents
UNIT ONE:
LETS BEGIN
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FIT PLAN: LIVING HEALTHY
ACTIVITY 1.1 30 minutes in length
MY HEALTH,MY FUTURE
UNIT 1: LETS BEGIN! ACTIVITY 1.1: MY HEALTH, MY FUTURE
PURPOSE:Assess student attitudes and current
liestyle choices, prepare a journal or
use throughout the program and get to
know classmates
MATERIALS:Copies o Student Sheet 1.1a and 1.1b
Folders to be used as portolios
Paper
WHOLE GROUP:
1. Ask students to complete Student Sheet 1.1a. When students
are done, collect the assessment and fle away until the end
o the program. It is not necessary to discuss student answers.The students will take this same assessment at the end o the
program to see i they have changed their views and opinions.
2. Pass out a portolio to each student to be used throughout the
program. Students should save their completed Student Sheets
and their notes in their portolios. You may want students to
personalize their portolios with stickers, images, words and
phrases that describe their personal qualities.
3. Give each student 5 10 sheets o lined or plain paper or their
portolios to be used or activities and notes.
4. Pass out Student Sheet 1.1b. Explain the activity and give
the class 10 15 minutes to complete the activity.
5. Share the health acts below with the group and engage in group
discussion about the current health crisis in the United States by
asking what has led to these circumstances:
a. The prevalence o obesity in the U.S. more than doubled (rom 15% to 34%) among adults and more than tripled
(rom 5% to 17%) among children and adolescents rom 1980 to 2008 (Ofce o the Surgeon General, 2010).
b. Overweight and obesity have reached epidemic proportions and are the biggest health concern to the public
(C.S Mott Childrens Hospital National Poll on Childrens Health, 2008).
c. I the obesity epidemic continues there is evidence that this will be the frst generation o youth who will have a shorter lie
expectancy than their parents (A Potential Decline in Lie Expectancy in the United States in the 21st Century, New England
Journal o Medicine, 2005).
d. Two-thirds o all adults and nearly one in three children are overweight or obese (Ofce o the Surgeon General, 2010)
NOTE TO TEACHER:
This activity is an icebreaker and is geared toward
helping students get to know each other andpreview upcoming nutrition and ftness topics. I
time permits, discuss some or all o the boxes and
ask or volunteers to elaborate on their experience
with each topic.
ONLINE OPPORTUNITY:
Will guidelines help keep your students organized
and on track? For the Healthy Guidelines activity
visit the Additional Activities section o
www.tigerwoodsoundation.org.
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FIT PLAN: LIVING HEALTHY
FOLLOW-UP QUESTIONS:
1. Do you think your amily and peers have an inuence on your health?
2. What does it mean to take a positive step toward better health?
EXTENSION ACTIVITIES:
1. Hand out an index card or a hal piece o paper to each student. Ask them to write down one to three nutrition or ftness topics
that they are most interested in or excited to learn about. Collect the cards and review the students choices. I there are popular
topics, consider mapping out a plan to target those topics or your program in case you dont have time to get to every activity
in the curriculum.
UNIT 1: LETS BEGIN! ACTIVITY 1.1: MY HEALTH, MY FUTURE
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FIT PLAN: LIVING HEALTHY
STUDENT SHEET 1.1B
BUDDY BINGO
DIRECTIONS:
Find someone in your class that can sign the squares below. Each person can
only sign your paper twice. Be the rst to ll up the whole grid with signatures!
UNIT 1: LETS BEGIN! STUDENT SHEET 1.1B: BUDDY BINGO
I have exercised
today
I have eaten
brown rice beore
I have not eaten
ast ood in the
last week
I can name the
ood groups
I have been to a
Farmers Market
I have eaten a
vegetable today
I know the
physical ftness
guidelines
or kids
I have planted
a garden
I like to cook I have competed
in a ftness
competition
I have had a
physical within
the last year
I have cooked
a meal or
my amily
I think eating
healthy is
important
I have tried
yoga beore
I want to pursue
a career in the
health feld
I like to dance I like broccoli I ate ruit with
breakast today
I have ridden
a bike in the
last week
I plan out
my meals
I know the main
mineral ound in
dairy products
I eat wheat bread I take my dog or
a walk regularly
I like to exercise I have a amily
member who has
diabetes or heart
disease
sign heresign heresign heresign heresign here
sign heresign heresign heresign heresign here
sign heresign heresign heresign heresign here
sign heresign heresign heresign heresign here
sign heresign heresign heresign heresign here
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FIT PLAN: LIVING HEALTHY
ACTIVITY 1.245 minutes in length
FOOD GROUPS ANDTHE FOOD PYRAMID
PURPOSE:Investigate the United States
Department o Agricultures
(USDA) ood groups and the
Food Pyramid
WHOLE GROUP:
1. Discuss the importance o eating oods rom the fve major ood
groups using the inormation in Fast Facts.
2. Introduce the USDA Food Pyramid and the fve major ood
groups using Student Sheet 1.2a and 1.2b. I possible, show
real example serving sizes and oods rom each group.
3. Cut out the ood items on Resource Sheet 1.2 and pass out the
individual oods and a piece o tape to students until all items
are out. On the board, chart or paper, draw a blank ood pyramid.
Divide the pyramid until there are fve ood groups name them.
Ask students to come up to the board to place their ood in the
appropriate ood group. When all oods are up ask the class i the
oods are categorized correctly. I not, adjust accordingly.
4. Ask students to provide examples o meals that include
a variety o ood groups and examples o meals that do not
include a variety o ood groups. Have them come to the board
and draw or list the meals. See below or an example:
VARIETY AND NUTRIENT DENSE:
Grilled Chicken
Mixed Veggies
Whole Wheat Roll
8 oz. Glass o Low-Fat Milk
NON-VARIETY AND LOW NUTRIENTS:
Fried Chicken Tenders
French Fries
Orange Soda
NOTE TO TEACHER:
I computers and internet are available, have
students log onto: www.mypyramid.gov to explore
healthy liestyles, ood groups and other resources
oered on this site. Ask the students to navigate tothe interactive tool, MyPyramid Plan. This tool will
explain how many calories and servings o each ood
group they should be eating daily or their height,
weight, gender and activity level. Allow them to print
out their Pyramid Plans i possible and encourage
them to ollow the guidelines on their plan.
FAST FACTS:
The USDA has identifed fve major ood groups.
It is important to eat a wide variety o nutritiousoods rom each ood group every day. A healthy
diet incorporates the ollowing dietary guidelines:
Emphasizes ruits, vegetables, whole grains,
and at-ree or low-at milk and milk products
Includes lean meats, poultry, fsh, beans,
eggs and nuts
Is low in saturated ats, trans ats, cholesterol,
salt (sodium) and added sugars
Aim or a diet ull o colorul oods. Eating a variety o
colorul oods will help the body get the vitamins and
minerals it needs to grow and develop properly.
MATERIALS:Copies o Student Sheet 1.2a, 1.2b
Resource Sheet 1.2
Computer with internet (optional)
Tape
White/chalk board, chart or paper
UNIT 1: LETS BEGIN! ACTIVITY 1.2: FOOD GROUPS AND THE FOOD PYRAMID
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5. Break the class up into small groups, and ask the groups to
come up with one ull days worth o meals and snacks. This
should include three meals and two to three snacks. Meals
and snacks should demonstrate a variety o oods and ollow
the dietary guidelines. Hold a contest or best variety and most
colorul meal. As an option, groups may choose to draw their
meals. Ask groups to present their meal plans.
FOLLOW-UP QUESTIONS:
1. What does the Food Pyramid include?
2. Why is it important to eat oods rom all fve ood groups?
3. What types o ood does a healthy diet incorporate?
EXTENSION ACTIVITIES:
1. Break the class into fve small groups. Assign each group a ood group. Ask the groups to create a poster that explains their ood
group and includes the ollowing inormation: how to measure a serving size, the health benefts and nutrients and example oods.
Posters can be drawn by hand or made on the computer. I computers and internet are available, the groups may want to use the
Inside the Pyramid section o www.mypyramid.gov. When the groups are fnished they should teach the rest o the class about their
ood group. Hang the posters around the classroom or the remainder o the session.
2. Play a ood group guessing game with the students. Place fve examples o oods rom each ood group into separate brown bags. Break
students into teams and give each group one bag. No one else, besides members o each group, should see what is in their bag. Teams
must ask each other questions in order to guess the ood and which group the ood item belongs in. I possible, let students taste the
oods ater the exercise. The more exposure the students have to new oods, the more likely they are to eat those oods.
3. Create a class graph o the ood groups. Set class goals or eating a certain number o ood groups by a certain date. When the students
come to class each day have them record the number o servings o each ood group they ate since they last attended class. Students
may need to keep a log with them to write down their ood groups so they dont orget the oods they are eating. I possible, keep it as
an ongoing graph throughout the program and analyze i the servings increase or decrease as they learn healthy eating habits.
ONLINE OPPORTUNITY:
Do your students all within a healthy weight
range? To calculate body at based on their
height and weight visit the Additional Activities
section o www.tigerwoodsoundation.org or
the activity Body Mass Index. Looking or snackand meal ideas or your students that include
all fve ood groups? Visit the Recipes section
o www.tigerwoodsoundation.org or the FIVE
Food Group Salad and Cracker Medley.
17FIT PLAN: LIVING HEALTHY UNIT 1: LETS BEGIN! ACTIVITY 1.2: FOOD GROUPS AND THE FOOD PYRAMID
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FIT PLAN: LIVING HEALTHY
STUDENT SHEET 1.2A
INSIDE THEUSDA FOOD PYRAMID
WEBSITE REFERENCE:
www.mypyramid.gov
UNIT 1: LETS BEGIN! STUDENT SHEET 1.2A: INSIDE THE USDA FOOD PYRAMID
GRAINS:Make hal
your grains
whole by
eating at least
three ounces o
whole grains.
VEGETABLES:Vary your
veggies eat
more dark green
and orange
veggies.
FRUIT:Focus on ruit
by eating
a variety o
resh, canned
or rozen
ruits.
DAIRY:Get your
calcium-
rich oods
with low-at
and at-ree
options.
MEAT &
BEANS:Go lean on
protein by
choosing
low-at
options.
PHYSICAL
ACTIVITY:Find a balance
between ood
and activity
OILS:Servings
o ats, oils,
and sweets
should belimited.
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FIT PLAN: LIVING HEALTHY
STUDENT SHEET 1.2B
THE MAJOR FOODGROUPS (USDA)
WEBSITE REFERENCE:
www.mypyramid.gov
UNIT 1: LETS BEGIN! STUDENT SHEET 1.2B: THE MAJOR FOOD GROUPS (USDA)
GRAINS:
Grains help give your body the energy needed to keep moving all
day, and they help you think and stay alert. Grains also provide fber,
which helps your digestive system unction. Foods with fber help you
eel ull, so you are less likely to overeat or eel hungry again soon
ater eating. Examples include: bread, cereal, rice, barley, pasta and
crackers. When choosing grains, its best to eat oods made romwhole grains. Whole-grain oods are made rom the entire grain seed.
Some examples include: barley, corn (including whole cornmeal and
popcorn), oats (including oatmeal), quinoa, rice, brown rice and wheat.
A SINGLE SERVING OF GRAINS (1 OUNCE)
1 slice o bread
1 cup o ready-to-eat cereal
cup o cooked rice, cooked pasta or
cooked cereal like oatmeal
FRUITS:
Fruits are rich in vitamins and minerals, but low in at and calories.
Choose two or more servings a day rom this ood group.
VEGETABLES:
Vegetables are also packed with essential vitamins and minerals
and low in at and calories. Try eating a variety o vegetables every
day. Dierent vegetables contribute dierent health benefts. Be
creative! Make a variety o salads, add new veggies to sandwiches
or stir chopped veggies into sauces.
A SINGLE SERVING OF A FRUIT OR VEGETABLE (1 CUP)
1 whole medium-sized ruit
1 cup raw, cooked, rozen or canned vegetables
or ruits in 100% juice
1 cup (8 oz.) 100% ruit or vegetable juice
1 cup cooked, canned or rozen legumes
(beans and peas)
1 cup raw, leay veggies
MEAT, POULTRY, FISH, EGGS,BEANS AND NUTS:
Meat, poultry, fsh, eggs, beans and nuts contain proteins which
supply energy and help build muscle, skin, and internal organs.
Choose lean or low-at cuts when eating meat or poultry (and dont
orget to remove the skin). Fish, nuts, seeds, eggs and beans are
lean sources o protein.
A SINGLE SERVING OF MEAT AND BEANS (1 OUNCE)
1 oz. o meat, poultry or fsh
1 cup cooked dry beans
1 egg
1 tablespoon o peanut butter
oz. o nuts or seeds
DAIRY:
Dairy includes oods made rom milk. This includes cheese, yogurt
and ice cream, but watch the at and calories rom eating too much
o these delicious treats! Milk and dairy oods provide essential
nutrients such as calcium and vitamin D, which helps keep bones,
teeth and nails strong and healthy.
A SINGLE SERVING OF DAIRY (1 CUP)
1 cup o milk or yogurt
1 oz. o natural cheese OR 2 oz. o processed cheese
FATS, OILS AND SWEETS:
Fats, oils and sweets are not a ood group. Foods that contain ats,
oils or sugars should be eaten in limited amounts. Foods that all
into this category include anything prepared with a large amount o
oil, butter, margarine, lard or sugar.
Servings o ats, oils and sweets should be limited.
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FIT PLAN: LIVING HEALTHY
FOOD GROUP GAME
RESOURCE SHEET 1.2
UNIT 1: LETS BEGIN! RESOURCE SHEET 1.2: FOOD GROUP GAME
VEGETABLES:
ZUCCHINI EGGPLANT MUSHROOM ASPARAGUS POTATO BELL PEPPER
MEAT AND BEANS:*
FISH STEAK NUTS PINTO BEANS EGGS PEANUT BUTTER
DAIRY:
SWISS CHEESE MILK YOGURT
OATMEAL RICE PASTA TOAST
GRAINS:
*DRY BEANS AND PEAS LIKE PINTO BEANS
CAN BE GROUPED IN THE MEAT AND BEANS
CATEGORY AND THE VEGETABLE CATEGORY
FRUITS:
RAISINS 100% ORANGEJUICE
PINEAPPLE BLUEBERRIES NECTARINE CANTALOUPE
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FIT PLAN: LIVING HEALTHY
ACTIVITY 1.3 30 minutes in length
HEALTHY LIFESTYLEFOR SALE
UNIT 1: LETS BEGIN! ACTIVITY 1.3: HEALTHY LIFESTYLE FOR SALE
PURPOSE:Recognize the need to
engage in a nutritious
and active liestyle
MATERIALS:White/chalk board, chart or paper
Magazines
Newspaper
Computer
Plain paper
Art supplies
Scissors
Glue
WHOLE GROUP:
1. Discuss what a healthy liestyle looks like and why it is
important to engage in this type o liestyle. Have students
share their ideas and record them on the board, chart or paper.
Use the inormation in Fast Facts to start a conversation.
2. Write down the defnition o advertisement on the board, chart
or paper.
ADVERTISEMENT:
a orm o communication that typically attempts to persuade
potential customers to purchase or to consume more o a
particular brand o product or service.
Have students share what is typically included in an
advertisement. Ideas include: description, price, defnition, uses, etc. Record their responses on the board, chart or paper. For the
ollowing activity the students will be responsible or selling a healthy liestyle.
3. Ask students to design an advertisement or a commercial or selling a healthy liestyle. They may create a poster or their advertisement
using art supplies, magazines, newspapers and images rom the internet. Another option is to use a computer program to create
something electronically. The students may work individually, in pairs or in small groups.
FOLLOW-UP QUESTIONS:
1. Where do we see/hear advertisements? How oten? Do they usually convey healthy messages?
2. Do you think media advertising is powerul?
FAST FACTS:
A healthy liestyle includes physical activity; healthy
oods like whole grains, ruits and vegetables;
commitment; dedication to goals; a positive outlook
o the uture; discipline; and energy. A healthy liestyle
requires that you take personal responsibility or your
health. Whats in it or you? Engaging in a healthy
liestyle reduces your risk o diet-related disease and
increases your chance o a longer lie.
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FIT PLAN: LIVING HEALTHY
ACTIVITY 1.4 30 minutes in length
GET THEBEST OF STRESS
UNIT 1: LETS BEGIN! ACTIVITY 1.4: GET THE BEST OF STRESS
PURPOSE:Identiy stressors and explore
strategies or managing stress
MATERIALS:White/chalk board, chart or paper
Markers
Student Sheet 1.4
WHOLE GROUP:
1. Defne and discuss stress using the defnition below and the
inormation in Fast Facts.
STRESS:
The wear and tear our body experiences as we adjust to ourcontinually changing environment.
2. Ask the students to list stressors in their lie and record their
responses on the board.
3. Ask the students to stand up and hold their backpack or a
textbook in their hands. How heavy is it? Light enough to carr y
easily, right? Now, hold the backpack or textbook in only your
let hand. Time the students or a minute or two and ask the
students i their arm is getting tired. Let the students arm start
to eel tired and then stop the activity. Ask the students to share
how their arm elt. Explain to the students that i they continued
to hold their let arm up or a long period o time the object
would start to eel heavier and heavier. This is an example o
how stress builds up and wears on your body.
4. Ask the students how they usually deal with stress and record
their responses on the board.
5. Hand out Student Sheet 1.4 and ask the students to complete
the activity.
6. Discuss the results o the activity.
7. Show the students the ollowing chart on the board, chart or paper:
FAST FACTS:
There are many stressors that aect us some
that we can control and some that we cannot. It is
important to identiy stressors and either eliminate
them rom our lives or learn to cope with them in
positive ways. When you are stressed your body
produces and stores more at called Omentum at.
Some stress is unavoidable, so in order to avoid
letting it run us down or cause weight gain we must
learn to cope with it in positive ways. Some stress
management techniques include:
exercise
breathing techniques
listening to music yoga
meditation
writing
laughing
ONLINE OPPORTUNITY:
Stress can build up rom poor time management, lack
o physical activity or not having a good balance o
activities in lie. Want your students to fnd out how
they are spending their time? Visit the Additional
Activities section o www.tigerwoodsoundation.org to
fnd the activity Slices o Time.
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FIT PLAN: LIVING HEALTHY
Copyright 2008 by HealthCorps, Inc. Used with permission.
FOLLOW UP QUESTIONS:
1. Is stress avoidable? I so, how? How can we lower our stress levels?
2. What are some positive ways you can deal with stress?EXTENSION ACTIVITIES:
1. Set up stations with positive ways to cope with stress, and have the students rotate through them, trying out the dierent methods. Example
coping mechanisms include: meditation, breathing, listening to music, writing (a letter, poem, song or journaling) or exercising.
2. Ask students to research the internet to fnd oods or drinks that reduce stress. They should be able to explain how the oods and drinks
combat stress. Have them present their fndings either through a presentation or poster.
UNIT 1: LETS BEGIN! ACTIVITY 1.4: GET THE BEST OF STRESS
NEGATIVE WAYS OF COPING WITH STRESS:
Eating too much or too little
Substance abuse
Sel-mutilation
Under/Over sleeping
Acting aggressively/violently
POSITIVE WAYS OF COPING WITH STRESS:
Exercise
Writing/Art/Poetry/Keeping a Journal
Music
Talking it out/Socializing
Eating a balanced diet
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FIT PLAN: LIVING HEALTHY
STUDENT SHEET 1.4
WHAT STRESSES YOU?
DIRECTIONS:
Circle or check what stresses you. Feel ree to write about each i you would like.
UNIT 1: LETS BEGIN! STUDENT SHEET 1.4: WHAT STRESSES YOU?
FEAR:
Dying
Heights
Failing
Animals
Getting hurt by others
Not being liked by others
War
Other
RESPONSIBILITY:
Overload
Decision making
Other
SCHOOL:
Exams
Work
Teachers
Friends
Other
SOCIAL:
Friends
Making new riends
Signifcant others
A riend recently moved away
Fitting in Peer pressure
Not physically maturing
Being popular
Other
Copyright 2008 by HealthCorps, Inc. Used with permission.
HEALTH: Overweight
Appearance
Body image
Eating healthy
Other
HOME: Brothers and sisters
Being jealous o siblings
Parents
Worrying about a amily member
Dirty/messy/uncomortable home
Too many chores & responsibilities at home
Too many decisions at home
Financial situations
Lack o ood
Parents separated or divorced Parent has a new signifcant other that you dont like
Other
PERSONALITY:
Impatient
Aggressive/angry
Get embarrassed easily
Other
EXTRACURRICULAR:
Tryouts
Too much time at extracurricular
Not enough time at extracurricular
Your amily not coming to your perormance/games/etc.
Church
Other
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FIT PLAN: LIVING HEALTHY
ACTIVITY 1.520 to 40 minutes in length
WHAT IS LURKING INYOUR FAST FOOD?
UNIT 1: LETS BEGIN! ACTIVITY 1.5: WHAT IS LURKING IN YOUR FAST FOOD?
PURPOSE:Analyze the nutrition content
o popular ast oods
MATERIALS:White/chalk board, chart or paper
Copies o Student Sheet 1.5a and 1.5b
Science activity materials (optional)
see Student Sheet 1.5a
WHOLE GROUP:
1. Discuss the topic o ast ood using the ollowing questions:
a. How oten do you eat ast ood?
b. What do you typically order?
c. Why do you eat ast ood?
Record their responses on the board, chart or paper
2. Discuss the average number o calories and types
o nutrients the average person should consume
daily using the inormation in Fast Facts. Record
these acts on the board, chart or paper so the students can
reerence them while they are completing the science activity.INDIVIDUAL:
1. Pass out Student Sheet 1.5a and 1.5b or the students
to complete. I materials are not available or Part II o the
activity, Part I can still be completed and discussed.FOLLOW-UP QUESTIONS:
1. Is it necessary to stop eating ast ood altogether?
2. Is it possible to eat healthy at ast ood restaurants? I so, how?
3. When do you fnd yoursel eating ast ood?
FAST FACTS:
Everybodys caloric intake is dierent depending
on their height, weight, gender and activity level.
However, on a daily basis the average person should
be consuming:
2,000 calories
65g o at
300mg o cholesterol
2400mg o sodium
300g o carbohydrates
Fast ood meals are oten very high in calories, at,
cholesterol and sodium.
NOTE TO TEACHER:
There are plenty o popular ast ood nutrition acts
available on Student Sheet 1.5b, but many more are
available on the internet. I time and access permits,
allow students to go to the website o their avorite
ast ood restaurant and search the nutrition acts o
their avorite meal.
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FIT PLAN: LIVING HEALTHY
EXTENSION ACTIVITIES:
1. Break the students into small groups and ask them to
create a poster that includes tips and suggestions or ordering
healthy options at ast ood restaurants. They should also
include an example o a healthy meal. As a resource, students
can go to the restaurant websites to discover healthy menu
items and nutrition inormation. Ask the groups to share theirposters. Hang the posters around the classroom or others to
see. Challenge the students to practice healthy ordering and
eating even when they are eating ast ood.
2. Ask the students to take inventory o the number o ast ood restaurants in their neighborhood. You may want to use the internet to
help guide your fndings by using site locators and your zip code, or take class time to walk around a local neighborhood.
Have students record the ollowing inormation while conducting their inventory:
Names o ast ood restaurants
Number o each type o ast ood restaurant
Location in neighborhood (it may be helpul to draw a quick sketch o their
neighborhood and chart the locations o the ast ood restaurants)
Ater students have investigated ast ood restaurants, ask them to take inventory o healthy restaurants or ast ood
restaurants that have a healthy menu option. Students will be recording the same inormation they did above.
Names o healthy/healthy option restaurants
Number o each type o healthy/healthy option restaurants
Location in neighborhood (it may be helpul to draw a quick sketch o their
neighborhood and chart the locations o the healthy/healthy option restaurants)
Once students have completed their research on both ast ood and healthy/healthy option restaurants, bring the
class together to discuss the ollowing:
a. How many ast ood restaurants did you fnd?
b. How many healthy/healthy option restaurants did you fnd?
c. Why do you think your neighborhood has that amount o dierent types o restaurants?
d. Do you think every neighborhood in the U.S. has the same amount o ast ood or healthy restaurants? Why? Why not?
You may want to encourage students to research i other neighborhoods around the country share similar ndings.
3. Have the class research a list o healthy grocery store options in their neighborhood. Nationwide examples: Trader Joes, Whole Foods,
Fresh & Easy, Harris Teeter, Hannaord, Publix, Pathmark and certifed Farmers Markets.
Have students record the ollowing inormation while conducting their inventory:
Names o healthy grocery store/market options* Number o each type o grocery store/market
Location in neighborhood (it may be helpul to draw a quick sketch o their
neighborhood and chart the locations o the ast ood restaurants)
UNIT 1: LETS BEGIN! ACTIVITY 1.5: WHAT IS LURKING IN YOUR FAST FOOD?
NOTE TO TEACHER:
The ollowing extension activities work best with
older students.
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FIT PLAN: LIVING HEALTHY
Ater students have nished gathering their data, bring the class together and lead a discussion using the
ollowing prompts:
Do your parents shop at any o these stores? Why or why not?
Would you like to shop at any o these stores? Why or why not?
What would prevent you rom shopping at these stores? What would encourage you to shop at these stores?
What are the benefts o shopping at these types o stores?
Can you fnd the same items at a national chain supermarket? What are some o the dierences?
What are some similarities?
*I the research proves that there are no healthy options or shopping in your neighborhood, this might be a
good idea or an Action or Advocacy Project. You could also encourage students to write letters to companies
explaining their ndings.
UNIT 1: LETS BEGIN! ACTIVITY 1.5: WHAT IS LURKING IN YOUR FAST FOOD?
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FIT PLAN: LIVING HEALTHY
STUDENT SHEET 1.5A
ANALYZINGFAST FOOD
UNIT 1: LETS BEGIN! STUDENT SHEET 1.5A: ANALYZING FAST FOOD
INTRODUCTION:
Mmmmm ast ood; so delicious, but do you really know what you are putting into
your body when you eat a cheeseburger and rench ries? Do you ever eel lazy and
bloated ater a ast ood meal? Fast ood is very cheap, convenient and tasty, but
the ood is loaded with empty calories, at, sodium and sugar nutrients that can
alter mood and cause stomach pains i eaten in excess. The ollowing activity will
help show you what is lurking in your avorite ast ood meals!
MATERIALS (OPTIONAL):
Shortening
Table sugar
Digital scale or teaspoons
Spoons
Weighing boats or clear cups
Fast ood nutrition acts
PROCEDURE: PART I- FINDING OUT THE FACTS
1. Using the nutrition acts rom Student Sheet 1.5b or the internet, record the amount o calories, at, sodium and sugars rom each o
your ood items in the data table below.
ANALYSIS:
1. What do you think about the amount o calories, at, sodium and sugar in your ast ood meal?
2. Look at the total amounts o calories, at, sodium and sugar in your meal. How do these numbers compare to the recommended
daily amounts or the average person?
FOOD ITEM: CALORIES: TOTAL FAT (G): SODIUM (MG) SUGAR (G)
TOTAL:
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FIT PLAN: LIVING HEALTHY
ANALYZING FAST FOOD
STUDENT SHEET 1.5A
UNIT 1: LETS BEGIN! STUDENT SHEET 1.5A: ANALYZING FAST FOOD
PART II: VISUALIZING THE FACTS (OPTIONAL)
DIRECTIONS:
Measure the amount o at (shortening) and sugar (table sugar) in your entire ast ood meal using the digital gram scale or a
teaspoon. I you are using a teaspoon, use the conversion 1 teaspoon = 4 grams and measure accordingly.
FAT:
1. Record the total amount o at in your meal:_______g.
2. Gather the shortening.
I using a scale:
3. Zero the scale with the weighing boat on the measuring
platorm.
4. Using a spoon, add shortening until the total amount equals
the amount o at in your meal.
5. Set aside fnal amount.
I using the teaspoon method, assume
1 teaspoon = 4 grams o at:
6. Using the teaspoon, add shortening until the total amount
equals the amount o at in your meal. You may need to
estimate a raction o the teaspoon to get the measurement
as exact as possible.
7. Set aside the fnal amount.
SUGAR:
1. Record the total amount o sugar in your meal:_______g.
2. Gather the granulated sugar.
I using a scale:
3. Zero the scale with the weighing boat on the measuring
platorm.
4. Using a spoon, add sugar until the total amount equals the
amount o sugar in your meal.
5. Set aside fnal amount.
I using the teaspoon method, assume
1 teaspoon = 4 grams o at:
6. Using the teaspoon, add sugar until the total amount equals
the amount o sugar in your meal. You may need to estimate
a raction o the teaspoon to get the measurement as exact
as possible.
7. Set aside the fnal amount.ANALYSIS:
1. Observe your results. What do you think about what you see?
2. Do you think this is a healthy meal? I not, what kind o changes can you make to cut down on the calories, at, sodium and sugar?
List a ew examples o healthier menu items.
3. How has this activity changed your outlook on ast ood?
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FIT PLAN: LIVING HEALTHY
STUDENT SHEET 1.5B
FAST FOODNUTRITION FACTS
UNIT 1: LETS BEGIN! STUDENT SHEET 1.5B: FAST FOOD NUTRITION FACTS
LARGE HAMBURGER:Calories . . . . . . . . . . . . 540
Total at . . . . . . . . . . . . 29g
Sodium . . . . . . . . . 1040mg
Sugar . . . . . . . . . . . . . . . 9g
SMALL
CHEESEBURGER:Calories . . . . . . . . . . . . 300
Total at . . . . . . . . . . . . 12g
Sodium . . . . . . . . . . 750mg
Sugar . . . . . . . . . . . . . . . 6g
LARGE
CHEESEBURGER:Calories . . . . . . . . . . . . 440
Total at . . . . . . . . . . . . 23g
Sodium . . . . . . . . . 1150mg
Sugar . . . . . . . . . . . . . . . 7g
SMALL FRENCH FRIES:Calories . . . . . . . . . . . . 250
Total at . . . . . . . . . . . . 13g
Sodium . . . . . . . . . . 140mg
Sugar . . . . . . . . . . . . . . . 0g
MEDIUM FRENCH
FRIES:Calories . . . . . . . . . . . . 380
Total at . . . . . . . . . . . . 20g
Sodium . . . . . . . . . . 220mg
Sugar . . . . . . . . . . . . . . . 0g
LARGE FRENCH FRIES:Calories . . . . . . . . . . . . 570
Total at . . . . . . . . . . . . 30g
Sodium . . . . . . . . . . 330mg
Sugar . . . . . . . . . . . . . . . 0g
CHICKEN SANDWICH:Calories . . . . . . . . . . . . 500
Total at . . . . . . . . . . . . 17g
Sodium . . . . . . . . . 1150mg
Sugar . . . . . . . . . . . . . . 10g
GRILLED CHICKEN
SANDWICH:Calories . . . . . . . . . . . . 420
Total at . . . . . . . . . . . . 10g
Sodium . . . . . . . . . 1190mg
Sugar . . . . . . . . . . . . . . 11g
CHICKEN NUGGETS:
(4PCS)
Calories . . . . . . . . . . . . 170
Total at . . . . . . . . . . . . 10g
Sodium . . . . . . . . . . 450mg
Sugar . . . . . . . . . . . . . . . 0g
FISH SANDWICH:Calories . . . . . . . . . . . . 380
Total at . . . . . . . . . . . . 18g
Sodium . . . . . . . . . . 660mg
Sugar . . . . . . . . . . . . . . . 5g
CHICKEN SALAD W/
DRESSING:Calories . . . . . . . . . . . . 320
Total at . . . . . . . . . . . . . 9g
Sodium . . . . . . . . . . 970mg
Sugar . . . . . . . . . . . . . . 11g
WATER:Calories . . . . . . . . . . . . . . 0
Total at . . . . . . . . . . . . . 0g
Sodium . . . . . . . . . . . . 0mg
Sugar . . . . . . . . . . . . . . . 0g
REGULAR ICED TEA:Calories . . . . . . . . . . . . . . 0
Total at . . . . . . . . . . . . . 0g
Sodium . . . . . . . . . . . 15mg
Sugar . . . . . . . . . . . . . . . 0g
SMALL SODA:Calories . . . . . . . . . . . . 150
Total at . . . . . . . . . . . . . 0g
Sodium . . . . . . . . . . . 10mg
Sugar . . . . . . . . . . . . . . 40g
MEDIUM SODA:Calories . . . . . . . . . . . . 210
Total at . . . . . . . . . . . . . 0g
Sodium . . . . . . . . . . . 15mg
Sugar . . . . . . . . . . . . . . 58g
LARGE SODA:Calories . . . . . . . . . . . . 310
Total at . . . . . . . . . . . . . 0g
Sodium . . . . . . . . . . . 20mg
Sugar . . . . . . . . . . . . . . 86g
HARD TACO:
Calories . . . . . . . . . . . . 170Total at . . . . . . . . . . . . 10g
Sodium . . . . . . . . . . 350mg
Sugar . . . . . . . . . . . . . . . 1g
SOFT CHICKEN TACO:Calories . . . . . . . . . . . . 270
Total at . . . . . . . . . . . . 14g
Sodium . . . . . . . . . . 820mg
Sugar . . . . . . . . . . . . . . . 3g
LARGE BURRITO:Calories . . . . . . . . . . . . 390
Total at . . . . . . . . . . . . 13g
Sodium . . . . . . . . . 1360mgSugar . . . . . . . . . . . . . . . 5g
BEAN & CHEESE
BURRITO:Calories . . . . . . . . . . . . 470
Total at . . . . . . . . . . . . 20g
Sodium . . . . . . . . . 1400mg
Sugar . . . . . . . . . . . . . . . 5g
MEDIUM SHAKE:Calories . . . . . . . . . . . . 550
Total at . . . . . . . . . . . . 13g
Sodium . . . . . . . . . . 190mg
Sugar . . . . . . . . . . . . . . 72g
ICE CREAM:Calories . . . . . . . . . . . . 330
Total at . . . . . . . . . . . . 10g
Sodium . . . . . . . . . . 180mg
Sugar . . . . . . . . . . . . . . 48g
BAKED APPLE PIE:Calories . . . . . . . . . . . . 270
Total at . . . . . . . . . . . . 12g
Sodium . . . . . . . . . . 190mg
Sugar . . . . . . . . . . . . . . 14g
COOKIE:Calories . . . . . . . . . . . . 160
Total at . . . . . . . . . . . . . 7g
Sodium . . . . . . . . . . . 90mg
Sugar . . . . . . . . . . . . . . 15g
FRUIT YOGURT:Calories . . . . . . . . . . . . 130
Total at . . . . . . . . . . . . . 2g
Sodium . . . . . . . . . . . 55mg
Sugar . . . . . . . . . . . . . . 19g
NACHOS:Calories . . . . . . . . . . . . 330
Total at . . . . . . . . . . . . 21g Sodium . . . . . . . . . . 530mg
Sugar . . . . . . . . . . . . . . . 3g
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FIT PLAN: LIVING HEALTHY
ACTIVITY 1.620 minutes in length
UNIT 1: LETS BEGIN! ACTIVITY 1.6: CAREER EXPLORATION: INTRODUCTION TO HEALTH CAREERS
CAREER EXPLORATION:INTRODUCTION TOHEALTH CAREERS
PURPOSE:
Discuss careers and discover
interests and special talents
MATERIALS:
White/chalk board, chart or paper
WHOLE GROUP:
1. Ask students to brainstorm career ideas in the health
and ftness feld and record on board, chart or paper.
2. Ask students to look at all the jobs/careers the
group has listed. Have them choose one career
and draw a picture o themselves in this career
(the uniorm the person wears, the tools they use,
the place they work, etc.).
Put the ollowing sentence on the board:
Being a(n)
is important to this world because
3. Ask students to fll in the blanks and record the completed
sentence on their picture. Also, ask students to create a job
description or their career.FOLLOW-UP QUESTIONS:
1. How does thinking ahead to the uture help now?
2. Why is it important to consider special talents and interests
when thinking about career options?
EXTENSION ACTIVITY:
1. Have students log onto www.bls.gov/k12 to explore dierent careers. Give students an index card or a hal sheet o paper and ask
them to write down fve interesting acts about a career o their choice. They should also include ways to prepare or that career.
ONLINE OPPORTUNITY:
Do your students want to learn about their special
talents and how they can fnd the career o theirdreams? Visit the Career Exploration section o
www.tigerwoodsoundation.org to have your
students take the online Interest Survey. Based
on their answers, each student will receive a short
description o themselves that gives insight into
their personality and suggests some careers that
may be o interest to them. Additional inormation
about these careers can also be ound here.
NOTE TO TEACHER:
I possible, give students additional time on the
internet to explore career options so they can see
a job description, what education is required and
the median salary. Students may also choose other
careers outside o the health and ftness feld.
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FIT PLAN: LIVING HEALTHY
2
At the Tiger Woods Foundation, we believe in a new generation o
bold, courageous youth. We inspire new perspectives and limitless
possibilities. We provide opportunities to be someone.
2
UNIT 2: DISCOVERING GOOD HEALTH
GOAL:
Students will examine their amilys health history and be introduced
to tools that will help them engage in a healthy liestyle.
OBJECTIVES:
Examine amily health history
Analyze nutrition labels and ood choices
Discover recommended portion sizes and a balanced meal
Determine the unctions o vitamins and minerals
Discover how calories are used by the body
UNIT TWO:
DISCOVERINGGOOD HEALTH
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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTIVITY 2.1: HISTORY OF ME
ACTIVITY 2.1 20 minutes in length
HISTORY OF ME
PURPOSE:
Examine amily health history
MATERIALS:
Student Sheet 2.1
White/chalk board, chart or paper
WHOLE GROUP:
1. Discuss the importance o knowing amily health history using
the inormation in Fast Facts.
2. Ask the students what health conditions/diseases run in their
amily. Record their responses on the board.
3. Pass out Student Sheet 2.1. Ask students to complete the
activity by listing positive and negative health-related behaviors
their amily members practice.
a. Poor health examples may include a sedentary liestyle,
cooking with lard, adding salt to ood, eating out regularly
and always having sweets available.
b. Good health examples may include amily walks, home-
cooked meals, participating in athletic events, growing
ruits and vegetables and always having resh ruits and
veggies available.4. Engage the class in a discussion about liestyle choices and
their link to positive or negative health. Ask: is there a link?
Ask volunteers to share positive or negative health behaviors
that lead to good health or poor health.
5. Ask the students i it is possible to avoid the health
diseases in their amily. Have students turn their papers over
and list ways to reduce their risk or health problems that run in
their amily. Students may share their ideas i they are willing.FOLLOW-UP QUESTIONS:
1. Why is it important to understand your amilys health history?
2. Is it possible to avoid a health problem that runs in your amily?
FAST FACTS:
It is important to understand your amilys health
history so you know what diseases and conditions run
in your amily. Genetics do play a role in your body type
and size, and can predispose you to certain healthproblems. Watching what you eat, exercising regularly
and taking care o your body can reduce your risk o
developing diet related diseases, even i they run in
your amily. It is important to see your doctor once a
year or a ull physical to assess your health.
NOTE TO TEACHER:
I students are having a hard time flling out their
amily health tree, encourage them to take it home
and ask their amily members. I there are students
in the class that are adopted or do not live with their
amily members, ask them to fnd out the health
history o the people they live with.
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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTIVITY 2.1: HISTORY OF ME
EXTENSION ACTIVITIES:
1. Have students log onto the internet and research inormation about the health conditions that run in their amily. Encourage students
to share this inormation with their amily members. Also, ask students to look up inormation about health conditions that pose a
higher risk within their ethnicity groups.
2. Ask students to bring in an item that represents their culture or heritage. Students should present their item to the class and explain
why the item(s) is important to them.
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FIT PLAN: LIVING HEALTHY
STUDENT SHEET 2.1
MY FAMILYSHEALTH HISTORY
DIRECTIONS:
Identiy your amilys health history. Place the individuals positive health behaviors in the column
with the and their negative health behaviors and/or conditions in the column with the .
UNIT 2: DISCOVERING GOOD HEALTH STUDENT SHEET 2.1: MY FAMILYS HEALTH HISTORY
ME
MOM DAD
GRANDMA
GRANDPA
GRANDMA
GRANDPA
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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTIVITY 2.2: LABEL ABLE?
ACTIVITY 2.245 minutes in length
LABEL ABLE?
PURPOSE:
Analyze nutrition labels
and ood choices
MATERIALS:
Copies o Student Sheet 2.2a, 2.2b
White/chalk board, chart or paper
WHOLE GROUP:
1. Discuss nutrition labels using the inormation provided
in Fast Facts and Student Sheet 2.2a. It is best to go through
the nutrition label rom top to bottom.
2. Ask students why it is helpul to understand the inormation on the
nutrition label. Record their responses on the board, chart or paper.3. Tell the students they are going to take a closer look at a
popular ood item: chicken nuggets. Ask students to write down
the ingredients they think goes into the making o a chicken
nugget. Have volunteers share their lists and identiy how many
ingredients are on their list. Reveal the actual ingredients o a
chicken nugget rom a common ast ood chain (see below).
For urther impact, ask a ew students to read the list aloud.
Discuss the groups reaction.
CHICKEN NUGGET INGREDIENTS:
MEAT:
White boneless chicken, water, ood starch-modifed, salt, chicken
avor (autolyzed yeast extract, salt, wheat starch, natural avoring
[botanical source], saower oil, dextrose, citric acid, rosemary),
sodium phosphates, seasoning (canola oil, mono- and diglycerides,
natural extractives o rosemary).
BATTERED AND BREADED WITH:
Water, enriched our (bleached wheat our, niacin, reduced iron,
thiamin mononitrate, riboavin, olic acid), yellow corn our, ood
starch-modifed, salt, leavening (baking soda, sodium acid pyro-phosphate, sodium aluminum phosphate, monocalcium phos-
phate, calcium lactate), spices, wheat starch, whey, corn starch.
PREPARED IN VEGETABLE OIL:
(May contain one o the ollowing: canola oil, corn oil, soybean oil, hydrogenated soybean oil, partially hydrogenated soybean oil, partially
hydrogenated corn oil with TBHQ and citric acid added to preserve reshness), dimethylpolysiloxane (added as an antioaming agent).
FAST FACTS:
Nutrition labels are required by law to be on the
back o all packaged oods. Nutrition labels include
inormation about the serving size, nutrients and
ingredients. This inormation helps guide consumers
to make inormed choices about oods and drinks.
Let these labels be your guide to making healthy
decisions. Read them careully!
NOTE TO TEACHER:
Bring in a popular snack ood like chips and ask
or a volunteer to count out one serving size o the
snack as you are going over serving size on the
nutrition label. Ask students i this looks like their
typical serving size. Use that label as a review ater
the activity so students become aware o what they
are eating.
The nutrition label can prompt a lot o questions
rom students, so consider having them write down
their questions on an index card, collect them at
the end o class, and then answer accordingly when
time permits.
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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTIVITY 2.2: LABEL ABLE?
SMALL GROUP:
4. Pass out Student Sheet 2.2b and ask the students to identiy
the mystery ood based on the ingredients listed.
MYSTERY INGREDIENTS GAME: ANSWER KEY
a. Barbecue Sauce (rom McDonalds*)
b. Kelloggs
Pop Tarts
** - Strawberry
c. Doritos Cool Ranch***
d. Kelloggs Corn Pops**
e. Keebler Rainbow Chips Deluxe**FOLLOW-UP QUESTIONS:
1. What inormation can you fnd on a nutrition label?
2. How can nutrition labels help guide your decisions to choose healthy oods?EXTENSION ACTIVITIES:
1. Bring in two related snacks with their nutrition labels - one natural and one processed. For example, a strawberry (natural) versus
a strawberry ruit roll up (processed). Give a sample o each to the students. Allow the students to read the nutrition label or each
snack. Ask the students to discuss what they see and how they taste.
2. Have the students design their own healthy nutrition label. Ask the students to share them and discuss why they are healthy. Display
them in the classroom.
ONLINE OPPORTUNITY:
Do your students want to know their Nutrition
Label IQ? Visit the Additional Activities section
o www.tigerwoodsoundation.org or the activity
Nutrition Label IQ.
*Trademark o McDonalds Corporation
**Kelloggs, Pop Tarts, Corn Pops, Keebler and Rainbow Chips Deluxe are trademarks o the Kellogg Company
***Doritos and Cool Ranch are trademarks o Frito-Lay North America, Inc.
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FIT PLAN: LIVING HEALTHY
STUDENT SHEET 2.2A
THE NUTRITION LABEL
WEBSITE REFERENCE:
americanheart.org
UNIT 2: DISCOVERING GOOD HEALTH STUDENT SHEET 2.2A: THE NUTRITION LABEL
1. START HERE:
Check the serving size and
the number o servings in the
package. I you double the
servings you eat, you need
to double the calories and
nutrient amounts.2. CHECK THE TOTAL
CALORIES PER SERVING:
A calorie is a unit o
measurement that measures
how much energy a ood
provides the body.
3. LIMIT THESE
NUTRIENTS:
Limit your intake o at,
cholesterol and sodium.
Choose oods that have
5% or less per serving
o these nutrients.
4. GET ENOUGH OF
THESE NUTRIENTS:
Aim or 100% o fber,
vitamins and minerals every
day. Choose oods that have
20% or more per serving.
5. QUICK GUIDE TO %
DAILY VALUE: 5% ORLESS IS LOW AND 20%
OR MORE IS HIGH:
The Percent Daily Value tells
the percent o each nutrient in
a single serving, based on the
daily recommended amount.*
INGREDIENTS READ THEM!
Ingredients are listed in order
o concentration. Foods with
sugar, oil or salt as one o the
frst three ingredients should be
avoided since that means the
ood is mostly made up o one
o those ingredients. Foods that
have a long list o ingredients
are oten processed and loaded
with artifcial ingredients. Eat as
close to nature as possible by
choosing oods with a short list o
ingredients. Watch out or disguised
orms o sugar like high ructose
corn syrup, ructose, malt syrup,
malt extract, corn syrup, glucose,
maltodextrin, lactose, honey and
molasses.
TRANS FAT DONT BEFOOLED!
When the nutrition label says a ood
contains 0g o trans at, it means
the ood could actually contain upto 0.5g o trans at per serving.
I you see the words partially
hydrogenated in the ingredient list,
then trans at is present. Trans at
could add up quickly i you eat
more than one serving.
CALORIES 2,000 2,500
Total Fat Less than 65g 80g
Saturated Fat Less than 20g 25g
Cholesterol Less than 300mg 300g
Sodium Less than 2,400mg 2,400mg Total Carbohydrates 300g 375g
Dietary Fiber 25g 30g
Nutrition FactsServing Size 1 slice (47g)Serving Per Container 6
Amount Per Serving
Calories 160 Calories From Fat 90
% Daily Value*
Total Fat 10g 15%
Saturated Fat 2.5g 11%
Trans Fat 2g
Cholesterol 0mg 0%
Sodium 300mg 12%
Total Carb 15g 5%
Dietary Fiber less than 1g 3%
Sugars 1g
Protein 3g
Vitamin A 0% Vitamin C 4%
Calcium 45% Iron 6%
Thiamin 8% Riboflavin 6%
Niacin 6%
*Percent Daily Values are based on a 2,000
calorie diet. Your daily values may be higher
or lower depending on your calorie needs.
1
2
5
3
4
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FIT PLAN: LIVING HEALTHY
STUDENT SHEET 2.2B
MYSTERYINGREDIENTS GAME
DIRECTIONS:
Guess the mystery ood based on the ingredients listed or each item.
Write your answer on the provided line next to each item number.
UNIT 2: DISCOVERING GOOD HEALTH STUDENT SHEET 2.2B: MYSTERY INGREDIENTS GAME
ITEM #1:
High Fructose Corn Syrup, Water, Tomato Paste, Grape Vinegar, Distilled Vinegar, Salt, Soy Sauce (Water, Wheat, Soybeans, Salt), Food
Starch-Modifed, Spices, Dextrose, Soybean Oil, Xanthan Gum, Natural Smoke Flavor (Plant Source), Xanthan Gum, Caramel Color, Garlic
Powder, Cellulose Gum, Dried Chili Peppers, Malic Acid, Natural Flavors (Fruit and Vegetable Source), Onion Powder, Sodium Benzoate
(Preservative), Succinic Acid.
ITEM #2:
Enriched Flour (Wheat Flour, Niacin, Reduced Iron, Thiamin Mononitrate [Vitamin B1], Riboavin, [Vitamin B2], Folic Acid), Corn Syrup,
High Fructose Corn Syrup, Dextrose, Soybean and Palm Oil (with TBHQ or Freshness), Sugar, Contains Two Percent or Less o Cracker
Meal, Wheat Starch, Salt, Dried Strawberries, Dried Pears, Dried Apples, Cornstarch, Leavening (Baking Soda, Sodium Acid Pyrophosphate
Monocalcium Phosphate), Milled Corn, Citric Acid, Gelatin, Caramel Color, Soy Lecithin, Partially Hydrogenated Soybean and/or
Cottonseed Oil, Modifed Corn Starch, Xanthan Gum, Modifed Wheat Starch, Color Added, Vitamin A Palmitate, Red #40, Niacinamide,
Reduced Iron, Pyridoxine Hydrochloride (Vitamin B6), Yellow #6, Ribavin (Vitamin B2) Tricalcium Phosphate, Thiamin Hydrochloride
(Vitamin B1) Turmeric Color, Folic Acid, Blue #1.
ITEM #3:
Whole Corn, Vegetable Oil (Contains One or More o the Following: Corn, Soybean and/or Sunower Oil), Corn Maltodextrin, Salt, Tomato
Powder, Corn Starch, Lactose, Whey, Nonat Milk, Corn Syrup Solids, Onion Powder, Sugar, Garlic Powder, Monosodium Glutamate, Cheddar
Cheese (Milk, Cheese, Cultures, Salt, Enzymes), Dextrose, Malic Acid, Buttermilk, Natural and Artifcial Flavors, Sodium Acetate, Artifcial Colors
(Including Yellow #5, Red #40, Blue #1) Sodium Caseinate, Spice, Citric Acid, Disodium Inosinate and Disodium Guanylate.
ITEM #4:
Milled Corn, Sugar, Soluble Corn Fiber, Molasses, Salt, Soybean Oil, Partially Hydrogenated Vegetable Oil (Contains One or More o:
Coconut, Soybean and/or Cottonseed), Mono and Diglycerides, Sodium Ascrobate and Ascorbic Acid (Vitamin C), Niacinamide, Zinc
Oxide, Reduced Iron, Wheat Starch, Pyridoxine Hydrochloride (Vitamin B6), Riboavin (Vitamin B2), Thiamin Hydrochloride (Vitamin B1)
Vitamin A Palmitate, Annatto Color, BHT (Preservative), Folic Acid, Vitamin D, Vitamin B12.
ITEM #5:Enriched Flour [Wheat Flour, Niacin, Reduced Iron, Thiamine Mononitrate (Vitamin B1), Riboavin (Vitamin B2), Folic Acid], Semisweet
Chocolate (Chocolate, Sugar, Cocoa Butter, Dextrose, Soy Lecithin, Natural and Artifcial Flavor, Salt), Vegetable Oil (Soybean, Palm,
and Palm Kernal Oil with TBHQ or Freshness), Sugar, Contains Two Percent or Less o High Fructose Corn Syrup, Salt, Corn Syrup, Color
Added, Egg, Molasses, Baking Soda, Natural and Artifcial Flavor, Gum Arabic, Cocoa, Salt, Eggs, Molasses, Natural and Artifcial Flavor,
Cornstarch, Carnauba Wax, Lemonene, Yellow #5, Blue #1 Lake, Yellow #6 Lake, Yellow #5 Lake, Red #40 Lake, Soy Lecithin, and Whey.
Copyright 2008 by HealthCorps, Inc. Used with permission.
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FIT PLAN: LIVING HEALTHY
ACTIVITY 2.3 30 minutes in length
WHATS ONYOUR PLATE?
UNIT 2: DISCOVERING GOOD HEALTH ACTIVITY 2.3: WHATS ON YOUR PLATE?
PURPOSE:Discover recommended portion
sizes and what a balanced meal
looks like
MATERIALS:White/chalk board, chart or paper
Markers
Paper plates
Tape
Copies o Student Sheet 2.3
Resource Sheet 2.3
WHOLE GROUP/INDIVIDUAL:
PART I: BALANCED PLATE
1. On the board, chart or paper write Breakast, Lunch, Dinner,
Snack (space the categories out and leave room underneath to
write). Ask or volunteers to come to the board and write down
what they ate or one o the above meals or snack. You should
gather at least two examples or each snack and meal.
2. Explain the inormation in the Balanced Plate section o Fast Facts.
3. Ask the students to take a look back at the example menus on the
board, chart or paper. Engage the class in a balancing activity in
which students come to the board and balance the listed meals
by adding and/or removing oods. Balanced meals should reect
variety (ood groups), color, and limited at, cholesterol and sodium.
Work as a group i that better suits your audience.
PART II: PORTION CONTROL
1. Ask students to name some out-o-control ood or drink
portions they have seen at restaurants, in stores, on TV, etc.
Record on the board, chart or paper. Compare portion sizes
in the 1970s to current portion sizes. I possible, bring in real
examples o both portion sizes or a more dramatic appeal.
(Sizer and Whitney p. 46)
FAST FACTS:
BALANCED PLATE:The USDA recommendsthat Americans eat a balanced diet which includes
ood rom each o the fve ood groups and limits the
intake o at, cholesterol and sodium. Meals should
be colorul and ocused around vegetables, whole
grains and ruits. Try to plan each snack to include
at least two ood groups and meals to include at
least three ood groups.
PORTION CONTROL: Most Americans
eat portion sizes that are much larger than the
recommended amount, which can lead to weight gain
and health problems. Reer to Student Sheet 2.3 and
mypyramid.gov to fnd inormation on recommended
portion sizes. Heres a tip: eat slower and drink plenty
o water beore and during meals.
FOOD & DRINK 1970S PORTION SIZE CURRENT PORTION SIZE AND CALORIE AMOUNT AND CALORIE AMOUNT
Cola 10 oz. bottle, 120 calories 40 60 oz. ountain, 580 calories
Pasta 1 cup, 200 calories 2-3 cups, 600 calories
Hamburger 2-3 oz. meat, 240 calories 3-6 oz. meat, 330 calories
Popcorn 1 cups, 80 calories 8-16 cup tub, 880 calories
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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTIVITY 2.3: WHATS ON YOUR PLATE?
2. Ask students i the typical portion sizes in the 1970s seem
ridiculous? Explain that those portion sizes were normal back
then and todays portion sizes would have seemed ridiculous
in the 1970s.
3. Ask students to explain the types o issues increased portion
sizes have led to (answer: increases in diet-related disease
and weight gain).
4. Cut out the visual cue squares and the corresponding
ood squares on Resource Sheet 2.3 (take note o the answers
beore you cut). Tape the visual cues to the board, chart or paper. Show the ood squares to the class and ask or volunteers to come up
and match a ood square with the visual cue that represents the recommended portion size or that ood. Repeat until all squares are
matched and all answers are correct. Discuss reactions to these recommended portion sizes.
5. Pass out Student Sheet 2.3 and explain the inormation in the Portion Control section o Fast Facts. You may also want to reerence
the My Pyramid website or more details about serving size - www.mypyramid.gov/pyramid.
6. Students should recall their My Pyramid Plan rom Activity 1.2 (i they completed this tool) to see their recommended daily serving
size or each o the ood groups.
7. Pass out a paper plate and ask the students to draw a balanced meal using appropriate portion sizes and color. They may also use the
computer or magazines to gather images. They should include at least three ood groups in their meal and draw the ood items to scale.
FOLLOW-UP QUESTIONS:
1. Why is it important to measure serving sizes o ood?
2. What can you do i you are still hungry ater a balanced meal?
EXTENSION ACTIVITIES:
1. Have the students get into small groups and brainstorm ways to eat smaller portion sizes at home and when eating out.
Display the tips in the classroom or distribute them.
2. Bring in menus rom popular restaurants in your community. Break the class up into groups and give each group a menu.
The groups should examine the menu to fnd the healthiest meals and provide suggestions or altering unhealthy dishes.
Have the group share their fndings with the class. Many restaurants oer their menus online.
3. Ask students to use a digital camera or their cell phone to take pictures o the various portion sizes they come across when eating.
Upload the pictures to a computer and analyze the sizes. Provide suggestions or how to alter portions to bring them closer to the
recommended portion sizes.
NOTE TO TEACHER:
I real examples o visual cues are available to you,
use them, so students can get a better visual. Pass
the items around so students get a closer look and
eel o each o the visual cues.
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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH RESOURCE SHEET 2.3: VISUAL CUES: MATCHING GAME
VISUAL CUES:MATCHING GAME
RESOURCE SHEET 2.3
VISUAL CUES: ONE SERVING:
3 DOMINOES CHEESE (1 OUNCES)
DECK OF CARDS MEAT, POULTRY OR FISH (3 OUNCES)
BASEBALL FRUIT (1 CUP)
1 CUP VEGETABLES (1 CUP)
1/2 TENNIS BALL RICE, PASTA OR CEREAL ( CUP)
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FIT PLAN: LIVING HEALTHY
STUDENT SHEET 2.3
BALANCED MEALAND PORTION SIZES
The USDA recommends that your meals should emphasize ruits, vegetables and whole grains.
Meals should also include at-ree or low-at dairy products, and lean meats, poultry or beans.
Fats, oils and sweets should be limited. Aim or lots o color, and include at least two ood groups
with snacks and at least three ood groups with meals.
UNIT 2: DISCOVERING GOOD HEALTH STUDENT SHEET 2.3: BALANCED MEAL AND PORTION SIZES
What is an appropriate portion size? Most people dont know how much a serving size
is just by looking, but visual cues can help you estimate how much you should eat.
VISUAL CUES:
Deck o Cards = 1 serving o meat, poultry or fsh (3 ounces)
Tennis Ball = 1 serving o cooked pasta, rice or cereal ( cup)
Baseball = 1 serving o ruit (1 cup)
Three Dominoes = 1 serving o cheese (1 ounces)
1 Measuring Cup = 1 serving o vegetables (1 cup)
Gol Ball = 1 serving o peanut butter (1 tablespoon)
Hockey Puck = 1 bagel
8-ounce Glass = 1 serving o milk or 100% juice (1 cup)
MEAT AND
BEANS:
DAIRY:
GRAINS:
FATS, OILS AND SWEETS:
FRUITS OR
VEGETABLES:
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FIT PLAN: LIVING HEALTHY
ACTIVITY 2.4 30 minutes in length
WHAT CAN VITAMINSDO FOR YOU?
UNIT 2: DISCOVERING GOOD HEALTH ACTIVITY 2.4: WHAT CAN VITAMINS DO FOR YOU?
PURPOSE:Determine the unctions o
vitamins and minerals
MATERIALS:White/chalk board, chart or paper
Art supplies
Computer with internet (optional)
Copies o Student Sheet 2.4a and 2.4b
WHOLE GROUP:
1. Discuss the importance o vitamins, minerals and water
using the inormation provided in Fast Facts.
2. Pass out Student Sheet 2.4a and Student Sheet 2.4b. Remind
the students that every vitamin and mineral helps the body in
several dierent ways. Ask the students to read the inormation
on Student Sheet 2.4a and use the body outline on Student
Sheet 2.4b to label where and how a vitamin/mineral can help
the body. Students should draw arrows or lines that point out
specifc parts o the body and explain how that body part is
aided by a specifc vitamin. For example, students might draw
eyes, include an arrow near the location o the eye, and above
or next to the arrow write that Vitamin A improves eyesight.
Students should continue to add detail to the body outline
such as hair, bones, muscles, etc., and indicate the vitamin that
helps that part o the body.FOLLOW-UP QUESTIONS:
1. What i someone doesnt eat or drink a ood like milk or meat
products that supply key vitamins and minerals? How can they
be sure to get those important nutrients?
2. Since vegetables have a lot o vitamins and minerals, what are
some appealing ways to include vegetables in our diets?
FAST FACTS:
Vitamins and minerals are ound in oods we
eat. They are necessary because they help the
body unction and develop properly. Vitamins and
minerals are chemical substances that help the
body use energy, build proteins, make cells and
repair injuries. Young people should eat a balanced
diet ull o a variety o oods to get the vitamins and
minerals their body needs.
Water is also essential or lie and is the largest
component o the body. Water is needed to
metabolize ood, reduce heat through sweat and
remove toxins through urination. Without the right
amount o water, the body cannot maintain the right
temperature, blood pressure or kidney unction.
Young people should aim to drink plenty o water
throughout the day to stay hydrated.
NOTE TO TEACHER:
I possible, bring in ruits and vegetables and
talk about the vitamins they supply as you
discuss the lesson.
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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTIVITY 2.4: WHAT CAN VITAMINS DO FOR YOU?
EXTENSION ACTIVITIES:
1. Place several unusual ruits and vegetables in separate brown
paper bags. Ask or volunteers to reach into the bag without
peeking (students should wash their hands beore doing
this activity). Give them a minute or so to touch the ruit or
vegetable and try to identiy it. I a guess is incorrect, ask
another student to try. Once an item has been named correctly,remove it rom the bag and show it to the class. Repeat until all
ruits and vegetables have been identifed. Wash the ruits and
vegetables thoroughly, cut them up into small pieces and allow
the students to taste the dierent oods. Have the students do
some internet research to identiy what vitamins and minerals
the individual ruits and vegetables provide.
SUGGESTED FRUITS AND VEGETABLES:
Bell Pepper
Zucchini
Artichoke Jicama
Asparagus
Eggplant
Kiwi
Papaya
Honeydew Melon
Pomegranate
Blueberries
Boysenberries
2. Have students use the internet to research diseases that may develop due to an insufcient intake o vitamins and minerals.
3. Ask students to imagine their perect salad. Have them create a recipe or a ruit or vegetable salad. Give them an index card or
paper to write down their recipe. I possible, have the class vote on their avorite recipe, bring in the required ingredients, and make
the salad or the students to enjoy.
ONLINE OPPORTUNITY:
Do your students need practice with public
speaking? Visit the Additional Activities section o
www.tigerwoodsoundation.org or an Inormative
Speech activity about vitamins and minerals.
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FIT PLAN: LIVING HEALTHY
STUDENT SHEET 2.4A
VITAMINS, MINERALSAND WATER
UNIT 2: DISCOVERING GOOD HEALTH STUDENT SHEET