01 additional activities - lr

8/7/2019 01 Additional Activities - LR

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FIT PLAN: LIVING HEALTHY

At te Tier Woo Founation, we eiee in a new eneration o

o, ouraeou out. We inpire new perpetie an imite

poiiitie. We proie opportunitie to e omeone.

ADDITIONALACTIVITIES1

UNIT 1: ADDITIONAL ACTIVITIES

CONTENTS:

Healthy Guidelines 2

Body Mass Index 3

Slices o Time 5

UNIT ONE:


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FIT PLAN: LIVING HEALTHY UNIT 1: ADDITIONAL ACTIVITIES hEAlThy gUIdElINEs

UNIT ONE: AddITIONAl AcTIvITIEs40 minute in ent

hEALThy guIDELINES

PURPOsE:

deeop a are et o

uieine or iin a eatiete

MATERIAls:

Wite/ak oar, art or paper

Pain paperArt uppie (marker, raon,

oore peni, et.)

WhOLE grOup:

1. Ask students to think o a time when guidelines

(rules or expectations) helped a group or team o which

let they were a part.

2. Discuss the importance o working together as a group and

developing a shared list o guidelines.

SmALL grOup:

3. Divide the class into small groups. Ask the class to create ve to seven healthy guidelines/expectations they have or leading a

healthy liestyle.

EXAMPLE:

Eat more ruits and vegetables

Eat breakast every day

Exercise or at least 60 minutes every day

Get plenty o sleep Limit sweets and desserts to two times a week

4. Have the groups record their guidelines on paper.

5. Ask the students to create a poster that includes their guidelines, a group name, a motto and a symbol. The posters can be

completed on the computer, construction paper, poster board or regular-sized plain paper. They also need to sign the posters.

6. Bring the class together to share each groups poster.

7. Display the projects in the classroom and continue to check in with students throughout the program about their guidelines.FOLLOW-up QuESTIONS:

1. What would happen to classes, organizations, lie, etc., i there were no guidelines?

2. Can the guidelines we developed be used beyond this class?

NOTE TO TEAChEr:

Give the students examples to work with: sports

team, a group project or school or a class.


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FIT PLAN: LIVING HEALTHY UNIT 1: ADDITIONAL ACTIVITIES bOdy MAss INdEx


bODy mASS INDEx

PURPOsE:

determine i ou a witin a

eat weit rane

MATERIAls:

sae

Tape meaurecauator

copie o bMI cart

WhOLE grOup:

1. Explain BMI to students using the inormation provided in

Fast Facts.

2. Create a private space in the classroom or just outside the

room and set up the scale and tape measure.

3. Pass out the BMI chart that includes the ormula to

calculate BMI. Students may begin calculating and plotting

their BMI ater the next step.

INDIVIDuAL:

4. Tell the students you are going to weigh them and

measure their height to determine i they all within a

healthy weight range. Explain to the students that their

height and weight is or their inormation only and they do

not need to discuss it with others. Ater they have beenweighed and measured they may calculate and plot their

BMI on the chart that has been handed out to them.

5. Bring the class back together and discuss. I the students

are not happy with their BMI, ask them to think about

behaviors they can change/practice to help them get to an

ideal BMI number. Again, encourage students to see their

doctor once a year to discuss their health.FOLLOW-up QuESTIONS:

1. Why is it important to maintain a healthy weight?

2. What behaviors can lead to achieving a healthy weight?

FAST FACTS:

Body Mass Index (BMI) is a calculation that uses

your height and weight to estimate your body at.

BMI is not a perect method, but it is a good way to

determine how a young person is growing. Because

muscle weighs more than at, it is possible or a

muscular person to have a high BMI and not be

overweight. It is best to see your doctor once a year

to discuss weight and get a ull physical. Too much

body at can be a problem since it can lead to

illness and other health problems.

NOTE TO TEAChEr:Weighing and measuring the students should

always be optional. Ater you weigh and measure

each student, start a quick conversation with them

about their height and weight. Ask them i they

eel comortable with their body. Also, it is best to

keep the class engaged in another activity while

calling individual students back or weighing and

measuring.


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AddITIONAl AcTIvITIEs:

bmI ChArT:NATIONAL STANDArDS

FOr bODy mASS INDExdIREcTIONs:

Uin te ormua eow, auate our bMI uin our weit an eit. One ou

etermine our bMI numer, ue te appropriate art eow to etermine wi weit

ateor ou a into rt nin our ae ten onnetin it wit our bMI numer.

UNIT 1: ADDITIONAL ACTIVITIES bMI chART: NATIONAl sTANdARds FOR bOdy MAss INdEx

95%95%

85%85%

75%75%

50%50%

25%25%

10%10%

90%90%

5%5%

GIRLS

BM

AGE IN YEARS

OBESE

OVERWEIGHT

HEALTHY WEIGHT

UNDERWEIGHT

95%95%

85%85%

75%75%

50%50%

25%25%

10%10%

90%90%

5%5%

BOYS

BM

AGE IN YEARS

OBESE

OVERWEIGHT

HEALTHY WEIGHT

UNDERWEIGHT

bmI = x 703WEIghT

(hEIghT IN INChES)2

Formula to calculate BMI:

my bmI IS:

Kieat.or


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FIT PLAN: LIVING HEALTHY UNIT 1: ADDITIONAL ACTIVITIES slIcEs OF TIME


SLICES OF TImE

PURPOsE:

determine ow mu time

i pent on ariou atiitietrouout te a

MATERIAls:

Paper pate

Marker

WhOLE grOup:

1. Give each student a paper plate. Ask them to divide the plate into pie slices that show how much time they spend on various

activities. Students should ocus on a typical day.

2. When students are nished, ask them to discuss with a partner how they spend their time. They should discuss the ollowing

questions:

Are you happy with how you spend your time?

Does any part o your day stress you out? Why?

Is there time in your day or physical activity?

How much o your day is spent doing something proactive or yoursel?

How much o your day is spent doing nothing proactive?

How much time is ocused on your health?

Is there anything you can change about the way you spend your time?

3. Bring the class back together and ask or volunteers to share their Slices o Time. Also ask or volunteers to answer a ew o the

discussion questions.

4. Hand out another paper plate to the students. Ask them to divide the plate into sections that demonstrate what their day could or

should look like. Remind students they should be engaging in at least 60 minutes o physical activity daily and that they shouldmake that a priority in their day.

FOLLOW-up QuESTIONS:

1. Why was this activity important?

2. Were you surprised to actually see how you spend your day?


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2


CONTENTS:

Nutrition Label IQ 2

Inormative Speech 4

Vitamins, Minerals and Water Chart 5

Presentation Outline 6

UNIT TWO:

ADDITIONALACTIVITIES


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FIT PLAN: LIVING HEALTHY UNIT 2: ADDITIONAL ACTIVITIES NUTRITION lAbEl Iq

UNIT TWO: AddITIONAl AcTIvITIEs15 minute in ent

NuTrITION LAbEL IQ

PURPOsE:

Pratie anazin te oo ae

MATERIAls:


Atiit Nutrition lae Iq

WhOLE grOup:

1. Ask the students to share what they have learned about the

ood label. List their answers on the board, chart or paper.

2. Pass out the activity Nutrition Label IQ and ask the

students to complete the activity.

3. Bring the class back together and discuss the results. I

more than one label was examined, categorize the labels

rom healthiest to unhealthiest.

4. Ask students to share how reading nutrition labels has

helped them in making healthier ood choices.FOLLOW-up QuESTIONS:

1. Why is reading nutrition labels important?2. Do you think anything needs to change on the ood label?

NOTE TO TEAChEr:

The Nutrition Label IQ questions need to go with a

nutrition label. Find a nutrition label o a popular

snack ood and make copies or the students. For

a more in-depth activity, have the students examine

a variety o labels to determine the healthiest and

unhealthiest options. Many labels are available online

or ask the students to bring in labels o their avorite

oods. This is great activity to use as a review.


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NuTrITION LAbEL IQ

dIREcTIONs:

Eamine te eampe nutrition ae() an anwer te oowin uetion:

UNIT 2: ADDITIONAL ACTIVITIES NUTRITION lAbEl Iq

1. What is one serving size?

2. How many servings are in the entire package?

3. How many calories are in one ser ving?

4. How many calories are in the entire package?

5. Is the % Daily Value o at, sodium and cholesterol less than 5% per serving?

6. What are the total at grams in the entire package?

7. Is this snack a good source o ber?

8. Do any o the vitamins or minerals listed have a % Daily Value above 20%?

9. What is the main ingredient in this product?

10. Is oil or sugar listed as one o the rst three ingredients?

11. Do you see partially hydrogenated oil listed in the ingredients? What does that mean?

12. Do you think this is a healthy ood choice? Why or why not?


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FIT PLAN: LIVING HEALTHY UNIT 2: ADDITIONAL ACTIVITIES INFORMATIvE sPEEch

UNIT TWO: AddITIONAl AcTIvITIEs45 minute in ent

INFOrmATIVE SpEECh

PURPOsE:

Write an preent

an inormatie pee

MATERIAls:


vitamin, Minera an Water cartPreentation Outine

WhOLE grOup:

1. Ask the students to share what they have learned about

vitamins and minerals.

2. On the board, chart or paper, dene and discuss inormative

speech.

INFORMATIvE sPEEch:A speech that inorms and teaches the audience about a

specic topic.

3. Divide the class into groups o two or enough groups to

cover all the vitamins and minerals. Assign groups (or let

them choose) a vitamin, mineral or water. Tell the students

they will be creating and presenting an inormative

presentation to the class about their topic.

4. Pass out the Presentation Outline and ask the

students to use it as a guide or their presentations.

Students may do an oral presentation or a PowerPoint, but

they must include some type o visual aid or demonstration.

Students may use the Vitamins, Minerals and Water Chart or

more inormation. I computers with internet are available,

have the students research their topic. Allow students 20 to

30 minutes to prepare or the presentations.

5. Ask the students to present their speech to the class.

NOTE TO TEAChEr:

Helpul hints to create an inormative presentation

Choose a topic.

Make a plan and set some objectives you want

to include in your presentation.

Analyze your audience and use language they

would understand.

Research your topic using a wide range o

resources.

State the acts.

Create vivid mental or visual images.

Have a strong opening and closing.

Practice, practice, practice.


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VITAmINS, mINErALSAND WATEr ChArT

UNIT 2: ADDITIONAL ACTIVITIES vITAMINs, MINERAls ANd WATER chART

vITAMINs ANd MINERAls hOW IT hElPs ThE bOdy cOMMON sOURcEs

vITAMIN A

Helps with visionHeals cuts & scrapesPromotes healthy skin

Fights sickness

Orange ruits & vegetablesMilk products

Egg yolksGreen leay vegetables

b vITAMINsProtects nervous system

Encourages normal growth

Helps release energy rom nutrients

Whole grainsSeaood

Meat & PoultryEggs

vITAMIN cBuilds immune system

Heals woundsProtects rom bacteria & viruses

Citrus ruitBerries

TomatoesPotatoes

vITAMIN dBuilds strong bones & teeth

Absorbs calcium

MilkFish

Sunlight

vITAMIN EProtects cells

Maintains tissuePromotes healthy skin

NutsBroccoliSpinach

cAlcIUM Builds strong bones & teethDairy products

Green leay vegetables

IRONTransports oxygen rom lungs

to the rest o the body

MeatEggs

BeansWhole wheat

ZINcHelps process the nutrients we eat

Helps cell growthHeals wounds

BeePork

Legumes: beans, peas, lentils, peanuts

POTAssIUMRegulates heart rate

Balances fuids in the body

BananasTomatoes

BroccoliPotatoes with skin

WATERMetabolizes ood

Reduces body heatRemoves toxins

Plain drinking water(Other liquids like juices

and teas provide hydration,but water is the best source)


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prESENTATIONOuTLINE

UNIT 2: ADDITIONAL ACTIVITIES PREsENTATION OUTlINE

1. Vitamin or Mineral?

2. How does this vitamin or mineral help the body?

3. Why are these unctions important or health?

4. What are the ood sources o this vitamin?

5. What are some meal or snack ideas or including this vitamin or mineral in your diet?

6. What health problems would arise i this vitamin or mineral were not consumed?

7. Draw or outline the type o visual aid or demonstration you will use to help clariy or support your ideas.

(EXAMPLES: poster, diagrams, charts or role play)


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CONTENTS:

The Caustic Powers o Cola 2

The Caustic Powers o Cola Activity 3

UNIT ThREE:


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UNIT ThREE: AddITIONAl AcTIvITIEs30 minute in ent (2 eion)

ThE CAuSTIC pOWErSOF COLA

UNIT 3: ADDITIONAL ACTIVITIES ThE cAUsTIc POWERs OF cOlA

PURPOsE:dioer ow oa

aet ertain ojet

MATERIAls:Wite/ak oar, art or paper

Atiit cauti Power o coa

Materia or eperiment

(ee eperiment eet)

WhOLE grOup:

1. Ask students to share what they have learned about

soda. Record their answers on the board.

2. Pass out the activity Caustic Powers o Cola and

ollow the procedures. This is a two-part experiment so

allow some time to lapse between Part I and Part II.

3. Bring the class back together and discuss the results

o the experiment.


1. What has this experiment taught you about soda?

2. Will you change any behaviors related to drinking soda?

NOTE TO TEAChEr:

Beore conducting this experiment, start collecting

objects you would like to test in the cola solution.

Examples o items are listed on the experiment sheet.

NOTE TO TEAChEr:

I digital scales are not available, conduct the

experiment without weighing the initial and nal

mass o each object. Instead, visually observe the

objects beore and ater they are submerged in

the soda. Better results will be observed the longerthe objects stay in the soda. Two to three days is a

good starting point. You may choose to leave some

objects in the soda jars longer than others. Adjust

the activity to t your needs.


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prOCEDurE: pArT I - ExpErImENTATION

1. Using the digital scale, obtain the mass o the galvanized nail, uncooked meat, boiled egg, dirty penny and the bone or other pre-

determined objects. Record the initial masses and appearance in the table below.

2. Measure 600ml o cola and pour it into the container. Make sure the substance you have been assigned to test is submerged in thecola. Seal the container tightly with the lid.

3. Allow the cola and various substances to react or 48 hours or longer.


ThE CAuSTICpOWErS OF COLA


INTrODuCTION:

There are many rumors that cola is acidic enough to do a variety o

tasks like remove reeway spills and stains, and clean corrosion and

car engines. Are the acids ound in soda really powerul enough to do

just about anything? The ollowing experiment will help put some truth

behind rumors and demonstrate what the acids in soda can really do.

Two liters o cola

Galvanized nail

Uncooked meat

Boiled eggs

Dirty penny

Bone (rom a chicken)

Paper

Clear jar with lid

Graduated cylinder

Digital scale

Paper towels

Paper plates

sUbsTANcE:INITIAl FINAl INITIAl FINAl

APPEARANcE: APPEARANcE: MAss: MAss

mATErIALS:


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ThE CAuSTICpOWErS OF COLA

prEDICTIONS:

1. What do you think will happen to your item? Why do you think this?

2. Which item do you think will produce the most interesting results?

pArT II - CONCLuSION

1. Remove the items rom the container o cola. I possible, rinse the items o and dry them with a paper towel.

2. Place a paper plate onto the digital scale. Then zero the scale. Place the assigned items onto the plate and record their mass in the

Final Mass column in the table.

3. Record your inormation on the board and then record your classmates data on your table.FurThEr ThINkINg:

1. Which item lost the most mass? What happened?

2. Which item changed the most in appearance? Why did this happen?

3. Were your predictions correct or incorrect? Did anything surprise you?

4. Will you continue to drink cola or other soda ater completing this experiment?


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CONTENTS:

Role Play 2

Directions or Characters 3

Recipe Modication 4

UNIT FOUR:


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FIT PLAN: LIVING HEALTHY UNIT 4: ADDITIONAL ACTIVITIES ROlE PlAy

UNIT FOUR: AddITIONAl AcTIvITIEs20 minute in ent

rOLE pLAy

PURPOsE:

Enae in a roe pa to pratie

eat eaior

MATERIAls:


diretion or caraterEneope

WhOLE grOup:

1. Ask students i it is dicult to eat healthy in certain

situations or around certain people? List their responses on

the board.

2. Divide the students into groups o three.

3. Read the ollowing role play situation to the students.

SITUATION:

It is lunch time on a Saturday. A group o riends are going out to lunch at a restaurant. The group decides to go to the local ast ood

restaurant. They begin to look at the menu and are deciding what to order.

SmALL grOup:

4. Give each group an envelope containing the Directions or Characters.

5. Ask each student to take a character, read the directions and prepare or the role. Give the students ve to ten minutes to rehearse

their parts.

6. Have each group o three act out the situation in ront o the whole group.

7. You may redistribute the characters and ask students to play the role o another character.

8. Allow time or the groups to make up their own role play about dierent situations they have experienced.FOLLOW-up QuESTIONS:

1. Have you ever been in a situation like this with your riends?

2. Do you think it is important to encourage your riends to eat healthy? Is it hard to speak up?

NOTE TO TEAChEr:

Beore you begin the activity with the students,

make copies o the Directions or Characters.

Cut out each scenario and place them in an

envelope or each group.


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AddITIONAl AcTIvITIEs

DIrECTIONSFOr ChArACTErS

dIREcTIONs:

cop, ut an pae a tree eription in an eneope an ie ea roup one eneope.

UNIT 4: ADDITIONAL ACTIVITIES dIREcTIONs FOR chARAcTERs

ChArACTEr #1:

You have just completed a health class and are inormed about making healthy choices, controlling portions and

choosing balanced meals. You are aware o the consequences o making poor ood choices. You are on the school

soccer team and have noticed a dierence in your perormance since beginning to make healthy choices. You are the

second person to order and you choose a healthy, balanced meal. You try to convince #2 and #3 to choose healthy

menu items because it is important or their mental and physical health.

ChArACTEr #2:

You love junk ood. You eat whatever tastes good and you are not aware o what you put into your body. You are acompetitive swimmer and you train or at least an hour every day. You are the rst person to order and you make an

unhealthy choice. You try to convince #3 to choose a meal that tastes good no matter how unhealthy it is. Eventually

you see the benet o #1s eating style. You decide to make one healthy change in your meal.

ChArACTEr #3:

You have heard o healthy eating, but you are not exactly sure how to make healthy choices. You like to eat ood that

tastes good, but you want to learn about the best oods to put in your body. You are a very active person. Some o

the things you like to do are dance, walk your dog, hike and ride your bike. You are the last person to order and are

unsure o what to eat. You look to #1 and #2 or advice. You can understand the eating habits o both #1 and #2,

and you are having trouble making a decision. You eventually decide to agree with #1 and make a healthy choice.


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FIT PLAN: LIVING HEALTHY UNIT 4: ADDITIONAL ACTIVITIES REcIPE MOdIFIcATION

UNIT FOUR: AddITIONAl AcTIvITIEs30 minute in ent

rECIpE mODIFICATION

PURPOsE:

Moi a reipe to reate a

eatier, iter mea or nak

MATERIAls:


MarkerPaper

Eampe Reipe

Eampe Reipe (Moie)

WhOLE grOup:

1. Ask the students to list some o their avorite meals and

snacks. Record their answers on the board, chart or paper.

2. Ask the students to circle (in red) the meals and

snacks they consider unhealthy. I possible, have thestudents use the computer and internet to nd the recipe

and nutrition inormation or some or all o the listed oods.

3. Remind the students they may not need to stop eating their

avorite oods. It is possible to substitute ingredients to

create a healthier version o their avorite meals or snacks

without compromising taste.

SmALL grOup:

4. Distribute the Example Recipe to the students and ask

them to share ideas or making this popular meal healthier

(note: other recipes may be substituted or the Fettuccine

example). Ask or students to consider adding or substituting

ingredients that would:

Add whole grain

Add ber

Add vitamins and minerals

Add protein

Reduce at

5. See the Example Recipe (Modied) or suggestions.

6. Divide the students into groups and ask them to brainstorm

ideas to make their meals and snacks healthier. Share

results with the class.

FAST FACTS:

Healthy eating doesnt always mean we have to

eliminate our avorite meals and snacks. Many

meals and snacks can be modied to incorporate

healthier ingredients or eliminate unhealthy

ingredients. Modiying recipes may take some time,

but it allows us to still eat many o our avorite oods

while maintaining a healthy diet.

NOTE TO TEAChEr:

I computer and internet are not available or

the students, it may be helpul or the teacher toresearch the recipe and nutrition acts or the meals

and snacks, and share with students during the

ollowing class session. Displaying the inormation

or the students will help them better understand i

the recipe is healthy or i it could use some healthy

modications.


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FIT PLAN: LIVING HEALTHY UNIT 4: ADDITIONAL ACTIVITIES REcIPE MOdIFIcATION


1. Is it easier to eat healthy while dining out or eating at home? Why?

2. What are some common ingredients that your amily cooks with that contribute to making meals unhealthy?

ExTENSION ACTIVITIES:

1. Have the students bring in their avorite recipes and ask them to practice modiying those recipes. Encourage students to bring in

recipes rom all meals, including desserts. There are many modications that can be made to baked treats, so ask the students to

research inormation on those modications.

2. Create a healthy cookbook. Students may bring in avorite recipes rom home or search the internet. Using the healthy modication

tips, students should adjust the recipes until they can consider them healthy choices. I possible, distribute the cookbooks to amily

and riends.

3. Bring in a ew menus rom local dining establishments. Divide the students into small groups and have them identiy unhealthy ood

items rom the menu by circling them in red. Also ask them to identiy healthier menu items by circling them in green. Groups should

be prepared to discuss why they labeled ood items either healthy or unhealthy. Ask the groups to write a list o tips or ordering

healthy while dining out. They may reer to the internet to nd some suggestions. I possible, distribute this list.


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ExAmpLE rECIpE:FETTuCCINE ALFrEDO

TIpS FOr hEALThy mODIFICATIONS:REdUcE FAT:

Substitute olive oil or other oils

Use olive oil or sauting rather than butter

Replace high at meat with leaner cuts or white meat poultry

Substitute applesauce or the amount o oil in baked oods

Reduce the amount o butter by or cup

REdUcE sOdIUM:

Salt can be reduced by in most recipes or let out completely

Use no salt added or reduced sodium ingredients like canned oods and broths

REdUcE sUgAR: Sugar can usually be reduced by or cup

Add spices like vanilla or cinnamon to enhance favor

INcREAsE FIbER:

Substitute brown rice or whole wheat products such as bread, pastas and grains

Add whole beans

Add vegetables

Use whole wheat four instead o white four

UNIT 4: ADDITIONAL ACTIVITIES ExAMPlE REcIPE: FETTUccINE AlFREdO

FETTuCCINE ALFrEDO

INgREdIENTs:24oz. r ettuine pata

saue:

1 up utter

2 (16oz.) ontainer o woe mik riotta eee

1 pint ea ream1 teapoon at

1 up rate Parmean eee

dIREcTIONs:

1. brin a are pot o it ate water to a oi. A ettuine an ook or 8 to 10 minute or unti a

ente; rain.

2. In a are aue pan omine riotta eee, ream, at, Parmean eee an utter. cook oer meium

eat unti we omine or aout 10 minute. stir in ooke ettuine an ook unti eate trou.


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UNIT 4: ADDITIONAL ACTIVITIES ExAMPlE REcIPE (MOdIFIEd): FETTUccINE AlFREdO

ExAmpLE rECIpE (mODIFIED):FETTuCCINE ALFrEDO

FETTuCCINE ALFrEDO

Ti erion o Fettuine Areo ut te at in a, reue aorie an a woe rain,

er, protein an itamin

INgREdIENTs:

24oz. r ettuine pata -utitute woe weat pata (or ompe arorate an er)A 1 poun onee, kine, wite meat iken ut into ue (or ae protein)

A 2 up oppe rooi foret (or ae er an itamin)

A 1 taepoon oie oi (to reue at)

A ak pepper to tate (or ae faor)

saue:

1 up utter reue to 2 taepoon

2 (16 oune) ontainer woe mik riotta eee ane to 1 up o 1% mik

1 pint ea ream ane to 2 taepoon ite ream eee

1 teapoon at

A 2 oe ari

A 1 taepoon four

1 up rate Parmean eee

dIREcTIONs:

1. brin a are pot o it ate water to a oi. A ettuine an ook or 8 to 10 minute

or unti a ente; rain.

2. Pour 1 taepoon oie oi into a are kiet oer meium eat. saut iken unti no

oner pink an juie run ear.

3. In a are aue pan omine riotta eee, ream, at, Parmean eee an utter. cook oer

meium eat unti we omine, aout 10 minute. stir in ooke ettuine; ook unti eate trou.

In a are aue pan, ook ari in 2 taepoon o utter oer meium eat or aout 1 minute. A four

an ow pour in mik; tir ontant wit wik unti it tiken. A te ream eee an tir. lat,

a Parmean eee a itte at a time wie tirrin o it met een.

4. Pour aue oer ot-ooke ettuine nooe an a iken an rooi; to toeter.

Top wit ak pepper.


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CONTENTS:

Whats or Breakast? 2

Serving SizeCheck Yours! 3

Drink Debate 4

Quick Tips or Evaluating Beverages 6

UNIT FIvE:


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UNIT FIvE: AddITIONAl AcTIvITIEs30 minute in ent

WhATS FOrbrEAkFAST?

UNIT 5: ADDITIONAL ACTIVITIES WhATs FOR bREAKFAsT?

PURPOsE:Anaze a reakat mea

MATERIAls:Wite/ak oar, art or paper

Atiit - serin size: cek your

(ee atiit eet or aitiona

materia)

WhOLE grOup:

1. Ask students i they ever eat cereal or breakast? Ask them

to list the cereals they commonly eat. Record responses on

the board, chart or paper.

2. Ask students i they know the recommended serving size

or cereal. Then ask i they know the size o their bowl.

3. Pass out the activity Serving Size: Check Yours

to the students and ask them to complete the activity.

4. Discuss the results o the activity when all students are

nished.

FOLLOW-up QuESTIONS:1. Why is it important to pay attention to serving size?

2. What are some other breakast oods o which you tend to eat large portions?

NOTE TO TEAChEr:

Bring in a variety o cereals or the students to

evaluate. For the actual activity, students should

choose nutritious varieties so they can eat the cereal

ater the activity is complete. I you have examples

o unhealthy varieties, students should compare and

contrast the labels. I possible, bring in some ruit as

toppings or some added health benets.


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SErVINg SIzE:ChECk yOurS!

UNIT 5: ADDITIONAL ACTIVITIES sERvINg sIZE: chEcK yOURs!

prOCEDurE:

1. Choose a cereal

2. Read the ood label on the side o the box and ll in the blanks:

What is the serving size o cereal?

What is the recommended amount o milk?

How many calories per serving with milk?

How many grams o sugar per serving?

What is the percentage o the ollowing vitamins?

Vitamin A % Vitamin C % Calcium % Iron %

3. Using the measuring cups, measure one serving size o cereal and milk in your bowl.

4. Enjoy your portioned cereal.ANALySIS:

1. Is the amount o cereal you measured less, more or equal to the amount o cereal you eat in the morning?

2. What kind o cereal do you typically eat in the morning?

3. What can you add to your cereal to help ll you up?

4. Why do you think paying attention to serving size is important?

5. Do you plan on making an eort to pay closer attention to serving size?

*Tota an Weatie are traemark o genera Mi

**Kai i a traemark o te Kai compan

INTrODuCTION:

The serving size o any given ood is always listed on the nutrition label, but

what does it mean? How do you measure it? What i you have two helpings?

The serving size allows us to be aware o the volume o ood and ood energy

(calories) that is in the amounts o oods we eat. In act, all the nutrition acts on

the nutrition label can help guide healthy eating. Remember, i you have more

than one helping, dont orget to increase the nutrient amounts accordingly!

mATErIALS:

Cereal (nutritious varieties like Total*,

Wheaties* or Kashi**)

Milk (2% or less)

Bowls

Spoons

Measuring cups


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FIT PLAN: LIVING HEALTHY UNIT 5: ADDITIONAL ACTIVITIES dRINK dEbATE

UNIT FIvE: AddITIONAl AcTIvITIEs30 minute in ent

DrINk DEbATE

PURPOsE:

diu ierent eerae option

MATERIAls:

variou eampe o eerae (ooe

arietie tat ki are amiiar wit)quik Tip or Eauatin beerae

WhOLE grOup:

1. Gather a variety o drinks and set them on display in

the classroom. Ask students i they drink any o these

beverages. Ask students i they wonder i they are

making healthy choices when choosing any o these

beverages.

2. Hold up two beverages and ask the students to

guess which beverage is healthier. Take a vote. Give the

group time to evaluate the nutrition label and discuss

which drink is actually the healthier choice.

3. Repeat the activity with other pairs o drinks.

4. Pass out Quick Tips or Evaluating Beverages. Ask

students to review the inormation and encourage them

to use the tips when selecting beverages.ExAmpLE DrINk pAIrINgS ANDrESpONSES FOr ThE hEALThIEr ChOICE:

REgUlAR cOlA vs. sPORTs dRINK:

The better choice is the sports drink (only i it is comparable in size). Both are high in sugar but the sports drink has more vitamins and does

not contain caeine - a drug that stimulates the central nervous system and may cause the body to lose calcium. A note o caution: the

sports drink is not always a healthy option because it is loaded with sugar. Try to only consume sports drinks during vigorous physical activity.

I students ask about sports drinks and their nutritional benets, let them know sports drinks are basically expensive, favored water with

calories and additional vitamins. A better way to get vitamins is to eat ood that naturally contains them.

ENERgy dRINK vs. dIET sOdA:

The better choice is diet soda. Diet soda contains ewer calories (0 calories in diet soda compared to an average o 110 in an energy

drink) and has hal the amount o caeine. Drinking energy drinks can be dangerous or young people because o their high caeine

content. Energy drinks should be avoided altogether.

TAP OR bOTTlEd WATER vs. sPORTs dRINK:

The better choice is water. Even though sports drinks may have less calories than soda and other sweetened beverages, they still contain

sugar and calories. Plain water is always a healthy choice.

NOTE TO TEAChEr:

You may want to divide the class into small groups

and have them discuss within their groups. You

should provide each group with both beverages. Ask

or the groups to report their decisions and reasons

to the whole group. Some example pairings andreasons are listed below. Many drinks can be argued

either way, so dont be overly concerned with an

exact right or wrong answer. Instead, use this activity

as an opportunity or students to evaluate drinks,

and express an opinion based on their healthy or

unhealthy properties.


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1. What should you look or when evaluating beverages?

2. How do you eel about having or not having vending machines stocked with sodas, sports drinks or juices available on school campuses?

UNIT 5: ADDITIONAL ACTIVITIES dRINK dEbATE


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QuICk TIpSFOr EVALuATINg

bEVErAgESdIREcTIONs:

cut out te uik tip an keep wit ou to eauate eerae oie.

UNIT 5: ADDITIONAL ACTIVITIES qUIcK TIPs FOR EvAlUATINg bEvERAgEs

ThINk bEFOrE yOu DrINk:

Take a second and ask yoursel the questions below when choosing your next beverage.

hOW MANy cAlORIEs dOEs ThIs dRINK cONTAIN?

Try to select drinks that are low in calories.

hOW MANy sERvINgs ARE IN ThIs cONTAINER?

Check the number o servings on the container and remember to account or the additional calories i the bottle

contains more than one serving.

WhAT ARE ThE MAIN INgREdIENTs? Try to avoid drinks that list sugar as one o the rst ew ingredients. Remember that other names or sugar

include corn syrup, high ructose corn syrup and sucrose.

hOW MUch cAFFEINE Is IN ThIs dRINK?

Aim to have no more than 200-300mg o caeine per day.

TIPs FOR cOFFEE-bAsEd dRINKs:

Ask or drinks to be made with non-at or skim milk

Skip the whipped cream

Ask or sugar-ree syrups i getting a favored drink

Choose deca

Choose a small size


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CONTENTS:

Healthy 24/7 2

UNIT sIx:


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FIT PLAN: LIVING HEALTHY UNIT 6: ADDITIONAL ACTIVITIES hEAlThy 24/7

UNIT sIx: AddITIONAl AcTIvITIEs30 minute in ent

hEALThy 24/7

PURPOsE:

dioer wa to make

eat eiion in popuaroia ettin

MATERIAls:


WhOLE grOup:

1. Ask the students to list popular places they go to that

involve ood. Examples include:

Movie theater

Convenience store

Parties

Fast ood restaurants

School

Holiday gatherings

2. Divide the class into small groups. Assign each group

a location/event rom the list above or rom the ideas

students share. Ask them to list the ood items typically

ound at their assigned location/event. Once their list is

ormulated, ask them to provide healthy suggestions or

ordering, buying or eating ood at their location/event. Share

answers with the group.

3. Discuss results and reactions with the group.

SmALL grOup:

4. Explain the ollowing scenario to the group:

You are planning a birthday party or your best riend. She really likes sweets and wants to play games at the party, but she has made

a commitment to lead a healthy liestyle and is working really hard to eat healthy and be active. You want to host a un party or her

and include traditional birthday ood items, but you also want to respect her commitment to a healthy liestyle. What should you do

about the party?

Ask the students to work in small groups to come up with suggestions/ideas/solutions to the dilemma. They should create an event

plan or the party that includes ood, drinks and activities/games.FOLLOW-up QuESTIONS:

1. Is it possible to still have a good time without junk ood?

2. Is junk ood ever okay to eat?

FAST FACTS:

Many social settings and events are centered

around ood. Eating and having a good time usually

go hand in hand, but most o these oods are junk

ood loaded with ats and calories. When we are

eating and socializing at the same time, we tend

to not pay attention to what or how much we are

eating and are likely to overeat. Eating junk ood in

moderation is usually ne; however, social events/

settings tend to take up a large part o our lives.

NOTE TO TEAChEr:

I possible, bring in real ood items or packages rom

the example places to allow or a more interactive

approach to the activity.


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ExTENSION ACTIVITIES:

1. Take a eld trip to the local movie theater or convenience store and have the students look or healthy options. Another idea is to

bring in ood items rom these settings and set up a mock store or movie theater. Have the students go around and choose the

healthy options.

01 additional activities - lr

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