A teacher`s curriculum-based resource for Healthy Living

A teacher’s curriculum-based resource for
Healthy Living Activities
heartandstroke.ca/teachers
This publication Heart Smart Kids is for informational purposes only and is not intended to be considered
or relied upon as medical advice or a substitute for medical advice, a medical diagnosis or treatment from a
physician or qualified healthcare professional. You are responsible for obtaining appropriate medical advice
from a physician or other qualified healthcare professional prior to acting upon any information available
through this publication.
Contents
Heart and Stroke Foundation
of Canada Healthy Living Activities
Activity 1: Healthy Eating . . . . . . . . . . . . . . . . . . . . .
page4
Student Activity Handout 1.1
• My Healthy Eating Checklist . . . . . . . . . . . . . . . . . . . . page8
Student Activity Handout 1.2
• Canada’s Food Guide Recommendations . . . . . . . . . . page10
Activity 2: Active Living . . . . . . . . . . . . . . . . . . . . . . .
page12
Student Activity Handout 2.1
• My Physical Activity Checklist . . . . . . . . . . . . . . . . . . . page16
Student Activity Handout 2.2
• Canadian Physical Activity Recommendations . . . . . . . page17
Activity 3: Smoke-Free Living . . . . . . . . . . . . . . . . .
page20
Student Activity Handout 3.1
• Tobacco: Just the Facts . . . . . . . . . . . . . . . . . . . . . . . . page24
Student Activity Handout 3.2
• Smoke-Free Scenes . . . . . . . . . . . . . . . . . . . . . . . . . . . page26
Student Activity Handout 3.3
• Smoke-Free Scenes . . . . . . . . . . . . . . . . . . . . . . . . . . . page 27
Activity 4: Taking Action . . . . . . . . . . . . . . . . . . . . . .
page28
Student Activity Handout 4.1
• Heart Smart™ Planning Guide . . . . . . . . . . . . . . . . . . . page31
Heart and Stroke Foundation of
Canada Healthy Living Activities
Teacher’s Introduction
It isn’t a chore to be healthy. It’s fun and it’s easy.
That’s the underlying theme that we hope your
students will take away with them when they do the
activities in this teaching resource. Of course, good
health is important, because heart disease and
stroke are leading causes of death and disability,
and many cases of heart disease and stroke can
be prevented. But few students are influenced in
their daily activities by the thought of preventing
future disease. They, like most adults, prefer to
think about enjoying their lives with their family
and friends. That’s why this resource, while giving
students information based on Canadian Physical
Activity Guidelines and Canada’s Food Guide,
encourages students to focus on what they enjoy.
hen they enjoy choosing healthy foods and
W
playing active games with friends, they will make
healthy choices that will guide them through
their lives.
Overview of the Resource
This resource consists of four modules that incorporate learning outcomes common to the
Intermediate Grades Curricula of Canada’s provinces and territories.
• Module 1 focuses on healthy eating choices and the guidelines for young people in Canada’s
Food Guide.
• Module 2 focuses on active living and the guidelines in Canadian Physical Activity Guidelines
and Canadian Sedentary Behaviour Guidelines.
• Module 3 focuses on smoke-free living and the facts about tobacco on Health Canada’s smoke-free
youth website.
• Module 4 focuses on making healthy choices in a real-life social situation, such as planning
a class party or family event.
page 2
Teacher’s Introduction Healthy Living Activities
Each module is presented in a series of teacher-led steps that make use of one or two reproducible
handouts, which are included in the resource. The handouts provide a summary of key information to
which students can refer as well as worksheets for their assignments.
The handouts also provide a written basis for assessing your students’ achievement of learning
outcomes. Module 4 provides an opportunity to review the students’ knowledge of the themes in
the preceding modules.
Each module takes about 45 minutes of class time and can help students achieve learning outcomes
from the Health and Physical Education Curricula. The modules also support a variety of other
outcomes, such as decision making, self-awareness and written and oral language skills.
Modules include suggestions for extending the learning to other curriculum areas and into students’
lives through activities they can do with their family. Each module includes a follow-up in which
students take their work home and use it in an activity with their family. While family participation
may not be suitable for all students, those who do the activities will strengthen their learning and
see how they can incorporate healthy living throughout all aspects of their lives.
For More Information
You can get more information about the topics covered in this resource from your local Heart
and Stroke Foundation office or from the website of the Heart and Stroke Foundation of Canada:
heartandstroke.ca. The website includes detailed information about healthy living, cardiovascular
disease and stroke and pages directed to teachers, students and parents.
The Heart and Stroke Foundation of Canada, a volunteer-based health charity, leads in eliminating
heart disease and stroke and in reducing their impact through the advancement and application
of research, the promotion of healthy living and advocacy.
The Heart and Stroke Foundation has offices in every province
in Canada. To contact an office in your community, view the
“Contact Us” links at the bottom of every page at:
heartandstroke.ca
page 3
Activity
1
Healthy Eating
Overview
Students record their own food
choices for one day and compare
them with the recommendations in
Canada’s Food Guide. They discuss
the differences and identify some
food choices they could make
to meet the recommendations.
For more background, download
Eating Well with Canada’s Food
Guide: A Resource for Educators and
Communicators from Health Canada’s
food guide website:
healthcanada.gc.ca/foodguide
page 4
Healthy Eating Healthy Living Activities
Materials and Supplies
• Copies for each student of:
• Handout 1.1: My Healthy Eating Checklist
• Handout 1.2: Canada’s Food Guide
Recommendations
Many useful references
and materials are
available at:
• Writing materials
heartandstroke.ca
Approximate class time
• 45 minutes
Main Steps
1) Ask students to name some of their favourite foods, and list them on the board. Ask them
whether they think their choices contribute to heart health and how they would know whether
they do or not.
2)Distribute copies of Handout 1.1,
My Healthy Eating Checklist, and review
how to fill it in to record what students
eat in a typical day.
a) Have students take the handout home
and fill it in for one day.
For combination foods such as
sandwiches, tell students to estimate
serving sizes and contents (e.g. a cheese
pizza might contain one serving of Grain
Products, one of Milk and Alternatives and
half a serving of Vegetables and Fruits).
b) Have students bring their completed
checklist to class and total their servings.
3) Distribute copies of Handout 1.2, Canada’s Food Guide Recommendations, a summary for
children aged 9 to 13.
a) Briefly review the recommendations.
b) Discuss how students’ checklists compare with the food recommendations. If necessary,
prompt discussion with questions such as the following:
• How many servings from each food group did you eat?
• People often count fewer servings than recommended because the recommended
serving sizes are smaller than they realize. Point out the “Handy Serving Guide”
on Handout 1.1, if necessary.
• In what food groups were your choices lower than the recommended amounts?
• In what food groups were your choices higher than the recommended amounts?
page 5
• What foods do you eat that are not part of a food group?
• For example: candies, butter and other fats, soft drinks. These are not in any food group
and are often called “other” or “sometimes” foods.
• Water is not listed as a food group, but it is an essential part of a daily diet. Children
should drink water regularly throughout the day to quench their thirst. They should drink
more water in hot weather or when they are very active.
• What makes it hard to meet the recommendations?
4) Discuss what students found by comparing the two handouts and what conclusions they draw.
Have students write their observations on Handout 1.2 and describe how they could eat foods
they like and still meet the Canada Food Guide recommendations.
Home Connections /Extension Activities
• Order free copies of Canada’s Food Guide
from Health Canada or your local health unit,
and have students take them home to their
family (or have students print a copy from
the Health Canada website). Have students
discuss their checklist with their family and
identify one or more food choices they
could make to ensure that their daily food
choices match the recommendations.
Complete copies of Canada’s
Food Guide, as well as a guide
for educators, are available at
Health Canada’s website:
healthcanada.gc.ca/foodguide
or call 1-800-622-6232
page 6
Healthy Eating Healthy Living Activities
•
Have students go to Health Canada’s food guide website with their family and click through to
“My Food Guide” to create a personalized food guide. Have students compare their summary on
Handout 1.2 with their personalized food guide.
•Have students go to Health Canada’s food guide website and then to the “My Food Guide Servings
Tracker”. Have them print a copy of the tracker for each member of their family, and discuss how
they could track their family’s food servings to promote healthy eating.
•Have students set a personal goal to bring their daily food choices closer to the food guide
recommendations. Have them repeat the Healthy Eating Checklist after a week and check their
progress toward their goal.
• H
ave students repeat the checklist for weekends or holidays, and compare their food choices
on those days with their food choices on regular weekdays.
page 7
Total Servings
Snack
Dinner
Snack
Lunch
Snack
Breakfast
What Did I E
at?
Vegetables and Fruits
Grain Products
Write down what you eat in one day. Estimate the number of servings in each group.
My Healthy Eating Checklist
Handout 1.1
Milk and Alternatives
Meat and Alternatives
Other Foods
CLASS _____________________
NAME _____________________
Food Group
Meat and
Alternatives
Milk and
Alternatives
Vegetables
and Fruit
Grain
Products
WHAT’S A SERVING?
2 1/2 oz (75 g) think deck of cards
3/4 cup (175 mL) think 3/4 baseball
3/4 cup (175 mL) 2 tbsp (30 mL)
think 2 thumb tips
1/4 cup (60 mL)
think golf ball
chicken, fish or beef
cooked beans
tofu
peanut butter
shelled nuts and seeds
Healthy Living Activities Healthy Eating
think 3/4 baseball
1 cup (250 mL)
3/4 cup (175 mL) think 4 dice
cheese
milk
soy beverage
yogurt
1 1/2 oz (50 g) 1/2 cup (125 mL)
think 1/2 baseball
1/2 cup (125 mL) 1/2 cup (125 mL) frozen vegetables/fruit
fresh vegetables/fruit
100% fruit juice
100% vegetable juice
think baseball
1 fruit 1 cup (250 mL) 30 g
think hockey puck
think 1/2 baseball
think CD case
apple/orange/pear
green salad
cold cereal
1 slice (35 g) 1/2 pita/tortilla (35 g) bread
flat breads
bagel
cooked rice/pasta
1/2 bagel (45 g) 1/2 cup (125 mL) Typical Serving Size
Food Item
CLASS _____________________
NAME _____________________
Meat and
Alternatives
Milk and
Alternatives
Grain
Products
Vegetables
and Fruits
Food Group
1 to 2
3 to 4
6
6
servings per day
Food Guide
Here’s what Canada’s Food Guide
recommends for ages 9 to 13:
A
A
2. To meet the recommendations in Canada’s Food Guide and eat
foods I like, I could:
1. When I compare my food choices with the recommendations in
Canada’s Food Guide, I see that:
Observations:
You can create a personalized food guide that lists the foods you and
your family normally eat. Click the “My Food Guide” button on the
food guide website.
Health Canada has a guide that tells you how much to eat for good health called Eating Well with Canada’s Food Guide.
You can see the complete guide at Health Canada’s website healthcanada.gc.ca/foodguide or search for Canada’s Food Guide.
Canada’s Food Guide Recommendations
Handout 1.2
What’s the best way to get
vegetables and fruits?
A: Fresh is usually best, but frozen
and canned vegetables and fruits
have almost the same nutrients.
Q: Fresh, frozen or canned?
crunches when you bite it?
A: Watermelon – but many
vegetables and fruits are
over 90% water too.
Q: What’s 97% water but
Q:
Does colour help you make
healthy food choices?
A: Any colour of vegetable or
fruit is a good choice, but dark
green, red and orange have
the most healthy nutrients.
food in the world?
A: R
ice – it’s the main food for
half the world’s population.
Q: What’s the most widely eaten
Healthy Living Activities Healthy Eating
A: When you see the word
“drink”, “punch”, or “cocktail”
on the label, a drink contains
a little bit of juice and a lot
of sugar water.
Q: When is fruit juice not juice?
hamburger make you stronger?
A: Tomatoes, and many other
fruits and vegetables, help
you use the iron in meats and
beans to build muscles.
Q: Do tomatoes on your
Activity
2
Active
Living
Overview
Students try strength, endurance
and flexibility activities and
review the recommendations
in Canadian Physical Activity
Guidelines. They record
their own daily activity
and compare it with
the recommendations.
For more background, download
information from Canadian Society
for Exercise Physiology’s website:
csep.ca/guidelines
page 12
Active Living Healthy Living Activities
Materials and Supplies
• Copies for each student of:
• Handout 2.1: My Physical Activity Checklist
• Handout 2.2: Canadian Physical Activity Recommendations
• Writing materials
Approximate class time
Many useful references and
materials are available at
• 45 minutes
heartandstroke.ca
Main Steps
1) Write the words “Strength,” “Endurance” and “Flexibility” on the board, and ask students
if they can explain what they mean.
• Strength – when your muscles move against something hard to move (resistance)
• Endurance – the ability to exert yourself for a long period of time
• Flexibility – the ability to bend easily
a)Explain that strength, endurance and flexibility are three kinds of physical activity that
everyone needs to do to stay healthy.
b) Ask students to give some examples of each type of physical activity, and write them
on the board. For example:
• Strength – lifting, push-ups, climbing, carrying books or groceries
• Endurance – running, jumping rope, swimming
• Flexibility – gymnastics, stretching, reaching, yoga
c)Point out that most activities include all three types of physical activity (e.g., swimming,
dancing, ballet, triathlon, martial arts and team sports).
d) Write the words “Vigorous” and “Moderate” on the board, and explain that many physical
activities can be done either vigorously or moderately.
• V
igorous activities make you sweat, feel ‘out of breath’ and make your heart beat faster,
such as running, soccer, jumping rope and basketball.
• Moderate activities don’t take as much energy, and cause you to sweat a little and to
breathe harder, such as walking briskly, bike riding, skating, swimming and playing outdoors.
2)
Have students do one example of each type of physical activity in the gym or another open
area, and ask them to describe how each one feels. Examples could include:
•Strength: standing push-ups [i.e., leaning on a wall and pushing yourself upright], lifting loaded
backpacks, carrying books, etc.
• Endurance: running around the gym, running in place and doing jumping jacks, etc.
• Flexibility: bending sideways, stretching, etc.
page 13
3) Discuss the characteristics of the three types of physical activity. If necessary,
prompt discussion with questions such as the following:
How does each type of activity differ from the others?
• Strength – uses arm, leg, stomach and back muscles and puts pressure on the bones
•Endurance – uses whole body, makes you breathe heavily, increases your pulse rate and
goes on for a long time
• Flexibility – stretches muscles and joints; may be slower than the others, with pauses
How do you think each type of activity contributes to good health?
• Strength – builds strong muscles and bones
• Endurance – strengthens heart and lungs
• Flexibility – allows bending and reaching and helps the muscles relax
4) Give students Handout 2.1, My Physical Activity Checklist, and have them complete
the table, listing the amount and type of activities they do in a typical day.
5) Give students Handout 2.2, Canadian Physical Activity Recommendations, and review
the amount and type of activities recommended for children and youth.
a) Point out that the recommendations in Canadian Sedentary Behaviour Guidelines include
reducing inactive time, like watching TV or playing video games, reducing motorized
transportation, time sitting and time spent indoors
throughout the day.
b) Explain that inactive time leaves less time for
activities that are also fun and make your body
more healthy.
Have students choose a day
of the week when they would
typically do physical activity or
estimate an average for a week.
6) D
iscuss how students’ checklists compare
with the physical activity recommendations.
If necessary, prompt discussion with questions
such as the following:
• How many minutes of physical activity did you do in a day and how did that compare
with the recommendations?
• Did you get a mix of strength, endurance and flexibility activities?
• Did you do both vigorous and moderate activities?
• What physical activities do you enjoy doing? Which ones could you do regularly?
• What could you do to reduce your inactive time?
• What makes it hard to meet the recommendations? What could you do to make it easier?
7) Have students complete Handout 2.2 by writing their observations and developing ways
they could meet the recommendations in Canadian Physical Activity Guidelines and
Canadian Sedentary Behaviour Guidelines.
page 14
Active Living Healthy Living Activities
Home Connections/Extension Activities
• Order free copies of Canadian Physical Activity Guidelines and Canadian Sedentary
Behaviour Guidelines from the Canadian Society for Exercise Physiology, and have students
take them home to their family (or have students print a copy from the Canadian Society for
Exercise Physiology website). Ask students to discuss their checklist with their family and to plan
a family outing or develop a family activity circuit that includes all three types of activity.
• Have students go to Canadian Physical Activity
Guidelines on the Canadian Society for Exercise
Physiology website and identify the benefits of
healthy physical activity.
• Have students repeat the checklist for several
days, including weekends, and compare their
actual physical activities on those days with
their first estimate.
• Have students set a personal goal to bring
their daily physical activities closer to the
recommendations. Have them repeat the
checklist after a week and check their progress
toward their goal.
page 15
Complete copies of Canadian Physical
Activity Guidelines, are available at
the Canadian Society for Exercise
Physiology website:
csep.ca/guidelines or call
1-877-651-8755 x 226
page 15
Total Minutes
At Night
After School
During School
Lunch
Recess
Before School
(activities I do for at least
10 minutes without stopping)
My Physical Activities
S
E
Strength
Endurance
Flexibility
F
(check any that apply)
Type of Activity
Write down what physical activities you do in a typical day. Estimate the number of minutes
spent doing each type of activity.
My Physical Activity Checklist
Handout 2.1
(not including
sleep)
Time
Non-active
Approximate Minutes
Vigorous or
Moderate
Activities
CLASS _____________________
NAME _____________________
CLASS _____________________
NAME _____________________
basketball. The
Healthy Living Activities Active Living
things like run
• Vigorous activities are
ning, soccer, jumping rope and
t of breath’.
y make you sweat and feel ‘ou
swimming and playing outdo
harder.
ors. They make you sweat a littl
e and
orous?
What’s moderate? What’s vig
ing, skating,
gs like walking briskly, bike rid
oderate activities are thin
• M
breath
- Reduce the time spent being inactive every day. Swap inactive time with active time. For example:
- Spend no more than 2 hours per day on ‘screen time’ (e.g., watching television or playing on the computer).
- Spend less time using motorized transport (such as a car or bus).
- Spend less time sitting.
- Spend less time indoors throughout the day.
Canadian Sedentary Behaviour Guidelines recommend that children and youth:
Get at least 60 minutes of moderate- to vigorous-intensity physical activity every day. This should include:
- vigorous intensity activities at least 3 days each week.
- activities that strengthen muscle and bone at least 3 days each week.
Here’s what Canadian Physical Activity Guidelines recommend for children and youth:
You can see the complete guide at the Canadian Society for Exercise Physiology’s website: csep.ca/guidelines
Canadian Physical Activity Guidelines describe the kinds of physical activities that young people need for good health.
Canadian Physical Activity Recommendations
Handout 2.2
n doing
2. To have fu
I could:
physical acti
vities,
1. When I compare my physical activities with the recommendations
in Canadian Physical Activity Guidelines, I see that:
Observations:
Canadian Physical Activity Recommendations (continued)
CLASS _____________________
NAME _____________________
Healthy Living Activities Active Living
• Montreal Canadiens hockey player Henri Richard won 11 Stanley
Cup victories, more than any other hockey player to date.
• The world’s fastest drummer tapped 1,247 beats in 60 seconds in a
competition in 2005 – that’s over 20 beats per second!
• The farthest that a person has thrown anything was over 400 metres:
a California man threw a Frisbee-like ring 406 metres in 2003. (1,332 feet, or just
over 1/4 mile)
• The longest table-tennis rally lasted for 8 hours and 27
minutes without a break, with three players taking turns to
keep the ball in play.
• The fastest bicycle ride around the world took 195
days. It covered almost 30,000 kilometres and raised
thousands of dollars for charities.
• A 15-year-old girl became the world’s youngest rock-climbing
champion. Not only was she the fastest climber, but she was
the only one to reach the top in the time allowed for the
competition.
Watching TV uses about nine calories every 10 minutes. Swimming,
jogging or jumping rope for 10 minutes uses about 90 calories.
?
w
o
n
K
u
o
Y
Did
Activity
3
Smoke-Free
Living
Overview
Students review facts about smoking
and use them in a cartoon dialogue to
respond to smoking situations they could
encounter.
For more background, see the resources and
links to other programs on Health Canada’s
smoke-free living website:
hc-sc.gc.ca/hc-ps/tobac-tabac/youthjeunes/index-eng.php
page 20
Smoke-Free Living Healthy Living Activities
Materials and Supplies
• Copies for each student of:
• Handout 3.1: Tobacco: Just the Facts
• Handout 3.2: Smoke-Free Scenes or
• Handout 3.3: Smoke-Free Scenes
• Writing materials
Many useful references
and materials are
available at:
heartandstroke.ca
Approximate class time
• 45 minutes
Main Steps
1) Give students a copy of Handout 3.1, Tobacco: Just the Facts, and have them review the
information on the handout. Discuss what the class thinks about the information. If necessary,
prompt discussion with questions such as the following:
• Do you think the information on the fact sheet is accurate? How do you know?
• The facts are from government health sources, and the web addresses are given on the factsheet.
• Which facts on the handout do you find most surprising?
• Do smokers know the facts on the handout?
• The facts are the same as, or similar to, those printed on cigarette packages and in ads.
• Which facts do you think would have the most influence on a smoker?
• What strategies can you use if you are in the room with a smoker?
• Respectfully ask the smoker to stop or to smoke outside or in another room; open windows,
or move away from the smoker; leave the room.
• What strategies do you think would influence people to live smoke-free?
• The best strategy is not to start. But smokers can quit with the help of their friends,
especially if they join a stop-smoking program.
2) Give students a copy of Handout 3.2. Smoke-Free Scenes. If developing a dialogue in six
panels is too challenging, use the four-panel format in Handout 3.3.
a)Describe the scenes below, and have the students choose a scene to create in a
cartoon-strip dialogue they think would be respectful and realistic.
• You have chosen to avoid tobacco smoke, but your
older brother or sister offers you a cigarette.
• You have chosen to avoid tobacco smoke, but a friend suggests
that you try chewing tobacco because it’s not as bad as smoking.
• You are at home, and smoking is not allowed, but a visiting
relative starts to smoke in the house.
• You are driving with a friend’s parent, and the parent lights
a cigarette in the car.
page 21
b) Explain that this activity is about using dialogue in smoking situations, not about drawing skills.
Students can use simple figures in the panels to focus time on the dialogue.
c)Explain that each dialogue should follow a story sequence similar to the following:
•
Panel 1: Show the opening situation.
• Panel 2: Introduce the
problem.
• Panels 3, 4 and 5: Show
a dialogue between your
character and the smoker,
in which your character
respectfully discusses a
choice to avoid tobacco
smoke.
Tell students that they can use the facts from Handout
3.1 in their dialogues. Point out that humour can help
deal with a sensitive situation but that an aggressive
response is seldom helpful.
• Panel 6: Show the
resolution.
Explain that while smoking is an
unhealthy choice, people who smoke
are not bad people.
3) Have some students describe their
cartoon dialogues to the class. Discuss the
resolutions the students described, and ask the
class which ones students could actually use in
real life. If necessary, prompt discussion with
questions such as the following:
• Do the dialogues use respectful forms of
communication?
• Which dialogue is the most realistic?
• Which dialogue makes the best use of humour?
• Which dialogue makes the best use of facts?
• Which dialogue sounds like something you could actually say?
4) OPTION: Have students form small groups, and ask them to role-play one of the scenarios.
Have them expand the dialogue, but keep it respectful, realistic and in character.
Discuss with the students what they can learn from the characters in the scenarios.
page 22
Smoke-Free Living Healthy Living Activities
Home Connections/Extension Activities
• Ask the class whether any students would like to take home their handouts and cartoon dialogues
and talk about them with their family. Invite students to discuss, if appropriate, whether there are
any steps the family can take to reduce tobacco smoke in the home or car.
• Discuss with the class whether any of their siblings or friends smoke and whether students feel
pressure or desire to smoke. Discuss how students can make a choice to avoid tobacco smoke
and stick to their decision.
• Have students download the cigarette package warnings from the Health Canada website
hc-sc.gc.ca/hc-ps/tobac-tabac/youth-jeunes/index-eng.php and use them as models to create
their own package warnings.
page 23
in Cana
and $9
cost
pack a
small city!
teens are trying to quit.
in 1999! And many of those
smoked. That’s down from 22%
only 15% of teens in Canada
smoke is dropping fast. In 2006,
SOURCES: Health Canada hc-sc.gc.ca/hc-ps/tobac-tabac; Ontario Ministry
of Health Promotion stupid.ca; B.C. Ministry of Health tobaccofacts.org.
and throat.
CLASS _____________________
NAME _____________________
are their smo
ke
d friends – an
d
every year, 1,0
00 non-smoke
rs
die because o
f someone els
e’s
tobacco.
with family an
• Smokers sh
e proo we get th
• Where d
essage?
smoking m
the
that half of d
n
u
fo
y
d
One stu
ke were
le who smo
p
o
e
p
g
n
u
yo
ovies.
oking in m
m
s
y
b
d
e
c
influen
ny kinds of
• Smoking causes ma
and lung
cancer, as well as heart
cco kills over
diseases. In fact, toba
da every year
37,000 people in Cana
people in a
– that’s the number of
• The number of teens who
nia,
carbon monoxide, oxides of nitroge
n
and benzopyrene. At least 50 of
these
can cause or promote cancer.
4,000 chemicals, such as tar, ammo
• Tobacco smoke contains over
(products like
• Smokeless tobacco
snuff) is a danger
chewing tobacco and
ur looks. It can
to your health – and yo
s, such as cavities,
cause dental problem
ease, as well as
tooth loss and gum dis
, tongue, gums
cancer of the mouth, lip
.30
da. If y
ou smo
week, t
ke a
hat’s ov
year –
e
r
$400 a
about
the pric
e of 40
downlo
0 music
ads or
a movie
every t
w
it
h popc
wo wee
or n
ks.
a pack
arettes
t $7.50
n abou
betwee
008, cig
• In 2
Tobacco: Just the Facts
Handout 3.1
I’d rather keep my teeth
looking good.
I’ll skip your
chewing tobacco.
Snappy Comebacks:
Healthy Living Activities Smoke-Free Living
Yes, I mind if you smoke.
I don’t want you to get sick.
No, I don’t need 4,000 dangerous
chemicals in my mouth and lungs.
Have a cigarette?
2
5
4
6
3
CLASS _____________________
Smoke-Free Scenes
1
NAME _____________________
Handout 3.2
1
Smoke-Free Scenes
Handout 3.3
2
Healthy Living Activities Smoke-Free Living
4
3
CLASS _____________________
NAME _____________________
4
Activity
Taking
Action
Overview
Students create a plan for a
healthy class party or similar
event and discuss how to
incorporate heart-healthy
behaviours into their lives.
page 28
The Heart and Stroke Foundation thanks CIBC for
providing the funds to make development of this resource
possible. This publication has been independently
researched, written and reviewed by the Heart and
Stroke Foundation and is based on scientific evidence.
Acceptance of financial support by the Heart and Stroke
Foundation does not constitute an endorsement.
Taking Action Healthy Living Activities
Materials and Supplies
• Copies for each student of:
• Handout 4.1: Heart SmartTM Planning Guide
• Writing materials
Approximate class time
Many useful references
and materials are
available at:
heartandstroke.ca
• 45 minutes
Main Steps
1) Have students review the handouts they completed in Activities 1, 2 and 3.
a) Point out that students have learned a lot about healthy eating, active living and smoke-free living.
b) Lead a class discussion on how students can use what they have learned to make an event such
as a class party or family picnic more healthy. If necessary, prompt discussion with questions
such as the following:
• How could the event support healthy eating?
• e.g., Have a variety of food choices from all the food groups.
• How could the event support active living?
• e.g., Plan a variety of active games.
• How could the event support smoke-free living?
• e.g., Make it a smoke-free event.
2) Distribute copies of Handout 4.1, Heart SmartTM Planning Guide. Using the guide,
lead the class through an example of planning a healthy class party that meets Canadian
recommendations for physical activity and healthy eating.
3) Have students form small groups and use the planning guide to create a plan for a healthy
event that meets Canadian recommendations for physical activity and healthy eating.
a) Have each group choose an event it wants to plan, such as a class party, a surprise birthday
party for a friend, a family vacation, a festival or a fun day.
b) Have the groups follow the steps in the guide to write a plan describing how they would
organize the event.
4) Review some of the groups’ plans with the class. If necessary, prompt discussion with
questions such as the following:
•
•
•
•
•
What were the most creative healthy food choices?
What active games would be the most fun?
What problem-solving strategies made the best use of each group’s strengths?
Which planned event would be the most fun?
How could you use the planning ideas from one of the events in your own life?
page 29
5) Review and summarize the three themes for healthy living.
a) Ask the class to identify the three themes for active living, for example:
•Choose a balanced variety of foods from the four food groups, as recommended in Canada’s Food Guide.
•Increase active time and decrease non-active time daily, including moderate and vigorous activities for strength, endurance and flexibility.
• Live smoke-free.
b) Ask students how they can make the three themes a regular part of their life.
Home Connections/Extension Activities
• Have students discuss with their family some healthy choices they could make for their next family
party or vacation.
• Have students carry out their planned event, monitor their progress, modify their plans where
needed and assess the outcome. Have them report back to the class on what worked well and what
they would do differently next time.
• Have students create their own event-planning guide, based on what they learned from carrying
out their event.
page 30
c. What permissions do you need?
with fruit juice.)
b. W
hat healthy drinks are good at
a party? (Tip: Try soda water
Don’t forget plates,
cups, napkins, cutlery
and serving bowls.
c. What equipment and supplies do you need?
urse,
Of co mokes
it’s a vent.
e
fre e
b. Did you include strength, endurance and flexibility
activities?
3. Plan for active healthy games.
a. Do you need a variety of games to keep everyone
involved?
2. Plan for healthy snacks.
a. What snacks will you have? Remember to balance the
food groups.
b. Leave enough time to plan and organize the event.
c. What strengths does your group have
to deal with problems?
Healthy Living Activities Taking Action
b. What can you do to prevent unexpected
problems?
5. Prepare for the unexpected.
a. What could go wrong?
Don’t fo
rget
to plan
for a
cleanup
w
it’s all o hen
ver.
e. Do as many tasks as possible before the event. Then
you’ll have time to enjoy the event.
d. Check often that each person can complete the task on
time and doesn’t need any more help.
c. Assign one task to each person (with helpers, if needed).
b. When does each step have to be done? Put each step in
order from first to last.
4. Write down everything that everyone has to do, from setup
to cleanup.
a. Make a list of supplies you’ll need and where to get them.
CLASS _____________________
Heart SmartTM Planning Guide
1. Think things out in advance.
a. W
hat’s the focus of the event? What do you want to
do at the event?
NAME _____________________
Handout 4.1
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