readB4ueat!

Transcription

readB4ueat!

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Founded by
HealthierGeneration.org
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Table of Contents
Page 1
Page 2
Acknowledgements
Introduction
Lesson 1: Greening Up Your Body
Page 3
Lesson 2: Begin at Breakfast
page 9
Lesson 3: Energize Our Bodies
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page 12
List of Appendices:
Appendix A: Technology Integration Ideas
page 73
Appendix B: What Can I Eat?
page 77
Appendix C: Low-Calorie, Lower-Fat
Lesson 4: Sugars By Any Other Name
Alternative Foods
page 22
page 78
Lesson 5: Vitamins and Minerals R
Where It’s At
page 32
Lesson 6: Healthy Eating is
Important to Me
page 41
Lesson 7: Know Your Serving Size
page 45
Lesson 8: Water, Water Everywhere
page 49
Lesson 9: Making Sense of Snacks
page 55
Lesson 10: Have Fun Going To and
From School (Optional physical activity lesson)
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page 63
readb4ueat >> HealthierGeneration.org
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Acknowledgements
Read B4 U Eat! Teacher Guide Writers:
Kate Lampel Link
Alliance for a Healthier Generation
National Competitive Foods and Beverage Manager
Katherine Wilbur
National Health Education Manager
Alliance for a Healthier Generation’s Read B4 U Eat ! Teacher Guide Reviewers:
Kate Uslan, MPH
Terry Charles
Writing Manager
Hilary Colton
Information Coordinator
Technology Ideas Developer:
Shanel Winfeld-Nix
Southern Illinois University at Carbondale
Amanda Moczygemba
Runge Elementary School
Runge, Texas
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Lenice Biggins
Benteen Elementary School
Atlanta, Georgia
James Payne
Seaborn Lee Elementary School
College Park, Georgia
Todd Cox
Clay County Middle School
Manchester, Kentucky
Paul Riggins
Cochiti Elementary School
Pena Blanca, New Mexico
Dorothy Gardner
Calais Middle School
Calais, Maine
Ann Roberts
Terre Town Elementary School
Terre Haute, Indiana
Brooks Johnson
Mason County Central Upper
Elementary School
Scottsville, Michigan
Karen Werner
Danby-Rush Tower Middle School
Festus, Missouri
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Tammy Aksamit
Crete Middle School
Crete, Nebraska
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Many thanks to the teachers who reviewed the Teacher Guide and provided insight:
Cerina Zamora
Big Country Elementary School
San Antonio, Texas
Lora Lavelle
Athens Middle School
Athens City, Ohio
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Bejanae Kareem
Parkside Elementary School
Atlanta, Georgia
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Introduction
The ReadB4UEat! Nutrition and Technology Lessons, found at www.HealthierGeneration.org/
ReadB4UEat, are designed for children and youth in grades 5-7. The Alliance for a Healthier
Generation developed this Teacher Guide primarily to offer information and experience in reading
food labels and practicing healthy eating behaviors.
The Alliance for a Healthier Generation was founded by the American Heart Association and the
William J. Clinton Foundation. The goal of the Alliance is to reduce the prevalence of childhood
obesity by 2015 and to empower kids nationwide to make lifelong, healthy choices.
Schools that implement the Teacher Guide for the ReadB4UEat! Nutrition and Technology
Lessons will address the healthy eating skills instruction component within the Alliance’s Healthy
Schools Program Framework for Health Education. For more information on the Healthy Schools
Program and the Framework visit www.HealthierGeneration.org/schools.
About the ReadB4UEat! Teacher Guide:
The ReadB4UEat! Teacher Guide may be used as a stand-alone set of lessons when
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teaching nutrition education or incorporated into a comprehensive health education
curriculum. Please note that the Teacher Guide does not reflect all of the concepts and skills
of a comprehensive nutrition education program nor is it intended to serve as a curriculum.
Classroom teachers may build upon the lessons and add student assessments and other
necessary components. The Teacher Guide provides:
>
10 lessons with multiple activities, lesson extensions, integration ideas and more!
>
Technology ideas and related links
>
Lessons aligned with the National Health Education Standards
>
Handouts and student worksheets included in the back of each lesson
>
Appendices as additional resources
In order for the Teacher Guide to be culturally relevant, activities should be tailored to meet
the diverse needs of a school community. For example, when discussing food choices, select
foods particular to the region and/or student population. It is recommended that all student
perspectives be considered within each lesson given that most schools in the United States
represent a variety of student backgrounds and experiences. Lessons may need to be
adapted to better fit a specific school and a school system’s policies and practices.
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Using the Teacher Guide:
Each lesson outlines Materials and Preparation needed, and the time suggested for completing
activities. Step-by-step instructions are provided. Teachers should feel free to select and adapt
the materials to their audiences, settings and timeframes. Teachers may also alter the sequence
of the lessons to align with their health education units of study.
Note: The ideas included in this document provide tools for extending the ReadB4UEat! lessons through technology.
Some of the websites listed are industry-sponsored and the Alliance does not endorse all the content which may change
at the discretion of the owners.
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1. Greening Up Your Body
Students articulate concepts of “going green” and apply
them to foods by identifying additives and ingredients on
food labels.
Related National Health Education Standards:
Standard 1: Students will comprehend concepts related to health promotion and disease prevention
to enhance health.
Standard 3: Students will demonstrate the ability to access valid information and products and
services to enhance health.
Materials and Preparation:
❏ Chart paper, board or screen
❏ Collection of labels from a variety of processed foods. Select labels with extensive
ingredients and additives. (Ask colleagues, students and friends to supply you with empty
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❏ Food Additives Worksheet (make enough copies for students to work together in pairs or
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dients from the products or keep the full containers, if possible. You may want to make
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boxes, cans and/or packages. Be sure to keep the Nutrition Fact panels and list of ingrecopies of the labels and enlarge the print so the text is easier for students to read.)
Note: The labels will be useful in future lessons.
small groups)
❏ Four charts each labeled with one of the following: ▫ A-F ▫ G-L ▫ M-R ▫ S-Z
(Post the charts in four corners of the room so a group of students can stand in front of each chart without
impinging on another group’s space. Give each group a different colored marker to write on the charts in order
to see what each group has contributed.)
❏ Four different colored markers—one per chart
❏ Additive Safety Summary Handout
(make enough copies for each student; or have one master copy to project)
part 1: 25-30 minutes; part two: 35-40 minutes
Directions:
Introduce. ReadB4UEat! teaches students how to make healthy food choices.
Part 1: Start activity.
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Write “going green” on the board.
Step 1: Engage students. Lead a discussion about what it means to “go green.”
Some responses might include concepts about recycling, eating locally grown and/or organic
foods, reducing the use of chemicals in the environment and, in general, being more ecologically
“friendly.”
Note: If your students are unfamiliar with these concepts, provide a poster or materials from the Internet to deepen their
understanding on what it means to go green.
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Step 2: Define. In pairs or small groups, ask students to write their own definitions
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“planet that is your body.”
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1. Greening Up Your Body continued
while you write key phrases on the board.
for the phrase “greening up your body.” It might be helpful to establish the simile that
in this instance the body is like a planet. Ask students what it means to green up the
Step 3: Report out. Have one student from each group report out their definitions
Step 4: Process. Come to consensus as a class that “greening up the body” relates
to reducing chemical exposure in the body or living a healthy lifestyle by eating foods
that are nutritious and close to how they are found in nature. Lead the class to recognize one way that chemicals get into our bodies is via the food we consume and
that many foods—those that are “processed”—contain additives. Foods eaten as
close to how they are found in nature have the least amount of additives. Some
of the less healthy additives tend to be artificial chemicals, food dyes, sugar and
salt. (The latter two because we consume so much of them and sugar, especially,
has low nutritional value.)
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Write the definition for food additives on the board. Offer the examples provided in
the Glossary. Have the students get into pairs. Distribute two to four labels (or food
packages) from processed food and one Food Additives Worksheet per pair. Assign
one student per pair the role of scribe to record the ingredients identified.
Step 1: Engage students. Ask students to read the ingredients from the food labels
and, using the Food Additives Worksheet, create an alphabetical list of all ingredients
they think are additives, and chemicals and ingredients they do not understand.
Step 2: Compile lists. Assign groups to each of the four posted charts and ask them
to write all of their words that begin with the letters in the range of the alphabet listed
on their charts. Rotate students in groups clockwise so each group gets to work on
each chart. Give students 2-3 minutes at each chart. Ask the groups not to duplicate
each other’s words. At the end of this task, there should be four lists of additives that
were found on the processed food labels.
Step 3: Classify. Provide students with the Additive Safety Summary Handout or
project the handout on a board, wall or screen. Go through the alphabetical lists as
a class, having a student at each chart circle all the items that should be avoided in
specific additives, go to The Center for Science in the Public Interest’s web page on
food safety and food additives at www.cspinet.org/reports/chemcuisine.htm.)
Step 4: Process. Challenge students to read food labels to see how often they find
additives in the foods they eat or that they see on shelves.
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red and circle items under the caution category in orange. (To learn more about the
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wrap-up:
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can influence the choices they make. Eating foods with
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their bodies.”
Encourage. Voice encouraging statements that let students know they can take responsibility for their health and
fewer unsafe and unhealthy additives help to “green up
Remind. Students can continue to think of ways to avoid
unsafe and unhealthy additives in food.
Glossary:
Lesson Extensions:
Prepare a recipe from scratch and compare
a package of the processed version. (A good
example is macaroni and cheese.) Enlarge the
ingredient list from the package and circle all
the additives.
Start or enhance a recycling program in the
home, school or community.
Food additives are substances added to food to preserve
Create personal plans to “Go Green” or “Green
flavor, extend shelf life or to “enhance” taste and appearance
Up One’s Body.” Identify action steps and a
and, sometimes, the nutritional value. Some additives are
timeline, as well as who can help.
natural (e.g., vinegar, salt, sugar) and others are artificial, or
entirely man-made, chemicals (e.g., artificial sweeteners—
aspartame, saccharin).
Food dyes are colors added to foods. Often coloring is
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added to mask color variations in food, thereby making foods
appear uniform in color and equally desirable. Synthetic dyes
are not natural and some have been linked to cancer.
Processed foods have been altered from how they are
found in nature. Foods are processed for a variety of reasons
such as for preservation (e.g., canning, freezing), for safety
reasons and to make cheaper products available for wide
distribution. The more processed a food is the more items on
the ingredient list.
Integration Ideas:
Language Arts:
Write letters to parents, food service director or cafeteria
manager, principal, school store manager, vendors or others
who control foods served and sold to students describing
why they would like to see fewer additives, including sugars,
in their foods and their interest in “greening up their bodies.”
“unprocessed foods” and describe the benefits of these food
choices for one’s health and the health of the environment.
Science: Distinguish between natural and man-made
chemicals.
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Examine definitions for “organic foods,” “localvores,” and
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Technology LinkS:
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This generator can be used to make bingo cards with
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Technology Idea: Use this generator to create a
TeAchnology (Going Green Bingo)
www.teachnology.com/web_tools/materials/bingo/
the words of your choice.
“Going Green” terminology bingo game.
How To Use the Website: Directions for creating the bingo
cards are on the opening page. Just type the words in the
box and click. (Suggested words include: unprocessed,
whole, organic, natural, additive-free, healthy, nutritious, etc.)
Cost: $29.00/year
Personal Brain 5
www.thebrain.com/
This concept-mapping program takes information,
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connections and relationships from static content to
actionable, interactive knowledge. Can be used to
classify information using headings.
Technology Idea:
>
Have students create concept maps about what it
means to “Go Green.” Use this program as a way to
document student responses.
>
Use The Brain as a classification tool. Ask students
to help classify a list of food additives.
>
Using the ingredients from processed food products,
create an alphabetic concept map of the food additives
that students think are artificial or “man-made.” Go one
step further and have students create a concept map of
natural or whole foods that they can eat instead of foods
with artificial ingredients.
>
Have students use The Brain to brainstorm ways to
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reduce their sugar intake.
How To Use the Website:
Check out the Personal Brain Tutorials.
Similar Website:
A similar visual thinking and learning
program can be found at Inspiration at www.inspiration.com
(30 day free download).
Cost: Free
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worksheet
Using ingredient lists from processed food products, create an alphabetical list of
the food additives and chemicals and ingredients that are unfamiliar to you. Write
as many items as you can that start with each letter of the alphabet.
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
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food additives
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safety summary
SAFE
These additives may pose
a risk and need to be better
tested. Try to avoid.
The additive is unsafe in the
amounts consumed or is
very poorly tested.
ALGINATE
CAFFEINE
ACESULFAME POTASSIUM
ALPHA TOCOPHEROL (Vitamin E)
CORN SYRUP
ARTIFICIAL COLORINGS: CITRUS RED 2, RED 40
ARTIFICIAL COLORINGS:
Blue 1, Blue 2, Green 3,
Red 3, Yellow 6
FRUCTOSE
CALCIUM STEAROYL
LACTYLATE
HIGH-FRUCTOSE CORN SYRUP
CITRIC ACID
INVERT SUGAR
EDTA
LACTITOL
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FERROUS GLUCONATE
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HYDROGENATATED STARCH
HYDROLYSATE
DIACYLGLYCEROL
ERYTHORBIC ACID
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DEXTROSE (Corn sugar, Glucose)
CALCIUM PROPIONATE
CARRAGEENAN
MALTITOL
POLYDEXTROSE
GLYCERIN (Glycerol)
SALATRIM
HIGH MALTOSE CORN SYRUP
SORBITOL
INULIN
SUGAR
LACTIC ACID
TAGATOSE
LECITHIN
XYLITOL
MALTODEXTRIN
MONO- and DIGLYCERIDES
NEOTAME
OAT FIBER, WHEAT FIBER
BUTYLATED HYDROXYTOLUENE (BHT)
STEVIA
CERTAIN PEOPLE
SHOULD AVOID
May cause allergic reactions or
other problems.
ARTIFICIAL COLORING:
Yellow 5
HVP (HYDROLYZED VEGETABLE
PROTEIN)
POTASSIUM SORBATE
LACTOSE
SODIUM PROPIONATE
SODIUM STEAROYL
LACTYLATE
SORBIC ACID
SORBITAN MONOSTEARATE
STARCH and MODIFIED STARCH
SUCRALOSE
PROPYL GALLATE
SACCHARIN
SODIUM NITRATE
SODIUM NITRITE
GUM TRAGACANTH
POLYSORBATE 60, 65, 80
SODIUM CITRATE
POTASSIUM BROMATE
CARMINE
CASEIN
SODIUM CARBOXYMETHYLCELLULOSE (CMC)
PARTIALLY
HYDROGENATED
VEGETABLE OIL
CAFFEINE
PHOSPHATE SALTS
SODIUM ASCORBATE
HYDROGENATED
VEGETABLE OIL
BENZOIC ACID
COCHINEAL
PROPYLENE GLYCOL ALGINATE
CYCLAMATE
(not legal in U.S.)
ARTIFICIAL AND NATURAL
FLAVORING
OLIGOFRUCTOSE
PHYTOSTEROLS and
PHYTOSTANOLS
BUTYLATED
HYDROXYANISOLE (BHA)
OLESTRA (Olean)
QUININE
GELATIN
SALT
BROMINATED VEGETABLE OIL
(BVO)
HEPTYL PARABEN
MANNITOL
GUMS: Arabic, Furcelleran,
Ghatti, Guar, Karaya, Locust
Bean, Xanthan
ASPARTAME (NutraSweet)
DIACETYL
FUMARIC ACID
PHOSPHORIC ACID
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Avoid
Not toxic, but large
amounts may be unsafe or
promote poor nutrition.
BETA-CAROTENE
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CAUTION
These appear to be safe,
though a few people may
be allergic to any additive.
ASCORBIC ACID (Vitamin C)
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CUTBACK
handout
MSG (MONOSODIUM
GLUTAMATE)
MYCOPROTEIN
QUININE
SODIUM BENZOATE
SODIUM BISULFITE
SODIUM CASEINATE
SULFITES
SULFUR DIOXIDE
THIAMIN MONONITRATE
TRIACETIN (GLYCEROL
TRIACETATE)
VANILLIN, ETHYL VANILLIN
Find this chart at:
www.cspinet.org/reports/chemcuisine.htm
VEGETABLE OIL
STEROL ESTERS
Adapted from the Center for Science in the Public Interest
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2. Begin at Breakfast
Students identify the benefits of whole foods and
consider higher intake of whole foods for breakfast.
Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
❏ Food products, models or pictures of an apple, applesauce or apple butter and an apple
pastry; or grapes, grape juice and other grape product like jam or pastry. Include labels of
the processed foods. (Food images can be found at www.google.com. Look for the link to
“Images” on the top of the page; search for images by item name.)
❏ Chart paper, board or screen for T-chart
❏ Samples of real whole grains (e.g., brown rice, oats, whole corn kernels, wheatberries and
millet). Put grains in separate jars and label each jar or divide grains into multiple plastic
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bags. Some stores and restaurants may give free grain samples for classroom use.
❏ Food labels from cereals (hot and cold) and breads that are not—or are minimally—processed. Include products with whole grains. Ingredient lists from the labels of additional
breakfast products, including products that have the word “whole” on the label such as
whole wheat or whole grain waffles.
25-35 minutes
Directions:
Introduce. In this lesson we will look at what a “whole food” is and what happens when a food
is processed.
Display the three food products, models or pictures on a table (the whole fruit and two other
related—but more processed—products).
Step 1: Engage students. Ask students to come up and examine the three products—without
eating any! Ask students to read the labels of the processed products.
Step 2: Define. As a large group, discuss what is similar about the products and what is different. In
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processed foods. Remind students of the activity they did to identify additives in foods.
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products. Notice that whole foods have no labels. Come to consensus on definitions for whole foods
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the discussion, recognize that the whole food is used—even if it is just the flavor—in the processed
(e.g., closest to nature, natural foods) and processed foods (e.g., changing the food from how it is
found in nature). Use a T-chart to document the similarities of and differences between whole and
Note: Just because a food is processed does not make it unhealthy. It is less healthy when nutrients are removed and when
more ingredients are added—such as fat, sugar and chemical additives. Some foods are vitamin and mineral-enhanced. The
additional nutrients may make the foods appear to be healthy but only provide minimal health benefits.
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Step 3: Brainstorm. Have students brainstorm a list of
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processed. Examples of whole/less processed foods include
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2. Begin at Breakfast continued
meal and similar hot cereals.
foods they eat for breakfast. Capture this on the board.
Together circle the foods that are most whole or least
eggs—especially hard, soft-boiled, or poached; fruits; oatStep 4: Define. Write “break fast” on the board and explain
that breakfast breaks the fast that occurs due to sleeping. Count how many hours, in general, that students fast
between dinner (or evening snack) and breakfast.
Step 5: Discuss. “Eating breakfast is very important.” Ask
students why this statement is true. When identifying the
benefits of eating in the morning, be certain to cover the
need to refuel and feed the brain and body.
Step 6: Explore. Pass around the whole grains in the jars
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or use multiple plastic bags to facilitate small group work.
Allow students to feel the whole grains and put samples
from each jar/bag in their hands or on their desks. Ask them
to describe the whole grains. Talk about how grains are used
Lesson Extensions:
Chart foods eaten during breakfast. Rate the
foods: 3 = whole food, 2 = minimally processed
foods, 1 = highly processed foods. Have a
friendly competition within the class or family
(or with friends) to see who can score highest
during a week.
Find recipes that include whole grains to share.
The class may want to make a cookbook with
the collected recipes.
Compare and contrast the differences
between home cooking and fast foods and how
the two impact eating habits.
websites:
My Pyramid (grains)
www.pyramid.gov/pyramid/grains.html#
Whole Grain Council
www.wholegrainscouncil.org/
in their whole form (like eating brown rice) or made into other
products like breads. Look at ingredient lists and find products that include “whole grains.” Show labels for the least
processed foods including whole grain breads and cereals.
Examine if products with whole grains have fewer ingredients in general. Discuss the difference between wheat
bread and whole wheat bread.
Team Nutrition (breakfast)
www.teamnutrition.usda.gov/Resources/
EatSmart/powerupwithbreakfast.pdf
Fruits & Veggies More Matters
www.fruitsandveggiesmorematters.org
Wrap-Up:
Encourage. Help students make positive connections with
whole foods, such as talking about delicious fresh fruit.
Role model. Show students whole foods that you like to
eat for breakfast. Bring in recipes that use fresh and/or
frozen produce.
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Reinforce. Post examples of healthy breakfast choices.
(Work with the cafeteria staff, if possible, to identify the
whole and least processed food choices.)
Glossary:
Whole grains are unprocessed grains that contain the
entire grain kernel: the bran (outer shell), the germ and the
endosperm. (Refined grains only contain the endosperm.)
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Integration Ideas:
Language Arts
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Describe eating a favorite fruit making sure to write about the effects on all of the senses.
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2. Begin at Breakfast continued
Art: Create pictures or collages of whole foods.
Sample similar whole and processed foods and write how the foods compare and contrast.
Science: Identify foods that best fuel the body by examining the ingredients in a variety of foods.
Family and Consumer Science or in the Cafeteria: Conduct taste tests of foods made with
whole grains.
Technology Link
Dole (Dole Super Kids)
www.dole5aday.com/html/Kids.html
This website includes interactive ways for teachers and
parents to teach about the importance of eating more
fruits and vegetables (whole foods). You will find games,
lesson plans and other stimulating activities that you can
according to the age of the students, making this adaptable
for use with particular age groups.
Technology Ideas:
>
Have students use this website to choose their favorite
Super Kid hero or friend. Students can use this site or
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incorporate into your lessons. Parts of the site are divided
search on Google to find information about why each fruit
is considered a Super Fruit.
>
Ask students to get into groups and, using the fruits or
vegetables represented, create a fun Super Kid Recipe.
This site is simple to use. It includes a menu at the top of the
page and on the side of the page for easy navigation. All you
have to do is click.
Similar Website:
Open the Door to a Healthy Heart
(check out the Just for Kids Quiz).
Cost: Free
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www.healthyfridge.org/kids2.html
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3. Energize Our Bodies
Students identify healthy foods, energy-providing
nutrients and information found on Nutrition Facts
panels and apply learning.
Standard 1: Students will comprehend concepts related to health promotion and disease prevention
to enhance health.
Standard 3: Students will demonstrate the ability to access valid information and products and
services to enhance health.
Standard 4: Students will demonstrate the ability to use interpersonal communication skills to
enhance health and avoid or reduce health risks.
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❏ Slips of paper or index cards—one per student
❏ Nutrient Facts panels from actual products or use the Nutrient Facts Panel Handout—
one panel per student
❏ Nutrient Facts Cards—make copies and cut out cards—one set for each group
(see Part 2, Step 2: class divided by 7 = number of students per group)
❏ Optional: Timer that can be seen by students and recording equipment for presentations
❏ Fat, Protein and Carbohydrate Summary Worksheet—fourteen copies (two per group)
❏ Four Main Points Notes sheet—one per student
Part 1: 15 minutes; Part 2: 20-30 minutes; part 3: 30-40 minutes
Directions:
Introduce. There are many resources that help us select foods that provide us energy.
Write “A HEALTHY FOOD IS_____________________________________________________________” on the board.
Give each student a slip of paper or index card.
Step 1: Engage students. Ask students to complete the sentence written on the board (A HEALTHY
index cards. (Students should not write their names on the slips/cards.) Give no further instructions.
Step 2: Process. Collect the slips/index cards and redistribute. Have each student read the sentence out loud. Discuss the variety of responses. (Some students might give a definition. Others
might identify a food.)
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FOOD IS________) with the first thought that comes to mind by writing legibly on their slips of paper or
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Step 3: Discuss. It is important to understand how food contributes to our health.
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monitor what and how much we eat, we can check the Nutrition Facts panel on the side or back
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3. Energize Our Bodies continued
of servings per package.
The U.S. Food and Drug Administration provides consistent nutrition standards. (Go to
www.cfsan.fda.gov/~dms/fdnewlab.html or www.cfsan.fda.gov/~dms/foodlab.html) To help us
of food packages. The Nutrition Facts panel lists the serving size of a given food and the number
The Nutrition Facts panel also identifies the key nutrients in a serving, listed as a percentage
of daily values based on a 2,000-calorie diet. (Calorie needs depend on one’s age, gender and
level of activity. Two thousand calories is recommended for the average American adult with a
moderate level of physical activity.) See this website for dietary recommendations for children:
www.americanheart.org/presenter.jhtml?identifier=3033999.
Ask students to give reasons why they think it is important to include Nutrition Facts panels on
food packages.
Step 4: Read labels. Using sample Nutrition Facts panels from actual labels and/or panels from
the Nutrition Facts Panel Handout, ask students to identify what information is listed. (You may
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want to project a Nutrition Facts panel onto a board or screen.) Make a list on chart paper or
board and next to each nutrient have students predict if it is healthier to have a higher or lower
amount. Remind students that the information is based on one serving.
Have a plan for dividing the class into 7 groups. Some groups may have one fewer or one
extra member.
Step 1: Engage students. Discuss that proteins, fats and carbohydrates are important
nutrients that provide energy for the body. These nutrients are listed on Nutrition Facts panels.
Students will study these nutrients in groups and report to the entire class. These nutrients
contain calories as follows: 4 calories per one gram of protein or carbohydrate and 9 calories
per one gram of fat.
Step 2: Analyze. Divide the class into seven groups and assign each group one of the
following nutrients: unsaturated fat, saturated fat, trans fat, simple carbohydrates, complex
carbohydrates, dietary fiber and proteins. Give each group member a copy of the corresponding
Nutrient Facts Card – the saturated fat group members each gets a Saturated Fat Facts Card,
etc. Direct the groups to develop four key points about their assigned nutrient and complete
a Fat, Protein and Carbohydrate Summary Worksheet. The students may use the nutrient
research additional information.
Note: This is an excellent opportunity to build research skills by having students use the library or Internet— additional
time will be required.
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information provided on the cards and, depending on the grade and amount of time available,
13
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know they will be presenting what they create to the class. The presentations should be no more
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Step 3: Create. Ask the groups to write a short song, rap, skit or poem based on the facts they
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have written on their Fat, Protein and Carbohydrate Summary Worksheet. Ask the groups to
write the final draft of their presentation on the back of the worksheet or other paper. Let them
than 2-3 minutes long.
Determine the order for the group presentations.
Step 1: Engage students. Give the students time to prepare for their presentations.
Step 2: Present. Ask each group to hand in one copy of the Fat, Protein and Carbohydrate Summary Worksheet. This will give you a summary of the main points included in each of the presentations.
Distribute a Four Main Points Notes sheet to each student. Ask the groups to come up one at a time
to present the information on their nutrient. The students will record the main points on their Four
Main Points Notes sheets while observing the presentations. You may decide to have the students
complete the worksheet individually, in small groups or as a class.
Option: Record the presentations and select examples to post on the school website or school/community public television
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station or use as in-school PSAs.
Step 3: Review notes. Have one member from each group identify the four key points they gave in
their presentation while the other students check their lists. You may need to correct errors or add
main points that the groups forgot to mention.
Step 4: Consider. Introduce the definition of cholesterol (See the Glossary) and explain the relationship of saturated fat and trans fat to cholesterol. Have students identify foods that are high in
cholesterol and list on the board or screen. Identify strategies for keeping cholesterol levels low and
analyze how each way will benefit personal health.
Step 5: Process. Discuss how the activity helped students to learn about the nutrients and ways to
stay healthy.
Wrap-Up:
Remind. Students can think about what they have learned about fats, proteins and carbohydrates
when selecting foods that help to keep their bodies healthy.
Glossary:
Cholesterol is a type of fat that is found in the bloodstream and in all your body’s cells. It is needed
for important body functions. Your body makes cholesterol and some cholesterol can come from
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food. Cholesterol is part of a healthy body, but too much of it can contribute to heart disease and
stroke. The Nutrition Facts panel gives the amount of cholesterol in milligrams per serving. Foods
high in saturated fats and trans fat cause high blood cholesterol. A healthy diet is low in saturated
fats, trans fats and cholesterol. To keep cholesterol levels low it is important to eat a variety of fruits
and vegetables every day; choose whole-grain, high fiber foods and be physically active every day.
Nutrients are the chemical substances in food that our bodies use to keep us healthy.
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Integration Ideas:
Science
>
Define monounsaturated fats and polyunsaturated fats
and identify foods that are high in each.
Identify tips on how to lower the intake of
simple carbohydrates.
>
Examine how the body produces cholesterol.
Describe the interrelationships between
>
Research the link between simple carbohydrates and
physical and emotional health.
blood sugar levels.
Physical Education
Place a poster or chart paper with pictures of each nutrient
and a list of activities on the wall around the gym. Place
index cards indicating the various nutrients in a hula-hoop
in the middle of the gym. Each student selects one card,
Practice refusing unhealthy foods and asking
for nutritious alternatives.
websites:
United States Department of Agriculture
www.cnpp.usda.gov
for example, carbohydrates. Students go to the corre-
The Truth About Trans Fat
sponding poster and choose an activity from the list. For
www.thetruthabouttransfat.com
instance, the carbohydrates poster may list activities that
burn carbohydrates more efficiently such as jogging, fast
p u n c h
activities such as push ups.
h o l e
walking, etc. The proteins poster may list weight-bearing
Brainpop (Let’s Pop Around)
t h r e e
Lesson Extensions:
Harvard School of Public Health
www.hsph.harvard.edu/nutritionsource/
technology link:
www.brainpop.com/
BrainPOP creates animated, curriculum-based content
that supports educators and engages students. Online
resources include BrainPOP Jr., for grades K-3; BrainPOP,
for grades 3 and up; and BrainPOP Español. BrainPOP
Educators features free tips, tools and best practices by
and for the teacher community.
Technology Ideas:
>
Check out the Health, Nutrition section. You can find information about carbohydrates, fats and organic foods.
>
Watch the videos in class, or create a link to your class
website so that students can watch at home.
Click on the Health section, then the Nutrition section.
Select a video that you would like to play!
Cost: Free temporary download—cost for an educator is
between $115.00 and $225.00 per year
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15
Nutrition Facts Panel
handout
Nutrition
Nutrition Facts
Facts Panels
Panels Handout
Handout Nutrition
Nutrition Facts
Facts Pan
Pan
Directions: Makecopies
copies and cut out
the panels
to
distribute one
per student.
Directions:
Directions:
panels
distribute
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and
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pan
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Saturated Fat Facts Card
Fat is an essential nutrient and important source of energy. You need some fat to protect
your internal organs and to help your body store some vitamins. There are 3 types of fat:
saturated fat, unsaturated fat and trans fat.
Saturated fat is a type of fat that comes from animal sources, like butter, whole milk, ice
cream and fatty meat. Saturated fats are oils that remain solid at room temperature. Too
much saturated fat can increase your risk for heart disease. The American Heart
Association recommends no more than 7% of total daily calories come from saturated fats.
Unsaturated Fat Facts Card
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Unsaturated fat is a type of fat that comes from plant sources, like nuts, avocados,
seeds and olives. These oils remain liquid at room temperature. This type of fat has some
health benefits and can decrease your risk for heart disease.
Trans Fat Facts Card
Trans fat (also known as partially hydrogenated vegetable oil) is mostly man-made from
unsaturated oil that has had hydrogen added to it and makes a liquid oil become solid oil.
Common sources of trans fats include fast foods (French fries, chicken nuggets), packaged snacks (crackers), baked goods (cookies, doughnuts, cakes), hard stick margarines,
and other foods made with partially hydrogenated vegetable oil. Trans fats can increase
cholesterol levels, inflame arteries, increase the risk for heart disease and stroke and
contribute to diabetes. Choose foods that have zero (0) grams of trans fat.
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Simple Carbohydrates Facts Card
Carbohydrates provide the body with energy and is the only nutrient that can be used in
every cell in the body. Carbohydrates should make up the largest part (45 to 65 percent)
of each day’s calorie intake. There are two kinds of carbohydrates: simple carbohydrates
and complex carbohydrates.
Simple carbohydrates are made up of one or two small molecules. Refined grains found
in white bread, white rice, pasta and many cereals contain simple carbohydrates. Sugar is
also a simple carbohydrate and is often added to sweeten foods and drinks. Added sugars
provide extra calories which can lead to weight gain, cavities and chronic diseases. However, sugars are also found naturally in fruits and other foods made from plants. Sugars
are easily absorbed into the bloodstream and give a quick, short burst of energy which is
sometimes followed by a feeling of drowsiness or low energy.
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Complex Carbohydrates Facts Card
Carbohydrates provide the body with energy and is the only nutrient that can be used in
every cell in the body. Carbohydrates should make up the largest part (45 to 65 percent)
of each day’s calorie intake. There are two kinds of carbohydrates: simple carbohydrates
and complex carbohydrates.
Complex carbohydrates, such as starches, are made up of long chains of simple sugars
that are linked together. These large molecules provide a longer-lasting source of energy.
Complex carbohydrates include whole grain breads, cereals, pasta, rice and other whole
grain products as well as many fruits and vegetables. Foods made from whole grains, such
as whole wheat bread, bran cereal and brown rice are surrounded by intact kernels of
grain and are broken down and used for energy more slowly than foods made from refined
grains such as white bread and white rice. Eat more whole grain foods for a healthier diet.
dietary fiber Facts Card
Dietary fiber is a complex carbohydrate that cannot be broken down (digested). Fiber
aids in digestion and helps the body to rid waste material. Fiber foods are often crunchy.
High fiber foods are low in fat and will not cause you to gain weight. Fiber absorbs water
and helps you feel full. Fruits (such as grapes), vegetables (such as celery), whole grain
cereals, whole grain breads, beans and popcorn are good sources of fiber. Eating fiber
may help prevent heart disease and diabetes.
Protein Facts Card
Proteins are the “building blocks” for your muscles, bones, blood and organs.
Proteins build up, maintain and replace the tissues in your body and help you grow.
Fish, chicken, lean red meat, eggs, beans and nuts are good sources of protein. Fat free
and low-fat dairy products such as cheese and milk are also good sources of proteins.
It is recommended that about 10 to 15 percent of daily calories come from proteins.
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Fat, Protein, and Carbohydrate
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rksheet
o
w
y
r
a
m
m
su
Group members:
My group’s nutrient (check one):
□ unsaturated fat
□ saturated fat
□ simple carbohydrates
□ trans fat
□ complex carbohydrates
□ protein
□ dietary fiber
Our presentation is a:
□ rap
□ skit
□ poem
□ other
If other, describe:
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□ song
Five main points describing our nutrient:
1.
2.
3.
5.
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4.
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4 Main Points Notes
Name:
Directions: Listen carefully to the presentations.
Try to identify the four main points given for each of the following nutrients:
Unsaturated Fat Main Points:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Saturated Fat Main Points:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Trans Fat Main Points:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Complex Carbohydrates Main Points:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Dietary Fiber Main Points:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Protein Main Points
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Simple Carbohydrates Main Points:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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4. Sugars- By Any Other Name
Students identify ways that sugar is included in the
ingredient list on a food label and strategies to reduce
sugar intake.
Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
❏ White board or computer with LCD projector (optional)
❏ Statements about sugar to project (optional )
❏ Can You Find the Sugars? word search—one per student
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❏ Know Your Sugars Handout—one per student (or can be projected on a white board
or screen)
❏ A variety of food labels—at least two labels per student (you may use labels from
previous lessons)
❏ Sugars = Calories Worksheet—one per student
❏ Eating Less Sugar Is My Goal! Worksheet—one per student
45–50 minutes (Additional time will be needed to process homework in subsequent lessons)
Directions:
Introduce. Write the word “sugar” on the board to introduce today’s lesson.
Have ingredient lists from food labels ready to distribute to students.
Step 1: Engage students. The ingredient list is a key part of the food label. It is important to be
aware of the amount of sugar there is in food and the ingredient list will help determine this.
sible answers include: to find out what is in the food, I am allergic to certain foods, etc. Ingredients
are listed in order of weight so you get an idea of how much of each ingredient is in the food. When
an ingredient is listed first, second, or third, you know that this food probably contains a lot of it. The
food will contain smaller amounts of the ingredients indicated at the end of the list. It is important
to check ingredient lists to see where sugar appears. Limit foods that list sugar as one or more of
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Ask students to give reasons why they have sometimes read the ingredient list on food labels. Pos-
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4. Sugars- By Any Other Name continued
the first few ingredients. Sugar has different names and can be listed as high fructose corn
syrup, corn syrup, sucrose or glucose, to name a few.
Step 2: Discover. Read the following statements about sugars and ask students to do
something physical (e.g., run in place, do jumping jacks) each time they hear a true statement.
You may also project the statements one at a time on a white board or screen.
Statements
>
Sugar is a simple carbohydrate. (T)
>
Sugar is often added to sweeten foods and drinks. (T)
>
Sugar helps to digest food. (F)
>
Sugar provides quick and short-term energy. (T)
>
Sugar is good for your teeth. (F)
>
Added sugar provides extra calories and might lead to weight gain. (T)
>
Sugar has lots of vitamins. (F)
>
Other names for sugar are molasses, honey and maple syrup. (T)
>
There are naturally occurring sugars found in some foods. (T)
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Step 3: Identify. Sugar has many names. Distribute the Can You Find the Sugars? word
search and give the students 8–10 minutes to complete it. If they need more time, they can
finish the word search for homework. Ask the students how their knowledge of the many
names for sugar and non-nutritive sweeteners can be helpful as they choose healthy foods.
Step 4: Compare. Give individuals or pairs of students a copy of the Know Your Sugars
Handout or project it on a white board or screen. Have students compare and contrast the
Nutrition Facts panel for plain yogurt and fruit yogurt. Notice the difference in the number
of grams of sugars. Notice the increase in the number of calories. Have students find the
name of the sugar that is included on the ingredient list for the fruit yogurt.
Give each student a Sugar = Calories? Worksheet. Distribute labels from a variety of
foods. Have students read the ingredient lists from the food labels and identify the
number of times sugar appears as one of the first 5 ingredients on the Sugar = Calories?
Worksheet. Have students share the labels so they can record the sugar content of 4-6
food items. They should record the number of grams of sugar and the number of calories
for each food item on the worksheet. As an option, have students research their favorite
foods and beverages and record sugar and calorie information on the worksheet.
sugar listed near the top of the ingredient lists also show more grams of sugar and more
total calories in the Nutrition Facts panel. Explain that extra calories contribute to weight
gain and other health problems.
Step 6: Brainstorm. Have students brainstorm ways to reduce intake of sugar.
Make a list on the board or chart paper.
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Step 5: Analyze. Have students look at their charts and determine if foods that have
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Step 7: Goal-setting. Relate goal-setting to reducing
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ing sugar intake for two days using some of the strategies listed from the brainstorm activity. Students should
Research and prepare homemade sports and
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record how they reduced their sugar intake each day on
soft drinks with less sugar than store-bought
the Eating Less Sugar is My Goal! Worksheet. Students
beverages. For example, try mixing seltzer
intake of sugar. Ask students to set a goal to monitor the
sugary foods they consume by reading labels and reduc-
can quickly report out in subsequent classes how they are
meeting their goals.
Lesson Extensions:
Teach the lesson on sugars to one or more
family members.
water and different fruit juices.
websites:
Wrap-Up.
Kids Health
Encourage. Remind students that selecting realistic goals
http://kidshealth.org/kid/stay_healthy/
and taking small steps can lead to healthier food choices.
food/carb.html
Glossary:
National Institutes of Health
Sugars are an easily digestible simple carbohydrate that
www.nichd.nih.gov/milk
can supply a quick source of energy sometimes followed
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p u n c h
by a feeling of drowsiness or low energy. Sugars are often
added to sweeten foods and drinks and tend to be over
consumed. Added sugars provide extra calories which
can lead to weight gain, cavities and chronic diseases. We
should limit our intake of added sugars. Sugars are also
found naturally in fruits and other foods made from plants.
Non-nutritive sweeteners such as aspartame, sucralose
and saccharin are not metabolized as sugars and do not
provide energy. Aspartame, for instance, is two amino
acids linked together.
Integration Ideas:
Math: Have students bring in empty cans, bottles and
drink cups for a variety of beverages. Using the food labels on the containers, students convert the grams of sugar listed into teaspoons of sugar. Students put the amount
of sugar into plastic bags and attach an index card with
the name or type of beverage, number of servings per conper serving and calories per serving. This provides a visual
display of the amount of sugar in beverages.
Science: Study how the body metabolizes simple and
complex sugars differently.
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tainer, grams of sugar and number of teaspoons of sugar
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html/recipes.html
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Technology Links:
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HealthierUS.gov (Time to Cook!)
www.health.gov/dietaryguidelines/dga2005/healthieryou/
This website provides kid-friendly and multi-cultural recipes.
Some recipes are low in sugar.
Technology Ideas:
>
Have students use the website, or search for websites that
offer low-sugar recipes. Choose recipes low in sugar, fat and
sodium to cook at home. Students can also bring a sample
of the dish to school for other students to try.
>
Have students try recipes at home with their families, then
post their opinions on the class Wiki (see Appendix A for
instructions on how to create a class Wiki). Students can
also use the class Wiki to post information about some of the
ways in which they have reduced sugar intake.
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p u n c h
>
Have students use The Brain or Inspiration to brainstorm
ways to reduce their sugar intake. See Lesson 1.
This site is not interactive. Just click on the recipe of
your choice.
Nutrition Explorations
(Explore the World of Nutrition)
www.nutritionexplorations.com/kids/nutrition-main.asp
This interactive website will help students learn more about
nutrition. It includes online games, contest information, Kids
Panel and Fun Links.
Technology Idea:
Students can use this website as a supplement to the nutrition
lessons done in class or for homework assignments. Students
can choose a game and analyze whether or not it provides
accurate information on healthy eating.
Click and play!
Cost: Free
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Statements About Sugar
overhead
Truth or Fiction
Sugar is a simple carbohydrate.
Sugar is often added to sweeten foods and drinks.
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Sugar helps to digest food.
Sugar provides quick and short-term energy.
Sugar is good for your teeth.
Added sugar provides extra calories and might lead to weight gain.
Sugar has lots of vitamins.
Other names for sugar are molasses, honey and maple syrup.
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There are naturally occurring sugars found in some foods.
26
can you find the Sugar?
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can you find the Sugar?
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answers here
28
Sugars
Take aKnow
look at the Your
Nutrition Facts
label for the two yogurt examples. The plain
yogurt on the left has 10g
oft
sugars, while the fruit yogurt on the right has 44g
dou
n
a
h
of sugars in one serving.
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Know Your Sugars Handout
Know
Your
Sugars
Handout
Know
Your
Sugars
Handout
1. Take a look at the Nutrition
Facts
panel
for the
two yogurt
examples. The plain yogurt on
Plain Yogurt
h o l e
p u n c h
Yogurt
Plain Plain
Yogurt
Plain
yogurt
t h r e e
Fruit Yogurt
the
left
has
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grams
of sugars
in Facts
one
while
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yogurt
on
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at
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theyogurt
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while
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on
the
right
has
yogurt of
onsugars
the leftinhas
of sugars, while the fruit yogurt on the right has 44g 44g
grams
one10g
serving.
of
sugars
in
one
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of sugars in one serving.
Plain
PlainPlain
Fruit Yogurt
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fruit
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Fr
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2. Look below at the ingredient lists for the two yogurts. Ingredients are listed in descendIngredients
are
listed
in descending
ofsugars
weight
(from
most
to are
least).
Nolist of
Ingredients
are
listed
in descending
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(fromor
most
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are
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descending
order
of
weight
most to least). No
ing
order
of weight
(from
most
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least).
No
added
sweeteners
the
sugars
or
sweeteners
are
in
the
list
of
ingredients
for
the
plain
yogurt,
addedadded
sugars
or
sweeteners
are
in
the
list
of
ingredients
for
the
plain
yogurt,
added
sugars
or
sweeteners
are
in
the
list
of
ingredients
for
ingredients for the plain yogurt, yet 10 grams of sugars are listed on the Nutrition Facts the plain yogurt,
yetof10g
of sugars
were listed
the Nutrition
is because
yet 10g
sugars
were listed
on theon
Nutrition
Facts Facts
label. label.
This isThis
because
yet
10g
of sugars
were
listed
onplain
theyogurt,
Nutrition
Facts
label.
This is because
panel.
Thisno
isare
because
there
no
sugars
in
only
naturally
occurring
there
no
added
sugars
inadded
plain yogurt,
only
naturally
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sugars
there are
added
sugars
inare
plain
yogurt,
only naturally
occurring
sugars
there
are
no
added
sugars
in
plain
yogurt,
only
naturally
occurring
sugars
(lactose
(lactose
in the in
milk).
sugars
(lactose
inthe
themilk).
milk), and the fruit yogurt has added high fructose corn syrup.
(lactose in the milk).
Yogurt
- contains
no added
PlainPlain
Yogurt
- contains
no added
sugarssugars
Plain Yogurt - contains no added sugars
- contains
Yogurt
- contains
added added
sugarssugars
Fruit Fruit
Yogurt
Fruit Yogurt - contains added sugars
36
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To limit your intake of sugars, make sure that added sugars are not listed as
one of the first few ingredients!
Naturally occurring
usually
with vitamins, minerals and protein (as in milk and yogurt)
one ofsugars
the first
fewcome
ingredients!
and fiber (as in fruits), while added sugars contribute minimal to no nutrients, just added calories.
36
3. To limit your intake of added sugars, check that sugars are not listed as one of the first few ingredients.
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Toyour
limitintake
your intake
of sugars,
sureadded
that added
are
not listed
as
To limit
of sugars,
make make
sure that
sugarssugars
are not
listed
as
thefew
firstingredients!
few ingredients!
one ofone
the of
first
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Sugar = Calories?
Name:
worksheet
Directions: Select a food label and record the name of the food in the first column of the chart under Food
Item. Read the ingredient list and count the number of sugars that are listed as one of the first five ingredients and record in the second column. You may want to refer back to the list at the bottom of the “Can You
Find the Sugars?” word search. Record the number of grams of sugar found on the Nutrition Facts panel in
the third column and the number of total calories in the food item in the last column.
# of Times
Sugar Appears
Grams of Sugar
Total Calories
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Food Item
Analyze: Did the foods or beverages that have sugar listed as one of the first five ingredients also have
more grams of sugar and more total calories?
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If so, explain why:
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Eating Less Sugar is My Goal!
Name:
worksheet
Directions: Set a goal to reduce the sugary foods you eat for the next two days by reading labels and
taking other steps. Remember to use some of the strategies or ideas listed from our discussion in
class. Record ways you reduced your sugar intake below. Respond to the reflection question.
Ways I Reduced My Sugar Intake
Day Two
Date:
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Day One
Date:
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Reflection: Explain why is it important to eat foods and drink beverages that are low in sugar:
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5. Vitamins and Minerals
R Where It’s At!
Students identify benefits of vitamins and minerals,
investigate foods high in vitamin A, vitamin C, calcium
and iron and apply the Alliance Healthy Schools
Product Calculator to a variety of foods.
Standard 3: Students will demonstrate the ability to access valid information and products
and services to enhance health.
Standard 8: Students will demonstrate the ability to advocate for personal, family and
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community health.
❏ Vitamin A, Vitamin C, Calcium and Iron Matching Cards—make copies and cut out one
set of cards for each group of two - three students. You may want to secure the sets of
cards with paper clips or put in envelopes. Project the Vitamins and Minerals Matching
Overhead on a board or screen as an alternate to using the cards.
❏ Four charts—label one chart “Vitamin A”, one chart “Vitamin C”, one chart “Calcium” and
one chart “Iron”
❏ Chart paper, board or screen with the words vitamin A, vitamin C, calcium and iron written
across the top. You may want to draw lines to separate each column.
❏ Vitamins and Minerals Chart (use as a reference or make copies for students)
❏ Pictures of foods that are high in vitamins A and C, calcium and iron from magazines and/
or search for images at Google.com (look for the link to “Images” on the top of the page;
search for images by nutrient)
❏ Packages or labels from snacks—be sure to include the Nutrition Fact panels—at least
one per pair of students
❏ Online Alliance for a Healthier Generation Healthy Schools Product Calculator found at
❏ Copy of the Alliance Competitive Foods Guidelines—one per student
Part 1: 30 minutes; Part 2: 45 minutes
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www.HealthierGeneration.org/productcalculator
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5. Vitamins and Minerals R Where It’s At continued
Directions:
Introduce. In this lesson we will look at vitamin A, vitamin C, calcium and iron and record which
foods are high in these nutrients. It is important to know how to get vitamins and minerals naturally.
Post the four chart papers labeled Vitamin A, Vitamin C, Calcium and Iron on the walls in places
where students can access them later in the lesson. Have students make small groups. Distribute
the Vitamins and Minerals Matching Cards.
Step 1: Introduce vitamins and minerals. Vitamins and minerals help people’s bodies work properly.
Although you get vitamins and minerals from the foods you eat every day, some foods have more
vitamins and minerals than others. (See the Glossary for additional information.)
Step 2: Engage students. In groups, ask the students to lay out the nutrient cards and match the
description cards with the correct vitamins and minerals. Give students two-three minutes to
complete this task. The first group to finish gets to report out while the other students determine if
the answers given are correct. This serves as a warm-up to the lesson.
Alternative: Project the Vitamins and Minerals Matching Overhead on a screen or board. As a class, match the descriptions to
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the corresponding nutrients (vitamin A, vitamin C, calcium and iron) by drawing lines from the descriptions to the nutrients.
Step 3: Brainstorm. Ask the students to brainstorm additional foods that are high in vitamin A,
vitamin C, calcium and iron and list on the prepared chart or board with the vitamins and minerals
written across the top. You may have to name some foods and ask the students what nutrient the
foods best fit under (cheese: calcium, beef: iron).
Note: TheVitamins and Minerals Chart lists foods high in vitamins and minerals and is included for your reference.
General sources of vitamin A:
Liver, cod liver oil, orange and yellow vegetables and fruits, green leafy vegetables, meat,
fish and eggs
General sources of vitamin C:
Mix of vegetables and fruit especially citrus fruits
General sources of calcium:
Milk and milk products, cheese, small fish (with bones), tofu, dark green vegetables,
legumes (i.e., beans) and eggs
General sources of iron:
Step 4: Discuss. Highlight the health benefits of vitamin A, vitamin C, calcium and iron and add to
the list.
Health benefits of vitamin A:
Vitamin A keeps eyes and skin healthy and helps to protect against infection.
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Fortified cereals, liver, dried fruit, sardines, and fruits and vegetables
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Health benefits of vitamin C:
Vitamin C helps heal cuts and wounds and keeps teeth and gums healthy.
Health benefits of calcium:
Calcium helps nutrients pass through cell walls, muscles contract, nerves carry “messages” and
teeth and bones stay strong.
Health benefits of iron:
Iron is an important part of our blood and helps transport oxygen to the cells and removes carbon
dioxide from the cells.
Step 5: Make a collage. Have students draw or cut out pictures of foods that are good sources
of vitamins A and C, calcium and iron and paste the pictures on the corresponding charts that are
posted around the room.
Step 6: Review. Play the “So You Think You Know?” game with the students. Ask the students to
write 1 through 4 on a paper and write their responses to the following questions. You may also
choose to have the students call out the answers:
>
I can be red or green on the outside. I am round; crunchy when eaten raw. I am a good source of
>
I am green and leafy; crunchy when eaten raw and soft when cooked. I am a good source of
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vitamin A and iron. (spinach/collards)
>
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fiber and vitamin C. (apple, pepper)
>
I can be eaten plain or with added fruit. I can also be low fat. I am a good source of calcium.
(yogurt, cottage cheese)
I am a good source of protein. I should always be cooked. I can be boiled, poached or scrambled.
(egg)
Option: Older students may create their own questions to quiz the class.
Disseminate food labels and/or food packages with Nutrition Fact panels for snack foods. (It is
fun to include labels from snacks sold on or near the school’s campus.) Project on a white board
or screen the Alliance for a Healthier Generation’s Healthy Schools Product Calculator at
www.HealthierGeneration.org/productcalculator.
Step 1: Identify. In pairs, have students look at their labels and call out five label elements to
include in one’s diet and five label elements to reduce in one’s diet. (For example: Include fiber,
sodium.)
Let students know that sodium is a mineral that is consumed mostly in the form of salt and is
found in many foods. Unlike calcium and iron, sodium should be consumed in limited amounts.
In order to know how much sodium is in a product, be sure to check the amount of sodium when
reading the Nutrition Facts panel. (See the Glossary for additional information.)
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protein, calcium, iron and vitamins; Reduce total fats, saturated fats, trans fats, sugar and
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Step 2: Stand-up. Ask students to stand if they think their
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Step 3: Explore. Distribute the Alliance Competitive
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compare their products to the Guidelines and stand again
program. You will need to make scheduling
if they still think their products are considered healthy.
arrangements prior to teaching the lessons.
products are considered healthy based on the packaging
and the information on the label.
Foods Guidelines to each student. Ask the students to
Step 4: Analyze.
Go online and use the Alliance Product Calculator
(www.HealthierGeneration.org/productcalculator) to
confirm if products meet the Alliance Guidelines. Run
through a few examples together as a class. Either have
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Working together in nutrient groups (vitamin A,
vitamin C, calcium, iron) generate lesson ideas.
Develop one lesson and teach the lesson to a
class of younger students or in an afterschool
Interview students and ask, “What is your
favorite fruit?” and “What is your favorite
vegetable?” Compile the results and share with
the food service director.
students read out loud from their Nutrition Facts panels
Conduct taste tests with a variety of fruits and
and you enter the data into the online Calculator or
vegetables that may be new to the students.
allow them to enter the data themselves.
Look up origin and nutritional information on
Step 5: Summarize. Ask students to stand again if their
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Lesson Extensions:
foods tasted.
products meet the Guidelines. Discuss with students their
Identify sodium as a mineral and explore why it
findings including what surprised them.
is important to limit it in one’s diet. Generate a
Step 6: Advocate. Have the students choose vitamin A,
list of tips on how to lower the intake of sodium.
vitamin C, calcium or iron and develop a simple lesson that
websites:
could be used to teach younger students why it is impor-
My Pyramid
tant to eat foods high in that nutrient. They should support
www.mypyramid.gov
their position with accurate information and be persuasive.
Harvard School of Public Health
Wrap-Up.
www.hsph.harvard.edu/nutritionsource/
Encourage. Help students see the link between eating
index.html
foods high in vitamins and minerals and good health.
Reinforce. Continue posting the charts of vitamin A,
vitamin C, calcium and iron and refer to them in
subsequent lessons.
Alliance Healthy Schools Product Navigator®
www.HealthierGeneration.org/
productnavigator
American Heart Association
Glossary:
(Sodium Recommendations)
Minerals are inorganic elements that come from the soil
www.americanheart.org/presenter.
and water and are absorbed by plants or eaten by animals.
jhtml?identifier=4708
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The body needs larger amounts of some minerals, such
as calcium, to grow and stay healthy. Other minerals like
chromium, copper, iodine, iron, selenium and zinc are called trace minerals because the body only
needs very small amounts of them each day.
Sodium is a mineral that helps maintain fluid balance in the body. Most of the sodium we consume
is in the form of salt. Americans take in much sodium through packaged, processed, store-bought
and restaurant foods. Too much sodium has been found to increase blood pressure and the risk for
a heart attack or stroke.
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Vitamins are organic substances made by plants or animals. Vitamins fall into two categories: fat-
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niacin, riboflavin, and folate)—need to dissolve in water before the body can absorb them. Because
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it passes through the system is lost (mostly through urine). Therefore, a body needs a fresh supply of
soluble and water-soluble. The fat-soluble vitamins—A, D, E, and K—dissolve in fat and can be stored
in the body. The water-soluble vitamins—C and the B—complex vitamins (such as vitamins B6, B12,
of this, the body is unable to store these vitamins. Any vitamin B or C that the body does not use as
these vitamins every day.
Integration Idea:
Language Arts: Write an essay: “My Story: How Eating Healthy Helps Me Reach (My Dreams, My
Goals”). Include how eating healthy can help you reach your dreams and/or achieve the goals you hope
to achieve (this year, in life).
Technology Link:
Fruits and Veggies More Matters
(What Matters? Health Matters!)
www.fruitsandveggiesmorematters.org
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We all know that fruits and vegetables add important
nutrients to our diets. But how much should we eat?
And how can we make eating healthy easier, tastier and
more enjoyable? To answer these and other questions,
Produce for Better Health Foundation offers the Fruits &
Veggies—More Matters® health initiative. In simple, userfriendly ways, the Fruits & Veggies—More Matters health
initiative and website offers expert cooking advice,
nutrition information and shopping tips. The website has a bounty of recipes, health-promoting
ideas, planning tools and even a kid-specific section.
Technology Ideas:
>
View the videos at www.fruitsandveggiesmorematters.org/?page_id=164 and try some of the
food preparation techniques. (If the school has a federal “fruit and veggie” grant—or if donated
produce by a local grocer, co-op or farmer is available , match a supplied fruit and vegetable with an
appropriate video.)
>
Create a fruit salad using the Quick Nutrition Chart
www.fruitsandveggiesmorematters.org/wp-content/uploads/UserFiles/File/pdf/planning/meal/
>
Find recipes with favorite fruits and/or vegetables at
www.fruitsandveggiesmorematters.org/?page_id=10.
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Explore the whole website including the section for kids called Fruit and Veggie Color Champions
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WhatsInAHalfCupGuide_Fruit.pdf and figure out all the nutrients consumed in a cup of mixed fruit.
Cost: Free
found at http://www.foodchamps.org/.
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Vitamins and Minerals
cards
Vitamin A
Keeps your skin healthy
Vitamin A
Helps you see better at night
Vitamin A
Green leafy and deep orange
vegetables are a good source of this
Vitamin C
Helps keep your gums healthy
Vitamin C
Helps fight infection and heal wounds
Vitamin C
Oranges and other citrus fruits are a
good source of this
Calcium
Keeps your teeth and bones strong
Calcium
Dairy products are a good source of
this
Iron
Helps blood move oxygen through the
body
Iron
Lean meat and dry beans are a good
source of this
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matching
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matching
overhead
Draw a line from the description to the correct nutrient.
Vitamin A
Helps fight infection and heal wounds
Lean meat and dry beans are a good
source of this
Helps you see better at night
Vitamin C
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the body
Keeps your skin healthy
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Helps blood move oxygen through
Calcium
Dairy products are a good source of this
Oranges and other citrus fruits
are a good source of this
Keeps your teeth and bones strong
Green leafy and deep orange
vegetables are a good source of this
Helps keep your gums healthy
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Iron
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chart
Nutrients and
General Sources
Fruit Sources
Vegetable Sources
Vitamin A prevents eye problems,
promotes a healthy immune system, is
essential for the growth and development
of cells and keeps skin healthy.
Most fruits contain vitamin A, but the
following fruits have a significant amount:
Sweet potato, Kale, Carrots, Spinach,
Avocado, Broccoli, Peas, Asparagus,
Squash—summer, Green Pepper
General Sources:
Liver, cod liver oil, deep orange and
yellow vegetables and fruits, green leafy
vegetables, meat, fish and eggs
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Calcium is vital for building strong bones
and teeth. The time to build strong bones
is during childhood and the teen years, so
it is very important to get enough calcium
now to fight against bone loss later in life.
Weak bones are susceptible to a condition called osteoporosis, which causes
bones to break easily.
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General Sources:
Mix of vegetables and fruits
especially citrus fruits
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Vitamin C (also called ascorbic acid) is
needed to form collagen, a tissue that
helps to hold cells together. It is essential for healthy bones, teeth, gums and
blood vessels. It helps the body absorb
iron and calcium, aids in wound healing,
and contributes to a healthy immune
system and to brain function.
Tomatoes, Cantaloupes, Watermelon,
Peaches, Kiwi, Oranges, Blackberries
Juices made from guava, grapefruit and
orange
Artichoke, Asparagus, Avocado,
Broccoli, Carrots, Cauliflower, Corn,
Cucumber, Green and Red Peppers,
Kale, Lima Beans, Mushrooms, Onions,
Peas, Potatoes, Spinach, Squash—
summer, Squash—winter, Sweet Potato
Most fruits contain some calcium:
Orange, Blackberries, Kiwi, Tomatoes,
Lime, Strawberry, Lemon, Grapes, Apples,
Cantaloupe, Bananas, Peach
Artichoke, Peas, Squash—summer,
Broccoli, Kale, Lima Beans, Squash—
winter, Spinach, Carrots, Avocado,
Asparagus
While most fruits have some iron,
probably the best source of iron for
children is raisins.
Vegetables:
Lima Beans, Peas, Avocado, Kale,
Spinach, Broccoli, Squash—summer,
Potatoes, Sweet potato, Squash—
winter, Corn, Carrots, Mushrooms
Kiwi, Strawberry, Orange, Blackberries,
Cantaloupe, Watermelon, Tomatoes, Lime,
Peach, Bananas, Apples, Lemon, Grapes
General Sources:
Milk and milk products, cheese, small fish
(with bones), tofu, dark green vegetables,
legumes (i.e., beans) and eggs
Iron helps red blood cells carry oxygen to
all parts of the body. Symptoms of irondeficiency anemia include weakness and
fatigue, lightheadedness and shortness of
breath.
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General Sources:
Fortified cereals, liver, dried fruit, sardines,
fruits and vegetables
Other fruits which have a good
amount of iron are:
Blackberries, Kiwi, Strawberries,
Tomatoes, Bananas, Grapes
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alliance competitive foods
guidelines
These Guidelines apply to foods sold to students in schools through the a la carte line
(excluding entrée items), vending, school stores, snack carts and in fundraisers.
The Alliance Competitive Food Guidelines aim to:
Increase consumption of:
Decrease consumption of:
> Total fat
> Vitamins (A, C, E, folate)
>
Saturated fat
>
Minerals (calcium, iron, magnesium, potassium)
>
Trans fat
>
Fiber
>
Calories/portion size
>
Appropriate amount of protein and non-fat, reduced fat dairy
>
Sodium
>
Sugar
>
No trans fat
>
≤230 mg sodium
>
≤100 calories—or
>
If food meets (positive) nutrient criteria
• ≤150 calories—Elementary
• ≤180 calories—Middle
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Alliance Competitive Food Guidelines Simplified Version
(For exact Guidelines go to www.healthiergeneration.org/snacks)
> 35%-10%-35% (total fat, saturated fat, sugar)
• ≤200 calories—High
• Positive nutrients:
2g fiber; or 5g protein; or 10% DV of Vitamin A, C, E, folate, calcium, magnesium,
potassium or iron; or ½ serving (¼ cup) of fruit or vegetable
>
Non-fat or low fat dairy
>
Trail Mix—(exempt from total fat and include only dried fruit without added sweeteners and
nuts and/or seeds)
>
Reduced fat cheese (up to 1.5 oz.)
>
Egg (one egg—no added fat)
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Exceptions
Fat
> Nuts, nut butters and seeds—(no limits for total fat or saturated fat)
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6. Healthy Eating is
Important to Me!
Students speak up about healthy eating and explore
elements of a balanced lunch.
Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors
and avoid or reduce health risks.
❏ Two signs for a continuum: Agree; Disagree. Place the two signs along a wall at about
5’-6’ of height and approximately 15’ to 20’ apart.
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❏ “Instead of This…” Chart—Draw a line down chart paper or board. At the top on the
left side write, “Instead of This.” On the right side write, “Choose This.”
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❏ Copies of a blank school lunch menu (ask the school cafeteria manager—or take an
existing one and remove the daily menus). Make enough copies for students to use one in
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their small groups of four.
Part 1: 25–30 minutes; Part 2: 45 minutes
Directions:
Introduce. This activity is called, “Eating Healthy is Important to Me.” You might, or might not, agree
with that statement. Maybe eating healthy is important to someone you care about. This activity
will help you discover and plan ways to eat healthfully—including eating a balanced lunch.
Post the two signs along a wall to form a continuum. Discuss with students what a
continuum means.
conducting the activity. To help ensure understanding, ask students for examples of what each
>
All responses are good
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principle looks like in practice:
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We demonstrate respect for individual points of view and each of us accepts others’ opinions as
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Step 1: Engage students. Offer the following guiding principles or classroom ground rules for
>
equal to our own
We can agree to disagree
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6. Healthy Eating is Important to Me! continued
>
Please stand up for what you believe in—even if everyone else is standing elsewhere
Ask if all students can uphold these guiding principles. If not, allow students to express reasons
otherwise. Come to consensus on the principles.
Step 2: Explain. Tell students that you will read statements and that students are to place
themselves along the continuum based on their personal response to each statement.
Step 3: Activate students. Read one of the following statements and ask students to place
themselves along the continuum based on how much they agree or disagree. (You might want
to do a practice round and offer an innocuous statement such as “I like dogs.”) Use at least three
different statements below, or write and read ones you develop:
>
I like eating healthy foods
>
I would like to make healthier food choices more often—or—I want to eat healthier
>
I read Nutrition Fact panels or ingredient lists often—or—I use Nutrition Fact panels to help
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me select my foods
>
Most days, I eat a balanced lunch at school
>
I want to help others make healthier food choices
>
Having healthy food choices at school is important to me
Note: You might need to review what foods qualify as “healthy” and ask students what healthy foods they like.
Step 4: Process each statement. After reading each statement, and while students are
standing at their self-designated places along the continuum, ask students at one end of
the continuum to share why they agree or disagree with the statement. Work your way along
the continuum to the other endpoint and ask a few others to share.
Step 5: Transition. Most students have gotten—or currently do get—lunch from the school’s
cafeteria. Rhetorically ask students how they can make the healthiest choices in the cafeteria.
Part 2: Preparation.
Post the “Instead of This” Chart and write a few of these items on the left side: Hot dog,
pizza, ham and cheese, breaded chicken, potato chips, brownies, whole milk, candy bars.
Include unhealthy choices found in vending machines, a la carte lines in the school cafeteria and/or foods found at convenience stores or fast food restaurants close to the school.
Step 1: Engage students. Ask students for ideas to help fill in the left side of the chart by
giving examples of less nutritious foods that one can chose to bring to school for lunch.
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As a large group, list healthier (but similar choices) and post them on the right side of the
chart. (For example, instead of breaded chicken, choose grilled chicken. Instead of ham and
cheese, choose turkey. Instead of mayonnaise, choose mustard.)
Step 2: Group students. Put students into groups by asking them to get out of their chairs
and move around the room touching (gently) and counting the back of 17 chairs. When they
have completed their counting, they are to stand still and wait for further directions. At that
point, ask students to find the three people closest to them to form a group of four.
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Step 3: Explain. Tell the students that they represent a
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a grant (money) to create the healthiest and most delicious
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Step 4: Create. Ask students to work in their groups, in
principal, a student, the school cafeteria manager and the
district’s food service director. The school has been given
school lunches in the United States.
their chosen roles, to create a menu for three healthy and
balanced lunches. Remind them to include foods with the
nutrients they recently studied.
at home on weekends. (Even low cost foods
like beans, rice or corn products make very
healthy—and delicious—choices.)
Use the Alliance for a Healthier Generation’s
empowerME@schools student toolkit
and Facilitator Guide found at
have students walk around (as if in a “gallery”) and look at all
and www.empowerme2b.org to help students
advocate and mobilize for healthier food
most appeal to them and why.
choices at school.
Wrap-Up.
websites:
take an active role in making improvements.
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that can come from home—or that one can eat
www.HealthierGeneration.org/studenttools
Recognize. Students care about their health and want to
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Create a menu of healthy lunches or snacks
Step 5: Process. Post all the menus around the room and
the choices. Ask students to share what balanced lunches
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Lesson Extensions:
Dietary Guidelines for Americans
www.cnpp.usda.gov/DietaryGuidelines.htm
Question. Ask students what they can do with their sample
USDA Team Nutrition
menus. Who might like to see them? Consider sharing them
www.fns.usda.gov/tn/
with the food service staff and the principal.
American Heart Association Face the Fats
Encourage. Not all changes need to happen in a day, a
www.badfatsbrothers.com or
week or a month. Successful changes can happen with
americanheart.org/facethefats
little steps. So, if you want to make changes to the foods
you eat, start with making one healthier choice at lunch.
Choose “this,” instead of “that.”
Integration Idea:
Math, Science or Family and Consumer Science:
Create a balanced lunch with 25-30% of the daily values
for recommended nutrients for students’ age group.
technology link:
Twitter (Let’s tweet about what we eat)
http://twitter.com/
lar. The motto of the site is “What are you doing?” Microblogging requires that individuals type messages to Twitter
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Twitter is a micro-blogging site that has become very popu-
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pages that are no more than 140 characters. Responses are
called “Tweets.” Twitter also has cell phone capabilities.
Technology Ideas:
>
Create a Twitter page. Have students post Tweets about
why eating healthy is important to them and the changes
that they are making.
>
Teacher and students can post advice about changes they
can make to eat healthy.
Check out the “Watch the Video” box on the front page of the
website.
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Cost: Free
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7. Know Your Serving Size
Students describe the importance of recognizing
serving sizes and examine serving sizes of various foods.
Standard 1: Students will comprehend concepts related to health promotion and
disease prevention to enhance health.
Standard 3: Students will demonstrate the ability to access valid information and
products and services to enhance health.
❏ On chart paper, board or screen write the words waffle, tortilla, apple or orange, meat,
fish, chicken, cheese and butter
❏ Cereal, bowl, fruit juice, glass, CD, deck of cards, tennis ball or baseball, one pair of dice,
a postage stamp
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❏ Three bags of potato chips of different sizes
❏ Food labels for items that are commonly eaten by students— three labels per pair of
students
❏ Be a Label Detective Worksheet for each pair of students
30–40 minutes
Directions:
Introduce. In this lesson we will understand the importance of serving size and examine
serving sizes of various foods.
Place the following on a table or desk: A bowl with 2 servings of a cereal (cereals have different
serving sizes, for example ¼ cup of granola is one serving and ½ to one cup of other cereals is one
serving—check the Nutrition Facts panels on the box), one cup of fruit juice in a glass, a CD, deck of
cards, tennis ball or baseball, a pair of dice and a postage stamp.
Step 1: Engage students. Ask the students how many servings do they think are in the bowl of
Step 2: Discuss. Remind students that label reading skills are intended to make it easier to use
nutrition labels to make quick, informed food choices that contribute to a healthy diet.
The Nutrition Facts panel always lists the serving size, which is an amount of food, such as ½ cup
of cereal or 15 potato chips. Knowing the serving size helps people understand how much they are
eating.
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cereal and in the glass of juice. Let them know that both the cereal and juice are 2 servings.
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Step 3: Show and tell. Name each food listed on the
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students which item on the table represents one serving
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7. Know Your Serving Size continued
Answers:
board or chart paper (waffle, tortilla, apple or orange,
meat, fish, chicken, cheese and butter) and ask
of that food.
Waffle, tortilla = CD
Apple or orange = tennis ball or baseball
determine the serving size of foods for one meal.
Examine favorite food and beverage packages
to determine number of serving sizes typically
consumed.
Cheese = pair of dice
Kids Health
Butter = postage stamp
www.kidshealth.org
Step 4: Calculate. Show each bag of potato chips of differ-
Food and Drug Administration
ing sizes and ask the students how many servings they think
www.fda.gov/Food/ResourcesForYou/
are in each bag. Write the number of servings that are in each
Consumers/KidsTeens/default.htm
students why eating more than one serving can contribute to
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food labels with a member of your family and
websites:
screen. Calculate the number of calories in each bag. Ask the
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Share what you have learned about reading
Meat, fish, chicken = deck of cards
bag and the number of calories for one serving on the board or
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Lesson Extensions:
Center for Food Safety and Applied Nutrition
www.cfsan.fda.gov/~acrobat/foodlab.pdf
weight gain.
Step 5: Review. The first place to start when you look at the
Nutrition Facts panel is the serving size and the number of
servings in the package. Serving sizes are standardized to
make it easier to compare similar foods; they are provided in
familiar units, such as cups or pieces, followed by the metric
amount, e.g., the number of grams.
Ask the students, if a nutrition label states 8 ounces equal
one serving and the container holds 16 ounces, how many
servings are in the container?
Step 6: Analyze labels. Working in pairs, have students
select 3 nutrition labels to analyze serving sizes and number
of calories for one and two servings. Record their findings
on the Be a Label Detective Worksheet. Since it takes 3500
extra calories to gain a pound of weight, calculate how many
students respond to the questions at the end of the worksheet
either in class or for homework.
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servings it takes to gain a pound of weight for each food. Have
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Wrap-Up.
Reflect. Do a whip around the room—ask students to respond:
“Today I learned….”
Integration Idea:
Technology: Research and identify resources on portion sizes
and portion distortion.
Technology Link:
PBS Kids Go! It’s My Life (Serving Size Surprise)
http://pbskids.org/itsmylife/body/foodsmarts/article3.html
Includes information about the body, games, video and an
advice section.
Technology Idea:
This website can be used as a supplement to the class activity.
Have students give examples of different foods, then use the
This site is very easy to use. Just point and click.
Cost: Free
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website to help students determine serving size.
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Be a Label Detective
worksheet
Student names:
Directions: Look at three nutrition labels and record the name of the food item and the amount of
calories for one and two servings for each food. If it takes 3500 extra calories to gain a pound of
weight, calculate how many servings it takes to gain a pound of weight for each food. Answer the
questions at the end of the worksheet.
Name of Item
Calories:
Calories:
2 servings
Do the Math:
How many servings
would it take to equal
3500 calo-ries? (one
pound of body weight)
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1 serving
Questions:
One serving of meat is about the size of a baseball, CD or deck of cards?
Explain why it is important to know the serving size of foods. Support your answer with examples.
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One serving of fresh fruit is about the size of a baseball, CD or deck of cards?
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8. Water, Water Everywhere!
Students explain the role water has in the body and the
importance of staying hydrated by drinking water and eating
foods with high water content.
Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
products and services to enhance health.
❏ A very dry sponge and water
❏ Beach ball with three or four clearly defined colors on it (best if in distinct color sections) –
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or a regular rubber ball
❏ Chart or poster with the following prompts (the colors are only examples):
Red: Tell how consuming water and water-based foods help our bodies
Green: Name a food that contains a lot of water
Yellow: Give an idea for drinking more water or staying hydrated in a day
White: Say anything you want about water or staying hydrated!
❏ Chart or poster with a drawing of a very large empty glass or pitcher that is calibrated
with this equation: (number of students or groups in the class) x 8 cups. Title the chart
“Hydration Challenge.”
❏ Optional: Index cards or post-it notes—one per student
Part 1: 20 minutes; Part 2: 20 minutes
Note: This lesson takes place over two days; it requires homework in between Part 1 and Part 2.
Directions:
Introduce. The human body is mostly made up of water. Without water we would die in a few days,
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but we could live without food for weeks. Water is an “essential nutrient.” Water helps keep the
body’s cells, tissues and organs running smoothly; brings nutrients to cells; keeps the body a
constant internal temperature; cushions joints; protects body organs; flushes waste from the
body; replaces fluids lost when you sweat or have a fever, diarrhea or are vomiting. Drink water
or eat foods with lots of water in them throughout the day so your body will function properly and
stay hydrated. During exercise, needing more water is common, especially on a hot day. It is a good
idea to drink water while you are active such as walking, bicycling or playing sports.
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sponge can no longer be snapped in half. Explain that our bodies are like the sponge—
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8. Water, Water Everywhere! continued
Show how water keeps things lubricated and healthy. Hold up a dry and brittle sponge
and snap it into two pieces. Soak one of the pieces in water and demonstrate that the
they are healthiest when provided with water.
Step 1: Engage students. Have students stand in a circle while you hold the beach ball
(or other ball). Share these instructions:
>
“We are going to toss the ball to each other.”
>
“When you catch the ball, the color that your right hand lands on will tell you what you
have to say, according to the statements on the chart.” Show the chart with the colors
and the corresponding statements.
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Note: Write the colors that are on the ball you are using—the colors below are provided just as an example.
Red
Tell how consuming water and waterbased foods helps our bodies
Possible answers include:
helps keep the body’s cells, tissues
and organs running smoothly; brings
nutrients to cells; keeps the body
a constant internal temperature;
cushions joints; protects body organs;
flushes waste from the body; replaces
fluids lost when you sweat or have a
fever, diarrhea or are vomiting.
If coming up with these responses
is difficult for your students, offer
prompts, such as:
Our joints are healthier with water because:
Water helps our bodies get rid of waste
products by:
White
Say anything you want about water
or staying hydrated!
Green
Name a food that contains a
lot of water
Possible answers:
individual fruits and vegetables;
a variety of beverages.
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Yellow
Give an idea for drinking more water
or staying hydrated during the day
Possible answers include:
bringing a water bottle to school every
day; drinking a cup of water before you
eat a meal; eating fruit as a snack.
If I am hot and drink water, it will help:
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Another option is to write the statements directly on the ball in the correct color section
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(use a permanent marker)—“For example, if you catch the ball and most or all of your right
hand lands on green, you are to share a food that you think contains a lot of water.”
Demonstrate this once or twice then have students toss the ball randomly
around the circle. “Try not to use an answer that someone else has already given.”
(If students get stuck, you can offer help or encourage other students to give
suggestions.)
>
Ask students to throw the ball to someone who has not had a turn.
>
Continue the activity until all students have had at least one turn.
Alternative: Use a non-colored ball and have students respond to the statements in the order that they are posted.
The first student responds to the first statement then tosses the ball to another student who responds to the
second statement, etc.
Step 2: Process. Your body is constantly losing water. You lose water through perspiration, urination, bowel movements and even breathing. Sometimes you need extra
water. You lose even more body fluids during hot, humid weather, or strenuous physical
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activity. Unlike some other nutrients, the human body does not store an extra supply of
water for those times when you need more. To avoid dehydration and to keep your body
working normally, you must replace the fluids you lose through normal body functions.
Step 3: Practice. Provide each student with the How Much Fluid Do You Take In?
Worksheet and show the size of an 8-ounce cup. Give clear instructions on how to use
the handout—showing a few completed rows. Determine if students will be given the
worksheets as homework or complete them in the next class. You may also form groups
or teams to chart amount of fluid taken in.
Note: For the purpose of this lesson, one small whole fruit or vegetable such as an apricot, tangerine, beet or small
apple would equal ½ cup and one whole medium to large size fruit or vegetable the size of a tennis ball would equal
one cup. Cut-up fruits and vegetables can be measured and recorded as ½ or one cup.
Part 2: Preparation.
Post the class “Hydration Challenge” chart.
Step 1: Engage students. The next class after the students have completed the
How Much Fluid Do You Take In? Worksheet, track the daily consumption of water and
water-based food for the whole class on the class chart. Have students
calculate the number of cups of fluid consumed in one day as recorded on their
(8 ounces = 1 cup), and total number of cups of fruits and vegetables
consumed. You may need to help students—especially with fractions such as half cups.
Have the individual students or groups color in the chart during reading or activity
time, coming up one at a time as you check the worksheets or have students say their
amounts and designate a student to color in the class chart.
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How Much Fluid Do You Take In? Worksheet by adding glasses of water, milk and juice
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Step 2: Analyze. Ask the students to look at the class
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fluids. If they came close, ask them if the worksheet helped
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intake for them. If they were far off the mark, ask for sug-
chart and evaluate how close they came to meeting the
goal of each student consuming the equivalent of 8 cups of
them consume more fluids than usual or if this was typical
Lesson Extension:
Ask students to ask family members if they can
monitor fluid intake and, if necessary, plan to
increase opportunities for hydration.
gestions on how they might increase their fluid intake.
Step 3: Process. As a class, decide whether or not to continue the hydration
challenge. If so, determine the process for keeping track. (Having the students
monitor intake for an additional day allows for authentic comparison/analysis.)
If the class would not like to continue to track their consumption, ask students
to write on an index card or post-it note one way they will make sure they are
staying hydrated. Post these on a wall and check back with students in a week
or month’s time.
Wrap-Up.
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Encourage. Congratulate students for consuming more fluids and taking
responsibility for their own health.
Promote. Allow for a water, fruit, vegetable or juice break during class, if
possible. Over time, consider if this health behavior improves students’ abilities
to concentrate.
Glossary:
Dehydration is an extreme loss of water from the body from a fever, being in
hot weather and through vigorous or very active exercise.
Essential nutrient is an important nutrient for good health that must be
obtained from eating or drinking.
Fluids are liquids including drinks and water in foods.
Hydrate means to add water or liquid to something—such as what happens
when a person drinks water or eats foods that contain water—in order to
maintain a healthy balance.
Lubricate is to apply a substance in order to make something smooth
or slippery.
energy or force.
100% juice contains no added ingredients such as added sugars.
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Strenuous physical activity is exercise done with a lot of effort,
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Integration Ideas:
>
Study the signs and symptoms of dehydration.
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Define electrolytes and research the need to maintain balance of
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Science:
essential nutrients.
Research what constitutes safe drinking water and the impact of
water pollution.
>
Study the linkages between conservation and water availability.
Technology Link:
KidsHealth (Why Drinking Water is the Way to Go!)
http://kidshealth.org/kid/nutrition/food/water.html
This site offers great information about why water is
important and how much water we should drink daily.
Technology Ideas:
>
Use the website as a supplement to the activity in
class. Students can sign up for a free weekly newsletter.
>
Have students use Twitter to tweet messages to the
class about how much water they drank that day!
Students can tweet congratulations or encouraging messages to
other students.
How to use the Website:
Click and go
Cost: Free
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This can be linked to their literacy efforts in class.
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How Much Fluid Do You Take In?
worksheet
Your name:Today’s date:
Put a check mark (✔) in the boxes next to the item you ate or drank in one day and answer
the questions. Use these measures:
1 small whole fruit or vegetable = ½ cup
1 whole medium to large size fruit or vegetable (the size of a tennis ball) = 1 cup
Cut-up fruits and vegetables can be measured and recorded as ½ or 1 cup
8 ounces of juice, milk or water = 1 cup
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MORNING I ate or drank:
□ Fruit (What kind _________________________________________________________, How much____________________________________________?)
□ 100% juice (What kind ___________________________________________, How much____________________________________________?)
□ Skim or low fat milk
How much____________________________________________?)
□ Vegetables (What kind ___________________________________________, How much____________________________________________?)
□ Water
How much____________________________________________?)
AFTERNOOn I ate or drank:
□ Fruits (What kind ______________________________________________________, How much____________________________________________?)
□ 100% juice (What kind ______________________________________________________, How much____________________________________________?)
□ Skim or low fat milk (How much____________________________________________?)
□ Vegetables (What kind ______________________________________________________, How much____________________________________________?)
□ Water
(How much____________________________________________?)
□ Water (What kind _______________________________________________________, How much____________________________________________?)
□ 100% juice (What kind ___________________________________________, How much____________________________________________?)
□ Skim or low fat milk (How much____________________________________________?)
□ Vegetables (What kind ____________________________________________, How much____________________________________________?)
□ Fruit (What kind _________________________________________________________,
(How much____________________________________________?)
Total # of cups ____________________________________________
Notes: Use this space to write about one way that helped you remember to take in more fluids.
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EVENING I ate or drank:
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9. Making Sense of Snacks
Students identify what influences them in their snack choices
and how they can influence healthy choices in their homes,
school and community.
Standard 2: Students will analyze the influence of family, peers, culture, media, technology and
other factors on health behaviors.
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
Standard 8: Students will demonstrate the ability to advocate for personal, family and community health.
❏ Optional: Computer with Internet access or recorded TV food commercials or video clips
from the Internet (this falls under “Fair Use” which is the right to use portions of
p u n c h
❏ Three charts to post: At Home, At School, In the Community—more than one set of
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❏ Copies of food ads from magazines or the Internet (preferably snack foods)—
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copyrighted materials for purposes of education)
at least one ad per student
❏ Making Sense of Snacks Worksheet—one per student
charts will allow several students to write at the same time
❏ Markers—one per student or pair of students
❏ Spheres of Influence Sample Worksheet—project on board or screen or make copies
for students
❏ Spheres of Influence Worksheet—one per student
❏ Index cards—one per student
Part 1: 20 minutes; Part 2: 30-40 minutes; Part 3: 30 minutes
Note: This lesson takes place over two or three classes.
Directions:
we choose mindlessly. In this activity, we will look at messages we get in the media about foods
(especially snack foods) and if we are really making conscious choices about the snacks we eat.
Show samples of food magazine or Internet ads and/or TV commercials or video clips. Conduct a
discussion about what messages students get from the ads: What do the ads “tell” you?
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Introduce. Sometimes we are aware of why we select certain foods and sometimes we are not;
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What do the advertisers want you to think? Ask students what they like and do not like
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colors used, etc.).
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9. Making Sense of Snacks continued
around the room, in any direction. Direct students to stop when you call out “freeze.”
about the ads. Have them identify things about the ads that might lead one to think a food
item is healthy (i.e. images, messages, physical activity that might be portrayed, certain
Step 1: Engage students. Randomly distribute an ad to each student. Have students walk
Step 2: Analyze. Ask students to find someone standing nearby. Have students look at each
of their food ads and discuss if the food is portrayed as healthy, delicious or fun to eat? Have
students analyze the ads to determine if the messages they are getting from the ads (the words,
pictures, etc.) are accurate. Are the foods really good for you? Why or why not?
Note: It might be helpful to post the questions on the board to help focus students in their exchanges.
After 4 minutes, making certain that students have had a chance to discuss both ads, instruct
students to walk around the room again in random directions until you call out “freeze.” Repeat
students’ sharing of their ads and engaging in the discussions as described. Do this activity one
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or two more times.
Step 3: Process. Lead a discussion of students’ findings about how ads try to influence food
choices. Conclude with statements that lead students to think about how they might be
influenced by food marketing—ads in print, on the computer, on television, foods they see in
movies, packaging of foods and even placement of foods in stores.
Step 4: Assign. Go over the directions for the Making Sense of Snacks Worksheet and assign
for homework with a date to have the worksheet completed. Ask students to use the Alliance
Product Calculator to analyze their snack choices for homework or bring the snack packages or
information from the labels to class.
Note: You will need a computer with Internet access if using the Product Calculator in class.
Duplicate Part One of the Making Sense of Snacks Worksheet on a large chart or the board.
Step 1: Engage students. Have students enter their tallies from their Making Sense of Snacks
Worksheet onto a large chart or board. This will give a picture of the number of food ads that
students were exposed to during an afternoon and/or evening.
Step 2: Create a composite. Since students’ names are not on the homework, collect all the
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worksheets and redistribute them randomly. (Have a few extra worksheets that you completed
to insure that each student gets a copy.) In groups of four to six, have students share the
information on their new sheets. Instruct students to refrain from identifying their sheets. Ask
students to discuss what influenced the snack choices and whether or not the snacks were
generally healthy, considering the nutrient value of the snacks. As a group make at least one
recommendation for choosing healthier snacks. Each group should select one student to report
out to the entire class.
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Step 3: Report out. Ask one student from each group to report if the snacks found on the
worksheets were healthy and their recommendations for choosing healthier snacks.
Step 4: Summarize. What influences the snacks students choose? How much of a role does
the media and advertising play? How can the class select snacks that are better for them?
Step 5: Transition. If time allows, continue with Part 3, or conduct Part 3 during your next
class meeting. If in the next class, ask students to pay attention to the overall food choices
they have at home, at school and in the community.
Post the sets of 3 charts around the room so students can easily circulate among the charts.
Step 1: Engage students. Give the directions, as follows: You have nine minutes to write
under each of the three chart headings (At Home, At School and In the Community). For each
chart write how a person (such as themselves) can influence getting or buying healthier foods
in each of these places. Ask students to consider who can be of help, what they might ask
of the person and how speaking up might influence changes in that environment. Students
can divide their time on the charts as they choose. However, to help keep track of time, ring a
p u n c h
Step 3: Explain. Distribute and introduce the Spheres of Influence Worksheet. Project or
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write clearly and legibly so the class can easily read what is written.
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bell or clap to let students know when three, six and nine minutes are up. Remind students to
Step 2: Decision-making. Introduce or review a decision-making model.
draw the Spheres of Influence Sample Worksheet or share copies with students. You may
want to edit the example so it is appropriate for your students. You may also want to integrate
a few ideas from the wall charts the students have created.
Step 4: Gallery Walk. Using the Spheres of Influence Worksheet, have students walk around
the room and look at all the charts. Ask them to fill in their own worksheets, including the
question asking students what is the first step they will take to make a healthier place to eat.
Note: This worksheet can be used as a personal action plan.
Step 5: Process. Ask for student volunteers to share elements from their worksheets.
Wrap-Up.
Remind. Food choices are influenced by the media, peers, family and the community.
Encourage. Ask students to be mindful about the snack choices they make and to take a step
Review. Disseminate the index cards. Ask students to write one or two things on the cards
that they have learned about healthy eating through the previous lessons. When students
are finished, redistribute the cards and have students volunteer to stand up and read their
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toward healthful eating.
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new cards. As an option, ask the class to identify one or
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dents that in order to adapt a healthy behavior it takes
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Conclude. Students learned a lot through the nine
two things they have done to improve their health as a
result of learning about healthy eating. Remind sturegular practice and support over time.
nutrition lessons. They can green up their bodies—and the
environment—by reading labels and eating more whole
and less processed foods.
Challenge. Students have the power to make changes in
their lives and in their environments. Challenge students in
Lesson Extensions:
Study the impact of packaging on the
environment. Explore which items are recyclable.
Compare this to the impact of eating foods
closer to nature and in less packaging or in more
recyclable packaging.
Explore the concepts that individuals sometime
eat even when not hungry, do not recognize when
they are full or eat while doing another activity
such as watching TV and how these might
influence overeating.
a positive way to be advocates for health!
Glossary:
Advocate is to recommend a course of action; to speak
up for a cause. (Verb)
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Advocate is a person who upholds, defends or speaks
up for a cause or a course of action. (Noun)
Influence is power to affect someone or an outcome, to
be able to impact how something turns out or happens.
Integration Ideas:
Family and Consumer Science: Study about healthy food
Define what it means to be a role model and
identify your role models and for whom you are a
role model.
websites:
Alliance for a Healthier Generation Kids’
Movement
www.empowerme2b.org
Media Smart Youth
www.nichd.nih.gov/msy/
preparation, making healthy snacks or identifying healthy
recipes.
Science and Math: Ask students to bring the packaging
from the snacks they eat and total the weight of the
packaging. Extrapolate the weight of the collection out to
pounds of waste over a year and discuss the impact on the
environment.
Computer Science/Technology: Design a “Cause Page”
on Facebook or other website (or in Art—create a poster)
of a healthy eating campaign. Consider the purpose of
the cause, identify who would benefit and make specific
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recommendations. Create a logo or slogan to identify
the cause.
Social Studies
>
Study how eating habits differ in other countries.
>
Study what social and cultural changes have
impacted eating habits in the U.S. in the past 30 years.
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Technology Link:
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announcement that provides information to the public. A
Community Toolbox (Let’s Create a Public Service
Announcement!)
A Public Service Announcement is a short, non-commercial
PSA is usually no more than 30 seconds long. However, a
PSA can also be a printed material.
Technology Idea:
Show TV commercials and/or hold up a magazine ad.
Conduct a discussion about what messages students
get from the ads: What do the ads “tell” you? What do the
advertisers want you to think? Ask students what they
like and do not like about the ads. Have students identify
things about the ads that lead one to think a food item is
healthy (i.e., images, messaging, etc.). Next, have students
students get into groups and rewrite the commercial ad,
then perform the commercial in front of the class. Option:
videotape and post to Teacher Tube or YouTube.
How to Use the Website:
?
Cost: Free
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brainstorm ways in which they might change the ads. Have
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Making Sense of Snacks
worksheet
Use your best handwriting and do not write your name!
Part One: I SAW…
Put a mark below each time you see a snack food ad in each of these places. (For example, if you
saw four ads on television , your tally of marks would look like this: IIII) Do this for one afternoon
and /or evening.
Answer the following questions about a snack you chose during the afternoon and/or evening:
Television
Magazine
Computer
Billboard or
other sign
Ad or promotion
in a grocery store
Part Two: I ATE…
2. What influenced your decision to choose that snack?
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1. What is the snack you ate?
3. Do you think your choice was healthy, kind of healthy, not very healthy or not healthy at all?
4. Describe why you think you did or did not eat a healthy snack or the amount of the snack to
balance your energy needs for the day.
5. Use a computer at home or at school to analyze your snack. If you use a computer outside of
your home, you will need to bring the snack package or information from the label with you if it
was not a whole food. If the snack was in a package, and your teacher instructed you to do so,
Determine if your snack meets the Alliance’s Guidelines using the Product Calculator at
www.HealthierGeneration.org/productcalculator.
Explain why or why not:
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wash the package and bring the empty wrapper, box or bag to school.
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spheres of influence
worksheet
Select ways to improve food choices in each of these places:
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At school
in the
community
What is the first step you will take to make one of these places a healthier place to
eat—for you and/or for others? (What action will you commit to take by tomorrow?)
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At Home
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spheres of influence
ksheet
sample wor
<
Select ways to improve food choices in each of these places:
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Talk to parents about healthier
food choices that could be in the house.
Eat more fruit for dessert.
Add brown rice with white rice.
Eat whole wheat pasta.
Make a grocery store list of healthier
foods and drinks that I’d like to eat more.
Try dipping vegetables in honey mustard,
olive oil, low fat sour cream with herbs—
instead of using butter on them.
in the
community
At school
Survey classmates to see what they
want to eat—work with the cafeteria manager
and maybe the principal and other students
about this.
<
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At Home
Ask the art teacher if students can make
signs for the cafeteria about the nutrients in
foods—ask the cafeteria manager too.
Pick more fruit for dessert.
Choose whole grain breads.
Eat less often at fast food
restaurants.
Choose meals that offer fruits and salads.
Get a group of students together to talk
to the mayor—or other elected officials—
about wanting to see nutrition
information in restaurants.
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Ask for safe routes to places that offer
healthy food choices.
What is the first step you will take to make one of these places a healthier place to eat—for you
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Drink fat free or low-fat (1%) milk.
Walk around the grocery store and
find at least two new whole foods to try.
I will look at the Alliance empowerME@school Student Toolkit at empowerme2b.org to see if it
and/or for others? (What action will you commit to take by tomorrow?)
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can help our school make changes to the nutrition choices.
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10. Have Fun Going
to and from School
Students consider the option of being physically active
when going to and from school and design a plan to
overcome barriers.
Standard 5: Students will demonstrate the ability to use decision-making skills to
enhance health.
Physical Activity? Chart—one master copy per class to be completed by the teacher for
Day One and Day Two. Day Three is optional.
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❏ Prepare a Going 2 School poster or, as an alternative, Being Physically Active poster—
Divide the board or large chart paper lengthwise into two halves. Write “Barriers” across
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❏ How Did U Come 2 School? Chart or, as an alternative, What Did U Do 4
Option: Prepare an overhead to project on a board or screen.
the top of the left side and write “Solutions” across the top of the right side.
❏ Traveling to School Planning Worksheet or, as an alternative, Increasing Physical Activity
Planning Worksheet—one per student
Part 1: 20–30 minutes; Part 2: 30–40 minutes
Note: This lesson takes place over two class periods with an optional extension to allow students to
implement their plan(s).
Directions:
Introduce. In this lesson we will discuss the importance of physical activity and how we might
increase our physical activity when traveling to and from school.
as the Walking School Bus. See the National Center for Safe Routes to Schools website for ideas. (www.saferoutesinfo.org)
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Note: If it is difficult for students to walk or bicycle to school, you may want to modify this lesson to design a school event such
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10. Have Fun Going To and From School continued
Alternative: Use the lesson to help students increase their walking, bicycling, or other physical activity
before or after school. Materials have been provided for an alternative lesson to focus on increasing physical
activity generally rather than focusing on physically active ways to come to and from school. Change the
language throughout the lesson from “traveling to and from school” to “being physically active” and use the
alternative chart, poster and worksheet.
Pantomime ways students can travel to school (walking, bicycling and skate-boarding) and have the students guess what you are doing.
Step 1: Engage students. Students can consider options when traveling to school.
Determine how students came to school by asking students to stand when the way
they traveled to school today is stated: Walk, Bicycle, Car, Bus, Other (ask students
what other ways they got to school). Students should only stand once. Record the
responses on the How Did You Come to School? Chart under Day One with today’s
date. You may want to post the chart on a wall or project it onto a board or screen.
Consider using Excel or similar software program that allows you to show results in a
pie or bar chart or other visual graphic.
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Alternative: Determine how physically active students have been on the previous day on the What Did You Do
for Physical Activity? Chart.
Step 2: Define. Ask students to provide their definition of physical activity. For
example, physical activity is any activity that causes your body to work harder than
normal. See Glossary for expanded definition of physical activity. Define calories (see
Glossary), explain how food provides calories to the body and discuss how physical
activity burns calories.
Step 3: Discuss. Discuss how being physically active is good for the body. Physical
activity strengthens the heart and other muscles and makes you feel better. Balancing
food and physical activity helps a person stay at a healthy weight. Students should try
to be physically active at least 60 minutes a day. See Glossary for additional benefits
of physical activity. Ask students to identify the ways that going to and from school
can provide an opportunity for physical activity.
Step 4: Brainstorm. Define barriers as reasons why something is hard to do. As a
class, brainstorm barriers to walking or bicycling to school and record on the left side
under Barriers on the Going to School poster or project the poster onto a board or
Alternative: Brainstorm barriers to being physically active and record on the Being Physically Active poster.
(Day 2) Have the How Did You Come to School? Chart and Going to School poster
ready to share with students.
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screen.
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Step 1: Engage students. Determine how students came to school by asking students to
stand when the way they traveled to school today is stated: Walk, Bicycle, Car, Bus, Other.
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Record the responses on the How Did You Come to School? Chart under Day Two with the
date and discuss if the answers are the same or different from Day One.
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Alternative: Determine how physically active students have been on the previous day and record under Day 2 on the
If different, explore what factors influenced the change.
What Did You Do for Physical Activity? Chart.
Step 2: Review. Review the Going to School poster.
Alternative: Review the Being Physically Active poster.
Step 3: Explore solutions. Have the class divide into small groups and each group select
one solution from the poster to explore—all of the highlighted solutions should be addressed
by the class. Give students the Traveling to School Planning Worksheet and have the groups
develop a simple and attainable step-by-step plan to help remove barriers and encourage
more students to walk or bicycle to school. Depending on the grade, students might re-
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search ideas on the Internet or other sources.
Step 5: Find solutions. In small groups, have students select one reason why students choose
not to, or are unable to, walk or bicycle to and from school and decide on one or more solutions
to that barrier. To elicit a variety of responses, you may want to assign a different barrier to each
group. For example, it is a long distance to school. A possible solution might be to carpool part
of the way to school with friends and together walk the rest of the distance. Have appropriate
equipment to secure bicycles or skateboards on school property to accommodate increased
use of these modes of transportation.
Alternative: In small groups, students select one reason why students are not physically active and decide on one or
more solutions to that barrier.
Step 6: Process. Have the small groups report on one or two solutions to the barrier they
worked on and record student responses under Solutions on the right side of the poster. Have
the class discuss the solutions listed on the poster and decide on those that are realistic and
achievable. Highlight them on the poster.
Alternative: Give students the Increasing Physical Activity Planning Worksheet and have the groups develop a simple
and attainable step-by-step plan to help remove barriers and encourage more students to be physically active.
Step 7: Optional.
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Decide if the class will implement the plans. If so, decide if the students will select one plan to
carry out as a class project or if the groups will implement their plans. Review and approve the
plan(s) prior to implementation.
Take action. Students take action to carry out the plan(s). Set a timeline for implementation.
Report out to class. Have students report on the implementation of their plan(s). Were they able
to achieve the steps outlined?
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Reinforce. Ask the students to stand when the way they traveled to school today is stated. Record the responses under Day Three and discuss if more students are now walking
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or bicycling to school or being more physically active since Day One.
Wrap-Up.
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Reinforce. Do a quick whip around the room and allow each student to give a reason why
Highlight. Have students present key points to their plans.
walking or bicycling to school should be considered.
Glossary:
Calorie is a unit of energy supplied by food. A calorie is a calorie whether you are eating carbohydrates, fats or proteins. Think of calorie balance like a scale. To remain
in balance and maintain your body weight, the calories you eat from foods should be
balanced by the calories you use in your daily activities, exercise and bodily functions.
The longer and more vigorously you are physically active the more calories you burn.
Physical activity falls into four different categories—moderate intensity aerobic, vigorous intensity aerobic, muscle strengthening and bone strengthening. Children and adomuscle strengthening and bone strengthening physical activity included in the recommended daily 60 minutes.
>
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lescents need a combination of moderate intensity aerobic, vigorous intensity aerobic,
Aerobic activity should make up most of the 60 or more minutes of physical activity
each day. This can include either moderate-intensity aerobic activity, such as brisk
walking, or vigorous-intensity activity, such as running. Vigorous-intensity aerobic
activity should be included on at least 3 days per week.
>
Muscle strengthening activities, such as gymnastics or push-ups, at least 3 days per
week as part of the 60 or more minutes.
>
Bone strengthening activities, such as jumping rope or running, at least 3 days per
week as part of the 60 or more minutes.
>
Keeps bones strong and muscles strong and flexible
>
Keeps lungs in shape
>
Lowers blood pressure
>
Decreases risk of certain diseases such as diabetes and heart disease
>
Provides balance between food intake and activity to help maintain a healthy weight
>
Helps concentration
>
Helps keep immune system strong
>
Is social and helps build a network of friends
>
Reduces feelings of depression or getting the blues
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Physical activity benefits:
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Integration Ideas:
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artists, title and art style and discuss their ideas on
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Technology: Search the Internet for valid tools that
Art: Find paintings or other forms of art in which
physical activity is depicted. Have students identify
the artists’ intentions.
determine calories burned for different physical activities
tailored for individual size and age differences.
Physical Education: Play a game that demonstrates
ENERGY IN – ENERGY OUT.
(Go to www.empowerme2b.org, follow the links to
empowerME4Life, p. 31.)
Science: Analyze how food is metabolized.
Math:
>
Calculate how many calories are burned when walking,
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running, skateboarding, bicycling and other activities...
>
Calculate calories in different foods.
Technology Link:
American Heart Association
Lesson Extensions:
Write an article explaining the goal to increase the
number of days that students walk or bicycle to
school and post on the school website, on the back
of the school menu or in the school newspaper.
Find a partner—could be a friend, a classmate or
family member. Think about fun ways to go to school
or to increase physical activity before or after
school. Try one of the ways and report back to the
class.
As a family, plan ways to walk or bicycle when going
to the store, park or other places.
Websites:
(student-specific site)
www.empowerme2b.org
American Council of Exercise
www.acefitness.org
(Jump Rope at School)
Team Nutrition
http://library.thinkquest.org/5407/
www.teamnutrition.usda.gov/Resources/
This site will invite you to learn about jump rope skills and
EatSmart/balanceyourdaybrochure.pdf
the benefits of exercise. It includes information about
developing jump rope skills.
National Center for Safe Routes to Schools
www.saferoutesinfo.org
Technology Ideas:
>
Use this website to have students develop their jump
rope skills.
>
Students can participate in Jump Rope Contests. Post
contest details and pictures on class website.
Just point and click!
Just-a-Minute (JAM) School Program
www.jamschoolprogram.com.
Click on JAMmin’ Minute and Health E-Tips
newsletter.
Centers for Disease Control and Prevention
www.cdc.gov/physicalactivity/everyone/
guidelines/what_counts.html
Active Kidz
http://activekidz.com.au/index.php?area=pod
Action for Healthy Kids, ReCharge
www.actionforhealthykids.org/special_after.php
Cost: Free
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Similar Website:
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Technology Link:
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This website explains about calories and the body.
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Use this website as an addition to the lesson. Students
KidsHealth (All I Need to Know about Calories)
http://kidshealth.org/kid/stay_healthy/food/calorie.html#
Technology Idea:
can visit this website at school or at home for a homework
assignment.
How to Use the Website:
This site is read only, but provides good information regarding
calorie intake for children.
Cost: Free
Technology Link:
Children’s Energy Needs Calculator
(How Many Calories Do I Need Each Day?)
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www.bcm.edu/cnrc/bodycomp/energy/energyneeds_
calculator.htm
This online calculator is embedded into a website provided by
the Baylor College of Medicine. It helps estimate the calorie
needs of a child by entering general data.
Technology Ideas:
>
Parents and students can use this website to calculate
students’ energy needs.
>
Parents and students can use this website in combination
with Dole 5 A Day (see lesson 2) to help students and families create a healthy food plan for home. For family members
18 or over, use the Mayo Clinic’s calculator at
www.mayoclinic.com/health/calorie-calculator/NU00598.
Just click on the arrows to choose your answer!
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Cost: Free
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how do you come to school?
chart
Class:
Modes of
Transportation
Day One
Date:
Day Two
Date:
Changes Noted
Day Three (Optional)
Date:
Walk
Car
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Bicycle
Bus
Other
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Other
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What Did You Do for Physical Activity?
chart
Class:
Modes of
Transportation
Day One
Date:
Day Two
Date:
Changes Noted
Day Three (Optional)
Date:
Walk
Bicycle
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Skateboard
Play Basketball
Play Soccer
Other
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Other
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worksheet
Group Members:
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Traveling to School Planning
Barrier:
Solution:
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Step One:
Who could help with this step?
Step Two:
Step Three:
If the plan was successfully completed, what changes would you see?
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Increasing Physical Activity Planning
Group Members:
worksheet
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Barrier:
Solution:
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Step One:
Step Two:
Step Three:
If the plan was successfully completed, what changes would you see?
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Appendix A
Other Technology Integration Ideas
Creating a Blog or Wiki can give teachers a way to communicate ideas or new information to
supplement the ReadB4UEat lessons. Follow the directions for creating a Blog or Wiki.
Create Your Own Blog
www.blogger.com/start
Create an Account
If you DO NOT have a Google Account:
>
Click on the link that says:”Create Your Blog Now” (large orange arrow towards the bottom
of the page). That will lead you to a registration page where you can create a new Google
account and register for Blogger.com.
If you already DO have a Google account:
>
You can sign in the box on the top of the page that says, “Sign in Using your Google
Account.” (If you are automatically signed in to another Google service, like Gmail, it will
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Choose a Template
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Create Your Blog
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automatically sign you in).
Select “Create a Blog,” and fill in the options for your blog’s name.
Choose a template from the list. You can change this later if you change your mind.
Post to Your Blog
Click on “Start Posting.” Add and publish one post. The posting window looks like this:
>
You can use the editor to write a post just as you would with a word processing program.
To see how your post will look before publishing it, click the “Preview” link at the top right
hand side of the window. Once you are satisfied with your post, click “Publish Post.”
View Your Blog
View your blog (click on the “in a new window” link so you do not lose the blogger.com
interface).
Check Your Settings
Back in the blogger.com window, click on the “Settings” tab and check the settings,
Optional:
>
Add an image to your posting.
>
Ask friends for their blog URL, then visit their blog and add a comment (they will have to
have the blog permission open for comment for this to work).
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particularly “permissions.”
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Appendix A continued
create your own Wiki
http://www.wetpaint.com
Assessing the Wiki Website
Go to http://www.wetpaint.com. Click on the “Go” button to create a new wiki. Please write
down the username and password that you created for this account. Follow the wizard
prompts to create the wiki and sign up for the WetPaint account.
Getting Started
Check out the prompts and each of the tabs at the top of the page before you get started.
Editing Your Home Page
>
Notice that you are currently on your “Home” page, automatically created by Wetpaint.
First, you will want to edit this page.
>
To edit a page, click on the “EasyEdit icon.”
>
This will pop up the “EasyEdit” toolbar:
You can now begin typing into the page window. This works like MS Word—you can type,
highlight text to change or delete it, use the toolbar icons to make things bold, italic, under-
>
When you save your text, you will see an “Add An Edit Note” box. This is optional. You can
choose to skip edit note if you are not interested in using this option.
Adding a Link
>
To add a link, highlight the text you want to link, click the Link icon in the EasyEdit toolbar.
You will be prompted for a link. Note that the link can be either an external website or an
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line or change the font. You can add an image by clicking on the image icon in the toolbar.
internal wiki page. For now we have not created any pages besides the home page so we
will use an external link. Type the text describing the web address and the URL of the link
into the “Link to” text box:
>
Once you are done editing the page, choose “Save” on the EasyEdit toolbar. Your changes
will be saved to the page.
Adding a Page
You will want to add more pages besides the home page to your wiki. To add a page, give the
page a name and click the “Add page” link:
>
Note the “Page Location” at the top of the box. This tells you where the new page will fit in
the wiki hierarchy. You will want to double check when you create a new page that you are
>
After creating the page, you can navigate to it from the left hand menu bar and edit it just
like any other page.
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putting it in the right place.
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Linking to an Internal Page
When creating a link you can also link to an internal page on the wiki.
>
Bring up the Add a link dialog box. Click on “Find Page” and you will get another popup window listing all the pages on the wiki. You can then select that page and it will
automatically link to that internal wiki page.
Viewing “History”
To find the history of each page (who edited what at a particular time) look for the
shaded text area under the content of the page. You will see some notes about who last
updated the page. Next to that is a link for “Complete History.” Click on that to see the
complete history of the page.
Note: You can now see all of the revisions made to the page, as well as revert to a previous version or even
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compare versions.
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Create Your Own PortaPortal
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Step 1—Go to www.portaportal.com
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Other Technology Integration Ideas:
Step 3—Fill in required information and click on “Join PortaPortal.”
www.portaportal.com
Step 2—Click on “Sign-up”- it is located on the left side menu.
Step 4—Wait for confirmation emai—you must click on this email to confirm your account.
Step 5—Go to the email account that you entered on the information page and open the
email from Porta-Portal. Click on the confirmation link. You will get a message that says:
“Thanks for confirming your portal! You are now free to move about the site…”
Step 6—Click on the arrow to the left that says, “Return to Portal.”
Note: There is an option to create a PortaPortal without ADS—it is $15 for up to five portals.
Step 7—The program will prompt you to make categories. To do so, click on the button that
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says add categories. Add up to five categories—hit enter to set the categories.
Step 8—Choose the + button, and begin to add links. You can cut and paste from the internet, the word document or just type in the address by hand. With each link you can include a
title, description and/or an icon. Once you have five, hit the add links button at the bottom.
Step 9—The upper toolbox includes:
▫ Quicklinks—Use this button to quickly add a link. You can choose a category within the
quick link function without actually being in the category of choice.
▫ Alphabetize—This button puts all of your categories into A-Z order. It cannot be undone
once you click on it.
▫ Add category—This button adds a category. You can add as many as you like.
▫ Logout—This button logs you out of the site.
▫ Delete category—This button allows you to delete a category.
▫ Tutorial—Use this link to get a refresher on any topic.
▫ Preferences—This button allows you to change your password or email address. You can
also reorder (automatically puts in A-Z order) and change your layout, colors and sizes.
The other functions allow for guest access and portal behavior.
▫ Clone—This function allows you to create a clone of your portal. Reset the password and
then you can share it. Remember the clone cannot be modified by other users.
▫ Import bookmarks—Add bookmarks from your current browser’s bookmarks.
▫ Test links—This take a long time but it will test to see if any of your links are dead on
your portal.
▫ Delete portal—This link deletes the entire portal.
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Step 10—Advanced options:
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Appendix B
What Can I Eat?
“Your Healthy Food Guide” gives general ideas about what kinds of foods are good for you. You may need
to eat the amount at the low end of the range or the high end of the range, depending on your individual
daily calorie needs. Remember, this is only a guide. When making a meal plan just for you consider your age,
gender, height, activity level and weight. If you have a health concern, talk with you doctor.
Your Healthy Food Guide:
Vegetables
Aim for 2 1⁄2 to 3 cups a day. Here are choices that equal 1 cup:
1 cup cut up raw or cooked or vegetables
2 cups leafy salad greens
1 cup vegetable juice
Milk, Yogurt, and
Cheese
Aim for 3 cups a day. Here are choices that equal 1 cup:
1 cup nonfat or low-fat milk or yogurt
1 1⁄2 ounces cheese
Fruits
Aim for 1 1⁄2 to 2 cups a day. Here are choices that equal 1 cup:
1 cup cut up raw or cooked fruit
1 cup fruit juice
1⁄2 cup dried fruit
Breads, Cereals, Rice,
and Pasta
Aim for 6 to 7 ounces a day. Here are choices that equal 1 ounce:
1⁄2 cup of cooked cereal
1⁄2 cup cooked rice or pasta
1 cup ready-to-eat cereal
1 slice of whole grain bread
1⁄2 small bagel or 1 small muffin
Meat, Poultry, Fish,
Dry Beans, Eggs,
and Nuts
Aim for 5 to 6 ounces a day.
Here are choices that equal 1 ounce:
1 ounce lean meat, fish, or skinless chicken (Try to eat (non-fried) fish as your
protein twice per week)
1 egg
1 tablespoon peanut butter
1⁄2 ounce nuts
1⁄4 cup cooked dry peas or beans such as kidney, white, split or black-eyed peas
Heart-Healthy Fats
One serving is
1 teaspoon vegetable, olive, or canola oil
1 teaspoon tub margarine
5 large olives or 1⁄8 avocado
1 tablespoon low-fat mayonnaise
2 tablespoons low-fat salad dressing
How much should you eat? Total fat should be 20-35% of calories. Most dietary
fats should come from sources of unsaturated fats. You get most of the fat your
body needs from other foods you eat—so choose only a few servings of these
Regular Soda,
Candy, Cookies,
and Desserts
If you choose to eat these foods, have a very small amount and not every day.
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(Choose dark green or orange)
(Choose fresh, whole fruits as
often as you can)
(Choose whole grain foods for
at least 3 of your 6 choices)
How much should I eat? The amount of food you need to eat each day varies with your age, sex, height and activity level.
The amounts in “Your Healthy Food Guide” are right for girls age 11 to 17 or boys age 11 to 14 who get 30 to 60 minutes
of physical activity each day. If you are a boy older than 14, or if you want to enter your own height or activity level,
visit www.mypyramid.gov.
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Appendix B continued
Low-Calorie, Lower-Fat Alternative Foods
These low-calorie alternatives provide new ideas for old favorites. When making a food choice,
remember to consider vitamins and minerals. Some foods provide most of their calories from sugar
and fat but give you few, if any, vitamins and minerals. We stress reading labels to find out just how
many calories are in the specific products you decide to buy.
Higher Fat Foods
Lower Fat Foods
Dairy Products
> Evaporated whole milk
> Whole milk
> Evaporated fat-free (skim) or reduced-fat (2%) milk
> Low-fat (1%), reduced-fat (2%), or fat-free (skim)
milk
> Ice cream
> Whipping cream
> Sorbet, sherbet, low fat or fat-free frozen yogurt
> Imitation whipped cream (made with fat-free milk)
> Sour cream
> Cream cheese
> Plain low-fat yogurt
> Neufchatel or “light” cream cheese or fat-free cream
> Cheese
cheese
> Reduced-calorie cheese, low-calorie processed
cheeses
Cereals, Grains, and Pastas
> Ramen noodles
> Pasta with white sauce (alfredo)
> Rice or noodles (spaghetti, macaroni, etc.)
> Pasta with red sauce (marinara)
> Pasta with cheese sauce
> Granola
> Pasta with vegetables (primavera)
> Bran flakes, crispy rice, etc.
> Reduced-fat granola
> Cooked grits or oatmeal
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> Fat-free cheese
Meat, Fish and Poultry
> Cold cuts or lunchmeats (bologna, salami,
> Low-fat cold cuts (95 to 97% fat-free lunch meats,
> Hot dogs (regular)
> Bacon or sausage
> Lower-fat hot dogs
> Canadian bacon or lean ham
> Regular ground beef
> Chicken or turkey with skin, duck or goose
> Extra lean ground beef such as ground round or
liverwurst, etc.)
> Oil-packed tuna
> Pork (spareribs, untrimmed loin)
> Pork tenderloin or trimmed, lean smoked ham
> Frozen breaded fish or fried fish (homemade or
ground turkey (read labels)
> Chicken or turkey without skin (white meat)
> Water-packed tuna (rinse to reduce sodium content)
> Fish or shellfish, un-breaded (fresh, frozen, canned
in water)
> Egg whites or egg substitutes
> Frozen TV dinners (containing less than 13 grams
of fat per serving and lower in sodium)
of fat per serving)
SOURCE: DEPARTMENT OF HEALTH AND HUMAN SERVICES-NATIONAL INSTITUTES OF HEALTH
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commercial)
> Whole eggs
> Frozen TV dinners (containing more than 13 grams
low-fat pressed meats)
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punch
Appendix B continued
Low-Calorie, Lower-Fat Alternative Foods
Higher Fat Foods
continued
Lower Fat Foods
Baked Goods
> Croissants, brioches, etc.
> Donuts, sweet rolls, muffins, scones, or pastries
> Party crackers
> Saltine or soda crackers (choose lower in sodium)
> Cake (pound, chocolate, yellow)
> Cookies
> Hard French rolls or soft brown ‘n serve rolls
> English muffins, bagels, reduced-fat or fat-free
muffins or scones
> Low-fat crackers (choose lower in sodium)
> Cake (angel food, white, gingerbread)
> Reduced-fat or fat-free cookies such as graham
crackers, ginger snaps, fig bars (compare calorie
level)
Snacks and Sweets
> Nuts
> Ice cream, e.g., cones or bars
> Popcorn (air-popped or light microwave), fruits,
vegetables
> Custards or puddings (made with whole milk)
> Frozen yogurt, frozen fruit or chocolate pudding bars
t h r e e
h o l e
p u n c h
Fats, Oils, and Salad Dressings
> Regular margarine or butter
> Regular mayonnaise
> Regular salad dressings
> Butter or margarine on toast or bread
> Jelly, jam, or honey on bread or toast
> Oils, shortening or lard
> Light spread margarines, diet margarine, or whipped
butter, tub or squeeze bottle
> Light or diet mayonnaise or mustard
> Reduced-calorie or fat-free salad dressings, lemon
juice, or plain, herb flavored, or wine vinegar
> Nonstick cooking spray for stir-frying or sautéing
> Applesauce or prune puree as a substitute in baked
goods
Miscellaneous
> Canned cream soups
> Canned beans and franks
> Canned broth-based soups
> Canned baked beans in tomato sauce
> Gravy (homemade with fat and/or milk)
> Fudge sauce
> Gravy mixes made with water or homemade with the
> Chocolate syrup
> Avocado on sandwiches
fat skimmed off and fat-free milk
> Cucumber slices or lettuce leaves
> Salsa
> Guacamole dip or refried beans with lard
thr ee
ho le
p un ch
SOURCE: DEPARTMENT OF HEALTH AND HUMAN SERVICES-NATIONAL INSTITUTES OF HEALTH
79

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