LESSON TITLE: Balancing the Energy Equation One Step at a Time!

Transcription

LESSON TITLE: Balancing
the Energy Equation
One Step at a Time!
Grade Level: Suggested 2-5
Delivery Mode: Classroom
Time Allotted: 30 minutes
# Of Participants: Class size: 10-30
Life Skill/General Health: Weight maintenance, and Learning a variety of ways to increase
physical activity during the day
Character Focus: Self-Responsibility and Self-Discipline
Integrated Curriculum Concepts:
• Language Arts: Active Listening, Sharing Experiences, and Information
• Math: Counting, Balancing Equations, and Converting steps to miles
• Science: Learn calorie intake vs. calorie expenditure
• Social Studies: Developing self-help skills
Key Concepts:
• Importance of physical activity
• Keeping calorie intake and expenditure balanced
What you need for the Lesson:
• Balancing the Energy Equation One Step at a Time!
• Pedometer (Optional)
Learning/Follow up Activity:
• Class Discussion
• Pepto’s Place: Where Every Serving is Organwise! (Optional)
Getting Ready:
• Read and familiarize yourself with the book and lesson plan.
Note to Helper:
• The more animated you make the story and the more genuine your reaction is to how
“smart” the students are, the more engaged the students will be.
• Depending on group size, you may wish to have them gather around in a reading area as
you read aloud and show illustrations.
BALANCING THE ENERGY EQUATION ONE STEP AT A TIME! H ARDBACK BOOK
PAGE 1 OF 3
Lesson Plan:
What you Say:
Today we are going to focus on the
importance of physical activity and what can
be done to make sure you are getting enough
daily exercise. Make sure you listen up
because I am going to ask some questions
when I am finished reading.
Sir Rebrum simplifies information for his
friends by telling them there is an energy
equation for maintaining a healthy weight.
What two things make up this equation?
(ANSWER: Balancing the food you eat with
the physical activity that you do)
What burns the stored energy in your body?
(ANSWER: Physical activity or simply,
MOVING!)
What you Do:
Start reading book (with
ENTHUSIASM!)
What Participants Do:
Sit quietly and listen while teacher
reads the book.
Call on students who have raised Respond and answer questions by
their hands to answer the
raising hands.
question.
raising hands.
question.
If you balance the food you eat (calories you Call on students who have raised Respond and answer questions by
take in) with the physical activity (calories their hands to answer the
raising hands.
your burn), what will happen to your weight? question.
(ANSWER: It will stay the same)
A lifestyle of an unbalanced energy equation Call on students who have raised Respond and answer questions by
can lead to more than just a weight problem. their hands to answer the
raising hands.
What are some other health problems that
question.
can be linked to being overweight?
(ANSWER: Heart disease, stroke, and
diabetes, etc.)
What tool does Madame Muscle find on the
Internet that counts the number of steps a
person takes?
(ANSWER: Pedometer)
Approximately how many steps equals one
mile?
(ANSWER: 2,000 steps)
What were some ways Madame Muscle
suggests that Calci can increase her daily
steps?
(ANSWER: Walk instead of being driven,
volunteer to run errands in class, walk at
recess instead of sitting & talking, pace the
floor while talking on phone, march in place
while chatting with friends on the Internet)
raising hands.
question.
raising hands.
question.
raising hands.
question.
PAGE 2 OF 3
Suggested Optional Follow up Activities:
• Pepto’s Place – Where Every Portion Size is OrganWise! Hardback book
• Pepto’s Place – Where Every Portion Size is OrganWise! Activity book
• Calci’s Big Race Video
• Extreme Couch Potato Video
• H2Ohhh! Video
• OrganWise Guy/Gal
PAGE 3 OF 3
Balancing the Energy Equation
One Step at a Time
Suggested 6-week lesson plan
Materials:
1. Balancing the Energy Equation (5 copies if available)
2. The OrganWise Guys Step Counting Book (1/student)
3. 3-5 WISERCISE!
4. OWG Shorts DVD
5. Pedometer – try an online store like: http://www.pedometersusa.com/view-allpedometers.html?gclid=CNT-qvH-lKkCFQjs7Qod-B0gcw or contact a local
business/hospital or insurance company to see if they will donate pedometers to the
program.
6. OWG Gal/Guy Doll
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"
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Balancing(the(Energy(Equation(One(Step(at(a(Time!(
(
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1"
Week 1: FOCUS - Introducing Balancing the Energy Equation
One Step at A Time
(25+ minutes) Students should take turns reading from Balancing the Energy
Equation One Step at a Time (BEE) book in front of the class. This gives them the
opportunity to practice reading in front of a group, sharpen their leadership skills
and take ownership of the lesson.
"
(20 minutes) Pass out the pedometers and step counting books. Instruct students on how to set up
their pedometers and how to set a baseline for counting their steps. From this point on, each
morning have kids write down their total number of steps for the day.
(5 minutes) Play clip of OWG Shorts! – “OrganWise Cadence.” Have students write
down the number of steps they got from participating.
"
(
2"
Week 2: FOCUS - Balancing the Equation
(5 minutes) Use OWGal/OWGuy to see how quickly students can recall the character’s
names and functions.
"
(10 minutes) Establish a baseline. Have each student total his or her steps from the
past week to establish a baseline. Create a chart like the one on page 18 of BEE and
have each child estimate the numbers of miles they walked each day.
(25+ minutes) Show the picture on page 6 of the Eat More/Move Less Scale.
"
Review the information about ‘balancing the equation’ on pages 5-9 without showing them the list.
Discuss the following points:
1. Kids are less active today than they were in years past. Let’s make a list of the reasons why.
(Have the kids list reasons and write the list on the board.)
2. Remind kids that there are 2 reasons for that; personal choice and environment (BEE p 9).
a. On a sheet of paper have each child make a list of the things they have a personal
choice about. Have kids share ideas and write that list on the board.
b. Add a column on the board and brainstorm a list of things that need to be changed in
the environment of your town.
3. Have each student write down a goal for the number of steps they want to complete this next
week. Remind them of the things they can control in their environment.
(
3"
Week 3: Focus - Solving a Big Problem
(10 minutes) WISERCISE! Zero in on Nutrition Facts (page 41)
"
(20 minutes) Review pages 3-4 of BEE book.
Have students define:
• Overweight
• Sedentary
• Chronic Disease
• Obesity
• Heart disease
• Stroke
• Diabetes
"
(15 minutes) Pretend that you work for the Centers for Disease Control (CDC) and you are
researching trends in adult obesity. Copy and distribute a copy of the chart on page 8 of this lesson
plan (Obesity Trends Among US Adults - 2009) to each student and ask the following questions:
•
•
•
•
How many states have 15%-19% obesity?
Why do you think it might be so low in those states?
What percent category contains the most states? How many states are in that range?
Locate your state on the chart. What is the percent?
Extra credit/At home: Write a brief letter to the Governor of your state telling them why you think
obesity is a problem and give them some ideas of how you can change that in your state (review the
ideas from last weeks’ brainstorming session on things in the environment that need to be changed).
(
4"
Week 4: FOCUS - Helping Each Other
(10+ minutes) Have students color in the footprint for every mile they’ve walked so far in the Step
Counting book.
(20 minutes) Review pages 21-29 in the BEE book. Have the kids brainstorm ways
to get more steps in every day and then pass out a blank sheet to each child. Have
them write down a goal for each day this week. (Remind everyone that we are all in
different places on our exercise journey.) Take 5 minutes to set goals for next week.
(Use form on page 9 of the lesson plan.)
Examples:
• Take the elevator instead of the steps
• Ask my parents to park further from the store when we go shopping
• Get the mail out of the mailbox
• Clear the table after dinner (many trips)
"
(10 minutes) Choose either the “Physical Activity Word Search” and/or “Physical Activity Word
Scramble” activity sheet (pages 10 and 11).
1. ugnrnni_____________________
2. atg________________________
3. miingsmw__________________
Unscramble the
physical activities.
4. isnent_____________________
5. folg_______________________ _
6. unegls_____________________
7. uup-hpss____________________
8. sput-is____________________
9. piacguk jsnmj_______________
10. kispngip___________________
Running
Jumping
Basketball
Baseball
Rope climbing
Kickball
Tennis
Swimming
Rock climbing
Weigh lifting
11. aooltlfb____________________
Word Search!
Find the
PE Favorites
!"#$%&'()*+,#$-./,0$()1$(22$&#2(3#1$4"(&(43#&,$(&#$&#'+,3#&#1$3&(1#5(&6,$78$!"#$%&'()*+,#$-./,$9)4:$;22$&+'"3,$&#,#&<#1:
12. balalesb___________________
13. eccosr_____________________
14. kbblalseta__________________
15. meprjupo___________________
!"#$%&'()*+,#$-./,0$()1$(22$&#2(3#1$4"(&(43#&,$(&#$&#'+,3#&#1$3&(1#5(&6,$78$!"#$%&'()*+,#$-./,$9)4:$;22$&+'"3,$&#,#&<#1:
(2 minutes) OWG Shorts – Limit Your TV, Hardy’s Marching Band
"
(
5"
Week 5: FOCUS - The Other Side of the Equation
We’ve focused most of our lessons on the exercise part of the equation but we wanted to take some
time this week to talk about the other side of the scale: Eating!
(25+ minutes) Review page 5-6 in the BEE book. Remind the kids that we all
burn calories every day so the goal is not to get too focused on calories but to
think about how much we eat compared to how much we move. For example,
the average kid burns 50 calories for every 30 minutes of moderate walking
(demonstrate moderate walking).
Write the following items on the board with their corresponding calories:
Donut – 200
Cheese pizza – 230
12 oz soda – 155 calories
Chips – 130 calories
Small French fries at fast food place – 230 calories
Candy bar – 200 calories
Water – 0 calories
Apple – 95 calories
Orange – 62 calories
Low-fat string cheese – 70 calories
Carrot sticks – 30 calories
"
So if you burn 50 calories for every 30 minutes of walking, how long would you have to walk to
burn off the calories of these foods? Go through several items on the list (or if time permits, each
item) and write the time beside each one.
Ask the following question: Which is a better choice for a snack if we are going to balance the
energy equation? Carrot sticks or chips? Water or soda? (Choose several items.)
Make sure that you emphasize that it’s not about counting calories but understanding that we need
to make good food choices and move more if we want to balance the equation.
(5 minutes) Update Step Counting Book
and set goals for next week.
(10 minutes, if time permits) – WISERCISE! Nutrition Through the Grapevine
(page 45)
(
6"
"
Week 6: FOCUS - Putting it All Together
(10 minutes) Have students calculate their total steps from each week. Create a chart and add the
total number of steps for each individual student and the total number of steps for the class as a
whole. Calculate how many miles the class walked in 6 weeks.
(25 minutes) This lesson is designed for the older students to focus on being a leader to the younger
students in their school. In this lesson, students will perform a couple of WISERCISE! warm-ups
from pages 5-7 in the WISERCISE manual. (After each one, point out that character education,
physiology and nutrition information is woven throughout each warm-up.) Then students get into
small groups of two or three and write a new cadence that would be appropriate for students in the
first or second grade. Be sure to focus on how these smart lifestyle choices help to ‘balance the
energy equation.’ Make copies of the warm-up template to distribute (page 12).
(5 minutes) Have students perform their WISERCISE cadence in front of the class as a group.
Taking it home. Print off a physical activity calendar for each child and have him/her take it home
in order to get the whole family involved in balancing the energy equation with physical activity
(see page 13)!
!"#$%&'()*&+%,%+#)-"'.+
Record your number of minutes and type of physical activity each day!
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Walk!
Jog!
!"#$%&'()*+,#$-./,0$()1$(22$&#2(3#1$4"(&(43#&,$(&#$&#'+,3#&#1$3&(1#5(&6,$78$!"#$%&'()*+,#$-./,$9)4:$;22$&+'"3,$&#,#&<#1:
!
(
7"
Obesity!Trends!Among!US!Adults!(2009)!
!
No! Less!than! 10%A14%! 15%A19%!
20%A24%!
25%A29%!
Data!
10%!
!
!
!
Colorado!
Alaska!
Arizona!
!
!
!
Washington!
California!
Delaware!
D.C!
!
!
!
!
Conneticut!
Florida!
!
!
!
!
Hawaii!
Georgia!
!
!
!
!
Idaho!
Illinois!
!
!
!
!
Massachusetts!
Indiana!
!
!
!
!
Minnesota!
Iowa!
!
!
!
!
Montana!
Kansas!
!
!
!
!
New!Jersey!
Maine!
!
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!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
New!York!
Oregon!
Rhode!Island!
Utah!
Vermont!
!
!
!
!
!
!
!
!
Virginia!
Wyoming!
!
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Maryland!
Michigan!
Nebraska!
Nevada!
New!
Hampshire!
New!Mexico!
North!
Carolina!
North!
Dakota!
Ohio!
Pennsylvania!
South!
Carolina!
South!
Dakota!
Texas!
Washington!
Wisconsin!
30%!or!
more!
Alabama!
Arkansas!
Kentucky!
Louisiana!
Mississippi!
Missouri!
Oklahoma!
Tennessee!
West!
Virgina!
!
!
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!
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from!the!CDC:!http://www.cdc.gov/obesity/data/trends.html!
!
!
!
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!
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(
8"
Setting Goals to
Increase My Steps Each Day
Write down a goal activity that you can do each day to increase your steps:
Monday: ______________________________________________________
Tuesday:_______________________________________________________
Wednesday: ___________________________________________________
Thursday:_____________________________________________________
Friday:_________________________________________________________
Saturday:_______________________________________________________
Sunday:________________________________________________________
(
9"
Running
Jumping
Basketball
Baseball
Rope climbing
Kickball
Tennis
Swimming
Rock climbing
Weigh lifting
Word Search!
Find the
PE Favorites
!"#$%&'()*+,#$-./,0$()1$(22$&#2(3#1$4"(&(43#&,$(&#$&#'+,3#&#1$3&(1#5(&6,$78$!"#$%&'()*+,#$-./,$9)4:$;22$&+'"3,$&#,#&<#1:
(
10"
1. ugnrnni_____________________
2. atg________________________
3. miingsmw__________________
Unscramble the
physical activities.
4. isnent_____________________
5. folg_______________________ _
6. unegls_____________________
7. uup-hpss____________________
8. sput-is____________________
9. piacguk jsnmj_______________
10. kispngip___________________
11. aooltlfb____________________
12. balalesb___________________
13. eccosr_____________________
14. kbblalseta__________________
15. meprjupo___________________
!"#$%&'()*+,#$-./,0$()1$(22$&#2(3#1$4"(&(43#&,$(&#$&#'+,3#&#1$3&(1#5(&6,$78$!"#$%&'()*+,#$-./,$9)4:$;22$&+'"3,$&#,#&<#1:
(
11"
(
12"
!"#$%&'()*&+%,%+#)-"'.+
Record your number of minutes and type of physical activity each day!
M
T
W
T
F
S
S
M
T
W
T
F
S
S
M
T
W
T
F
S
S
M
T
W
T
F
S
S
M
T
W
T
F
S
S
Walk!
Jog!
!"#$%&'()*+,#$-./,0$()1$(22$&#2(3#1$4"(&(43#&,$(&#$&#'+,3#&#1$3&(1#5(&6,$78$!"#$%&'()*+,#$-./,$9)4:$;22$&+'"3,$&#,#&<#1:
(
13"

LESSON TITLE: Balancing the Energy Equation One Step at a Time!

Transcription

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