Fun and Fit Forever: Exercise. May 21, :00-7:30 p.m. All About Kids

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1 Fun and Fit Forever: Exercise May 21, :00-7:30 p.m. All About Kids The Florida Institute of Education at the University of North Florida 1

2 Standards, Outline and Materials Program Goal: To combat the rise in childhood obesity through a prevention, intervention, and community outreach program through a 3-prong approach: 1) to improve children s overall physical status, 2) to improve children s overall nutritional status, and 3) to improve families understanding of nutrition education and physical activities to prevent childhood obesity. Session Objectives: To improve families understanding of nutrition education and physical activities to prevent childhood obesity VPK Standards: Physical Health Shows characteristics of good health to facilitate learning Shows familiarity with the role of a primary health care provider Knowledge of Wellness Follows basic health and safety rules Participates in physical fitness activities Makes wise food choices Outline for Workshop Session: minutes Mealtime 15 minutes Starter Activity: Exercising & Having Fun 15 minutes Get Moving: Tips on Exercising 10 minutes Sorting the Active/Inactive Interests 10 minutes Active Alphabet 10 minutes Test Your Fitness 5 minutes Closing 2

3 Materials: Large concept map of Healthy Boy/Healthy Girl Get Moving: Tips on Exercise book Active and inactive table mat, pictures of active and inactive interests Alphabet poster, pointer, animal poster guide Graph paper, crayons or markers Title of Starter Activity: Exercising & Having Fun Length of Time for Activity: 15 minutes Format of Activity: Partners Note for Presenter: None Materials: Large concept map of Healthy Boy/Healthy Girl Say: Last week we discussed the five food groups and healthy eating habits. Please share some of the things you did with your child/children at home since last week. Did you read portions of the book, talk about foods and food groups, etc.? Our literacy topic for tonight is about exercise and having fun as a family. We are going to do an activity where we share an experience that relates to exercising and having fun as a family. I ll go first. The two ways that I get the most exercise are walking and gardening. For walking, I use a pedometer to keep up with my steps with a goal of at least 10,000 steps per day. Through gardening, I use my arms and legs to lift, bend, squat, rake, dig, etc. Sometimes I work 3-6 hours in the yard at a time. There are always things to do rake, plant, shape shrubs like 3

4 azaleas, and general clean up of branches. So I set a goal for my walking and I have feelings of satisfaction when I finish with gardening activities (I don t like to call them chores.) Everyone get with a partner and share an experience that relates to exercising and having fun as a family. Allow participants to get with a partner and spend about 5-8 minutes on this sharing activity. Then allow the partners to tell something they learned about the other based on their conversations. Title of Book/Content Awareness Activity: Get Moving: Tips on Exercise Length of Time for Activity: 10 minutes Format of Activity: Whole group with participants sitting in U-shaped arrangement Note for Presenter: Have Get Moving: Tips on Exercise book available with the following pages flagged for discussion 5, 22. Materials: Get Moving: Tips on Exercise book Hold up the Get Moving: Tips on Exercise book and say, o We are going to focus on exercise tips this evening. Your children have been learning about the being active. We are going to review exercise and keeping the body fit. Then you can read parts of the book with your child to reinforce what is being taught in class. o The activity pyramid has changed the way we look at exercise. Let s look at the page 6 together to see how the activity pyramid categorizes exercise. Explain that the base of the pyramid lists sports, games, and aerobics. The next level includes exercises and activities that develop strength, flexibility, and movement. The third level lists activities that get us moving. At the top is inactivity which we want to minimize. Being active is what helps strengthen children s (and our) muscles. (Distribute Family Literacy Bags) 4

5 o Divide the group into pairs. Ask each pair to read the book and note something that was interesting and something that was new information. Allow 5-8 min. for them to review the information and then have open discussion of the exercise tips. o Lastly, look at page 22 to discuss that for young children focus should be on three broad categories traveling actions (walking, skipping, galloping, jumping, etc.), stabilizing actions (twisting, balancing, stretching, bending, etc.) and manipulating actions (throwing, bouncing, kicking, tossing, etc.). Say: Why do we need to be concerned about healthy life styles? There has been a significant rise in childhood overweight and obesity. There have been many newspaper articles about the rise in Type 2 diabetes in children. Currently 10% of preschoolers (children ages 2-5) are overweight. 23% of preschoolers are at risk for becoming overweight. Over the past 30 years the obesity rate for preschoolers has more than doubled and it has almost tripled for children who are 6-11 years old. Tonight we will learn 3 activities that can help children learn about being active every day. Title of Math and Science Activity: Sorting Active/Inactive Picture Cards Length of Time for Activity: 10 minutes Format of Activity: Partners Note for Presenter: Use materials from packet Materials: Active and inactive table mat, pictures of active and inactive interests Say: Spread the pictures of the active and inactive interests out in front of your child. Ask your child to choose a picture and place it in the right category on the active/inactive table mat. Help your child match the pictures to the right 5

6 area. For example, help your child place the picture of the boys swimming under the active column. Continue until all the picture cards have been placed on the active/inactive table mat. After the group completes the cards, have them each do a challenge activity from among the challenge activities listed in the activity cards booklet. Title of Literacy Activity: Active Alphabet Length of Time for Activity: 10 minutes Format of Activity: Partners Note for Presenter: None Materials: Alphabet poster, pointer, animal poster guide Say: Next I want you to work with a different partner someone who hasn t yet been your partner. For this activity, you will be parent or child. If you are the parent, explain that you want your child to pretend to be different animals and move the way the animals might move. Use the alphabet poster and pointer. Ask your child to point to a letter and name an animal that begins with the sound for the letter. For example, for the letter b, say, Can you think of an animal that starts with the b sound? Your child might say bird, bee, or bear. Ask your child to think about how the animal moves and then act out the movement. Help your child with as many letters as possible. Use the Animal Poster Guide to help with the naming of animals. At the end of the activity, say, This should be a fun activity for you and your child. It helps your child practice letter naming and letter sounds and 6

7 also focuses on movement. Knowledge of animals and their habitats helps children with reading comprehension. Title of Fitness and Math Activity: Test Your Fitness Length of Time for Activity: 10 minutes Format of Activity: Partners Note for Presenter: None Materials: Graph paper, crayons Say: Next I want you to work with a partner you choose a partner this time. For this activity, you will be parent or child. If you are the parent, demonstrate how to do a jumping jack. Now ask your child to do a jumping jack with you. Allow several practice jumps. Then say, Now I am going to count how many jumping jacks you can do in 15 seconds. When you are ready to watch the time and count, say, Go. When your child has completed the jumping jacks, celebrate your child s effort and the number of jumping jacks. Now show your child the graph paper and count the number of squares to equal the number of jumping jacks. Then ask your child to color the squares. Label the bar with the number and title the graph, My Jumping Jacks. In closing this activity, say, You might choose to graph several activities on one graph. Closing: Thank you for coming this evening. I hope you will do these activities with your child at home. I have enjoyed our time together and look forward to 7

8 seeing you next Thursday evening. Our topic will be My Amazing Body and we will be learning tips about how to maintain a healthy body. We want our children to be thinking Fun and Fit Forever! Hand out evaluation form. ThemodulespresentedherewerefundedbytheUNFFoundation,andtheFloridaInstituteofEducationat the University of North Florida. The content of these modules does not necessarily reflect the views or policiesorimplyendorsementbytheuniversityofnorthflorida. 8