nutrition Energy Pin-Down Key Concept: Energy Content of Macronutrients

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1 nutrition Key Concept: Energy Content of Macronutrients Objective: Students will recognize that carbohydrates, fat and protein supply different amounts and types of energy to the body. Small Foam Balls Large Foam Balls Foam Footballs Plastic Bowling Pins Energy Pin-Down Our bodies receive energy from the food we eat every day (Energy In, Energy Out). Energy in food is measured by the number of calories it contains. Energy in food is found in carbohydrates, fats, and proteins. Carbohydrates provide 4 calories in each gram. Exercises that are higher in intensity will use carbohydrates as their energy source. Fat provides 9 calories in each gram. Exercises that are low in intensity will use fat as their energy source. Protein provides 4 calories in each gram and is used primarily to build and repair body muscle. 1. Place 15 plastic bowling pins throughout the playing area. 2. Send one student to each pin. 3. The remaining students spread out on the outside of the boundary lines. 4. On the signal to start, students on the inside guard their pin while attempting to throw or roll balls at the other pins. 5. The students standing on the outside retrieve balls that leave the play area and wait for a pin to open up. 6. If a student s pin is knocked down with a ball, he/she goes to the outside of the play area and performs an exercise that corresponds to the type of ball his/her pin was hit by: Small Foam Balls represent carbohydrates and receive quick energy. To burn off carbohydrates, the student does 4 rocket blasters. Large Foam Balls represent fat and receive a lot of energy. To burn off fat, the student does 9 jumping jacks. Foam Footballs represent proteins and receive energy and also the ability to repair muscle. To burn off protein, the student does 4 push-ups. 7. When a student completes his/her exercise, he/she stands on the outside of the play area to retrieve balls and waits for a pin to open up. Assessment: Throughout the activity, periodically stop and ask students what types of energy carbohydrates, fat, or protein provide and their calorie amounts. = Students = Bowling Pins = Small Foam Balls (carbohydrates) = Large Foam Balls (fat) = Foam Footballs (protein) Focused Fitness All rights reserved.

2 nutrition Key Concept: Recommended Daily Amounts Objective: Students will recognize which food groups foods belong to and the recommended daily amounts for each food group. 11 Hula hoops: 2 Red, 2 Green, 2 Orange, 2 Purple, 2 Blue and 1 of any color for the center of the playing area 11 MyPlate Placemat Posters Food Group Cards Nutrition Cards 2 Containers for Nutrition Cards Red & Yellow Flag Belts Cones RDA Chart from page 3 Swipe It MyPlate is a balance of five food groups: grains, vegetables, fruits, dairy and protein foods. Eating a balance of these foods (plus a small amount of healthy oils) using the recommended daily amounts is important to a healthy diet. 1. Set up cones to divide the playing area in half. 2. Place five large hula hoops (one for each color of MyPlate) at the end of each team s playing area. 3. Place a cone in each hula hoop and affix the Food Group Cards to the cones, coordinating with the hula hoop colors. Explain that the colored hula hoops represent the food groups on a MyPlate Placemat. 4. Place a MyPlate Placemat Poster and the RDA Chart in each hula hoop. Designate a specific RDA (male or female) for each food group. The chart tells the students the RDA for the food group. 5. Place a small container for the Nutrition Cards at the far corner of each team s playing area. 6. Divide the students into two teams (red and yellow). Give each student a coordinating flag belt. 7. Designate the red and yellow playing areas. 8. Tell the students that the object of the game is to run to the opponent s side, grab a Nutrition Card, run back and place it in their team s matching food group hula hoop on the poster without getting their flag pulled. They need to try to reach the minimum RDA for each food group without going over the maximum. If they go over the maximum, they set the card outside the poster. 9. If their flag is pulled, they sit down right away. The person who pulls the flag puts it in the center hoop. If the sitting player has a Nutrition Card, he/she gives it to the opponent and the opponent returns the card to the container from which it was taken. 10. For a sitting student to return to his/her own side, one of his/her teammates has to grab the flag from the center hula hoop and get it back to the sitter without being tagged. Once the two players are holding on to the flag, they have a free walk back to their side. 11. Pause the game periodically so that the teams can assess which Nutrition Cards they still need to complete their minimum RDA s. 12. The winner is the first team to get enough Nutrition Cards to complete the minimum RDA s on their MyPlate Placemat Posters. (continued) Focused Fitness All rights reserved.

3 nutrition Swipe It Continued Assessment: At the conclusion of the activity ask students, Why is it important to eat a variety of foods from all the food groups? = Hula Hoop Boundary Line = Cones with Food Group Cards as Labels = Players = Containers with Nutrition Cards Focused Fitness All rights reserved.

4 CARDIORESPIRATORY ENDURANCE FOR LIFE CARDIORESPIRATORY ENDURANCE FOR LIFE Level: Intermediate Objective: The student will recognize the effect of risk factors within their control (controlled) and risk factors they have no control over (uncontrolled) and the accumulative effects of combining these risk factors on heart disease. Cones Stability Balls CCSS: SL. 1,6 L. 1,4,6 W. 4 WHST. 4 Risk Factor Four Square Heart disease is the number one health problem in the United States. It accounts for more deaths than all other diseases combined. There are risk factors that increase your chances of suffering from heart disease. Some risk factors you have no control over (uncontrolled) such as age, gender and heredity. Other risk factors are well within your control (controlled) such as smoking, poor diet, inactivity, and drug use. 1. Divide play area into four squares and number the squares Divide the class into five teams. 3. To start, each team has a square and one team is out waiting in line. 4. The object is to stay in the square (healthy) as long as possible. 5. Each team starts with a stability ball in their square. The stability ball represents one of the risk factors within your control (smoking, poor diet, inactivity, and drug use) 6. On the signal, teams throw the stability balls (risk factors) into other squares. If at any time all four balls (risk factors) are in one square, that team is out (their body has too many risk factors and have heart disease) and the new team comes in. 7. The team that has heart disease will have a set of exercises to perform to get healthy and be ready to take the place of another team who has heart disease (too many risk factors). Example: set up a circuit. 8. At the teacher s discretion, the teacher will explain that life is not always fair. There are some risk factors we have no control (uncontrolled risk factors) over such as aging, gender or heredity. The teacher pick s a team and gives them a risk factor they can do nothing about (uncontrolled risk factor). This demonstrates the compounding effects that uncontrolled risk factors have when put with other controlled risk factors. This would mean that they would only have to have three balls (risk factors) in their square. Variation: If using If using two two classes in the in the gym gym at once, at once, rotate rotate teams teams using using the the back back pe- perimeters of each of each quadrant quadrant as the as on-deck the on-deck area. area. Students Students keep keep at least at one least hand one hand a wall on or a bleacher wall or bleacher and are encouraged and are encouraged to spread to out spread when out on-deck. when on-deck. When When one one team team loses, loses, have have both both teams teams in that in that quadrant count count off off 25 good 25 (Intensity good (Intensity Level III) Level jumping III) jumping jacks. jacks. This serves This serves as the as timer the to timer start to the start next the game. next game. (continued) Focused Fitness All rights reserved.

5 CARDIORESPIRATORY ENDURANCE FOR LIFE Risk Factor Four Square - continued While While they they are are doing doing their their jumping jumping jacks jacks (to work (to work the the health health risks risks out out of their of their body ), body ), the other other groups groups switch switch places places and and make make sure sure a health a health risk ball risk is ball in each is in each back corner back corner of each of each quadrant. quadrant. Each Each group is responsible group is responsible to place a to ball place in the a ball space in the of the space group of the doing group jumping jacks. doing jumping jacks. When When the the jumping jumping jack jack group group completes 25, 25, the the next next game game automatically automatically starts, provided starts, there provided is a ball there in each is a quadrant. ball in each quadrant. Assessment Ideas: 1. Have each team brainstorm together to write a list of either controlled or uncontrolled heart health risk factors. 2. Lead a discussion about ways to combat controlled risk factors. 3. Ask for ideas about improving chances with uncontrolled risk factors (i.e., have regular doctor check-ups, adopt healthy living habits). 4. Name a risk factor and ask students to identify it as either controlled or uncontrolled. Diagram: = Stability Ball = Cone = Student CARDIORESPIRATORY ENDURANCE FOR LIFE Focused Fitness All rights reserved Focused Fitness All rights reserved.

6 nutrition Key Concept: Balanced Diet Objective: Students will select foods necessary to create 3 balanced meals (meals for an entire day). Nutrition Cards (Lily Pads) Large Container for Nutrition Cards (Pond) Bean Bags 1 for each team (Frogs) Paper Plates 3 for each team (Meals) Food Pond Every time we eat a meal it should include a balance of food from all five food groups. When we eat a balanced meal it provides our body with the nutrients it needs to stay healthy. When we eat a meal that includes all five food groups plus a small amount of oils, we are eating a balanced meal. If we always eat three balanced meals each day, then we have a balanced diet. 1. Place a large container (the pond) in the center of the playing area. 2. Scatter Nutrition Cards around the container. 3. Divide students into groups of Give each team three paper plates (one for each meal), and a different colored bean bag (frog). 5. Instruct teams to line up at the end boundary line. 6. Have students take turns running out to the center. They are to stand on a Nutrition Card (lily pad) and attempt to throw the bean bag (frog) into the container (pond). 7. If the frog lands in the pond, they get to take their lily pad (Nutrition Card) back to the team and place it on a paper plate. 8. The goal is to create three balanced meals for an entire day. Each meal (plate) needs to have Nutrition Cards from each of the five food groups and a card from oils or empty calories/fats/sweets. The first team to create three balanced meals wins. Assessment: After the activity, have students share with a partner what makes a balanced meal and why it is important to include foods from all food groups. = Paper Plates = Bean Bags = Students = Nutrition Cards = Container Focused Fitness All rights reserved.

7 HYDRATION LOG Grade: Advanced Objective: Students will understand the correct amount of water to be consumed to stay hydrated and avoid dehydration ounce cups Body Weight Cards (Resource CD) CCSS: SL. 1,6 Gr 9,10,11,12 L. 1,6 Gr 9,10,11,12 Hydration Relay It is recommended that a person drink one ounce of water for every two pounds of body weight. Physical activity increases the amount of water needed to stay properly hydrated. Dehydration, when there is not enough water in the tissues of the body, is a common problem because by the time a person feels thirsty, he/she is already dehydrated. Signs of dehydration include dry lips, nausea, dark yellow, strong-smelling urine, not urinating as often and constipation. Dehydration has been linked to many health concerns such as low energy levels, elevated blood pressure, circulation problems and decreased kidney function. Performance is affected through the loss of coordination and strength. Dry skin is a sign of dehydration and can have an effect on appearance. Staying hydrated improves health, performance and appearance. 1. Print Body Weight Cards from Resource CD. 2. Spread 200, 10 ounce cups at one end of the activity area. 3. Have students get into groups of three and line up at the other end of the activity area. The first person in each line will line up next to a cone. 4. Review with students the amount of water needed to stay hydrated (One ounce for every two pounds of body weight). 5. Hand out one body weight card to each group. 6. Have students calculate the amount of amount of water and the number of cups needed to hydrate a person with the body weight that is on the card. 7. On the teacher s signal one student from each group will perform a designated movement to the other end of the activity area to pick up one ten ounce cup and bring it back to their hoop which is placed feet in front of the group s cone. The hoop represents the body. a. The teacher can change the movements at random times. b. Students that do not perform the movement must return their cup. 8. After placing the cup in the hoop and returning to their group, the next student will perform a teacher designated movement to go get another cup. 9. Each group continues until the correct number of cups for their designated body weight is placed in their hoop (Ex. 180 pounds = 90 ounces of water = 9 cups). (continued) HEALTHY HABITS FOR LIFE - HYDRATION LOG 2005 Focused Fitness All rights reserved

8 HYDRATION LOG Hydration Relay - continued HEALTHY HABITS FOR LIFE - HYDRATION LOG HYDRATION LOG Upon completion the group must sit down and display their weight card. a. a. If If the the teacher agrees that that the the number of of cups placed within the the hoop matches the the correct amount of of water for for the the designated body weight, the the relay is is finished for for that that team. b. b. If If the the group does not not have the the correct number of of Hydration Relay - continued cups in in their their hoop then then the the relay continues until until 9. Upon they they completion are are correct. the group must sit down and display Relay their weight continues card. until all groups have the correct amount a. If the of teacher cups in agrees their hoop. that the number of cups Reflective placed Questions: within the hoop matches the correct amount Reflective of water Questions: for the designated body weight, the relay 1. The teacher is finished will for lead that a discussion team. on how the amount of of b. water If the required group does for hydration not have is is the dependent correct number on on a of person s cups weight. in their hoop then the relay continues until What What they enabled are correct. certain certain groups groups to to finish finish more more quickly quickly 10. Relay than than continues others? others? until all groups have the correct amount How How does does of cups body body in their weight weight hoop. affect affect the the amount amount of of water water needed needed to to stay stay hydrated? Reflective The The body Questions: body is is made made up, up, on on average, of of 60% 60% water, water, 1. The but but teacher it it is is recommended will lead a discussion that that a a person person how consume the amount of water an an amount amount required equivalent for hydration to to 50% 50% is of dependent of the the body body on weight. weight. a person s Where Where weight. does does a a person person get get the the other other 10%? 10%? What What enabled happens to certain to hydration groups needs needs to finish as as activity activity more levels quickly levels than increase? others? Why? Why? How does body weight affect the amount of water Variation: needed to stay hydrated? 1. Have The students body stack is made cups up, in in on pyramid average, style. of 60% water, but it is recommended that a person consume Diagram: an amount equivalent to 50% of the body weight. Where does a person get the other 10%? Cones What happens Hoops to hydration needs as activity 10 oz. levels cups increase? Why? Variation: 1. Have students stack cups in pyramid style. Diagram: Cones Hoops 10 oz. cups Focused Fitness All rights reserved Focused Fitness All rights reserved. HEALTHY HABITS FOR HEALTHY LIFE - HYDRATION HABITS FOR LOG LIFE - HYDRATION.1

9 MUSCLES FOR LIFE Level: Intermediate Score Four for Life Objective: Students will conclude that building a strong and balanced muscular system will provide longterm health benefits. Cones Benefit Cards (Resource CD) Soccer Balls Pinnies Containers for Benefit Cards CCSS: RI. 4, Gr 6 RST. 4 SL. 1,6 L. 1,4,6 Building muscular strength and muscular endurance will provide an enhanced quality of life. When a muscle contracts it pulls on the bone causing stress to that bone which in turn increases bone density. Increased bone density decreases the risk of osteoporosis. A strong, balanced muscular system will also improve posture and alignment to reduce low back problems. A well developed muscular system can help decrease the risk of injury caused by everyday mishaps such as stepping off of a curb or slipping and falling. With a stronger muscular system, people are more likely to catch themselves or find their balance before they are injured. Body composition is maintained or improved through the development of the muscular system. Muscle tissue acts as a furnace which burns calories. As muscle mass is increased, the number of calories used per day is also increased, which helps control body fat. 1. Print Benefit Cards from Resource CD. 2. Form four equal soccer teams with each team wearing a different color pinnie. 3. Play on a soccer field if outdoors, or on a basketball court if indoors. 4. Divide play area into four quadrants by placing cones to mark the midline lengthwise and the midline width wise. 5. Set up four goals. Each goal represents one of the four benefits of having a strong muscular system: Good Posture reduces lower back pain Body Composition As muscle mass is increased, the number of calories used per day is also increased, which helps control body fat Strong Muscles Build Strong Bones - Increased bone density decreases the risk of osteoporosis Well Developed Muscular System - Helps decrease the risk of injury caused by everyday mishaps 6. Place a container (box, hoop, can) along side each goal for the benefit cards that represent that goal. 7. Each quadrant should have as equal a number of players from each of the four teams as possible, not including the goalies. 8. Players stay within the assigned quadrant and play offense and/or defense according to the goalkeeper s team. Balls can be passed to teammates in other quadrants. 9. The game will have several rounds of 3-5 minutes each. 10. To start the game each goalie has a ball and will put it into play on the signal to begin. Play is continuous until the round ends. After each goal the goalie immediately puts the ball in play again. 11. During each round teams try to score as many times possible at the other teams goals. Scoring a goal demonstrates achieving one of the four benefits of having a strong muscular system. Each time a person scores he/she will pick up a benefit card. (continued) MUSCLES FOR LIFE 2008 Focused Fitness All rights reserved. 3.37

10 MUSCLES FOR LIFE Score Four for Life - continued After every round each team gets together to to tally their benefit cards. A A minimum of of two two cards from each goal (other than their own) are are needed; anything less requires the the whole team to to complete the the following exercises to to attain the the missing health benefits. Good Posture 15 sit-ups and/or 15 stretch band seated rows Body Composition rocket blasters and/or stretch band chest presses Strong Muscles Build Strong Bones lunges lunges and/or and/or stretch band bicep curls Well Developed Muscular System push-ups and/or dumbbell Squats After each round rotate teams to to defend a a different goal (health benefit). Variations: 1. Play the game using different sports that have goals Hockey, Lacrosse, Team Handball 2. Play without goalies and make the goals smaller 3. Add more goalies and enlarge the goals 4. Remove the quadrant lines to to allow all all players to to cover the entire field 5. Students choose the exercises to to attain the benefits 6. Vary number of of benefit cards needed to to receive the health benefits Assessment Ideas: 1. Ask Ask questions: What What are are the the benefits of of having having a strong a strong muscular system? How How do do strong strong muscles help help reduce reduce the the risk risk of of injuries? Why Why is is good good posture important? Demonstrate an an exercise that that will will help help your your posture How How does does building building a strong a strong muscular muscular system system help help body body composition? 2. Students choose the the exercises to to attain attain the the benefits. Diagram: = Cones = Goals = Containers with Benefit Cards = Soccer Balls MUSCLES FOR LIFE = Players with 4 Different Pinnie Colors = Goalies with 4 Different Pinnie Colors Focused Fitness All rights reserved.

11 nutrition Key Concept: Role of Vitamins and Minerals Objective: Students will explain that vitamins and minerals are necessary to fight off germs, repair damaged cells, and help the body maintain health. Small Foam Balls Healthy Tag When you look at a Nutrition Card, there are 4-5 colored words that are the nutrients in the food. The first three nutrients are the macronutrients. The last two nutrients are vitamins and minerals. Vitamins and minerals are also necessary for the normal functions of the body. Without them, the body cannot stay healthy. They fight germs, keep bones strong, and heal damaged cells (as when we cut ourselves). We need to eat a variety of foods from all five food groups along with a small amount of healthy oils to make sure we are getting all the vitamins and minerals that we need. 1. Pick 1-2 students to be germs. The germs are the taggers. 2. Pick 3-4 students to be vitamins and 3-4 students to be minerals. The rest of the students are healthy cells in the body. 3. The play area represents the body. The vitamins, minerals and healthy cells are spread out in the play area. 4. On the signal to start, the germs attempt to tag the healthy cells with a small foam ball. 5. If tagged, the healthy cell has to stop where he/she is, place feet wide apart, and place his/her hands on his/her head. Instead of being a healthy cell, the student is now turned into a damaged cell. 6. For the damaged cell to get back in the game, a vitamin or mineral has to crawl between the feet of a damaged cell. 7. Stop game every 2-3 minutes to change germs, vitamins, minerals, and healthy cells. Variation: To show how important vitamins and minerals are in the body, add more germs and subtract more vitamins and minerals. This demonstrates how a person cannot lead a healthy life without an adequate supply of vitamins and minerals. Assessment: Ask students to describe what happens when more germs are added. = Germ Germs with Small Foam Balls = Vitamins Germ Vitamins = Damged Vitamins Minerals Cell = Damged Damaged Cell Cells = Healthy Cells Skeleto Skeleto Focused Fitness All rights reserved.

12 CARDIORESPIRATORY ENDURANCE AND THE FITT PRINCIPLE Level: Intermediate Cardio Fitt Pin Objective: Students will demonstrate the FITT Principle variables of frequency, intensity, time, and type as they apply to cardiorespiratory endurance. 10 plastic bowling pins Foam balls for half the class Cardio FITT Pin Posters (Resource CD) CCSS: RI. 4 Gr 6 RST. 4 SL. 1,6 L. 1,6 The best way to maintain or improve cardiorespiratory endurance is to follow the recommendations of the FITT Principle; the frequency of the workouts is 5-7 sessions per week. The body needs time to recuperate, rest, and recover which allows for repair of muscle tissue and cells. An exercise plan should include one day a week for rest and relaxation. The intensity is between 65% and 85% of the maximum heart rate (MHR) or an intensity level (RPE) of 4, the time the workout lasts is at least 60+ minutes (10 minute segments could be accumulated to reach an optimal time of 60 minutes a day), and the type is any continuous activity such as running, swimming and biking that increases the heart rate to the appropriate intensity. 1. Divide class into two teams and assign each team to one half of the play area. 2. Place 5 bowling pins spread out along each end line. Print large Cardio FITT Pin Posters from the Resource CD to label the pins: one for each of the FITT variables - Frequency, Intensity, Time and Type. The 5th pin is labeled R & R (meaning rest and relaxation). Place signs on wall, or on a cone, behind each pin. 3. Players will knock down the other team s pins by throwing, rolling, or tossing foam balls. The winning team is either the first to knock down all 5 pins, or the team with the most pins standing at the end of the allotted time. 4. Select a captain for each team to lead his/her team through the required FITT Challenges used to reset downed pins. 5. When a pin is knocked down the captain of that team immediately takes the team off the playing area to the side and the whole group performs the task representing the FITT variable of the pin knocked down. (Only one pin is reset at a time). 6. The FITT Challenges required to reset pins are: Frequency = 5 sets of 7 jumping jacks (represents 5 sessions a week), Intensity = running hard in place for 20 counts with high knees (represents elevating heart rate to 65%-85%), Time = 6 stride hops (represents the minimum 60 minute segment), Type = 3 rocket blasters and 3 ski jumps (represents various cardiorespiratory activities). 7. If the R & R pin is knocked down the captain resets it without having the team perform a physical challenge (one day of rest is important). 8. Team members may guard pins but if one is inadvertently knocked down it counts the same as if the opponents knocked it over. The FITT Challenge must be met to reset it. 9. When a team leaves the play area to complete a FITT Challenge the opposing team continues to throw at the pins but players may not cross the centerline to retrieve balls. (continued) CARDIORESPIRATORY ENDURANCE AND THE FITT PRINCIPLE 2008 Focused Fitness All rights reserved. 1.46

13 CARDIORESPIRATORY ENDURANCE AND THE FITT PRINCIPLE Cardio Fitt Pin - continued 10. A team may only complete one FITT Challenge per trip to the side. To reset another pin, 4 balls (one for each variable) must first be thrown again at the opponents pins. 11. To keep all players active allow only one ball in a player s hand at a time. Encourage students to share with teammates. Assessment Ideas: Teacher Question and Answer (While students are in group or as a debrief) How often should cardiorespiratory activities happen? What level of intensity should be reached? How long heart rates should be elevated? Which activities work best for cardiorespiratory endurance? Why have a day of rest? Use similar questions at the end of the game to review the FITT Principle for cardiorespiratory endurance. Diagram: CARDIORESPIRATORY ENDURANCE AND THE FITT PRINCIPLE = Players = Bowling Pins Focused Fitness All rights reserved.