Summary ACTIVITY 8. Estimated Lesson Length. Nutrition Objectives. Cross-Curricular Objective RUNNING TIME: 15 MINUTES. Materials Required

Transcription

1 ACTIVITY 8 GET MOVING ACTIVITY 8 Estimated Lesson Length 1 hour, 10 minutes NG I V O M T GE Nutrition Objectives T R MEEPOWE S THE FOOD Summary 1. Students discuss the term Calorie and discover the consequences of Calorie balance and Calorie imbalance. 2. Then students brainstorm ways to be physically active and survey classmates about different physical activities. 3. With the data collected in their surveys, students create stacked bar graphs. 4. After writing the eighth Step to Good Health, students watch the FOOD! DVD-VIDEO to end the unit. Students will be able to: 쐌 Explain the concept of Calories and energy balance. 쐌 Describe the importance of the eight Steps for Good Health. Cross-Curricular Objective RUNNING TIME: 15 MINUTES 2006, CBB and NCBA Students will be able to: 쐌 Conduct a survey and create a stacked bar graph to display the results. (Mathematics) Materials Required 쐌 Choose Well Owner s Manuals (from Activity 1) 쐌 Blackline master 17 Energy Balance/Physical Activity Stacked Bar Graphs 쐌 FOOD! DVD-VIDEO 쐌 DVD player 쐌 Monitor 쐌 Tape or glue 쐌 OPTIONAL: Appetite Attack CD-ROM game 쐌 OPTIONAL: Parent handout 2 Dear Parents & Guardians Letter and Recipe 쐌 OPTIONAL: Blackline master 4 Tally Chart/Eat Smart 35

2 Key: 36 ACTIVITY 8 GET MOVING Advance Preparation Review the activity ahead of time. Duplicate blackline master 17 Physical Activity Stacked Bar Graphs/Energy Balance making one copy for each student. Cut the copies of handout 17 along the dotted line to create the two worksheets. OPTIONAL: Duplicate Parent handout 2 Dear Parents & Guardians Letter and Recipe. Note: Be sure to sign the letter before duplicating it. OPTIONAL: Duplicate the bottom half of blackline master 4 Eat Smart for use with the MUSIC SMART activity under Extending the Learning. Instructional Strategy 1. Start by having students turn to the back cover of their Choose Well Owner s Manual. Discuss each Step to Good Health. Have students elaborate on why each step is important in helping them get healthy and stay healthy. Also encourage students to discuss any opportunities they ve had to put these steps into practice. Make the Calorie/ Energy Connection 2. Write the word Calorie on the board or overhead and ask students what they know about Calories. NOTE: Treat the discussion as a brainstorm and accept all responses. Copyright 2006, CATTLEMEN S BEEF BOARD and NATIONAL CATTLEMEN S BEEF ASSOCIATION. May be duplicated for instructional purposes E17 PHYSICAL ACTIVITY STACKED BAR GRAPHS Directions: 1. Select 3 different colored markers or crayons. 2. Fill in each box of the key with a different color. 3. For each activity you will make a stacked bar graph. A. The bottom of the bar will show the number of students who like to do this activity. B. The middle of the bar will show how many students don t like to do this activity. C. The top of the bar will show the number of students who have not done this activity yet. Like to do this activity. Don t like to do this activity. Have not done this activity yet. Activity 1 Activity 2 Activity 3 ENERGY BALANCE A. B. C. When the brainstorm is complete, explain these points about Calories: Almost all foods contain Calories. Calories measure the energy in food. EVERYONE needs Calories. We get Calories from the foods and beverages we eat and drink. Students their age who accumulate 60 minutes of physical activity each day need to eat about 1800 Calories each day. Ask: What do you think your body does with the Calories you consume? 3. Continue by explaining: The words Calories and energy are interchangeable when we re talking about food. Your body needs Calories/energy for 3 main functions. The first function is growth and development. Many of you are growing both on the outside and inside. You know you re growing on the outside when you get taller, when you outgrow your shoes, when your hands and fingers get longer, when your hair grows. Although you can t see yourself growing on the inside, some of your organs are increasing in size and your bones are getting thicker. The second reason your body needs Calories/energy is for body functions. Body functions include things such as your lungs breathing, your heart beating, your blood circulating, and maintaining your body temperature. The third reason your body needs Calories/energy is for activity. 17 ENERGY BALANCE A. B. C. 17 Ask students: What are some examples of physical activity that you do? What are some activities that you think might need a lot of Calories/energy? What are some activities that you think might use up only a few Calories? Introduce Energy Balance 4. Distribute copies of the top half of blackline master 17 Energy Balance to students. Explain: On this worksheet are three balance beams. A balance beam is a type of scale that looks like a seesaw. Each balance beam represents a person s Calorie intake and their Calorie output. Let s look at balance beam A. Is this balance beam in balance? (No) Why not? (The Calorie intake is more than the Calories used up.) How could this happen? (A person could eat more than the recommended number of daily servings; a person could eat servings that are larger than the recommended serving size; a person could do very little physical activity.) What do you suppose will happen to this person if every day they take in more Calories than they use up? (They will gain weight.) When we take in more Calories than we use for growth, maintenance of the body and activity, the body stores the energy and we gain weight. Ask students to write: Gain Weight on the line above Balance Beam A.

3 Key: 5. Continue: Look at balance beam B. Is this beam in balance? (No) Why not? (The Calorie output is greater than the Calories taken in.) How could this happen? (A person might eat fewer than the recommended number of daily servings; a person might eat servings that are smaller than the recommended serving size; a person might do a lot of physical activity.) What do you think will happen to this person if every day they use up more Calories than they take in? (They might lose weight; they might not grow.) When we take in fewer Calories than we need for growth, maintenance of the body and activity, the body uses up Calories that have been previously stored and we lose weight. Ask students to write: Lose Weight on the line above Balance Beam B. 6. Continue: Look at balance beam C. Is this beam in balance? (Yes) How can you tell it s in balance. (The Calorie input is equal to the Calorie output.) How could this happen? (A person eats the recommended number of daily servings in the recommended serving size and is active for about 60 minutes a day.) What do you think will happen to this person if every day they use the same number of Calories as they take in? (They will maintain their weight.) When we take in about the same number of Calories as the number of Calories we use, the body stays at the same weight. Ask students to write Stay at Same Weight on the line above Balance Beam C. Physical Activity is the Key 7. Help build students understanding about the importance of physical activity in staying at a healthy weight. While we can t control how many Calories our bodies will use for growth or maintaining body functions, we can make choices about our level of physical activity. Discuss with students: To stay healthy, experts recommend that students your age have about 60 minutes of physical activity each day. Besides using up energy, physical activity helps build strong muscles, improves your lungs and heart, and makes you more flexible. 8. Conduct a brainstorm with students generating ideas for physical activities and how to accumulate 60 minutes by the end of the day. List their suggestions on the board/overhead for use in Step 9. Conduct Surveys 9. Tell students that each of them will be conducting a survey in the classroom. In their Choose Well Owner s Manuals, have them make the following chart: Physical Activity Like to do Don t like to do Have not tried yet Next to each number on their chart, students should write a different physical activity. 10. Give students 6-8 minutes to interview at least ten other students regarding the three activities they have chosen for their survey. Copyright 2006, CATTLEMEN S BEEF BOARD and NATIONAL CATTLEMEN S BEEF ASSOCIATION. May be duplicated for instructional purposes E17 PHYSICAL ACTIVITY STACKED BAR GRAPHS Directions: 1. Select 3 different colored markers or crayons. 2. Fill in each box of the key with a different color. 3. For each activity you will make a stacked bar graph. A. The bottom of the bar will show the number of students who like to do this activity. B. The middle of the bar will show how many students don t like to do this activity. C. The top of the bar will show the number of students who have not done this activity yet. Like to do this activity. Don t like to do this activity. Have not done this activity yet. Activity 1 Activity 2 Activity 3 ACTIVITY 8 GET MOVING 11. When students are done, distribute copies of the bottom half of blackline master 17 Physical Activity Stacked Bar Graphs. Explain that students are to make stacked bar graphs to display the findings of their surveys. Review the key at the top of the handout. Have students select three different colored markers to identify the different responses. Ask students to print the names of the three activities they used in their survey on the lines along the horizontal axis. The numbers on the vertical axis represent the number of students surveyed. 12. If time allows, have students share their findings with the class. If you are short on time, let students share their results with a neighbor. After students have shared, point out: For good health, it is important to have at least 60 minutes of physical activity each day. There are many activities you can choose from. Be sure to pick activities that you enjoy doing. When it s fun to do a physical activity, we re more likely to do it on a regular basis. 37

4 PARENT HANDOUT Copyright 2006, CATTLEMEN S BEEF BOARD and NATIONAL CATTLEMEN S BEEF ASSOCIATION. May be duplicated for instructional purposes E19 38 ACTIVITY 8 GET MOVING 13. Ask students to turn to the back cover of their Choose Well Owner s Manual. Under step 8, have them write: Be physically active for 60 minutes a day. Show FOOD! DVD-VIDEO 14. End the Choose Well program by showing the FOOD! DVD-VIDEO to review key concepts taught in this nutrition unit. After watching the DVD-VIDEO, ask: What are some of the important ideas about nutrition and physical activity that you ve learned either from the DVD-VIDEO or from our classroom activities? OPTIONAL: Replay the last scene of the video and invite students to stretch, bend, dance, jog in place, or do another appropriate activity in time to the Eat Smart song. 15. Have students tape or glue the Energy Balance and Physical Activity Stacked Bar Graph handouts into their Choose Well Owner s Manual. 16. OPTIONAL: Distribute copies of the Parent handout 2 Dear Parents & Guardians Letter and Recipe to students. Ask students to bring the letter and recipe home to parents along with their Choose Well Owner s Guides. Point out the Chili Potatoes recipe. Suggest that, if their parents/guardians are willing, students could help an adult prepare this dish. 17. OPTIONAL: Allow students to play the Appetite Attack CD-ROM game to reinforce the concepts taught in Choose Well. Extending the Learning BODY SMART Generate a list of appropriate classroom movements. These might include: hop, jump, turn in a circle, raise hands to ceiling, wiggle hips, jog in place, touch toes. Play the FOOD! DVD-VIDEO and challenge students to keep moving throughout the entire video (approximately 8 minutes). Make a Classroom Physical Activity Idea Bowl. Fill a plastic container (with a lid) with ideas for physical activity. For students who tell you they don t know what to do to be physically active, suggest they pull an idea from the Physical Activity Idea Bowl. Ideas might include: Put on some music and dance to 3 songs. Jump rope 75 times, as fast as you can. Take a 10-minute bicycle ride. Walk up and down 5 flights of stairs (or the same stairs 5 times). Swing on the playground swings as high as you can go while counting slowly to 100. Have students make their own Physical Activity Idea Bowls to take home. Dear Parents & Guardians: Your child has just completed our Choose Well nutrition unit. This unit focused on 8 Steps to Good Health. These steps are simple actions that students (and adults) can take to get healthy and stay healthy. The steps are: 1. Eat Power Foods from all five food groups every day. 2. Read Nutrition Facts labels to choose Power Foods from the five food groups. 3. Choose Power Snacks from the five food groups. 4. Choose nutritious Mixed Dishes. 5. Eat the recommended number of servings each day ( ) from the five food groups. 6. Use cups, tablespoons and personal references to help eat the right-sized servings of foods. 7. Use rulers, food scales and personal references to help eat the right-sized servings of foods. 8. Be physically active for a total of 60 minutes each day. Your child is also bringing home their Choose Well Owner s Manual a booklet they completed during this unit. To continue the discussion of good health with your child, you might wish to: Review the Owner s Manual and ask your child to explan pages that interest you. Ask your son or daughter which pages in the Owner s Manual were most interesting to them and why? Ask your child to discuss the Nutrition Facts panel on a food label. Take your daughter or son grocery shopping and ask them to compare two similar products and select one based on the nutrition information on the label. Make the recipe below with your child. Chili Potatoes is a nutritious Mixed Dish. Thanks again for all your support. P.S. Ask your child about this nutrition unit and listen to what he or she says. You may be surprised by how much the students have learned! CHILI POTATOES Total preparation and cooking time: 40 to 45 minutes 1 pound ground beef (95% lean) 1 small yellow bell pepper, diced (about 3/4 cup) 1 teaspoon ground cumin 1/4 teaspoon ground black pepper 1 can (14-1/2 ounces) chili-seasoned diced tomatoes, undrained 2 tablespoons tomato paste 4 large baking potatoes (8 to 10 ounces each) 1/2 cup fat free milk 3/4 cup shredded reduced fat Cheddar cheese 1/8 to 1/4 teaspoon ground red pepper Toppings: Shredded reduced fat Cheddar cheese, reduced fat sour cream, sliced green onions (optional) 1. Pierce potatoes several times with fork. Microwave, uncovered, on HIGH 11 to 15 minutes or until tender, turning potatoes over halfway through cooking. Let stand 5 minutes. 2. Meanwhile brown ground beef with bell pepper in large nonstick skillet over medium heat 8 to 10 minutes, or until beef is not pink, breaking beef up into 3/4-inch crumbles. Season with cumin, and black pepper. Stir in tomatoes and tomato paste; bring to a boil. Reduce heat; simmer 5 to 7 minutes or until thickened. Keep warm. 3. Carefully split potatoes horizontally in half. Scoop out and reserve potato pulp, leaving 1/4-inch shells. Combine potato pulp and milk in medium bowl; mash until smooth. Stir in 3/4 cup cheese, and red pepper. 4. Spoon 1/4 cup beef mixture into each potato shell; top evenly with potato mixture. Set aside remaining beef mixture; keep warm. Place filled potatoes on 12-inch round microwave-safe platter. Microwave, uncovered, at HIGH 9 to 11 minutes or until heated through. Let stand 2 minutes. 5. Top evenly with remaining beef mixture. Garnish with cheese, sour cream and green onions, if desired. Makes 4 servings Cook s Tip: To prepare potatoes in conventional oven, heat oven to 400 F. Pierce potatoes several times with fork; place on oven rack. Bake in 400 F oven 45 to 50 minutes or until tender. Remove potatoes. Reduce oven temperature to 350 F. Prepare beef and potato mixtures as directed above. Place stuffed potatoes on rimmed baking sheet. Bake in 350 F oven 20 to 25 minutes or until heated through. Nutrition information per serving: 567 calories; 12g fat (6g saturated fat; 3g monounsaturated fat); 91mg cholesterol; 1043mg sodium; 76g carbohydrate; 10.6g fiber; 40g protein; 10.4mg niacin; 1.6mg vitamin B 6 ; 2.4mcg vitamin B 12 ; 7.0mg iron; 19.7 mcg selenium; 7.3mg zinc. This recipe is an excellent source of fiber, protein, niacin, vitamin B 6, vitamin B 12, iron, selenium and zinc. 2 WORD SMART Using the word Balance, ask students to create a sentence with 7 words. The first word starts with B. The second word starts with A, and so on. The sentence should relate to something they ve learned in the Choose Well program. Use the Eight Steps to Good Health as prompts for journal activities for your students. Questions you might want to pose to them include: Which of the Eight Steps do you think is most important for you now? Why? If you were to share the Eight Steps with your mom or dad, which step do you think would be most important for them? Why? Create an addition equation. The sum of the equation will be your age. The addends must be numbers from 1 to 8. After you ve written the equation, look at the steps corresponding to the numbers you ve used as addends. Reflect on how you are using those particular steps to become more healthy. MUSIC SMART Using the Eat Smart instrumental on the FOOD! DVD-VIDEO, have students create their own one-minute music video to perform in front of the class or another class. Provide students with the lyrics to the song, found on the bottom half of blackline master 4 Eat Smart. If you have the equipment, students can film their videos. 2006, CBB and NCBA

5 PHYSICAL ACTIVITY STACKED BAR GRAPHS Directions: 1. Select 3 different colored markers or crayons. 2. Fill in each box of the key with a different color. 3. For each activity you will make a stacked bar graph. A. The bottom of the bar will show the number of students who like to do this activity. B. The middle of the bar will show how many students don t like to do this activity. C. The top of the bar will show the number of students who have not done this activity yet. Key: Like to do this activity. Don t like to do this activity. Have not done this activity yet. Activity 1 Activity 2 Activity 3 ENERGY BALANCE A. B. C. Copyright 2006, CATTLEMEN S BEEF BOARD and NATIONAL CATTLEMEN S BEEF ASSOCIATION. May be duplicated for instructional purposes E17

6 Dear Parents & Guardians: Your child has just completed our Choose Well nutrition unit. This unit focused on 8 Steps to Good Health. These steps are simple actions that students (and adults) can take to get healthy and stay healthy. The steps are: 1. Eat Power Foods from all five food groups every day. 2. Read Nutrition Facts labels to choose Power Foods from the five food groups. 3. Choose Power Snacks from the five food groups. 4. Choose nutritious Mixed Dishes. 5. Eat the recommended number of servings each day ( ) from the five food groups. 6. Use cups, tablespoons and personal references to help eat the right-sized servings of foods. 7. Use rulers, food scales and personal references to help eat the right-sized servings of foods. 8. Be physically active for a total of 60 minutes each day. Your child is also bringing home their Choose Well Owner s Manual a booklet they completed during this unit. To continue the discussion of good health with your child, you might wish to: Review the Owner s Manual and ask your child to explan pages that interest you. Ask your son or daughter which pages in the Owner s Manual were most interesting to them and why? Ask your child to discuss the Nutrition Facts panel on a food label. Take your daughter or son grocery shopping and ask them to compare two similar products and select one based on the nutrition information on the label. Make the recipe below with your child. Chili Potatoes is a nutritious Mixed Dish. Thanks again for all your support. PARENT HANDOUT 2 P.S. Ask your child about this nutrition unit and listen to what he or she says. You may be surprised by how much the students have learned! CHILI POTATOES Total preparation and cooking time: 40 to 45 minutes 1 pound ground beef (95% lean) 1 small yellow bell pepper, diced (about 3/4 cup) 1 teaspoon ground cumin 1/4 teaspoon ground black pepper 1 can (14-1/2 ounces) chili-seasoned diced tomatoes, undrained 2 tablespoons tomato paste 4 large baking potatoes (8 to 10 ounces each) 1/2 cup fat free milk 3/4 cup shredded reduced fat Cheddar cheese 1/8 to 1/4 teaspoon ground red pepper Toppings: Shredded reduced fat Cheddar cheese, reduced fat sour cream, sliced green onions (optional) 1. Pierce potatoes several times with fork. Microwave, uncovered, on HIGH 11 to 15 minutes or until tender, turning potatoes over halfway through cooking. Let stand 5 minutes. 2. Meanwhile brown ground beef with bell pepper in large nonstick skillet over medium heat 8 to 10 minutes, or until beef is not pink, breaking beef up into 3/4-inch crumbles. Season with cumin, and black pepper. Stir in tomatoes and tomato paste; bring to a boil. Reduce heat; simmer 5 to 7 minutes or until thickened. Keep warm. 3. Carefully split potatoes horizontally in half. Scoop out and reserve potato pulp, leaving 1/4-inch shells. Combine potato pulp and milk in medium bowl; mash until smooth. Stir in 3/4 cup cheese, and red pepper. 4. Spoon 1/4 cup beef mixture into each potato shell; top evenly with potato mixture. Set aside remaining beef mixture; keep warm. Place filled potatoes on 12-inch round microwave-safe platter. Microwave, uncovered, at HIGH 9 to 11 minutes or until heated through. Let stand 2 minutes. 5. Top evenly with remaining beef mixture. Garnish with cheese, sour cream and green onions, if desired. Makes 4 servings Cook s Tip: To prepare potatoes in conventional oven, heat oven to 400 F. Pierce potatoes several times with fork; place on oven rack. Bake in 400 F oven 45 to 50 minutes or until tender. Remove potatoes. Reduce oven temperature to 350 F. Prepare beef and potato mixtures as directed above. Place stuffed potatoes on rimmed baking sheet. Bake in 350 F oven 20 to 25 minutes or until heated through. Nutrition information per serving: 567 calories; 12g fat (6g saturated fat; 3g monounsaturated fat); 91mg cholesterol; 1043mg sodium; 76g carbohydrate; 10.6g fiber; 40g protein; 10.4mg niacin; 1.6mg vitamin B 6 ; 2.4mcg vitamin B 12 ; 7.0mg iron; 19.7mcg selenium; 7.3mg zinc. This recipe is an excellent source of fiber, protein, niacin, vitamin B 6, vitamin B 12, iron, selenium and zinc. Copyright 2006, CATTLEMEN S BEEF BOARD and NATIONAL CATTLEMEN S BEEF ASSOCIATION. May be duplicated for instructional purposes E19

7 4 EAT SMART Power in, power out That s what it s all about In portions that are wise So don t go super-sizing. You re smart On the go In the know This is how you grow With food so appetizing. Name: Food Group TALLY CHART Number of students who ate from this food group in the past 24 hours Grain Group Vegetable Group Fruit Group Milk Group Meat and Beans Group Copyright 2006, CATTLEMEN S BEEF BOARD and NATIONAL CATTLEMEN S BEEF ASSOCIATION. May be duplicated for instructional purposes E4