Amaze Kids! Nutrition Education Activities for Any Age and with Special Needs Handouts

Transcription

1 Amaze Kids! Nutrition Education Activities for Any Age and with Special Needs Handouts Follow us on social #FocusedFitness Contact Us: , press South Dishman Mica Road Spokane Valley, WA Ph: (509) F: (509)

2 Key Concept: Energy Content of Macronutrients Objective: Students will identify the number of calories in a gram of protein, fat and carbohydrates. Equipment: InfoCube Nutrition Cones InfoCube Energy Explanation: Our bodies receive energy from the foods we eat every day (Energy In, Energy Out). Energy in food is measured by the number of calories it contains. The energy in food is found in the three macronutrients: carbohydrates, fats and proteins. One gram of carbohydrates provide 4 calories of energy. Carbohydrates are sugars that can be quickly broken down by the body and used for energy. Carbohydrates are stored in relatively small quantities within the muscles and liver. One gram of fat provides 9 calories. Fat is a great source of energy and can be stored in large quantities by the body. One gram of protein provides 4 calories and is used primarily to build and repair body tissue. Our bodies use protein in as an energy source when carbohydrates are low. When a person becomes more fit, their muscles become better at using fat for energy, which saves the carbohydrate energy that is stored in muscles. Directions: 1. Slide into each pocket of the InfoCube one Nutrition Card from each food group plus a card for oils--all need to be high in carbohydrates, fat, or protein. 2. Students jog around the play area at a comfortable pace. 3. Every seconds the teacher throws the InfoCube into the air. 4. The students stop their jog and perform a specified exercise according to whatever side of the cube is facing up: If the cube shows a food high in fat calories, the students perform nine jumping jacks. This demonstrates there are nine calories in each gram of fat that can be used for energy. If the cube shows a food high in carbohydrate calories, the students perform four squat thrusts. This demonstrates there are four calories in each gram of carbohydrate that can be used for energy. If the cube shows a food high in protein calories, the students perform four push-ups. This demonstrates there are four calories in each gram of protein that is used primarily to build and repair muscle. (continued) 44

3 InfoCube Energy Continued Assessment: At the end of the activity, ask students the number of calories per gram of fat, protein and carbohydrates by holding up the correct number of fingers. = InfoCube = Cones = Teacher = Students 45

4 Key Concept: Energy Content of Macronutrients Objective: Students will identify the amount of energy provided in one gram of carbohydrates, fat and protein. Equipment: Poly Spots Small Foam Balls Energy Tag Explanation: 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. The energy in food is found in the three macronutrients: carbohydrates fat and protein. 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 muscle. Directions: 1. Create multiple triangles with poly spots throughout the play area. 2. Separate students into groups of three. 3. Have each group of students find a triangle to play catch around. 4. Students throw and catch a small foam ball using proper form. 5. On the signal to stop, the student with the ball becomes the tagger. The tagger represents carbohydrates and attempts to tag other students as they all run to the right around the triangle. If a student is tagged by the tagger representing carbohydrates, he/she steps inside the triangle and performs 4 rocket blasters. This demonstrates that there are 4 calories in 1 gram of carbohydrate. 6. Students will resume throwing and catching after tagged students have completed 4 rocket blasters. 7. On the signal to stop, the student with the ball becomes the tagger. This tagger represents fat and attempts to tag the other two students as they all run to their right around the triangle. If a student is tagged by the tagger representing fats, he/she steps inside the triangle and performs 9 jumping jacks because there are 9 calories in 1 gram of fat. 8. Students will resume throwing and catching after tagged students have completed 9 jumping jacks. 9. On the signal to stop, the student with the ball becomes the tagger. This tagger represents proteins and attempts to tag other students as they all run to the right around the triangle. If a student is tagged by the tagger representing protein, he/she steps inside the triangle and performs 4 push-ups. This demonstrates that there are 4 calories in 1 gram of protein. (continued) 46

5 Energy Tag Continued 10. Students will resume throwing and catching after tagged students have completed 4 push-ups. 11. On the signal to stop, the student with the ball will represent the nutrient selected by the teacher and attempt to tag other students while they all run to the right around the triangle. This will provide the students an opportunity to demonstrate the correct calories contained in 1 gram of carbohydrates, fat or protein. Assessment: At the end of the activity, ask students to identify the correct number of calories per gram of carbohydrates, fat and protein. = Poly Spots = Students = Small Foam Ball 47

6 Fishin for Nutrition Micronutrients Mineral Relay Activity Objective: Students will identify minerals and explain how each mineral aids the body. Equipment: Resource CD (variation): Food Label Cones (variation) Fishing Poles (variation) Exercise Mats Nutrition InfoCube Mineral InfoCube Prerequisite Knowledge: Food Labels (variation) Explanation: Minerals are essential, inorganic elements found in foods. They are micronutrients and are necessary for your body to function normally and remain in good health. Minerals fight germs, keep bones strong and heal damaged cells. You need to eat a variety of foods from all five food groups to make sure your body gets all the minerals it needs. Calcium- A mineral that assists the body in forming strong bones and teeth. Folate- A member of the vitamin B family; promotes cell growth; found in fruits, vegetables and protein foods. Iron- A mineral used in red blood cells to carry oxygen; found in red meat and dark green, leafy vegetables. Magnesium- A mineral which assists with the body s absorption of calcium and is found in dark green, leafy vegetables Phosphorus- A mineral that helps build strong bones and teeth; helps body store and use energy; found in milk, grains and protein rich foods Potassium- A mineral which lowers blood pressure and reduces sodium in the body; found in fruits and vegetables Directions: 1. At one end of the gym, place Nutrition face down. 2. On the other side of the gym, place one exercise mat per team (see Direction #3). 3. Group students into teams of 3-4 students and have them stand by their team s exercise mat. 4. Place Mineral InfoCube in the InfoCube. 5. Roll the InfoCube and call out the mineral rolled. 6. One at a time, a student from each team runs to the other end of the gym, retrieves two Nutrition, runs back to his/her team, tags the next runner, places the two Nutrition face up on the exercise mat, and gets back in line. 7. Repeat until all Nutrition are gone, or for a set amount of time. 8. Teams analyze their cards and count how many of their cards have the required mineral. 9. The team with the most cards with that mineral wins. 10. Ask students to find a partner on another team and tell each other a food that contains the mineral selected. 11. Explain the purpose of the mineral. Demonstrate an exercise from the list below to help students retain information. Students perform the exercise for 30 seconds. a. Calcium = Crunches b. Folate = Front Squats c. Iron = Imaginary Inline Skating d. Magnesium = Marching e. Phosphorus = Push-up f. Potassium = Plank continued 74 Focused Fitness. All Rights Reserved.

7 Fishin for Nutrition Micronutrients Mineral Relay - continued Variation Use fishing poles to have students fish for Nutrition. Send one student per team at a time. For upper level progression, print and use Food Label from the Resource CD for this activity. Assessment Ideas: Ask students the following reflective questions: Name a food with the mineral Calcium (Folate, Iron, Magnesium, Phosphorus, Potassium)? Were you surprised by any foods with the mineral Calcium (Folate, Iron, Magnesium, Phosphorus, Potassium)? Exit Ticket: Students line up to leave the gym. Each student rolls the InfoCube (use InfoCube Mineral ). The student answers this question: How does the body use? If the student answers correctly, he/she leaves the gym. If the student answers incorrectly, he/she goes to the end of the line and tries again. Assist students who returned to the end of the line. Diagram: Activity = Nutrition = Exercise Mat = Student = Teacher = InfoCube with Mineral Focused Fitness. All Rights Reserved. 75