2011 Indiana 4-H Youth & Adult Congress 4-H Healthy Living Lesson Plan

Transcription

1 Activity: Filling Your Plate Lesson Title: Eating Healthy and Exercise! Objectives: Participants will: 1. Compare and contrast My Plate with My Pyramid. 2. Explore the purpose of each Food Group and understand how much of each group to eat per day. Audience: Youth Grades: K-12 Supplies Needed: Item Number of Item Lesson Plan 1/presenter Round Tables 3 Rectangular Tables 5 Masking Tape 1 roll/group Black Yarn 1 skein/group Food Group Labels 1 set/group + 1 set to label rectangular table Hula Hoops/Lg. Round Laundry Basket 1/group of 5-10 people My Plate Handout 1/individual Food Models Daily Requirements of each food group needed Food Group Fact Cards 1/rectangular table Protein Taste (e.g., nuts) Grain Taste (e.g., whole wheat crackers) Fruit Taste (e.g., raisins) Vegetable Taste (e.g., mini carrots) Dairy Taste (e.g., cubed cheese) Baskets 1/group Scissors 1/group Plastic Table Cloth/Crepe Paper 1 Red, Green, Purple, Brown/Tan, Blue 8 Plates 10 Duct tape 1 roll/group Time Required: minutes for set-up and 30 minutes for each group to complete the activity. Set-Up 1. Prepare supply baskets for each group containing: a. My Plate Handouts / person b. 1 roll of tape c. 1 skein of yarn d. Scissors e. 1 set of Food Groups Labels (Protein, Grain, Fruit, Vegetable, Dairy) f. 1 Hula Hoop/large round laundry basket 1

2 Set up Food Group Tables g. Cover each table with colored plastic table cloth (color that represents food group) h. Food Models i. Food Tasters j. Food Group Fact Cards Procedure: 1. Break participants into groups and send them to a round table to empty out their basket. 2. Explain the My Plate concept versus My Pyramid. o Easier for families to visualize a balanced meals (containing all daily food requirements) o Daily food requirements have NOT changed. o Concept built on an 8 dinner plate to reduce overeating. (No fair stacking food too high!) o My Plate focuses on variety of food items within each food group. o Physical activities are the same for each model 60 minutes daily for children and youth o and 2 ½ hours weekly for adults. Helps youth focus on everyday foods as compared to occasional choice, empty calorie foods (e.g., pizza, cheese, chips, cookies, etc.) 3. Challenge the groups to turn their supplies into their own empty My Plate that they will fill with a daily requirement of each food group. 4. Give the groups a specific time limit to finish the task. 5. Discuss what their Plate should look like. (use mini-poster as an example) 6. Next explain that the groups will be exploring each Food Group by examining the 5 colored tables in the front of the room. 7. At each table they will learn the needed information to collect the daily requirements for each Food Group to Fill their Plate. (explanation included on food cards provided) 8. While exploring each Food Group, they will have the opportunity to taste a food item from that group. Everyone should try the food item. 9. Once the group has explored a Food Group, they need to return to their Plate to place their food models in the correct section. 10. Groups will continue to explore Food Groups until they have Filled their Plate. 11. Discuss the activity they just completed. (See questions below.) Discussion Questions 1. How is My Plate similar to My Pyramid? 2. How are the two models different? 3. Did any of the recommended amounts of each food group surprise you? 4. Which of these recommendations do you believe is easiest to follow? Which are the hardest? Why? 5. What is one change that you will make in your diet to have a My Plate that more closely follows the recommendations? References/Resources: United States Department of Agriculture: Activity adapted from Healthy Kids Challenge, Walk Through The Pyramid with Awesome Balance to meet the Challenge. 2

3 Activity: Breaking Bones Lesson Title: Eating Healthy and Exercise! Objectives: Participants will: 1. Understand that eating three servings of dairy and staying active builds strong bones. 2. Gain an understanding for the importance of getting 60 minutes of physical activity a day. Audience: Youth Grades: K-12 Supplies Needed: Item Number of Item Lesson Plan 1 Chicken Bone activity instructions 1 Round Tables 4 Cones (or duct tape/masking tape) 8 PVC Pipe 8 PVC Connectors 4 Dairy Food Models (milk, cheese, yogurt) 1 of each Station Signs 1 Milk, Cheese, Dairy, Bones Chicken bone 1 regular bone washed and dried Chicken bone 1 soaking in jar with bleach Chicken bone 1 soaking in jar with vinegar Time Required: minutes for set-up and 30 minutes for each group to complete the activity. Set-Up 1. Create a starting line. 2. Place the stations approximately 7 to 10 feet away from the starting line. 3. Prepare the Milk, Yogurt, Cheese, and Bones stations. 4. Set out Food Models. 5. Set out Bones (PVC parts). 6. Set up Chicken Bone Display (3 chicken bones with labels) Optional: Obtain three chicken bones. Place one in a jar of vinegar and another bone in a jar of bleach 1-2 days before the event leave the last bone out to dry at room temperature once cleaned with water. The chicken bone in vinegar will become soft and flexible because the calcium dissolves from the bone demonstrating the importance of calcium in the diet. The chicken bone in the bleach will become quite brittle, demonstrating that when protein is not incorporated in the diet, protein breaks down and decreases the durability of your bones. 3

4 Procedure: 1. Divide into four teams. 2. When the game leader says, start, the first player in each line RUNS to the bone station and breaks apart the bone (PVC pipe pieces) and places it back down. 3. The player pretends to have a broken leg and HOPS to cheese station, pretends to eat cheese, and says, Oh yum! Calcium! 4. The player then HOPS to the yogurt station, pretends to eat yogurt and says, That s delicious! 5. The player then HOPS to the milk station and pretends to drink the milk and must moo like a cow. 6. After going through all the stations, the player LIMPS back to the bone station and puts the broken bone back together (because eating all the calcium helped make the bone stronger). 7. The player then RUNS back to the starting line and does two jumping jacks and two toe touches before tagging the next teammate to start. 8. After the groups finish the challenge of reconstructing their bones with calcium. Discuss the Chicken Bone Display. Bones are built on two very important chemical groups: Mineral - calcium phosphate (calcium and phosphorus) Proteins elastin and collagen Discussion Questions: 1. What are some other food items we can eat to get calcium besides milk, yogurt and cheese? 2. What calcium rich foods can be eaten if you are lactose intolerant? (green leafy vegetables, sprouts, calcium set tofu, beans and seafood [for the lax vegetarian]) 3. What disease can affect us if we don t get enough calcium? 4. Why is it important to get exercise on a daily basis? What do you do to exercise every day? References/Resources: The Nutrition Source: Calcium and Milk: What s Best for Your Bones and Health? Harvard School of Public Health. Retrieved from: Dairy Dazzling Calcium Carnival 3-A-Day Dairy Fun National Dairy Council, Midwest Dairy Council and Dairy Max. Healthy Kids Challenge. Firm, But Flexible: Chicken Bone Lab University of Texas Health Science Center at San Antonio. 4

5 Activity: Meal Balancing Buffet Lesson Title: Eating Healthy and Exercise! Objectives: Participants will state the importance of food serving sizes. Audience: Youth Grades: K-12 Supplies Needed: Item Number of Item Lesson Plan 1 Bushel Baskets or Plastic Tubs 5 Food Group Labels 1 set Activity Cards 20 Fun Music 1 cd Music Playing Device 1 Time Required: 5 minutes for set-up and 15 minutes for each group to complete the activity. Set-Up 1. Select 20 activities that the youth can perform. 2. Divide them into 5 Bushel baskets (or plastic tubs) labeled Grains, Vegetables, Fruits, Dairy, and Protein. Procedure: 1. Divide into four groups. 2. In the Meal Balancing Buffet, the entire group will create and perform a mini-routine from the buffet of activities. 3. Think of a routine as a complete meal. Go to the buffet and select 1 item from each basket, then put them together to form a complete meal. Your meal will consist of 1 grain, 1 vegetable, 1 fruit, 1 dairy, and 1 protein. 4. Begin by selecting an activity from the Grains pile (don t take the card with you since others may want that card), then go back to your mat and practice that skill. 5. When ready, select a skill from the Vegetables pile. Repeat the 1st skill, then add on the 2nd skill. 6. Continue by moving to the Fruits, then the Milk, then the Meats/Beans piles to add on until you reach 5 skills total. 7. Give the group a specific amount of time to be ready to perform. 8. Finally, practice the activities until your group can perform them smoothly and perform them for the rest of the group. 5

6 Unhealthy Equation All-you-can-eat buffets + a lack of exercise = TROUBLE! However, buffets don t have to be a caloric disaster. Go for the greens, avoid the fried stuff, and keep the portion sizes small (or at least within the boundaries of the 8 inch plate). If you do indulge in buffetbliss, please remember to take a long walk or participate in some physical activity afterwards. Discussion Questions: 1. How many of you like to eat at a buffet? Why or why not? 2. How do you typically feel after eating at a buffet? 3. Which food groups do you enjoy including in your meal? Which are more challenging for you to include? 4. The next time you visit a buffet, what can you do to eat a more healthy meal? 5. After you enjoy the buffet, what can you do to get some physical activity? 6. How can you encourage others to do the same? References/Resources: Adapted from Stunts and Tumbling Buffet. SPARKS: Sports, Play, Active, Recreation, for KidS. 6