Name Hour A Winning Team: Healthy Eating and Physical Activity Take-Home Book 7 th Grade Health Education (whse #32086S) 2012-13 0
A Winning Team: Healthy Eating and Physical Activity Lesson 1: Figuring Out the Nutrition and Physical Activity Rumor Mill Lesson 2: Learning More From MyPlate Lesson 3: Using MyPlate to Improve Eating and Physical Activity Lesson 4: Finding the Right Physical Activities for Me Lesson 5: Injury and Injury Prevention Lesson 6: Healthy Body Image and Weight Lesson 7: Finding Power Calories and Packages Can Trick Us Lesson 8: Can Fast Food Be Healthy and Healthy Cafeteria Food Lesson 9: Persuasion and Refusal Lesson 10: Moving Forward Toward Healthy Eating and Physical Activity 1
A Winning Team: Healthy Eating and Physical Activity IQ Quiz Directions: Answer the following multiple-choice questions to find out what you already know about Personal Health and Wellness. Some questions may have more than on correct answer. 1. Dietary Guidelines help individuals to: a. find balance between food and physical activity b. make smart choices from every food group c. get the most nutrition out of calories d. stay within daily calorie needs 2. Children and teenagers need to get: a. 15 minutes of physical activity everyday b. 20 minutes of physical activity everyday c. 45 minutes of physical activity everyday d. 60 minutes of physical activity everyday 3. At what intensity level should children and teenagers participate in physical activities? a. Sedentary b. Low c. Moderate d. Vigorous 4. An injury that occurs suddenly is: a. A chronic injury b. An acute injury c. A vigorous injury d. An extreme injury 5. Body Image is: a. Your perception of how you look on the outside b. How much you weigh c. How tall you are d. A calculation based on your body mass index 6. Which of the following IS NOT a body type? a. Ectomorph b. Mesomorph C. Metamorphosis d. Endomorph 2
7. Which of the following IS NOT found on a nutrition facts label? a. Calories b. Water c. Carbohydrates d. cholesterol 8. At a fast food restaurant, you can eat healthier by: a. Choosing mustard instead of mayonnaise b. Eating a half a portion c. Ordering grilled foods d. Drinking water instead of pop 9. Nutrient Dense Foods: a. Provide a high percentage of at least one nutrient than the percentage of calories b. Provide more sodium than other foods c. Provide more fiber than other foods d. Provide more servings per container than other foods 10. Which of the following is a characteristic of setting healthy eating and physical activity goals: a. It s unrealistic b. It s not worth achieving c. It helps you stay healthy, follow values, and respect people and rules d. It s confusing 11. The heart rate that will safely provide the greatest benefit is between what percent of your maximum heart rate? a. 30-55% b. 15-90% c. 50-100% d. 60-85% 12. Which one of these factors DOES NOT affect how much a person weighs? a. Growth spurts b. Environment c. Food intake d. Age 3
Lesson #1 Review: Figuring Out the Nutrition & Physical Activity Rumor Mill None Objectives: Summarize the benefits of healthy eating, being physically active, and keeping the body hydrated, and the potential consequences of not doing so. Describe the federal dietary guidelines for teenagers, and the recommended amount of physical activity needed to achieve health benefits. Homework: Bring in three food package labels (no food). Bring in nutrition information from one restaurant. Begin and complete the worksheet Two Days in my life. Student worksheet Choices I Might Make (optional). Read and complete activities. 4
Student Worksheet, Page 1 Rumors About Nutrition and Physical Activity Name Part 1: Review these statements. Some are facts, and others are rumors that are not based on facts. Check the appropriate column based on what you have heard or learned about healthy eating and physical activity. Rumor not Based on fact Fact 1. You need calories to breathe. 2. Eating only makes you sleepy. 3. You burn calories when you sleep. 4. Being active for 30 minutes, three times a week is the recommended goal for teens. 5. Eating only one type of food is a good choice if it is a healthy food. 6. Calories from some foods are better than calories from other foods. 7. Everyone needs to use the same MyPlate to know how much of each food group to eat. 8. Some fats are better than others. 9. Most young people our age need to drink three cups of milk each day or eat an equivalent amount of cheese and yogurt. 10. Most people don t eat the recommended amount of fruit, vegetables, or whole grains. 11. There are six food groups on the new MyPlate 12. People should reduce the fats, trans fats, and sugar they eat. List other rumors you have heard and want to know if they are facts. Rumor or Fact 5
Name Hour MyPlate: Guidelines for Healthy Living Video Worksheet NUTRIENTS: 1. - provide the body with energy Two Types: and 2. 3. - provide the body with energy to build muscle tissue and make and repair cells. 4. (need to consume the 22 different kinds to stay healthy) 5. - helps with digestion, getting rid of waste, and provides environment for life supporting activities. (need to consume 8 glasses everyday) 6. - stored energy-help the body absorb vitamins and make and maintain cell membranes and hormones. HELPFUL NON-TRIENTS 1. - helps keep the digestive track healthy, stabilizes blood sugar levels, and prevents the buildup of harmful LDL cholesterol. 2. - protect body from certain disease like cancer. 10 TIPS TO A GREAT PLATE 1. Learn to calories. 2. Enjoy your food, but eat. 3. Avoid portions. 4. Eat certain foods often, (vegetables, fruits, whole grains, and fat-free dairy) 5. Make your plate fruits and vegetables 6. Switch to or milk. 7. Make half your grains grains. 8. Eat certain foods often. (foods high in solid fats, added sugars, and salt) 9. Compare in foods. 10. Drink instead of drinks. 6
Student Worksheet Name: Lesson #1: Brainstorming Activity Benefits of Eating Healthy: Benefits of Being Physically Active: 7
Student Worksheet Name Two Days in My Life DIRECTIONS: Part 1: For two 24-hour days, record everything you eat and drink, including meals and snacks. Don t forget the extras you might put on your food, such as mayonnaise or butter. Desserts and candy count, too. Record the time you eat or drink the foods or beverages and how much you eat or drink. Use the chart bellow to help you estimate the amounts. You may need to ask the person who prepared the food if you are unsure of the ingredients. Part 2: For two 24-hour days, record everything you do that is physically active. You can include organized recreation, such as clubs and school sports, and activities you do on your own, such as walking or basketball in the driveway. FOOD GROUP Fruit Group MEASURING TOOLS One baseball equals one cup. One small computer mouse equals one-half cup. Vegetable Group One deck of cards equals one-half cup. One baseball equals one cup. One small computer mouse equals one-half cup. Dairy Group One eight-ounce glass equals one cup. One baseball equals one cup. Two nine-volt batteries equal 1 ½ ounces of cheese and Counts as one cup. Meat & Protein Group One small computer mouse equals one-half cup of beans and counts as two ounces. One deck of cards equals two to three ounces of meat One nine-volt battery equals one tablespoon of peanut butter and counts as one ounce. Grain Group One CD in its plastic case equals one slice of bread and counts as one ounce. One baseball equals one cup. One small computer mouse equals one-half cup. 8
DAY ONE WHAT AM I EATING AND DRINKING? HOW PHYSICALLY ACTIVE AM I? Time of Day MORNING Name of Food Or Beverage How much did I eat or drink? Type of Physical Activity How long was I active? AFTERNOON EVENING 9
DAY TWO WHAT AM I EATING AND DRINKING? HOW PHYSICALLY ACTIVE AM I? Time of Day MORNING Name of Food Or Beverage How much did I eat or drink? Type of Physical Activity How long was I active? AFTERNOON EVENING 10
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Lesson #2 Review: Objectives: Learning More From MyPlate 1. Who can remember one of the three main messages of the dietary guidelines? 2. How many food groups are there? 3. Who can name a food group? 4. What benefits of healthy eating and daily physical activity did we mention? Describe the federal dietary guidelines for teenagers, and the recommended amount of physical activity needed to achieve health benefits. Homework: Bring in three food package labels (no food) and bring in nutrition information from one restaurant. We will use this information later in the unit. Begin and complete the worksheet Two Days in my life. Family Worksheet Eating Healthy Foods at Home (three pages). Attach a copy of your personal MyPlate plan into the workbook. Read and complete activities. 13
www.choosemyplate.gov This website was created by health experts to explain our national guidelines for healthy eating and physical activity. Activity #1 Directions: Milk = Dairy Group Meat and Beans = Protein Group 1. Find the answers to What s Inside MyPyramid worksheets (pg. 25-26) 2. Go to MyPlate on green bar at the top left and select a food group 3. When you are determining How much is needed, click on the blue see chart and use your age and gender to answer the question. 4. Answer all the questions 5. Physical activity can be found at the top on the green bar Physical Activity Activity #2 Directions: On green bar at the top click on Supertracker, then click on the word supertracker again (it s blue), then click on blue box Create a Profile (on right) 1. Enter age, sex, physical activity, height and weight if desired. Do NOT create an account! Click Submit at the bottom. 2. Under the blue box, on right, that says edit your profile, click on View your Plan 3. Control P to print 4. Attach your plan to page 28 14
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Student Worksheet Name What s Inside MyPlate Food Group Grains General Recommendation Examples of Foods in This Group Determining How Much How much is one ounce? Other Questions or Comments What is the difference between whole grains and refined grains? How much is one cup? Vegetables How much is one cup? Fruits How much is one cup or its equivalent? Dairy How much is one ounce? Protein 16
Student Worksheet Oils NOT A FOOD GROUP-BUT NEEDED FOR HEALTH General Recommendation Examples of Oils Determining How Much Five to ten teaspoons daily depending on how many calories are recommended for you to consume. There is often enough in the foods you eat without adding more Other Questions or Comments What is the difference between oils and solids General Recommendation Examples of Moderate or Vigorous Activities Why is Daily Physical Activity Important? Other Questions or Comments Physical Activity 17
Eating Healthy Foods at Home Consider the food your family typically eats. Then create a menu for breakfast, lunch, dinner, and snacks for one day that would follow the MyPlate recommendations. Our Menus for Healthy Eating Breakfast Lunch Dinner Snacks 18
Examine your menus by answering these questions. Are there healthy foods and beverages from the five food groups? Check No or Yes If you checked Yes, record the foods and beverages in the correct food group. Food Group NO YES List the Food and Beverages From This Group Grain Group Are whole grains included? Vegetable Group Fruit Group Dairy Group Will low-fat or fat-free products be used? Protein Group Are lean meats selected? If you cannot answer Yes to each question, what food or beverages should be included in order for your family to get important nutrients from all of the food groups? 19
Family Worksheet Do the menus. Limit foods that contain oils, solid fats, and added sugars? Are the menus affordable for the family? Are the menus fairly easy to prepare? Will all the family members like the food and beverages selected? When you finished, talk with an adult family member or other trusted adult about your answers. See if he or she has ideas to add Get More Information Online! Share these websites with your family. Suggest that you visit them together. If you do not have internet access at home, go to the library. Ask to use their computers. Find out more about the United States Department of Agriculture s MyPlate and what foods are recommended for healthy eating. This website also lets you create a personal plan for what to eat by entering your age, gender, and activity level. Visit this website at www.choosemyplate.gov The United-States Department of Agriculture has many other useful sites. Try these Food and Nutrition Services: www.fns.usda.gov Food and Nutrition Information Center: Fnic.nal.usda.gov First Gov for Kids has great information for young people on lots of different topics including health. Visit it at www.did.gov Eating Healthy Foods at Home We have discussed the family worksheet, Eating Healthy Foods at Home. Signature of a Family Member or other Trusted Adult Signature of Student 20
Lesson #3 Review: Using MyPlate to Improve Eating & Physical Activity Habits 1. How many calories do you require in a day? 2. What five personal data factors are required in developing your personal MyPlate plan? 3. Why is daily physical activity important? 4. What did you learn about eating healthy? Objectives: Evaluate a typical day s food intake according to the federal dietary guidelines for teenagers. Assess personal barriers to healthy eating and being physically active, and develop practical solutions to remove these barriers. Homework: Bring in three food package labels (no food). Bring in nutrition information from one restaurant. The worksheet Two Days in my life should be completed. Read and complete activities. 21
Name My Ideas for Healthy Eating and Physical Activity I am most impressed by these benefits of healthy eating and physical activity. 1. 2. 3. I have reviewed MyPlate Plan and my notes on my intake and activity log. Four things I could improve upon are: 1. 2. 3. 4. Healthy Eating One goal to improve my healthy eating: Physical Activity One goal to improve My activity: What are some potential barriers to reaching My healthy eating goal? What are some potential barriers to reaching My physical activity goal? What are some possible solutions To overcoming these barriers? What are some possible solutions to overcoming These barriers? 22
Lesson #4 Review: Objectives: Finding the Right Physical Activities for Me 1. What are the two types of goals? 2. What are the four characteristics of a good goal? 3. What changes do you need to make to eat healthier? 4. What changes do you need to make to become more active? 5. What barriers do you have and how will you overcome? Describe moderate-intensity physical activities that are personally enjoyed and that can be enjoyed for a lifetime. Analyze the influence of television, computer, and video games on physical activity. Homework: Family Worksheet Finding Time and Motivation for Physical Activity. Complete Heart Rate worksheet. Read and complete activities. 23
Student Worksheet Name: My Interests List five things you enjoy doing: Number your interests from your most favorite to least favorite, with 1 being your most favorite and 5 being your lease favorite on this list. 1. 2. 3. 4. 5. Identify each interest as being sedentary or active. Write the letter next to your activity listed above. o S = sedentary o L = low activity o M = moderate activity o V = vigorous activity 24
Finding Your Target Heart Rate Zone Exercise should increase your heartbeat to at least 50% of your maximum heart rate to provide a benefit for your heart and lungs. The heartbeat rate that will safely provide the greatest benefit is between 60 and 85% of your maximum heart rate. This is your Target Heart Rate Zone. In this activity, you will find your Target Heart Rate Zone. DIRECTIONS MINIMUM MAXIMUM Subtract your Age from 220 220 220 Age Age This is your Maximum Heart Rate MHR MHR Multiply your Maximum Heartbeat by 60 and 85 percent X.60 X.85 Target Heart Rate Zone This is your Target Heart Rate Zone 25
Name Hour Heart Rate Worksheet Enter your heart rate after the following activities. 1. Sitting still for 1 minute. 2. Standing still for 1 minute. 3. After 30 jumping jacks. 4. After jogging in place for 1 minute. 5. After jogging in place for 2 minutes. 6. After 30 sit-ups. 7. After 10 push-ups. 8. Does a fit person s heart beat slower or faster at rest?. 9. What is your target heart rate zone? 10. Which activity got your heart beating the highest?. 26
Family Worksheet List some activities you could do with your Family or some of your family members. Finding Time and Motivation for Find time that isn t committed to other things. List a few options. Children and teens need 60 minutes of moderate to vigorous physical activity preferably each day Sometime finding the time and motivation to be physically active can be a challenge. It helps if you have someone or a group to be active with. List opportunities you have to walk or bike to and from regular destinations instead of riding in a car. Adults need 30 minutes of moderate to vigorous physical activity preferably each day If weight loss is a goal, increase the amount of physical activity and reduce foods high in calories and low in nutrients. List some activities you could do with your friends. What are some ways you could encourage one another? Talk with at least one member of your family about your ideas. See if he or she will join you. Set a date to begin. Start Date: Talk with at least one friend about your ideas. See if he or she will join you. Set a date to begin. Start Date: Finding Time and Motivation for Physical Activity Sign below and have your family member and friend sign too! Your signatures mean that you have talked about these ideas together. Signature of a Family Member Signature of a Friend Student Signature 27
Lesson #5 Review: Objectives: Injury & Injury Prevention 1. State the levels of intensity for physical activity. 2. Name a moderate-intensity physical activity. 3. Name a lifetime physical activity. 4. Describe how sedentary activities (computers, tv, video games) affect the amount of calories burned? Describe various types of injuries, warning signs, and ways to avoid injury. Demonstrate the ability to properly and consistently use a variety of safety gear. Assess situations for safety hazards and consequences, and make recommendations regarding safety procedures or safety gear to alleviate the risks. Homework: Student Worksheet Personal Goals for Safe Physical Activity. Read and complete activities. 28
INJURY AND INJURY PREVENTION There is a chance of injury whenever you exercise. Your chances of injury Increase if you exercise often. You should watch for warning signs of injury. Warning signs of injury You should not experience pain when you exercise. Pain is an indication of injury. List as many warning signs of injury that you can. Don t mistake muscle soreness for an injury. Muscle soreness is achiness that happens a day or two after hard exercise. It is normal. Muscle soreness usually goes away the next time you exercise. However, pay attention to muscle soreness that turns into sharp pain. If you experience any of the warning signs of injury, tell your parents or teacher. You may need to see a doctor. 29
Avoiding Injury Eight Ways to Avoid Injury 30
Name Hour Personal Goals for Safe Physical Activity Physical Activity Safety Equipment Negative Consequences of Not using Equipment 31
Lesson #6 Review: Objectives: Healthy Body Image & Weight 1. State warning signs of injury. 2. What type of injury occurs suddenly? 3. What type of injury develops over a long period time? 4. List a way to avoid injury. 5. Name possible safety equipment. 6. State negative consequences of not using safety equipment. Summarize the characteristics of a healthy body image and factors that determine body weight, including body type. Demonstrate the ability to access resources regarding healthy weight management and unhealthy eating patterns; and assess the validity of the resources. Homework: Student Worksheet Finding Reliable Sources of Information. Read and complete activities. 32
Student Worksheet Name: Healthy Body Image & Weight Quiz Circle the correct answer! 1. What percent of high school students exercise to control their weight? A. 1-20%. B. 21-40% C. 41-60% D. 61-80% E. 81-100% 2. What percent of high school boys are trying to lose weight? A. 1-20%. B. 21-40% C. 41-60% D. 61-80% E. 81-100% 3. What percent of high school girls are trying to lose weight? A. 1-20%. B. 21-40% C. 41-60% D. 61-80% E. 81-100% 4. What percent of high school boys are actually overweight? A. 1-20%. B. 21-40% C. 41-60% D. 61-80% E. 81-100% 5. What percent of high school girls are actually overweight? A. 1-20%. B. 21-40% C. 41-60% D. 61-80% E. 81-100% 6. How tall is the average model and how much does she weigh? Height: Weight: 7. What percentage of women have a similar body? A. 1-20%. B. 21-40% C. 41-60% D. 61-80% E. 81-100% 8. How tall is the average woman and how much does she weigh? Height: Weight: 33
See how your body image measure up. Check the most appropriate answer to each question. BODY IMAGE SURVEY Questions YES NO 1. Have you avoided sports or working out because you didn t want to be seen in gym clothes? 2. Does eating even a small amount of food make you feel fat? 3. Do you worry or obsess about your body not being small, thin, or good enough? 4. Are you concerned your body is not muscular or strong enough? 5. Do you avoid wearing certain clothes because they make you feel fat? 6. Do you feel badly about yourself because you don t like your body? 7. Have you ever disliked your body? 8. Do you want to change something about your body? 9. Do you compare yourself to others and usually feel negative about yourself? 34
Student Worksheet Finding Reliable Sources of Name Source Directions: Locate three sources of reliable information about body image, healthy eating patterns and healthy weight. The sources may be websites, people, publications, or agencies. For each source, identify three reasons you Think it is reliable. For each source, describe a piece of useful Information you learned. Evidence of Reliability 1. 2. 3. Useful Information Use the resources from page 69-72 in class book. Source Source Evidence of Reliability 1. Evidence of Reliability 1. 2. 2. 3. 3. Useful Information Useful Information 35
Lesson #7 Review: Objectives: Finding Power Calories & Packages Can Trick Us 1. State the factors that determine body weight. 2. Which of these factors do you control? 3. What are the three body types? 4. Name a reliable source of information regarding healthy weight management and unhealthy eating patterns. 5. What makes these resources reliable? Use nutrition information of food labels to compare products and select food for specific dietary goals. Determine the accuracy of health claims on food packages and advertisements in order to choose foods that have the most nutritional value. Homework: Family Worksheet Using Food Labels to Choose Foods. Student Worksheets Healthy Choice or Not. Read and complete activities. 36
Student Worksheet Name Directions: Look at the food label on your package. Answer the questions below. This food is called. How much is in a serving? How many servings are in this package? How many calories in each serving? Rate this food on how healthy a choice it would be. 1 2 3 4 5 Very Kind of So-So Not Very Choose Healthy Healthy Healthy this Food Rarely If I ate the whole package, how many calories would I have eaten? Is this food high in fat? Is this food high in fiber? Is this food low in sodium? Is this food nutrient-dense? Remember that foods are considered nutrient dense if they provide a higher percentage of at least one nutrient than the percentage of calories. Divide the calories in one serving by 2000 to get the percent of calories. Then, compare this percentage with the percentages the other nutrients supply. If the percent of calories is lower than the other percentages, the food is nutrient dense Is there any advertising on the package that tried to make me believe something about the product? If so, what does it want me to believe? Fill in the food label below with the information that helped you decide on your rating. Nutrition Facts Serving Size Servings Per Container Amount Per Serving Calories Calories from Fat Total Fat Saturated Fat Trans Fat % Daily Value* % % Cholesterol % Sodium % Potassium % Total Carbohydrate % Dietary Fiber % Sugars Protein Vitamin A % Vitamin C % Calcium % Iron % 37
Family Worksheet Choose foods low in total fat, saturated fat, trans fat, cholesterol, and sodium. Five percent or less is a low amount. Twenty percent is high Choose foods high in fiber, vitamins, and mineral. Five percent or less is a low amount. Twenty percent is high Nutrition Facts Serving Size 1 cup (228g) Servings Per Container 2 Amount Per Serving Calories 250 Calories from Fat 110 Total Fat 12g Saturated Fat 3g Trans Fat 3g % Daily Value* 18% 15% Cholesterol 30mg 10% Sodium 470mg 20% Potassium 700mg %20 Total Carbohydrate 31g %10 Dietary Fiber 0g %0 Sugars 5g Protein 5g Vitamin A 4% Vitamin C 2% Calcium 20% Iron 4% Note the amount suggested as a serving and how many servings are in a package. Want More Information? Check out these websites! United States Food and Drug Administration http://www.cfsan.fda.gov/label.html www.spottheblock.com These resources on weight management Might e interesting for adult family members. For adults: Healthy Weight Network: http://www.healthyweight.net/ Parenting Teens: http//parentingteens.about.com/cs/bodyimage/a/bodyimage.htm How to help Overweight Child: http://win.nddk.hih.gov/publications/over_child.htm National Association of Social Workers for parents: http://www.helpstartshere.org/default.aspx?pageid=1277 SAMHSA for parents: http://www.family.samhsa.gov/be/gnb_image.aspx 38 Eating in Restaurants With your family member, visit the websites of your favorite restaurants. Most fast food restaurants have nutrition information posted that will give you the same facts you can get from a food label. Enter the name of your favorite restaurant in your Search box and check it out! These sites offer Additional information. www.fastfoodnutrition.org www.fasfood.com
Find three foods in your home that have food labels. Answer the questions about each food. When you are finished, talk with a family member or other trusted adult about what you have learned about food labels and the three foods you examined. Then, have the person you spoke with sign the worksheet. What is the name of the food: How many calories in each serving? What food group does it belong in? What nutrients Does it supply? Food #1 Food #2 Food #3 Is the food nutrient Dense? Foods are considered nutrient dense if they provide a higher percentage of a t least one nutrient than the percentage of calories. Divide the calories in one serving by 2000 to get the percent of calories. Then, compare this percentage with the percentages the other nutrients supply. If the percent of calories is lower than the other percentages, the food is nutrient dense. Is this food considered a food high in saturated or trans fat? Is this food high in Fiber? Is this food low in Sodium? Would you recommend This food to someone Trying to lose weight? Would you Recommend this food To someone trying To gain weight? Using Food Labels to Choose Foods We had a discussion about using food labels to learn about foods and which ones to choose. Signature of a Family Member or other Trusted Adult Signature of Student 39
Lesson #8 Review: Objectives: Homework: Can Fast Food Be Healthy & Healthy Cafeteria Food 1. Define a power calorie. What is nutritionally dense? 2. How do you determine the accuracy of a food claim? 3. Describe information found on the food label. 4. Which items should be high? 5. Which items should be low? Describe how to access nutrition information about fast foods offered in restaurants in one s community. Analyze characteristics of restaurant menu items and methods of preparation to identify healthier food choices one can make when eating out, including at fast food restaurants. Evaluate the availability of nutrient-dense foods in the school cafeteria and throughout the school environment. Advocate for the availability of appealing, nutrient-dense foods in the school cafeteria and throughout the school environment. Student Worksheet How Does This Meal Measure Up? Student Worksheet Middle School Food Service Information and Advocacy letter. Read and complete activities. 40
Student Worksheet Name Part 1: How Does This Me al Measure Up? Record a meal you think kids your age would Enjoy from your favorite fast food restaurant The Restaurant is: Fast Food Meal Answer these questions about the meal: Does this meal contain foods from all of the food groups? If not, what is missing? Would you guess that this meal is high or low in fat? Would you guess that this meal is high or low in sugar? Would you guess that this meal is high or low in sodium? Do you think this meal is about the right portion size? 41
Student Worksheet Part 2: Examine the favorite meal using the nutrition facts sheet on the restaurant menu. Are there any of your answers from Part 1 that you would change? If so, put an X on them and write your new answer. Would you rate this meal as a healthy choice? Explain your reasons. Super Meals Fast Food How could you modify this meal so that it was healthier? Part 3: Look at the nutrition facts sheet. Create a new meal that you consider a healthy choice. Explain the reasons you think this is a healthy meal. New Meal 42
Student Worksheet Name: How are the schools menus selected and prepared? Middle School Food Service Information What foods are served that are high in nutrients? Are there guidelines for what can and cannot be served? If so, what are they and where would I find them? Which meals are the most or least popular with students? What is one of the things you like about your job? What is one of your frustrations? What can you purchase? How nutritious do you think these foods and beverages are? 43
Student Worksheet Name: Advocacy Letter Direction: Write a letter to the food service director at your school. When we advocate for something, we are speaking in favor of it. For example, if we would advocate for different foods in the vending machines, we would speak in favor of having different foods than those currently available. Include the following elements in your letter: o Take a clear health-enhancing stand. o Support your position with relevant information. o Show an awareness of the person you are addressing. o Encourage others to make healthful choices. o Demonstrate passion or conviction for the issue. Dear, Sincerely, 44
Lesson #9 Review: Objectives: Persuasion & Refusal 1. List healthy food options at a fast food restaurant. 2. Describe how to access nutritional information about foods offered at a restaurant. 3. Which foods in our cafeteria are nutritionally dense? 4. What does it mean to advocate? Demonstrate skills for dealing with pressure to eat in ways that are not healthy. Demonstrate the ability to persuade peers to eat healthy and be physically active. Homework: Student Worksheet Persuade Your Friends. Student Worksheet Standing Up to Peer Pressure. Read and complete activities. 45
Student Worksheet Name What would you say? Directions: For each of these situations, write persuasive statements you might say to this person if he or she was your friend. Use the tips on the Be Persuasive handout. Use information from page 92 in class book. Situation #1 Situation #2: Your friend, Joshua, loves computers and video games. He is very good at finding information on the internet, downloading games, and playing them. He claims that he sits down at the computer to start to play games, and when he looks up, hours have gone by. You used to enjoy riding bikes with your friend and going to the swimming classes offered after school. But, now, he doesn t want to do anything, but look at the computer. You miss time with him and know that he isn t being as physically active as he should be. What would you say to him to try to persuade him to get away from the computer and be more physically active? Olivia has been your friend for years. The two of you enjoy the same activities and have been in many of the same classes. You have noticed that she either brings her lunch to school or eats from the ala carte line in the lunch room. She usually brings cupcakes or some type of dessert. She chooses French fries or peanut butter cookies from the ala carte food line in the cafeteria. You wonder if all she eats is sugar and fat. You know that isn t healthy and want to persuade her to eat healthier foods. What would you say to her to try to persuade her to eat foods from all of the food groups? 46
Peer Assessment Checklist Name of Student Refusing Name of Partner Standing Up to Peer Pressure Directions: Using information from page 94. 1. Use this checklist to note the refusal skills your partner used to stand up to peer pressure. 2. Place an X next to each skill used. 3. Write in the Comments column what your partner did well or could do differently to improve. Refusal Skills My partner said a direct No. I observed my partner Doing this refusal skill. Comments My partner said the same phrase over and over again. My partner suggested another activity My partner gave a reason. My partner walked away. 47
Lesson #10 Review: Moving Forward Toward Healthy Eating & Physical Activity 1. State skills for persuading others. 2. Name a refusal skill. 3. Is it easier to persuade a friend or someone you don t know well? Objectives: Assess personal barriers to healthy eating and being physically active, and develop practical solutions to remove these barriers. Make a personal plan for improving one s nutrition and incorporating physical activity into daily routines. Homework: Student Worksheet Reaching My Goal for Healthy Eating. Student Worksheet Reaching My Goal for Physical Activity. Student Worksheet Logging in For Healthy Eating and Physical Activity. Family Worksheet Planning For Healthy Eating and Physical Activity. Read and complete activities. 48
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Student Worksheet Name Logging In for Healthy Eating and Physical Activity Week One Day Day One My Healthy Eating Goal: Due Date: What did I do to work towards my goal? What, if anything, got in my way? My Physical Activity Goal: Due Date: What did I do to work towards my goal? What, if anything, got in my way? Day Two Day Three Day Four Day Five Day Six Day Seven How am I doing after one week? 51
Student Worksheet Name Week Two Day My Healthy Eating Goal: Due Date: What did I do to work towards my goal? What, if anything, got in my way? My Physical Activity Goal: Due Date: What did I do to work towards my goal? What, if anything, got in my way? Day One Day Two Day Three Day Four Day Five Day Six Day Seven Did I reach my Goal? Why or Why not? What did I do Well? What might I do differently next time? 52
Family Worksheet Planning for Healthy Eating & Physical Activity List ways the adult can help Encourage you to reach your goals. Explain to an adult family member or other trusted adult that you have completed a unit on the importance of eating healthy foods and being physically active. Explain that you have created a plan to improve your eating and physical activity habits. Ask the adult to review the four Student worksheets with you and Add any comments or ideas. My ideas for Healthy Eating And Physical Activity Reaching My Goal of Healthy Eating Reaching My Goal for Physical Activity Logging in for Healthy Eating And Physical Activity Planning for Healthy Eating and Physical Activity We have reviewed the four worksheets that outline the plan for reaching the goals of healthy eating and physical activity. I agree to do the following to encourage him or her: Signature of a Family Member or Other Trusted Adult Student Signature 53
Video Listening Guide Video Title: New Vocabulary (5 minimum) 1. 2. 3. 4. 5. Things I learned from the video (2 minimum) 1. 2. Things I still have questions about: 1. 2. 54
Name: Hour: Date: Health Journal 55
Name: Hour: Date: Health Journal 56
Health Notes 1. 2. 3. 57
Health Notes 4. 5. 6. 58