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TIGER WOODS FOUNDATION

FIT PLAN:

LIVING HEALTHY

NUTRITION

PHYSICAL ACTIVITY

SCIENCE

CAREER EXPLORATION

HEALTH ADVOCACY


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FIT PLAN: LIVING HEALTHY

NATIONAL CURRICULUMSTANDARDS FORGRADES 4-12

NATIONAL CURRICULUM STANDARDS FOR GRADES 4-12

Fr a cmplete lt tadard per Ut, pleae t www.terwdudat.r.

Ceter r Deae Ctrl ad Preet (www.cdc.)

Md-ctet Reearc r Educat ad Lear (www.mcrel.r)

HEALTH Comprehends concepts related to health promotion and disease prevention to enhance health.Analyes the inuence o amily, peers, culture, media, technology and other actors on health behaviors.

Accesses valid inormation, products and services to enhance health.

Uses interpersonal communication sills to enhance health and avoid or reduce health riss.

Uses decision-maing sills to enhance health.

Uses goal-setting sills to enhance health.

Practices health-enhancing behaviors and avoids or reduces health riss.

Advocates or personal, amily and community health.

SCIENCE

Understands the nature o scientifc nowledge.

Understands the nature o scientifc inquiry.

LANGUAGE ARTS: WRITING

Uses the general sills and strategies o the writing process.

Gathers and uses inormation or research purposes.

Uses the general sills and strategies o the reading process.

Uses listening and speaing strategies or dierent purposes.

Uses viewing sills and strategies to understand and interpret visual media.

Understands the characteristics and components o the media.

MATHEMATICS

Understands and applies basic and advanced properties o the concepts o numbers.

Uses basic and advanced procedures while perorming the process o computation.

Understands and applies basic and advanced properties o the concepts o measurement.

Understands and applies basic and advanced concepts o statistics and data analysis.

Understands the general nature and uses o mathematics.


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bld, curaeu ut. We pre ew perpecte ad lmtle

pblte. We prde pprtute t be mee.

PREFACE

Developed and tested at the groundbreaing Tiger Woods Learning Center,

the Fit Plan is a unique curriculum ocusing on Living Healthy through

nutrition activities, exercise and diet. Through our original curriculum, un

activities and real-lie examples, ids will learn everything rom big ideas

about positive peer interaction, goal setting and volunteerism to practicallessons on ood labels and exercise. The interactive and inormative lesson

plans ocus on subjects important to young people, including exploring

careers, planning or the uture, and maing a dierence in your community.

For more inormation on the Fit Plan and other curricula developed at the

Tiger Woods Learning Center, please visit www.tigerwoodsoundation.org.

FiT PLAn: Living hEALThy

PREFACE


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ConTEnTs

nATionAL CURRiCULUM sTAnDARDs

PREFACE

CURRiCULUM inTRoDUCTion 5

UNIT 1: LETs BEgin!

UNIT 2: DisCovERing gooD hEALTh

UNIT 3: AChiEving CoRE hEALTh

UNIT 4: EXERCising hEALThy BEhAvioRs 66

UNIT 5: TAKing ACTion FoR gooD hEALTh 79

UNIT 6: yoUvE goT ThE PoWER 92

CiTATions 104

CURRiCULUM EvALUAToRs 105

LEgAL DisCLAiMER


CONTENTS


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WHAT THE TEACHERNEEDS TO kNOW

WhAT ThE TEAChER nEEDs To KnoW

WHAT IS THE FIT PLAN?

The Fit Plan is a FREE program or youth ages eight 18

that addresses fve ey priorities receiving national attention:

Nutrition

Physical Activity

Science

Career Exploration

Health Advocacy

WHy DO IT?

The goal o the Fit Plan is to generate measurable improvements

in students eating habits, ftness levels, goal-setting abilities and

positive attitudes toward personal health. The program guides

youth through the process o how to lead a healthy liestyle and

inspires them to share their nowledge o good health with others.

WHO CAN USE IT?

The program is written and designed to be used by youth and

teachers in a variety o settings. The word teacher is used

throughout the program to include classroom teachers, counselors,

mentors, youth organiation leaders, a parent or anyone else

who may be taing students through the program. Bacground

inormation, teacher tips, and web resources are available so the

program can be conducted with ease and confdence.

WHAT IS THE STRUCTURE?

The program is organied into six units designed to be exible.

Lessons vary rom 15 60 minutes so you can choose how much

you want to do during a given session. Depending on the sie o

your group, how oten your group meets, the number o extension

activities you use, and the amount o time spent on discussion, you

can complete the entire program in a ew wees or spread it out over

a year. I you are limited on time, you can browse the curriculum to

pull out lessons that wor with your time rame.

INTRODUCTIONTO THE PROGRAM:

There are a number o tools in place throughout the curriculum

to mae program delivery simple and user-riendly. Teaching

students how to lead a healthy liestyle requires the teacher

to have a oundational nowledge o health concepts. Those

oundational concepts are provided throughout the curriculumso the program can be delivered without any additional research.

However, health inormation is constantly evolving and access

to new inormation continues to become available, so program

material may change over time. Internet resources can always

oer up-to-date inormation.


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FIT PLAN: LIVING HEALTHY UsER gUiDE


USER GUIDE

FAST FACTS:

Most activities include a Fast Facts box. Always read the

Fast Facts box beore delivering the lesson since this box includes

bacground inormation about specifc health content within each

activity. These acts are meant to provide the teacher with enough

inormation to deliver the content matter and engage the student

learners in a discussion. Further learning can be ound on the

Student Sheets and Resource Sheets.

NOTE TO TEACHER:

Many o the activity lesson plans include a Note to Teacher

box. When you see this icon within a lesson, please reer to the

corresponding box on the right. This box includes helpul tips and

strategies to prepare or deliver an activity or discussion.

ONLINE OPPORTUNITIES:

The Online Opportunities consist o supplemental activitiesand recipes that complement the core curriculum. Reer to the

Online Opportunities box on the right at any point during the

lesson i you have time or supplemental activities. These

activities oer a review o content as well as opportunities

or extended learning. While the core curriculum oers a rich

opportunity or learning, using a combination o the core

curriculum and the Online Opportunities provides users with

a more comprehensive learning experience.

LENGTH OF TIME:

At the top o each lesson is a cloc icon that provides an

idea o how much time the activity will tae. Please note that

activity times vary depending on the sie o your group, the age

o your group, the number o extension activities you use and the

amount o time spent on discussion.

STUDENT SHEETS:

Student Sheets consist o lesson activities or in-depth

inormation on specifc content matter. Chec the material list to

see i copies o Student Sheets are needed or specifc activities.

RESOURCE SHEETS:

Resource Sheets are intended to provide the teacher with

a ey to various activities or provide examples related to

an activity or discussion.

ExTENSION ACTIvITIES:

Most activities conclude with suggested Extension Activities

aimed at complementing the lesson or extending the learning.

Many o the Extension Activities suggest utiliing the internet,

additional materials or outside resources. The Extension Activities

are written less specifcally than the preceding lesson, allowing

the teacher to adapt to their needs or preerences.

GLOSSARy:

A glossary o terms is included on the website. Use the glossary

to amiliarie yoursel with terms or concepts used throughout

the program.

WEbSITE:

www.tigerwoodsoundation.org


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FIT PLAN: LIVING HEALTHY AT A gLAnCE


AT A GLANCE

UNIT 1:LETs BEgin!

GOAL:

Students will gain an understanding o the Fit Plan, assess their current liestyle choices and explore the benefts o a healthy liestyle.

ObJECTIvES:

Assess current attitudes and liestyle choices Investigate the ood groups and the USDA Food Pyramid

Recognie the need to engage in a nutritious and active liestyle

Identiy stressors and explore strategies or managing stress

Analye the nutrition content o popular ast oods

Discuss careers and discover interests and special talents

UNIT 2:DisCovERing gooD hEALTh

GOAL:

Students will examine their amilys health history and be introduced to tools that will help them engage in a healthy liestyle.

ObJECTIvES:

Examine amily health history

Analye nutrition labels and ood choices

Discover recommended portion sies and a balanced meal

Determine the unctions o vitamins and minerals

Discover how calories are used by the body

UNIT 3:AChiEving CoRE hEALThGOAL:

Students will learn the importance o positive sel worth, identiy liestyle choices that decrease the ris or health-related problems and

set goals or living a healthy lie.


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FIT PLAN: LIVING HEALTHY AT A gLAnCE

ObJECTIvES:

Analye health-related messages in the media and identiy ways to promote positive body image

Set attainable health-related goals

Identiy the unctions o carbohydrates and analye their lin to obesity and diabetes

Identiy the properties o soda and discuss associated health riss

Explore a ftness plan

UNIT 4:EXERCising hEALThy BEhAvioRs

GOAL:

Students will identiy the unhealthy behaviors preventing them rom achieving their goal o leading a healthy liestyle, and continue to

mae changes that will improve their health.

ObJECTIvES:

Identiy unhealthy behaviors

Identiy types o at and analye the adverse eects o at and cholesterol

Identiy the unction o protein and lean protein sources

Create a nutritious meal plan

UNIT 5: TAKing ACTion FoR gooD hEALTh

GOAL:

Students will tae the inormation they have acquired over the course o the program to spread awareness and act as an agent o healthy

change in their school, community or amily.

ObJECTIvES:

Identiy unhealthy behaviors

Identiy types o at and analye the adverse eects o at and cholesterol

Identiy the unction o protein and lean protein sources

Create a nutritious meal plan

UNIT 6: yoUvE goT ThE PoWER

GOAL:

Students will demonstrate what they have learned over the course o the program by creating and presenting a fnal project, and discuss

ways to stay committed to a healthy liestyle.

ObJECTIvES:

Assess individual growth and reect on experiences

Share health-related inormation

Create and give a fnal presentation

Discuss ways to stay committed to a healthy liestyle


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FIT PLAN: LIVING HEALTHY HEALTH bASICS


HEALTH bASICS

TRENDS IN HEALTH:

Over the past several years researchers have noticed an alarming

increase in childhood obesity related to dietary habits and a lac

o physical activity. Overweight children and adolescents are at an

increased ris or developing type 2 diabetes and cardiovascular

related diseases such as heart disease, high cholesterol and high

blood pressure. Approximately nine million U.S. children over theage o six are considered obese (Institute o Medicine, 2005).

SIMPLE NUTRITION(MyPyRAMID.GOv):

Eat rom all FIVE ood groups

Mae hal your grains WHOLE

Vary your veggies

Focus on ruits

Get your calcium rich oods

Go lean with protein Eat as close to nature as possible. Loo or

oods that have a short list o ingredients.

FAT FoCUs:

Hard Fats:

Animal origin

Lined to heart disease and cancer

Liquid Fats:

Plant or fsh origin

Healthy ats

CALORIES AND FOOD:

When we consume ood and drins our bodies are taing in

calories. Calories rom ood give us the energy we need to

perorm normal body unctions and daily activities. The more

active a person is, the more calories (or energy) they need.

I a person regularly taes in more calories than they expend,

it is liely weight gain will occur and the person will be at anincreased ris or health problems. Young people should not be

overly concerned with calorie numbers, instead the ocus should

be on choosing healthy ood sources, appropriate portion sies

and getting enough physical activity.

NUTRITION LAbEL:

The nutrition label includes inormation about the serving sie,

nutrients and ingredients. Read the label to help mae inormed

decisions about ood and drin choices.

PORTION CONTROL:

Portion sies continue to grow! Read the nutrition label to fnd

out the recommended serving sie o oods or drins. You can

also use the visual cues or portion sies ound in the activity

Whats on Your Plate?

MODERATION IS kEy:

Maing healthy choices is a ull-time job, but it is important or

ids to understand they can still eat their avorite oods. Foods

and drins that are considered unhealthy can still be consumed

in moderation.

FITNESS GUIDELINES:

The Centers or Disease Control recommends children get

60 minutes o physical activity every day.


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FIT PLAN: LIVING HEALTHY HELPFUL TIPS


HELPFUL TIPS

HERE ARE SOME HELPFUL TIPS TO MAkE THE FIT PLANEvEN MORE ExCITING FOR THE kIDS yOU WORk WITH!

1. Have un with this program. Tae riss and try new ideas.

2. Start the class with an activity that gets ids up and moving. This is a great way to learn about one another and is always motivating.

3. Maintain a sae space where students are respectul o each other and can express ideas reely without ear o being judged.

4. Give students the opportunity to show their own leadership styles. Invite individuals to write on the chal/white board, set up the

room, lead a discussion, read aloud or call on other students.

5. Share your story. Be willing to share who you are. Modeling openness will help the students open up to you and to each other. For

example, i they are having a difcult time with something, share a difcult experience you have had.

6. Personally chec in with each student. Greet them individually, as them how they are doing today or i you remember something

specifc about a student, mae a reerence to it. This helps the student eel welcome and special since you have gone out o your way

to connect with him/her.

7. Connect the dots and always show the ids how the subject matter applies to their lives.

8. Show them the way. Help your students see their utures and develop a plan to get there.

9. Dont be araid to challenge them. Most ids are ready to be stimulated. Thats why they are in your classroom.

The more problem solving they complete on their own, the more they value themselves.

10. Use humor this taes the pressure o, creates bonding, builds relationship; and students love to laugh!


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1

UNIT 1: LETS bEGIN!

GOAL:

Students will gain an understanding o the Fit Plan, assess their current liestyle

choices and explore the benefts o a healthy liestyle.

OBJECTIVES:

Assess current attitudes and liestyle choices

Investigate the ood groups and the USDA Food Pyramid

Recognie the need or engaging in a nutritious and active liestyle

Identiy stressors and explore strategies or managing stress

Analye the nutrition content o popular ast ood

Discuss careers and discover interests and special talents

UniT onE:

LETS bEGIN


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ACTiviTy 1.1 30 mute let

My HEALTH,My FUTURE

UNIT 1: LETS bEGIN! ACTiviTy 1.1: My hEALTh, My FUTURE

PURPosE:Ae tudet atttude ad curret

letle cce, prepare a ural r

ue truut te prram ad et t

kw clamate

MATERiALs:Cpe studet seet 1.1a ad 1.1b

Flder t be ued a prtl

Paper

WHOLE GROUP:

1. As students to complete Student Sheet 1.1a. When students

are done, collect the assessment and fle away until the end

o the program. It is not necessary to discuss student answers.The students will tae this same assessment at the end o the

program to see i they have changed their views and opinions.

2. Pass out a portolio to each student to be used throughout the

program. Students should save their completed Student Sheets

and their notes in their portolios. You may want students to

personalie their portolios with sticers, images, words and

phrases that describe their personal qualities.

3. Give each student 5 10 sheets o lined or plain paper or their

portolios to be used or activities and notes.

4. Pass out Student Sheet 1.1b. Explain the activity and give

the class 10 15 minutes to complete the activity.

5. Share the health acts below with the group and engage in group

discussion about the current health crisis in the United States by

asing what has led to these circumstances:

a. The prevalence o obesity in the U.S. more than doubled (rom 15% to 34%) among adults and more than tripled

(rom 5% to 17%) among children and adolescents rom 1980 to 2008 (Ofce o the Surgeon General, 2010).

b. Overweight and obesity have reached epidemic proportions and are the biggest health concern to the public

(C.S Mott Childrens Hospital National Poll on Childrens Health, 2008).

c. I the obesity epidemic continues there is evidence that this will be the frst generation o youth who will have a shorter lie

expectancy than their parents (A Potential Decline in Lie Expectancy in the United States in the 21st Century, New England

Journal o Medicine, 2005).

d. Two-thirds o all adults and nearly one in three children are overweight or obese (Ofce o the Surgeon General, 2010)

NOTE TO TEACHER:

This activity is an icebreaer and is geared toward

helping students get to now each other andpreview upcoming nutrition and ftness topics. I

time permits, discuss some or all o the boxes and

as or volunteers to elaborate on their experience

with each topic.

ONLINE OPPORTUNITy:

Will guidelines help eep your students organied

and on trac? For the Healthy Guidelines activity

visit the Additional Activities section o

www.tigerwoodsoundation.org.


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FOLLOW-UP QUESTIONS:

1. Do you thin your amily and peers have an inuence on your health?

2. What does it mean to tae a positive step toward better health?


1. Hand out an index card or a hal piece o paper to each student. As them to write down one to three nutrition or ftness topics

that they are most interested in or excited to learn about. Collect the cards and review the students choices. I there are popular

topics, consider mapping out a plan to target those topics or your program in case you dont have time to get to every activity

in the curriculum.

UNIT 1: LETS bEGIN! ACTiviTy 1.1: My hEALTh, My FUTURE


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sTUDEnT shEET 1.1B

bUDDy bINGO

DiRECTions:

Fd mee ur cla tat ca te quare belw. Eac per ca

l ur paper twce. Be te rt t ll up te wle rd wt ature!

UNIT 1: LETS bEGIN! sTUDEnT shEET 1.1B: BUDDy Bingo

I have exercised

today

I have eaten

brown rice beore

I have not eaten

ast ood in the

last wee

I can name the

ood groups

I have been to a

Farmers Maret

I have eaten a

vegetable today

I now the

physical ftness

guidelines

or ids

I have planted

a garden

I lie to coo I have competed

in a ftness

competition

I have had a

physical within

the last year

I have cooed

a meal or

my amily

I thin eating

healthy is

important

I have tried

yoga beore

I want to pursue

a career in the

health feld

I lie to dance I lie broccoli I ate ruit with

breaast today

I have ridden

a bie in the

last wee

I plan out

my meals

I now the main

mineral ound in

dairy products

I eat wheat bread I tae my dog or

a wal regularly

I lie to exercise I have a amily

member who has

diabetes or heart

disease

ere ere ere ere ere

ere ere ere ere ere

ere ere ere ere ere

ere ere ere ere ere

ere ere ere ere ere


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ACTiviTy 1.245 mute let

FOOD GROUPS ANDTHE FOOD PyRAMID

PURPosE:ietate te Uted state

Departmet Arculture

(UsDA) d rup ad te

Fd Pramd

WHOLE GROUP:

1. Discuss the importance o eating oods rom the fve major ood

groups using the inormation in Fast Facts.

2. Introduce the USDA Food Pyramid and the fve major ood

groups using Student Sheet 1.2a and 1.2b. I possible, show

real example serving sies and oods rom each group.

3. Cut out the ood items on Resource Sheet 1.2 and pass out the

individual oods and a piece o tape to students until all items

are out. On the board, chart or paper, draw a blan ood pyramid.

Divide the pyramid until there are fve ood groups name them.

As students to come up to the board to place their ood in the

appropriate ood group. When all oods are up as the class i the

oods are categoried correctly. I not, adjust accordingly.

4. As students to provide examples o meals that include

a variety o ood groups and examples o meals that do not

include a variety o ood groups. Have them come to the board

and draw or list the meals. See below or an example:

vARiETy AnD nUTRiEnT DEnsE:

Grilled Chicen

Mixed Veggies

Whole Wheat Roll

8 o. Glass o Low-Fat Mil

non-vARiETy AnD LoW nUTRiEnTs:

Fried Chicen Tenders

French Fries

Orange Soda

NOTE TO TEACHER:

I computers and internet are available, have

students log onto: www.mypyramid.gov to explore

healthy liestyles, ood groups and other resources

oered on this site. As the students to navigate tothe interactive tool, MyPyramid Plan. This tool will

explain how many calories and servings o each ood

group they should be eating daily or their height,

weight, gender and activity level. Allow them to print

out their Pyramid Plans i possible and encourage

them to ollow the guidelines on their plan.

FAST FACTS:

The USDA has identifed fve major ood groups.

It is important to eat a wide variety o nutritious

oods rom each ood group every day. A healthy

diet incorporates the ollowing dietary guidelines:

Emphasies ruits, vegetables, whole grains,

and at-ree or low-at mil and mil products

Includes lean meats, poultry, fsh, beans,

eggs and nuts

Is low in saturated ats, trans ats, cholesterol,

salt (sodium) and added sugars

Aim or a diet ull o colorul oods. Eating a variety o

colorul oods will help the body get the vitamins and

minerals it needs to grow and develop properly.

MATERiALs:Cpe studet seet 1.2a, 1.2b

Reurce seet 1.2

Cmputer wt teret (ptal)

Tape

Wte/calk bard, cart r paper

UNIT 1: LETS bEGIN! ACTiviTy 1.2: FooD gRoUPs AnD ThE FooD PyRAMiD


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5. Brea the class up into small groups, and as the groups to

come up with one ull days worth o meals and snacs. This

should include three meals and two to three snacs. Meals

and snacs should demonstrate a variety o oods and ollow

the dietary guidelines. Hold a contest or best variety and most

colorul meal. As an option, groups may choose to draw their

meals. As groups to present their meal plans.


1. What does the Food Pyramid include?

2. Why is it important to eat oods rom all fve ood groups?

3. What types o ood does a healthy diet incorporate?


1. Brea the class into fve small groups. Assign each group a ood group. As the groups to create a poster that explains their ood

group and includes the ollowing inormation: how to measure a serving sie, the health benefts and nutrients and example oods.

Posters can be drawn by hand or made on the computer. I computers and internet are available, the groups may want to use the

Inside the Pyramid section o www.mypyramid.gov. When the groups are fnished they should teach the rest o the class about their

ood group. Hang the posters around the classroom or the remainder o the session.

2. Play a ood group guessing game with the students. Place fve examples o oods rom each ood group into separate brown bags. Brea

students into teams and give each group one bag. No one else, besides members o each group, should see what is in their bag. Teams

must as each other questions in order to guess the ood and which group the ood item belongs in. I possible, let students taste the

oods ater the exercise. The more exposure the students have to new oods, the more liely they are to eat those oods.

3. Create a class graph o the ood groups. Set class goals or eating a certain number o ood groups by a certain date. When the students

come to class each day have them record the number o servings o each ood group they ate since they last attended class. Students

may need to eep a log with them to write down their ood groups so they dont orget the oods they are eating. I possible, eep it as

an ongoing graph throughout the program and analye i the servings increase or decrease as they learn healthy eating habits.

ONLINE OPPORTUNITy:

Do your students all within a healthy weight

range? To calculate body at based on their

height and weight visit the Additional Activities

section o www.tigerwoodsoundation.org or

the activity Body Mass Index. Looing or snacand meal ideas or your students that include

all fve ood groups? Visit the Recipes section

o www.tigerwoodsoundation.org or the FIVE

Food Group Salad and Cracer Medley.

17FIT PLAN: LIVING HEALTHY UNIT 1: LETS bEGIN! ACTiviTy 1.2: FooD gRoUPs AnD ThE FooD PyRAMiD


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sTUDEnT shEET 1.2A

INSIDE THEUSDA FOOD PyRAMID

WEBsiTE REFEREnCE:

www.mpramd.

UNIT 1: LETS bEGIN! sTUDEnT shEET 1.2A: insiDE ThE UsDA FooD PyRAMiD

gRAins:Make al

ur ra

wle b

eat at leat

tree uce

wle ra.

vEgETABLEs:var ur

ee eat

mre dark ree

ad rae

ee.

FRUiT:Fcu rut

b eat

a aret

re, caed

r re

rut.

DAiRy:get ur

calcum-

rc d

wt lw-at

ad at-ree

pt.

MEAT &

BEAns:g lea

prte b

c

lw-at

pt.

PhysiCAL

ACTiviTy:Fd a balace

betwee d

ad actt

oiLs:ser

at, l,

ad weet

uld belmted.


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sTUDEnT shEET 1.2B

THE MAJOR FOODGROUPS (USDA)

WEBsiTE REFEREnCE:

www.mpramd.

UNIT 1: LETS bEGIN! sTUDEnT shEET 1.2B: ThE MAjoR FooD gRoUPs (UsDA)

GRAINS:

Grains help give your body the energy needed to eep moving all

day, and they help you thin and stay alert. Grains also provide fber,

which helps your digestive system unction. Foods with fber help you

eel ull, so you are less liely to overeat or eel hungry again soon

ater eating. Examples include: bread, cereal, rice, barley, pasta and

cracers. When choosing grains, its best to eat oods made romwhole grains. Whole-grain oods are made rom the entire grain seed.

Some examples include: barley, corn (including whole cornmeal and

popcorn), oats (including oatmeal), quinoa, rice, brown rice and wheat.

A singLE sERving oF gRAins (1 oUnCE)

1 slice o bread

1 cup o ready-to-eat cereal

cup o cooed rice, cooed pasta or

cooed cereal lie oatmeal

FRUITS:

Fruits are rich in vitamins and minerals, but low in at and calories.

Choose two or more servings a day rom this ood group.

vEGETAbLES:

Vegetables are also paced with essential vitamins and minerals

and low in at and calories. Try eating a variety o vegetables every

day. Dierent vegetables contribute dierent health benefts. Be

creative! Mae a variety o salads, add new veggies to sandwiches

or stir chopped veggies into sauces.

A singLE sERving oF A FRUiT oR vEgETABLE (1 CUP)

1 whole medium-sied ruit

1 cup raw, cooed, roen or canned vegetables

or ruits in 100% juice

1 cup (8 o.) 100% ruit or vegetable juice

1 cup cooed, canned or roen legumes

(beans and peas)

1 cup raw, leay veggies

MEAT, POULTRy, FISH, EGGS,bEANS AND NUTS:

Meat, poultry, fsh, eggs, beans and nuts contain proteins which

supply energy and help build muscle, sin, and internal organs.

Choose lean or low-at cuts when eating meat or poultry (and dont

orget to remove the sin). Fish, nuts, seeds, eggs and beans are

lean sources o protein.

A singLE sERving oF MEAT AnD BEAns (1 oUnCE)

1 o. o meat, poultry or fsh

1 cup cooed dry beans

1 egg

1 tablespoon o peanut butter

o. o nuts or seeds

DAIRy:

Dairy includes oods made rom mil. This includes cheese, yogurt

and ice cream, but watch the at and calories rom eating too much

o these delicious treats! Mil and dairy oods provide essential

nutrients such as calcium and vitamin D, which helps eep bones,

teeth and nails strong and healthy.

A singLE sERving oF DAiRy (1 CUP)

1 cup o mil or yogurt

1 o. o natural cheese OR 2 o. o processed cheese

FATS, OILS AND SWEETS:

Fats, oils and sweets are not a ood group. Foods that contain ats,

oils or sugars should be eaten in limited amounts. Foods that all

into this category include anything prepared with a large amount o

oil, butter, margarine, lard or sugar.

ser at, l ad weet uld be lmted.


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FOOD GROUP GAME

REsoURCE shEET 1.2

UNIT 1: LETS bEGIN! REsoURCE shEET 1.2: FooD gRoUP gAME

vEGETAbLES:

zUCCHINI EGGPLANT MUSHROOM ASPARAGUS POTATO BELL PEPPER

MEAT AND bEANS:*

FISH STEAk NUTS PINTO BEANS EGGS PEANUT BUTTER

DAIRy:

SWISS CHEESE MILk YOGURT

OATMEAL RICE PASTA TOAST

GRAINS:

*DRy BEAns AnD PEAs LiKE PinTo BEAns

CAn BE gRoUPED in ThE MEAT AnD BEAns

CATEgoRy AnD ThE vEgETABLE CATEgoRy

FRUITS:

RAISINS 100% ORANGEJUICE

PINEAPPLE BLUEBERRIES NECTARINE CANTALOUPE


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HEALTHy LIFESTyLEFOR SALE

UNIT 1: LETS bEGIN! ACTiviTy 1.3: hEALThy LiFEsTyLE FoR sALE

PURPosE:Rece te eed t

eae a utrtu

ad acte letle

MATERiALs:Wte/calk bard, cart r paper

Maae

newpaper

Cmputer

Pla paper

Art upple

scr

glue

WHOLE GROUP:

1. Discuss what a healthy liestyle loos lie and why it is

important to engage in this type o liestyle. Have students

share their ideas and record them on the board, chart or paper.

Use the inormation in Fast Facts to start a conversation.

2. Write down the defnition o advertisement on the board, chart

or paper.

ADvERTisEMEnT:

a orm o communication that typically attempts to persuade

potential customers to purchase or to consume more o a

particular brand o product or service.

Have students share what is typically included in an

advertisement. Ideas include: description, price, defnition, uses, etc. Record their responses on the board, chart or paper. For the

ollowing activity the students will be responsible or selling a healthy liestyle.

3. As students to design an advertisement or a commercial or selling a healthy liestyle. They may create a poster or their advertisement

using art supplies, magaines, newspapers and images rom the internet. Another option is to use a computer program to create

something electronically. The students may wor individually, in pairs or in small groups.


1. Where do we see/hear advertisements? How oten? Do they usually convey healthy messages?

2. Do you thin media advertising is powerul?

FAST FACTS:

A healthy liestyle includes physical activity; healthy

oods lie whole grains, ruits and vegetables;

commitment; dedication to goals; a positive outloo

o the uture; discipline; and energy. A healthy liestyle

requires that you tae personal responsibility or your

health. Whats in it or you? Engaging in a healthy

liestyle reduces your ris o diet-related disease and

increases your chance o a longer lie.


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GET THEbEST OF STRESS

UNIT 1: LETS bEGIN! ACTiviTy 1.4: gET ThE BEsT oF sTREss

PURPosE:idet trer ad explre

tratee r maa tre


Marker

studet seet 1.4

WHOLE GROUP:

1. Defne and discuss stress using the defnition below and the

inormation in Fast Facts.

sTREss:

The wear and tear our body experiences as we adjust to ourcontinually changing environment.

2. As the students to list stressors in their lie and record their

responses on the board.

3. As the students to stand up and hold their bacpac or a

textboo in their hands. How heavy is it? Light enough to carr y

easily, right? Now, hold the bacpac or textboo in only your

let hand. Time the students or a minute or two and as the

students i their arm is getting tired. Let the students arm start

to eel tired and then stop the activity. As the students to share

how their arm elt. Explain to the students that i they continued

to hold their let arm up or a long period o time the object

would start to eel heavier and heavier. This is an example o

how stress builds up and wears on your body.

4. As the students how they usually deal with stress and record

their responses on the board.

5. Hand out Student Sheet 1.4 and as the students to complete

the activity.

6. Discuss the results o the activity.

7. Show the students the ollowing chart on the board, chart or paper:

FAST FACTS:

There are many stressors that aect us some

that we can control and some that we cannot. It is

important to identiy stressors and either eliminate

them rom our lives or learn to cope with them in

positive ways. When you are stressed your body

produces and stores more at called Omentum at.

Some stress is unavoidable, so in order to avoid

letting it run us down or cause weight gain we must

learn to cope with it in positive ways. Some stress

management techniques include:

exercise

breathing techniques

listening to music yoga

meditation

writing

laughing

ONLINE OPPORTUNITy:

Stress can build up rom poor time management, lac

o physical activity or not having a good balance o

activities in lie. Want your students to fnd out how

they are spending their time? Visit the Additional

Activities section o www.tigerwoodsoundation.org to

fnd the activity Slices o Time.


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Cprt 2008 b healtCrp, ic. Ued wt perm.

FOLLOW UP QUESTIONS:

1. Is stress avoidable? I so, how? How can we lower our stress levels?

2. What are some positive ways you can deal with stress?ExTENSION ACTIvITIES:

1. Set up stations with positive ways to cope with stress, and have the students rotate through them, trying out the dierent methods. Example

coping mechanisms include: meditation, breathing, listening to music, writing (a letter, poem, song or journaling) or exercising.

2. As students to research the internet to fnd oods or drins that reduce stress. They should be able to explain how the oods and drins

combat stress. Have them present their fndings either through a presentation or poster.

UNIT 1: LETS bEGIN! ACTiviTy 1.4: gET ThE BEsT oF sTREss

nEgATivE WAys oF CoPing WiTh sTREss:

Eating too much or too little

Substance abuse

Sel-mutilation

Under/Over sleeping

Acting aggressively/violently

PosiTivE WAys oF CoPing WiTh sTREss:

Exercise

Writing/Art/Poetry/keeping a Journal

Music

Taling it out/Socialiing

Eating a balanced diet


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sTUDEnT shEET 1.4

WHAT STRESSES yOU?

DiRECTions:

Crcle r ceck wat tree u. Feel ree t wrte abut eac u wuld lke.

UNIT 1: LETS bEGIN! sTUDEnT shEET 1.4: WhAT sTREssEs yoU?

FEAR:

Dying

Heights

Failing

Animals

Getting hurt by others

Not being lied by others

War

Other

RESPONSIbILITy:

Overload

Decision maing

Other

SCHOOL:

Exams

Wor

Teachers

Friends

Other

SOCIAL:

Friends

Maing new riends

Signifcant others

A riend recently moved away

Fitting in

Peer pressure

Not physically maturing

Being popular

Other


HEALTH: Overweight

Appearance

Body image

Eating healthy

Other

HOME: Brothers and sisters

Being jealous o siblings

Parents

Worrying about a amily member

Dirty/messy/uncomortable home

Too many chores & responsibilities at home

Too many decisions at home

Financial situations

Lac o ood

Parents separated or divorced Parent has a new signifcant other that you dont lie

Other

PERSONALITy:

Impatient

Aggressive/angry

Get embarrassed easily

Other

ExTRACURRICULAR:

Tryouts

Too much time at extracurricular

Not enough time at extracurricular

Your amily not coming to your perormance/games/etc.

Church

Other


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ACTiviTy 1.520 t 40 mute let

WHAT IS LURkING INyOUR FAST FOOD?

UNIT 1: LETS bEGIN! ACTiviTy 1.5: WhAT is LURKing in yoUR FAsT FooD?

PURPosE:Aale te utrt ctet

ppular at d


Cpe studet seet 1.5a ad 1.5b

scece actt materal (ptal)

ee studet seet 1.5a

WHOLE GROUP:

1. Discuss the topic o ast ood using the ollowing questions:

a. How oten do you eat ast ood?

b. What do you typically order?

c. Why do you eat ast ood?

Recrd ter repe te bard, cart r paper

2. Discuss the average number o calories and types

o nutrients the average person should consume

daily using the inormation in Fast Facts. Record

these acts on the board, chart or paper so the students can

reerence them while they are completing the science activity.INDIvIDUAL:

1. Pass out Student Sheet 1.5a and 1.5b or the students

to complete. I materials are not available or Part II o the

activity, Part I can still be completed and discussed.FOLLOW-UP QUESTIONS:

1. Is it necessary to stop eating ast ood altogether?

2. Is it possible to eat healthy at ast ood restaurants? I so, how?

3. When do you fnd yoursel eating ast ood?

FAST FACTS:

Everybodys caloric intae is dierent depending

on their height, weight, gender and activity level.

However, on a daily basis the average person should

be consuming:

2,000 calories

65g o at

300mg o cholesterol

2400mg o sodium

300g o carbohydrates

Fast ood meals are oten very high in calories, at,

cholesterol and sodium.

NOTE TO TEACHER:

There are plenty o popular ast ood nutrition acts

available on Student Sheet 1.5b, but many more are

available on the internet. I time and access permits,

allow students to go to the website o their avorite

ast ood restaurant and search the nutrition acts o

their avorite meal.


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1. Brea the students into small groups and as them to

create a poster that includes tips and suggestions or ordering

healthy options at ast ood restaurants. They should also

include an example o a healthy meal. As a resource, students

can go to the restaurant websites to discover healthy menu

items and nutrition inormation. As the groups to share theirposters. Hang the posters around the classroom or others to

see. Challenge the students to practice healthy ordering and

eating even when they are eating ast ood.

2. As the students to tae inventory o the number o ast ood restaurants in their neighborhood. You may want to use the internet to

help guide your fndings by using site locators and your ip code, or tae class time to wal around a local neighborhood.

hae tudet recrd te llw rmat wle cduct ter etr:

Names o ast ood restaurants

Number o each type o ast ood restaurant

Location in neighborhood (it may be helpul to draw a quic setch o their

neighborhood and chart the locations o the ast ood restaurants)

Ater tudet ae etated at d retaurat, ak tem t take etr ealt retaurat r at d

retaurat tat ae a ealt meu pt. studet wll be recrd te ame rmat te dd abe.

Names o healthy/healthy option restaurants

Number o each type o healthy/healthy option restaurants


neighborhood and chart the locations o the healthy/healthy option restaurants)

oce tudet ae cmpleted ter reearc bt at d ad ealt/ealt pt retaurat, br te

cla teter t dcu te llw:

a. How many ast ood restaurants did you fnd?

b. How many healthy/healthy option restaurants did you fnd?

c. Why do you thin your neighborhood has that amount o dierent types o restaurants?

d. Do you thin every neighborhood in the U.S. has the same amount o ast ood or healthy restaurants? Why? Why not?

yu ma wat t ecurae tudet t reearc ter ebrd arud te cutr are mlar d.

3. Have the class research a list o healthy grocery store options in their neighborhood. Nationwide examples: Trader Joes, Whole Foods,

Fresh & Easy, Harris Teeter, Hannaord, Publix, Pathmar and certifed Farmers Marets.

hae tudet recrd te llw rmat wle cduct ter etr:

Names o healthy grocery store/maret options* Number o each type o grocery store/maret


neighborhood and chart the locations o the ast ood restaurants)


NOTE TO TEACHER:

The ollowing extension activities wor best with

older students.


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Ater tudet ae ed ater ter data, br te cla teter ad lead a dcu u te

llw prmpt:

Do your parents shop at any o these stores? Why or why not?

Would you lie to shop at any o these stores? Why or why not?

What would prevent you rom shopping at these stores? What would encourage you to shop at these stores?

What are the benefts o shopping at these types o stores?

Can you fnd the same items at a national chain supermaret? What are some o the dierences?

What are some similarities?

*i te reearc pre tat tere are ealt pt r pp ur ebrd, t mt be a

d dea r a Act r Adcac Prect. yu culd al ecurae tudet t wrte letter t cmpae

expla ter d.



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sTUDEnT shEET 1.5A

ANALyzINGFAST FOOD

UNIT 1: LETS bEGIN! sTUDEnT shEET 1.5A: AnALyzing FAsT FooD

INTRODUCTION:

Mmmmm ast ood; so delicious, but do you really now what you are putting into

your body when you eat a cheeseburger and rench ries? Do you ever eel lay and

bloated ater a ast ood meal? Fast ood is very cheap, convenient and tasty, but

the ood is loaded with empty calories, at, sodium and sugar nutrients that can

alter mood and cause stomach pains i eaten in excess. The ollowing activity will

help show you what is luring in your avorite ast ood meals!

MATERIALS (OPTIONAL):

Shortening

Table sugar

Digital scale or teaspoons

Spoons

Weighing boats or clear cups

Fast ood nutrition acts

PROCEDURE: PART I- FINDING OUT THE FACTS

1. Using the nutrition acts rom Student Sheet 1.5b or the internet, record the amount o calories, at, sodium and sugars rom each o

your ood items in the data table below.

ANALySIS:

1. What do you thin about the amount o calories, at, sodium and sugar in your ast ood meal?

2. Loo at the total amounts o calories, at, sodium and sugar in your meal. How do these numbers compare to the recommended

daily amounts or the average person?

FooD iTEM: CALoRiEs: ToTAL FAT (g): soDiUM (Mg) sUgAR (g)

ToTAL:


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ANALyzING FAST FOOD

sTUDEnT shEET 1.5A

UNIT 1: LETS bEGIN! sTUDEnT shEET 1.5A: AnALyzing FAsT FooD

PART II: vISUALIzING THE FACTS (OPTIONAL)

DiRECTions:

Meaure te amut at (rte) ad uar (table uar) ur etre at d meal u te dtal ram cale r a

teap. i u are u a teap, ue te cer 1 teap = 4 ram ad meaure accrdl.

FAT:

1. Record the total amount o at in your meal:_______g.

2. Gather the shortening.

i u a cale:

3. zero the scale with the weighing boat on the measuring

platorm.

4. Using a spoon, add shortening until the total amount equals

the amount o at in your meal.

5. Set aside fnal amount.

i u te teap metd, aume

1 teap = 4 ram at:

6. Using the teaspoon, add shortening until the total amount

equals the amount o at in your meal. You may need to

estimate a raction o the teaspoon to get the measurement

as exact as possible.

7. Set aside the fnal amount.

SUGAR:

1. Record the total amount o sugar in your meal:_______g.

2. Gather the granulated sugar.

i u a cale:

3. zero the scale with the weighing boat on the measuring

platorm.

4. Using a spoon, add sugar until the total amount equals the

amount o sugar in your meal.

5. Set aside fnal amount.

i u te teap metd, aume

1 teap = 4 ram at:

6. Using the teaspoon, add sugar until the total amount equals

the amount o sugar in your meal. You may need to estimate

a raction o the teaspoon to get the measurement as exact

as possible.

7. Set aside the fnal amount.ANALySIS:

1. Observe your results. What do you thin about what you see?

2. Do you thin this is a healthy meal? I not, what ind o changes can you mae to cut down on the calories, at, sodium and sugar?

List a ew examples o healthier menu items.

3. How has this activity changed your outloo on ast ood?


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sTUDEnT shEET 1.5B

FAST FOODNUTRITION FACTS

UNIT 1: LETS bEGIN! sTUDEnT shEET 1.5B: FAsT FooD nUTRiTion FACTs

LARgE hAMBURgER:Calre . . . . . . . . . . . . 540

Ttal at . . . . . . . . . . . . 29

sdum . . . . . . . . . 1040m

suar . . . . . . . . . . . . . . . 9

sMALL

ChEEsEBURgER:Calre . . . . . . . . . . . . 300

Ttal at . . . . . . . . . . . . 12

sdum . . . . . . . . . . 750m

suar . . . . . . . . . . . . . . . 6

LARgE

ChEEsEBURgER:Calre . . . . . . . . . . . . 440

Ttal at . . . . . . . . . . . . 23

sdum . . . . . . . . . 1150m

suar . . . . . . . . . . . . . . . 7

sMALL FREnCh FRiEs:Calre . . . . . . . . . . . . 250

Ttal at . . . . . . . . . . . . 13

sdum . . . . . . . . . . 140m

suar . . . . . . . . . . . . . . . 0

MEDiUM FREnCh

FRiEs:Calre . . . . . . . . . . . . 380

Ttal at . . . . . . . . . . . . 20

sdum . . . . . . . . . . 220m

suar . . . . . . . . . . . . . . . 0

LARgE FREnCh FRiEs:Calre . . . . . . . . . . . . 570

Ttal at . . . . . . . . . . . . 30

sdum . . . . . . . . . . 330m

suar . . . . . . . . . . . . . . . 0

ChiCKEn sAnDWiCh:Calre . . . . . . . . . . . . 500

Ttal at . . . . . . . . . . . . 17

sdum . . . . . . . . . 1150m

suar . . . . . . . . . . . . . . 10

gRiLLED ChiCKEn

sAnDWiCh:Calre . . . . . . . . . . . . 420

Ttal at . . . . . . . . . . . . 10

sdum . . . . . . . . . 1190m

suar . . . . . . . . . . . . . . 11

ChiCKEn nUggETs:

(4PCs)

Calre . . . . . . . . . . . . 170

Ttal at . . . . . . . . . . . . 10

sdum . . . . . . . . . . 450m

suar . . . . . . . . . . . . . . . 0

Fish sAnDWiCh:Calre . . . . . . . . . . . . 380

Ttal at . . . . . . . . . . . . 18

sdum . . . . . . . . . . 660m

suar . . . . . . . . . . . . . . . 5

ChiCKEn sALAD W/

DREssing:Calre . . . . . . . . . . . . 320

Ttal at . . . . . . . . . . . . . 9

sdum . . . . . . . . . . 970m

suar . . . . . . . . . . . . . . 11

WATER:Calre . . . . . . . . . . . . . . 0

Ttal at . . . . . . . . . . . . . 0

sdum . . . . . . . . . . . . 0m

suar . . . . . . . . . . . . . . . 0

REgULAR iCED TEA:Calre . . . . . . . . . . . . . . 0

Ttal at . . . . . . . . . . . . . 0

sdum . . . . . . . . . . . 15m

suar . . . . . . . . . . . . . . . 0

sMALL soDA:Calre . . . . . . . . . . . . 150

Ttal at . . . . . . . . . . . . . 0

sdum . . . . . . . . . . . 10m

suar . . . . . . . . . . . . . . 40

MEDiUM soDA:Calre . . . . . . . . . . . . 210

Ttal at . . . . . . . . . . . . . 0

sdum . . . . . . . . . . . 15m

suar . . . . . . . . . . . . . . 58

LARgE soDA:Calre . . . . . . . . . . . . 310

Ttal at . . . . . . . . . . . . . 0

sdum . . . . . . . . . . . 20m

suar . . . . . . . . . . . . . . 86

hARD TACo:

Calre . . . . . . . . . . . . 170Ttal at . . . . . . . . . . . . 10

sdum . . . . . . . . . . 350m

suar . . . . . . . . . . . . . . . 1

soFT ChiCKEn TACo:Calre . . . . . . . . . . . . 270

Ttal at . . . . . . . . . . . . 14

sdum . . . . . . . . . . 820m

suar . . . . . . . . . . . . . . . 3

LARgE BURRiTo:Calre . . . . . . . . . . . . 390

Ttal at . . . . . . . . . . . . 13

sdum . . . . . . . . . 1360msuar . . . . . . . . . . . . . . . 5

BEAn & ChEEsE

BURRiTo:Calre . . . . . . . . . . . . 470

Ttal at . . . . . . . . . . . . 20

sdum . . . . . . . . . 1400m

suar . . . . . . . . . . . . . . . 5

MEDiUM shAKE:Calre . . . . . . . . . . . . 550

Ttal at . . . . . . . . . . . . 13

sdum . . . . . . . . . . 190m

suar . . . . . . . . . . . . . . 72

iCE CREAM:Calre . . . . . . . . . . . . 330

Ttal at . . . . . . . . . . . . 10

sdum . . . . . . . . . . 180m

suar . . . . . . . . . . . . . . 48

BAKED APPLE PiE:Calre . . . . . . . . . . . . 270

Ttal at . . . . . . . . . . . . 12

sdum . . . . . . . . . . 190m

suar . . . . . . . . . . . . . . 14

CooKiE:Calre . . . . . . . . . . . . 160

Ttal at . . . . . . . . . . . . . 7

sdum . . . . . . . . . . . 90m

suar . . . . . . . . . . . . . . 15

FRUiT yogURT:Calre . . . . . . . . . . . . 130

Ttal at . . . . . . . . . . . . . 2

sdum . . . . . . . . . . . 55m

suar . . . . . . . . . . . . . . 19

nAChos:Calre . . . . . . . . . . . . 330

Ttal at . . . . . . . . . . . . 21 sdum . . . . . . . . . . 530m

suar . . . . . . . . . . . . . . . 3


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UNIT 1: LETS bEGIN! ACTiviTy 1.6: CAREER EXPLoRATion: inTRoDUCTion To hEALTh CAREERs

CAREER ExPLORATION:INTRODUCTION TOHEALTH CAREERS

PURPosE:

Dcu career ad dcer

teret ad pecal talet

MATERiALs:


WHOLE GROUP:

1. As students to brainstorm career ideas in the health

and ftness feld and record on board, chart or paper.

2. As students to loo at all the jobs/careers the

group has listed. Have them choose one career

and draw a picture o themselves in this career

(the uniorm the person wears, the tools they use,

the place they wor, etc.).

Put te llw etece te bard:

Being a(n)

is important to this world because

3. As students to fll in the blans and record the completed

sentence on their picture. Also, as students to create a job

description or their career.FOLLOW-UP QUESTIONS:

1. How does thining ahead to the uture help now?

2. Why is it important to consider special talents and interests

when thining about career options?

ExTENSION ACTIvITy:

1. Have students log onto www.bls.gov/12 to explore dierent careers. Give students an index card or a hal sheet o paper and as

them to write down fve interesting acts about a career o their choice. They should also include ways to prepare or that career.

ONLINE OPPORTUNITy:

Do your students want to learn about their special

talents and how they can fnd the career o theirdreams? Visit the Career Exploration section o

www.tigerwoodsoundation.org to have your

students tae the online Interest Survey. Based

on their answers, each student will receive a short

description o themselves that gives insight into

their personality and suggests some careers that

may be o interest to them. Additional inormation

about these careers can also be ound here.

NOTE TO TEACHER:

I possible, give students additional time on the

internet to explore career options so they can see

a job description, what education is required and

the median salary. Students may also choose other

careers outside o the health and ftness feld.


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2




2

UNIT 2: DISCOVERING GOOD HEALTH

GOAL:

Students will examine their amilys health history and be introduced

to tools that will help them engage in a healthy liestyle.

OBJECTIVES:

Examine amily health history

Analye nutrition labels and ood choices

Discover recommended portion sies and a balanced meal

Determine the unctions o vitamins and minerals

Discover how calories are used by the body

UniT TWo:

DISCOvERINGGOOD HEALTH


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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTiviTy 2.1: hisToRy oF ME


HISTORy OF ME

PURPosE:

Exame aml ealt tr

MATERiALs:

studet seet 2.1


WHOLE GROUP:

1. Discuss the importance o nowing amily health history using

the inormation in Fast Facts.

2. As the students what health conditions/diseases run in their

amily. Record their responses on the board.

3. Pass out Student Sheet 2.1. As students to complete the

activity by listing positive and negative health-related behaviors

their amily members practice.

a. Poor health examples may include a sedentary liestyle,

cooing with lard, adding salt to ood, eating out regularly

and always having sweets available.

b. Good health examples may include amily wals, home-

cooed meals, participating in athletic events, growing

ruits and vegetables and always having resh ruits and

veggies available.

4. Engage the class in a discussion about liestyle choices and

their lin to positive or negative health. As: is there a lin?

As volunteers to share positive or negative health behaviors

that lead to good health or poor health.

5. As the students i it is possible to avoid the health

diseases in their amily. Have students turn their papers over

and list ways to reduce their ris or health problems that run in

their amily. Students may share their ideas i they are willing.FOLLOW-UP QUESTIONS:

1. Why is it important to understand your amilys health history?

2. Is it possible to avoid a health problem that runs in your amily?

FAST FACTS:

It is important to understand your amilys health

history so you now what diseases and conditions run

in your amily. Genetics do play a role in your body type

and sie, and can predispose you to certain healthproblems. Watching what you eat, exercising regularly

and taing care o your body can reduce your ris o

developing diet related diseases, even i they run in

your amily. It is important to see your doctor once a

year or a ull physical to assess your health.

NOTE TO TEACHER:

I students are having a hard time flling out their

amily health tree, encourage them to tae it home

and as their amily members. I there are students

in the class that are adopted or do not live with their

amily members, as them to fnd out the health

history o the people they live with.


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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTiviTy 2.1: hisToRy oF ME


1. Have students log onto the internet and research inormation about the health conditions that run in their amily. Encourage students

to share this inormation with their amily members. Also, as students to loo up inormation about health conditions that pose a

higher ris within their ethnicity groups.

2. As students to bring in an item that represents their culture or heritage. Students should present their item to the class and explain

why the item(s) is important to them.


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sTUDEnT shEET 2.1

My FAMILySHEALTH HISTORy

DiRECTions:

idet ur aml ealt tr. Place te ddual pte ealt bear te clum

wt te ad ter eate ealt bear ad/r cdt te clum wt te .

UNIT 2: DISCOVERING GOOD HEALTH sTUDEnT shEET 2.1: My FAMiLys hEALTh hisToRy

ME

MoM DAD

gRAnDMA

gRAnDPA

gRAnDMA

gRAnDPA


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36

FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTiviTy 2.2: LABEL ABLE?


LAbEL AbLE?

PURPosE:

Aale utrt label

ad d cce

MATERiALs:

Cpe studet seet 2.2a, 2.2b


WHOLE GROUP:

1. Discuss nutrition labels using the inormation provided

in Fast Facts and Student Sheet 2.2a. It is best to go through

the nutrition label rom top to bottom.

2. As students why it is helpul to understand the inormation on the

nutrition label. Record their responses on the board, chart or paper.

3. Tell the students they are going to tae a closer loo at a

popular ood item: chicen nuggets. As students to write down

the ingredients they thin goes into the maing o a chicen

nugget. Have volunteers share their lists and identiy how many

ingredients are on their list. Reveal the actual ingredients o a

chicen nugget rom a common ast ood chain (see below).

For urther impact, as a ew students to read the list aloud.

Discuss the groups reaction.

ChiCKEn nUggET ingREDiEnTs:

MEAT:

White boneless chicen, water, ood starch-modifed, salt, chicen

avor (autolyed yeast extract, salt, wheat starch, natural avoring

[botanical source], saower oil, dextrose, citric acid, rosemary),

sodium phosphates, seasoning (canola oil, mono- and diglycerides,

natural extractives o rosemary).

BATTERED AnD BREADED WiTh:

Water, enriched our (bleached wheat our, niacin, reduced iron,

thiamin mononitrate, riboavin, olic acid), yellow corn our, ood

starch-modifed, salt, leavening (baing soda, sodium acid pyro-phosphate, sodium aluminum phosphate, monocalcium phos-

phate, calcium lactate), spices, wheat starch, whey, corn starch.

PREPARED in vEgETABLE oiL:

(May contain one o the ollowing: canola oil, corn oil, soybean oil, hydrogenated soybean oil, partially hydrogenated soybean oil, partially

hydrogenated corn oil with TBHQ and citric acid added to preserve reshness), dimethylpolysiloxane (added as an antioaming agent).

FAST FACTS:

Nutrition labels are required by law to be on the

bac o all pacaged oods. Nutrition labels include

inormation about the serving sie, nutrients and

ingredients. This inormation helps guide consumers

to mae inormed choices about oods and drins.

Let these labels be your guide to maing healthy

decisions. Read them careully!

NOTE TO TEACHER:

Bring in a popular snac ood lie chips and as

or a volunteer to count out one serving sie o the

snac as you are going over serving sie on the

nutrition label. As students i this loos lie their

typical serving sie. Use that label as a review ater

the activity so students become aware o what they

are eating.

The nutrition label can prompt a lot o questions

rom students, so consider having them write down

their questions on an index card, collect them at

the end o class, and then answer accordingly when

time permits.


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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTiviTy 2.2: LABEL ABLE?

SMALL GROUP:

4. Pass out Student Sheet 2.2b and as the students to identiy

the mystery ood based on the ingredients listed.

MysTERy ingREDiEnTs gAME: AnsWER KEy

a. Barbecue Sauce (rom McDonalds*)

b. kelloggs

Pop Tarts

** - Strawberry

c. Doritos Cool Ranch***

d. kelloggs Corn Pops**

e. keebler Rainbow Chips Deluxe**FOLLOW-UP QUESTIONS:

1. What inormation can you fnd on a nutrition label?

2. How can nutrition labels help guide your decisions to choose healthy oods?ExTENSION ACTIvITIES:

1. Bring in two related snacs with their nutrition labels - one natural and one processed. For example, a strawberry (natural) versus

a strawberry ruit roll up (processed). Give a sample o each to the students. Allow the students to read the nutrition label or each

snac. As the students to discuss what they see and how they taste.

2. Have the students design their own healthy nutrition label. As the students to share them and discuss why they are healthy. Display

them in the classroom.

ONLINE OPPORTUNITy:

Do your students want to now their Nutrition

Label IQ? Visit the Additional Activities section

o www.tigerwoodsoundation.org or the activity

Nutrition Label IQ.

*Trademar o McDonalds Corporation

**kelloggs, Pop Tarts, Corn Pops, keebler and Rainbow Chips Deluxe are trademars o the kellogg Company

***Doritos and Cool Ranch are trademars o Frito-Lay North America, Inc.


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sTUDEnT shEET 2.2A

THE NUTRITION LAbEL

WEBsiTE REFEREnCE:

amercaeart.r

UNIT 2: DISCOVERING GOOD HEALTH sTUDEnT shEET 2.2A: ThE nUTRiTion LABEL

1. sTART hERE:

Chec the serving sie and

the number o servings in the

pacage. I you double the

servings you eat, you need

to double the calories and

nutrient amounts.2. ChECK ThE ToTAL

CALoRiEs PER sERving:

A calorie is a unit o

measurement that measures

how much energy a ood

provides the body.

3. LiMiT ThEsE

nUTRiEnTs:

Limit your intae o at,

cholesterol and sodium.

Choose oods that have

5% or less per serving

o these nutrients.

4. gET EnoUgh oF

ThEsE nUTRiEnTs:

Aim or 100% o fber,

vitamins and minerals every

day. Choose oods that have

20% or more per serving.

5. QUiCK gUiDE To %

DAiLy vALUE: 5% oRLEss is LoW AnD 20%

oR MoRE is high:

The Percent Daily Value tells

the percent o each nutrient in

a single serving, based on the

daily recommended amount.*

INGREDIENTS READ THEM!

Ingredients are listed in order

o concentration. Foods with

sugar, oil or salt as one o the

frst three ingredients should be

avoided since that means the

ood is mostly made up o one

o those ingredients. Foods that

have a long list o ingredients

are oten processed and loaded

with artifcial ingredients. Eat as

close to nature as possible by

choosing oods with a short list o

ingredients. Watch out or disguised

orms o sugar lie high ructose

corn syrup, ructose, malt syrup,

malt extract, corn syrup, glucose,

maltodextrin, lactose, honey and

molasses.

TRANS FAT DONT bEFOOLED!

When the nutrition label says a ood

contains 0g o trans at, it means

the ood could actually contain up

to 0.5g o trans at per serving.

I you see the words partially

hydrogenated in the ingredient list,

then trans at is present. Trans at

could add up quicly i you eat

more than one serving.

CALoRiEs 2,000 2,500

Total Fat Less than 65g 80g

Saturated Fat Less than 20g 25g

Cholesterol Less than 300mg 300g

Sodium Less than 2,400mg 2,400mg Total Carbohydrates 300g 375g

Dietary Fiber 25g 30g

Nutrition FactsServing Size 1 slice (47g)Serving Per Container 6

Amount Per Serving

Calories 160 Calories From Fat 90

% Daily Value*

Total Fat 10g 15%

Saturated Fat 2.5g 11%

Trans Fat 2g

Cholesterol 0mg 0%

Sodium 300mg 12%

Total Carb 15g 5%

Dietary Fiber less than 1g 3%

Sugars 1g

Protein 3g

Vitamin A 0% Vitamin C 4%

Calcium 45% Iron 6%

Thiamin 8% Riboflavin 6%

Niacin 6%

*Percent Daily Values are based on a 2,000

calorie diet. Your daily values may be higher

or lower depending on your calorie needs.

1

2

5

3

4


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39


sTUDEnT shEET 2.2B

MySTERyINGREDIENTS GAME

DiRECTions:

gue te mter d baed te redet lted r eac tem.

Wrte ur awer te prded le ext t eac tem umber.

UNIT 2: DISCOVERING GOOD HEALTH sTUDEnT shEET 2.2B: MysTERy ingREDiEnTs gAME

ITEM #1:

High Fructose Corn Syrup, Water, Tomato Paste, Grape Vinegar, Distilled Vinegar, Salt, Soy Sauce (Water, Wheat, Soybeans, Salt), Food

Starch-Modifed, Spices, Dextrose, Soybean Oil, Xanthan Gum, Natural Smoe Flavor (Plant Source), Xanthan Gum, Caramel Color, Garlic

Powder, Cellulose Gum, Dried Chili Peppers, Malic Acid, Natural Flavors (Fruit and Vegetable Source), Onion Powder, Sodium Benoate

(Preservative), Succinic Acid.

ITEM #2:

Enriched Flour (Wheat Flour, Niacin, Reduced Iron, Thiamin Mononitrate [Vitamin B1], Riboavin, [Vitamin B2], Folic Acid), Corn Syrup,

High Fructose Corn Syrup, Dextrose, Soybean and Palm Oil (with TBHQ or Freshness), Sugar, Contains Two Percent or Less o Cracer

Meal, Wheat Starch, Salt, Dried Strawberries, Dried Pears, Dried Apples, Cornstarch, Leavening (Baing Soda, Sodium Acid Pyrophosphate

Monocalcium Phosphate), Milled Corn, Citric Acid, Gelatin, Caramel Color, Soy Lecithin, Partially Hydrogenated Soybean and/or

Cottonseed Oil, Modifed Corn Starch, Xanthan Gum, Modifed Wheat Starch, Color Added, Vitamin A Palmitate, Red #40, Niacinamide,

Reduced Iron, Pyridoxine Hydrochloride (Vitamin B6), Yellow #6, Ribavin (Vitamin B2) Tricalcium Phosphate, Thiamin Hydrochloride

(Vitamin B1) Turmeric Color, Folic Acid, Blue #1.

ITEM #3:

Whole Corn, Vegetable Oil (Contains One or More o the Following: Corn, Soybean and/or Sunower Oil), Corn Maltodextrin, Salt, Tomato

Powder, Corn Starch, Lactose, Whey, Nonat Mil, Corn Syrup Solids, Onion Powder, Sugar, Garlic Powder, Monosodium Glutamate, Cheddar

Cheese (Mil, Cheese, Cultures, Salt, Enymes), Dextrose, Malic Acid, Buttermil, Natural and Artifcial Flavors, Sodium Acetate, Artifcial Colors

(Including Yellow #5, Red #40, Blue #1) Sodium Caseinate, Spice, Citric Acid, Disodium Inosinate and Disodium Guanylate.

ITEM #4:

Milled Corn, Sugar, Soluble Corn Fiber, Molasses, Salt, Soybean Oil, Partially Hydrogenated Vegetable Oil (Contains One or More o:

Coconut, Soybean and/or Cottonseed), Mono and Diglycerides, Sodium Ascrobate and Ascorbic Acid (Vitamin C), Niacinamide, zinc

Oxide, Reduced Iron, Wheat Starch, Pyridoxine Hydrochloride (Vitamin B6), Riboavin (Vitamin B2), Thiamin Hydrochloride (Vitamin B1)

Vitamin A Palmitate, Annatto Color, BHT (Preservative), Folic Acid, Vitamin D, Vitamin B12.

ITEM #5:Enriched Flour [Wheat Flour, Niacin, Reduced Iron, Thiamine Mononitrate (Vitamin B1), Riboavin (Vitamin B2), Folic Acid], Semisweet

Chocolate (Chocolate, Sugar, Cocoa Butter, Dextrose, Soy Lecithin, Natural and Artifcial Flavor, Salt), Vegetable Oil (Soybean, Palm,

and Palm kernal Oil with TBHQ or Freshness), Sugar, Contains Two Percent or Less o High Fructose Corn Syrup, Salt, Corn Syrup, Color

Added, Egg, Molasses, Baing Soda, Natural and Artifcial Flavor, Gum Arabic, Cocoa, Salt, Eggs, Molasses, Natural and Artifcial Flavor,

Cornstarch, Carnauba Wax, Lemonene, Yellow #5, Blue #1 Lae, Yellow #6 Lae, Yellow #5 Lae, Red #40 Lae, Soy Lecithin, and Whey.



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40



WHATS ONyOUR PLATE?

UNIT 2: DISCOVERING GOOD HEALTH ACTiviTy 2.3: WhATs on yoUR PLATE?

PURPosE:Dcer recmmeded prt

e ad wat a balaced meal

lk lke


Marker

Paper plate

Tape

Cpe studet seet 2.3

Reurce seet 2.3

WHOLE GROUP/INDIvIDUAL:

PART i: BALAnCED PLATE

1. On the board, chart or paper write Breaast, Lunch, Dinner,

Snac (space the categories out and leave room underneath to

write). As or volunteers to come to the board and write down

what they ate or one o the above meals or snac. You should

gather at least two examples or each snac and meal.

2. Explain the inormation in the Balanced Plate section o Fast Facts.

3. As the students to tae a loo bac at the example menus on the

board, chart or paper. Engage the class in a balancing activity in

which students come to the board and balance the listed meals

by adding and/or removing oods. Balanced meals should reect

variety (ood groups), color, and limited at, cholesterol and sodium.

Wor as a group i that better suits your audience.

PART ii: PoRTion ConTRoL

1. As students to name some out-o-control ood or drin

portions they have seen at restaurants, in stores, on TV, etc.

Record on the board, chart or paper. Compare portion sies

in the 1970s to current portion sies. I possible, bring in real

examples o both portion sies or a more dramatic appeal.

(ser ad Wte p. 46)

FAST FACTS:

BALAnCED PLATE:The USDA recommendsthat Americans eat a balanced diet which includes

ood rom each o the fve ood groups and limits the

intae o at, cholesterol and sodium. Meals should

be colorul and ocused around vegetables, whole

grains and ruits. Try to plan each snac to include

at least two ood groups and meals to include at

least three ood groups.

PoRTion ConTRoL: Most Americans

eat portion sies that are much larger than the

recommended amount, which can lead to weight gain

and health problems. Reer to Student Sheet 2.3 and

mypyramid.gov to fnd inormation on recommended

portion sies. Heres a tip: eat slower and drin plenty

o water beore and during meals.

FooD & DRinK 1970s PoRTion sizE CURREnT PoRTion sizE AnD CALoRiE AMoUnT AnD CALoRiE AMoUnT

Cola 10 o. bottle, 120 calories 40 60 o. ountain, 580 calories

Pasta 1 cup, 200 calories 2-3 cups, 600 calories

Hamburger 2-3 o. meat, 240 calories 3-6 o. meat, 330 calories

Popcorn 1 cups, 80 calories 8-16 cup tub, 880 calories


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41

FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTiviTy 2.3: WhATs on yoUR PLATE?

2. As students i the typical portion sies in the 1970s seem

ridiculous? Explain that those portion sies were normal bac

then and todays portion sies would have seemed ridiculous

in the 1970s.

3. As students to explain the types o issues increased portion

sies have led to (answer: increases in diet-related disease

and weight gain).

4. Cut out the visual cue squares and the corresponding

ood squares on Resource Sheet 2.3 (tae note o the answers

beore you cut). Tape the visual cues to the board, chart or paper. Show the ood squares to the class and as or volunteers to come up

and match a ood square with the visual cue that represents the recommended portion sie or that ood. Repeat until all squares are

matched and all answers are correct. Discuss reactions to these recommended portion sies.

5. Pass out Student Sheet 2.3 and explain the inormation in the Portion Control section o Fast Facts. You may also want to reerence

the My Pyramid website or more details about serving sie - www.mypyramid.gov/pyramid.

6. Students should recall their My Pyramid Plan rom Activity 1.2 (i they completed this tool) to see their recommended daily serving

sie or each o the ood groups.

7. Pass out a paper plate and as the students to draw a balanced meal using appropriate portion sies and color. They may also use the

computer or magaines to gather images. They should include at least three ood groups in their meal and draw the ood items to scale.


1. Why is it important to measure serving sies o ood?

2. What can you do i you are still hungry ater a balanced meal?


1. Have the students get into small groups and brainstorm ways to eat smaller portion sies at home and when eating out.

Display the tips in the classroom or distribute them.

2. Bring in menus rom popular restaurants in your community. Brea the class up into groups and give each group a menu.

The groups should examine the menu to fnd the healthiest meals and provide suggestions or altering unhealthy dishes.

Have the group share their fndings with the class. Many restaurants oer their menus online.

3. As students to use a digital camera or their cell phone to tae pictures o the various portion sies they come across when eating.

Upload the pictures to a computer and analye the sies. Provide suggestions or how to alter portions to bring them closer to the

recommended portion sies.

NOTE TO TEACHER:

I real examples o visual cues are available to you,

use them, so students can get a better visual. Pass

the items around so students get a closer loo and

eel o each o the visual cues.


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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH REsoURCE shEET 2.3: visUAL CUEs: MATChing gAME

vISUAL CUES:MATCHING GAME

REsoURCE shEET 2.3

vISUAL CUES: ONE SERvING:

3 DOMINOES CHEESE (1 OUNCES)

DECk OF CARDS MEAT, POULTRY OR FISH (3 OUNCES)

BASEBALL FRUIT (1 CUP)

1 CUP VEGETABLES (1 CUP)

1/2 TENNIS BALL RICE, PASTA OR CEREAL ( CUP)


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43


sTUDEnT shEET 2.3

bALANCED MEALAND PORTION SIzES

The USDA recommends that your meals should emphasie ruits, vegetables and whole grains.

Meals should also include at-ree or low-at dairy products, and lean meats, poultry or beans.

Fats, oils and sweets should be limited. Aim or lots o color, and include at least two ood groups

with snacs and at least three ood groups with meals.

UNIT 2: DISCOVERING GOOD HEALTH sTUDEnT shEET 2.3: BALAnCED MEAL AnD PoRTion sizEs

What is an appropriate portion sie? Most people dont now how much a serving sie

is just by looing, but visual cues can help you estimate how much you should eat.

visUAL CUEs:

Dec o Cards = 1 serving o meat, poultry or fsh (3 ounces)

Tennis Ball = 1 serving o cooed pasta, rice or cereal ( cup)

Baseball = 1 serving o ruit (1 cup)

Three Dominoes = 1 serving o cheese (1 ounces)

1 Measuring Cup = 1 serving o vegetables (1 cup)

Gol Ball = 1 serving o peanut butter (1 tablespoon)

Hocey Puc = 1 bagel

8-ounce Glass = 1 serving o mil or 100% juice (1 cup)

MEAT AnD

BEAns:

DAiRy:

gRAins:

FATs, oiLs AnD sWEETs:

FRUiTs oR

vEgETABLEs:


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WHAT CAN vITAMINSDO FOR yOU?

UNIT 2: DISCOVERING GOOD HEALTH ACTiviTy 2.4: WhAT CAn viTAMins Do FoR yoU?

PURPosE:Determe te uct

tam ad meral


Art upple

Cmputer wt teret (ptal)

Cpe studet seet 2.4a ad 2.4b

WHOLE GROUP:

1. Discuss the importance o vitamins, minerals and water

using the inormation provided in Fast Facts.

2. Pass out Student Sheet 2.4a and Student Sheet 2.4b. Remind

the students that every vitamin and mineral helps the body in

several dierent ways. As the students to read the inormation

on Student Sheet 2.4a and use the body outline on Student

Sheet 2.4b to label where and how a vitamin/mineral can help

the body. Students should draw arrows or lines that point out

specifc parts o the body and explain how that body part is

aided by a specifc vitamin. For example, students might draw

eyes, include an arrow near the location o the eye, and above

or next to the arrow write that Vitamin A improves eyesight.

Students should continue to add detail to the body outline

such as hair, bones, muscles, etc., and indicate the vitamin that

helps that part o the body.FOLLOW-UP QUESTIONS:

1. What i someone doesnt eat or drin a ood lie mil or meat

products that supply ey vitamins and minerals? How can they

be sure to get those important nutrients?

2. Since vegetables have a lot o vitamins and minerals, what are

some appealing ways to include vegetables in our diets?

FAST FACTS:

Vitamins and minerals are ound in oods we

eat. They are necessary because they help the

body unction and develop properly. Vitamins and

minerals are chemical substances that help the

body use energy, build proteins, mae cells and

repair injuries. Young people should eat a balanced

diet ull o a variety o oods to get the vitamins and

minerals their body needs.

Water is also essential or lie and is the largest

component o the body. Water is needed to

metabolie ood, reduce heat through sweat and

remove toxins through urination. Without the right

amount o water, the body cannot maintain the right

temperature, blood pressure or idney unction.

Young people should aim to drin plenty o water

throughout the day to stay hydrated.

NOTE TO TEACHER:

I possible, bring in ruits and vegetables and

tal about the vitamins they supply as you

discuss the lesson.


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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTiviTy 2.4: WhAT CAn viTAMins Do FoR yoU?


1. Place several unusual ruits and vegetables in separate brown

paper bags. As or volunteers to reach into the bag without

peeing (students should wash their hands beore doing

this activity). Give them a minute or so to touch the ruit or

vegetable and try to identiy it. I a guess is incorrect, as

another student to try. Once an item has been named correctly,remove it rom the bag and show it to the class. Repeat until all

ruits and vegetables have been identifed. Wash the ruits and

vegetables thoroughly, cut them up into small pieces and allow

the students to taste the dierent oods. Have the students do

some internet research to identiy what vitamins and minerals

the individual ruits and vegetables provide.

sUggEsTED FRUiTs AnD vEgETABLEs:

Bell Pepper

zucchini

Artichoe

Jicama

Asparagus

Eggplant

kiwi

Papaya

Honeydew Melon

Pomegranate

Blueberries

Boysenberries

2. Have students use the internet to research diseases that may develop due to an insufcient intae o vitamins and minerals.

3. As students to imagine their perect salad. Have them create a recipe or a ruit or vegetable salad. Give them an index card or

paper to write down their recipe. I possible, have the class vote on their avorite recipe, bring in the required ingredients, and mae

the salad or the students to enjoy.

ONLINE OPPORTUNITy:

Do your students need practice with public

speaing? Visit the Additional Activities section o

www.tigerwoodsoundation.org or an Inormative

Speech activity about vitamins and minerals.


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46


sTUDEnT shEET 2.4A

vITAMINS, MINERALSAND WATER

UNIT 2: DISCOVERING GOOD HEALTH sTUDEnT shEET 2.4A: viTAMins, MinERALs AnD WATER

viTAMins AnD MinERALs hoW iT hELPs ThE BoDy CoMMon soURCEs

viTAMin A

Helps with visionHeals cuts & scrapesPromotes healthy sin

Fights sicness

Orange ruits & vegetablesMil products

Egg yolsGreen leay vegetables

B viTAMinsProtects nervous system

Encourages normal growth

Helps release energy rom nutrients

Whole grainsSeaood

Meat & PoultryEggs

viTAMin CBuilds immune system

Heals woundsProtects rom bacteria & viruses

Citrus ruitBerries

TomatoesPotatoes

viTAMin DBuilds strong bones & teeth

Absorbs calcium

MilFish

Sunlight

viTAMin EProtects cells

Maintains tissuePromotes healthy sin

NutsBroccoliSpinach

CALCiUM Builds strong bones & teethDairy products

Green leay vegetables

iRonTransports oxygen rom lungs

to the rest o the body

MeatEggs

BeansWhole wheat

zinCHelps process the nutrients we eat

Helps cell growth

Heals wounds

BeePor

Legumes: beans, peas, lentils, peanuts

PoTAssiUMRegulates heart rate

Balances uids in the body

BananasTomatoes

BroccoliPotatoes with sin

WATERMetabolies ood

Reduces body heat

Removes toxins

Plain drining water(Other liquids lie juices

and teas provide hydration,but water is the best source)


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47


sTUDEnT shEET 2.4B

yOU AREWHAT yOU EAT

UNIT 2: DISCOVERING GOOD HEALTH sTUDEnT shEET 2.4B: yoU ARE WhAT yoU EAT


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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTiviTy 2.5: FooD EnERgy!


FOOD ENERGy!

PURPosE:

Dcer w calre are ued

b te bd

MATERiALs:


PaperMarker

studet seet 2.5

WHOLE GROUP:

1. Discuss calories using the inormation provided

in Fast Facts.

2. Remind students that the average person should consume

about 2,000 calories per day. As the students i they now how

many calories they are consuming each day?

3. Hand out a piece o paper to each student. As the students to

write down how many calories they thin are in the average candy

b

00 twf fit plan - lr

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