grade 10 introduction to personal...
TRANSCRIPT
GRADE 10
INTRODUCTION TO PERSONAL WELL-BEING
NAME:______________________ SLOT:____
TEACHER:____________________________
2
Assessment for Well-Being Book
Book Completion: /15
Canada’s Food Guide
/30
Nutrition & Goal Setting Assignment /25 (Pg’s 39-41)
Physical Activity Analysis & Goal Setting /30 (Pg’s 53-57)
/100
3
My Lifestyle Profile 1) Read each question and answer: rarely, sometimes, usually or almost always. 2) Shade in your response on the graph provided. Questions: 1) I am conscious of the ingredients in the foods I eat and their effect on me. (ie. sugar,
caffeine)___________________ 2) I avoid overeating and abusing pop drinks, caffeine, nicotine, and other
drugs.__________________ 3) I minimize my intake of refined carbohydrates (sugars) and fat______________ 4) My daily food intake contains good amounts of vitamins, minerals, and fiber. ____________ 5) I am free from physical symptoms such as dizzy spells, earaches, frequent colds, coughs,
indigestion, swollen joints, nervousness, depression, worrying about appetite or constant hunger. _______________________________________
6) I get aerobic cardiovascular exercise for 15 to 30 minutes five times per week, such as running, swimming, and bicycling. _____________________________________
7) I practice stretching or yoga exercises. ___________________________ 8) I take care of myself (Example: plan recreation time, hobbies, getting away from
school/work and having fun). __________________ 9) I pay attention to changes in my life and I am aware of them as stress factors. ____________ 10) I practice regular relaxation (a total of 20-30 minutes/day). ____________________________ 11) I am without excess muscular tension. ______________ 12) My hands are warm and dry. __________________________ 13) I am both productive and happy. ______________________
14) I express my emotions and creativity. ___________________
15) I feel a sense of purpose in life. ________________________
16) I believe I am fully responsible for my wellness or illness. ______________________________
Positive Self-Concept
Emotional Health Physical Health
Social Health Intellectual or Mental Health
4
INSTRUCTIONS: Shade in your responses on the graph provided Rarely: shade smallest pie section Sometimes: shade in two pie sections Usually: shade in three sections Almost Always: shade in four sections
My Lifestyle Graph
Questions:
1. Is your lifestyle graph lopsided or balanced? _______________________________
2. Which area(s) are weak? (Self Responsibility, Nutrition, Stress Control, or Physical
Awareness)
3. List 3 ways you can improve your weak area(s):
5
ACTIVE LIVING – Assess your lifestyle! Do you generally have enough energy to do the things you want to do? __
Yes____ No____ Are you aware that physical activity does not have to be strenuous and painful to participate?
Yes____ No____
If you are asked to be physically active in your spare time, would you participate? Yes____ No____
Do you participate in a variety of activities?
Yes____ No____
Do you make a point of incorporating activity into your daily routine? (Such as: walking to school or work, going for a bike ride, skateboarding, etc.)
Yes____ No____
Do you plan physical activity around friends and family members? Yes____ No____
Do you ever plan physical activity during your spare time?
Yes____ No____
In general, do yon enjoy being physically active? Yes____ No____
COUNT UP THE NUMBER OF “YES” ANSWERS
6 - 8
Great! Activity is important to your lifestyle. You are making positive choices to help improve
your well-being
3 - 5
Good. You are on the right track. Keep looking for chances to enjoy physical activity.
0 - 2
It’s time to get active! Start by finding activity that fits your lifestyle and you enjoy. Begin
slowly…and you will be on your way!
6
Combine
activity with
your school day
TIPS FOR
ACTIVE
LIVING
Sneak activity
in to energize
your day
Ask friends
and family to
join you
Start slow and
gradually
increase
Enjoy being active
Combine
activity with the
great outdoors!
Include a variety
of activity in
your life
Go at your
own pace
7
MENTAL HEALTH
STRATEGIES TO REDUCE STIGMA
Seven Important things we can do to reduce Stigma and Discrimination:
1. Know the facts.
Educate yourself about mental health problems. Learn the facts instead of the myths.
2. Be aware of your attitudes and behaviour
We’ve all grown up with prejudices and judgmental thinking. But we can change the way
we think! See people as unique human beings, not as labels or stereotypes. See the
person beyond their mental illness; they have many other personal attributes that do not
disappear just because they also have a mental illness.
3. Choose your words carefully
The way we speak can affect the way other people think and speak. Don't use hurtful or
derogatory language.
4. Educate others
Find opportunities to pass on facts and positive attitudes about people with mental
health problems. If your friends, family, co-workers or even the media present
information that is not true, challenge their myths and stereotypes. Let them know how
their negative words and incorrect descriptions affect people with mental health
problems by keeping alive the false ideas.
5. Focus on the positive
People with mental health and substance use problems make valuable contributions to
society. Their health problems are just one part of who they are. We’ve all heard the
negative stories. Let’s recognize and applaud the positive ones.
6. Support people
Treat people who have mental health problems with dignity and respect. Think about
how you’d like others to act toward you if you were in the same situation. If you have
family members, friends or co-workers with substance use or mental health problems,
support their choices and encourage their efforts to get well.
7. Include everyone
In Canada, it is against the law for employers and people who provide services to
discriminate against people with mental health and substance use problems. Denying
people access to things such as jobs, housing and health care, which the rest of us take
for granted, violates human rights.
8
STIGMA - The Facts about Mental Illness Directions:
1) Provide your opinion on each statement.
STATEMENT Strongly
Agree
Agree Disagree Strongly
Disagree
1. Attitudes toward mental illness are changing. People are more understanding and accepting.
2. All schools and workplaces should have policies
that promote mental health promotion.
3. People with mental illness do not need support,
they will get better on their own.
4. A mental illness is a sign of weakness.
5. People with mental illness are less intelligent
than people without mental illness
6. Mainstream media (television and movies) accurately portray healthy examples of mental illness.
2) As a group, discuss each statement and attempt to come up with a group
answer.
STATEMENT Strongly
Agree
Agree Disagree Strongly
Disagree
1. Attitudes toward mental illness are changing. People are more understanding and accepting.
2. All schools and workplaces should have policies that promote mental health promotion.
3. People with mental illness do not need support, they will get better on their own.
4. A mental illness is a sign of weakness.
5. People with mental illness are less intelligent than people without mental illness
6. Mainstream media (television and movies) accurately portray healthy examples of mental illness.
9
Rate Your Stress Directions:
1) Create a list of personally stressful situations/events that have or are occurring in
your life.
2) Rate the degree of stress (1 – least stressful; 10 – most stressful).
3) Indicate whether the stress occurred in the last year.
4) Identify if it was distress or eustress.
5) Clearly identify (star/highlight) your top two stressors.
Stressful Situation / Event
Rating
(1 to 10)
Happened
in Last
Year
Distress Eustress
Examples: Getting a driver’s license (or) moving
to a new school (or) fighting with a friend
10
My Stress Management Plan Directions:
1) Describe 3 stressors in your life.
2) Suggest one unhealthy response to this stress (negative strategy) and explain why it
would not be an effective way to respond to the stress.
3) Suggest two positive stress management strategies that could help you manage each
stressor.
4) Prioritize which of the stress management strategies would be most effective for each of
the stressors identified. Explain why it would be effective.
Stressor 1: Stressor 2: Stressor 3:
Negative Stress
Management Strategy:
1)
Negative Stress
Management Strategy:
1)
Negative Stress
Management Strategy:
1)
Why it’s not effective:
Why it’s not effective:
Why it’s not effective:
Positive Stress
Management Strategies:
1)
2)
Positive Stress
Management Strategies:
Positive Stress
Management Strategies:
Most effective stress
management strategy:
Most effective stress
management strategy:
Most effective stress
management strategy:
Why it would be effective:
Why it would be effective:
Why it would be effective:
11
Symptoms of Stress
Cognitive Symptoms
• Memory problems
• Inability to concentrate
• Poor judgment
• Seeing only the negative
• Anxious or racing thoughts
• Constant worrying
Emotional Symptoms
• Moodiness
• Irritability or short temper
• Agitation, inability to relax
• Feeling overwhelmed
• Sense of loneliness and isolation
• Depression or general unhappiness
Physical Symptoms
• Aches and pains
• Diarrhea or constipation
• Nausea, dizziness
• Chest pain, rapid heartbeat
• Loss of sex drive
• Frequent colds
Behavioral Symptoms
• Eating more or less
• Sleeping too much or too little
• Isolating yourself from others
• Procrastinating or neglecting responsibilities
• Using alcohol, cigarettes, or drugs to relax
• Nervous habits (e.g. nail biting, pacing)
12
How do you demonstrate Empathy?
Directions: Read each item below. Circle “yes” if the statement describes you or “no” if it does not. 1. I often think about other people’s feelings.
Yes No
2. I don’t make fun of other people because I can imagine what it feels like to be in their shoes.
Yes No
3. I listen to others about what they’re going through.
Yes No
4. I try to understand other people’s point of view.
Yes No
5. I am aware that not everyone reacts to situations the same way I do.
Yes No
13
Active and Empathetic Listening Tips
ACTIVE LISTENING TIPS HOW TO BE AN EMPATHETIC
LISTENER
F
O
L
D
E
R
Face the speaker: Look at
the speaker and sit opposite
him or her whenever
possible. If this is not
possible, turn your head so
that you are facing the
speaker.
Open body language: Do
not cross your legs or your
arms; sit up straight.
Lean toward the speaker.
Do not interrupt:
Interrupting may cause the
speaker to forget what he or
she was going to say. Wait
for a natural pause in the
sentence, or wait until the
speaker is finished talking
before making comments or
asking questions.
Eye contact: Keep your
eyes on the speaker (if
culturally appropriate).
Respond to the speaker:
Tell the speaker what you
heard him or her say.
1. Pay attention.
2. Let the speaker talk as fast and as long as he or she needs to. (The speaker determines the
pace and length of the discussion.)
3. Remember that you do not solve the problem.
4. Listen.
5. Respond.
6. Clarify.
7. Listen again. (To listen is your job.)
14
MU
SCLE
ID
ENTI
FIC
ATI
ON
– la
bel
th
e n
um
ber
of
each
of
the
follo
win
g m
usc
les
on
th
e d
iag
ram
s in
th
e a
pp
rop
ria
te p
lace
s:
1. D
elto
id
6. E
xter
nal
Ob
liqu
e
11
. Gas
tro
cnem
ius
2. T
rice
ps
7.
Tra
pe
ziu
s
12
. Ere
cto
r Sp
inae
3. B
icep
s
8. L
atis
sim
us
Do
rsi
13
. Glu
teu
s m
axim
us
4. P
ecto
ralis
Maj
or
9. Q
uad
rice
ps
14. R
ho
mb
oid
s
5. R
ect
us
Ab
do
min
us
10
. Ham
stri
ngs
15
Health-Related Fitness Components
Cardiovascular Endurance—the ability of the
heart, blood vessels, and lungs to provide the
working muscles with adequate oxygen during
prolonged activity (also called aerobic
endurance or capacity).
Muscular Strength—the amount of force that
can be exerted by a muscle or group of
muscles in a single effort.
Muscular Endurance—the ability of a muscle
or group of muscles to exert force over an
extended period of time without incurring
fatigue.
Flexibility—the range and ease of movement of
a joint (limited by bone, muscles, ligaments,
tendons, and the bone-joint capsule).
16
“The FITT Principle”
Think of The FITT principle as a set of rules that must be followed in order to benefit from
any form of fitness training program or exercise program.
These rules relate to the Frequency, Intensity, Type and Time (FITT) of exercise...
F = FREQUENCY
How often? How many times per week?
I = INTENSITY
Light Moderate Vigorous
T = TIME
How long? How many repetitions?
T = TYPE
What type of exercise?
Cardio Resistance Flexibility
17
FITT Principle Guidelines
Fitness and/or
Health Benefit
Variables
F
Frequency
I
Intensity
T
Time
T
Type
Cardiovascular
endurance (aerobic)
• 3 to 5 times
per week
• moderate to
vigorous
intensity
(60% to 85%
of maximum
heart rate)
• minimum of
20 minutes
• running
• cycling
• cross-country
skiing
(continuous
motion of
large muscle
group[s])
Muscular strength • alternate days
3 times per
week
• high
resistance
(sets to
maximum
capability)
• 1 to 3 sets of
8 to 12
repetitions
• free weights
• universal gym
• tubing
• body weight
Muscular endurance • alternate days
3 times per
week
• low to
moderate
resistance
• 3 sets of 10
to 20
repetitions
• free weights
• universal gym
• tubing
• body weight
Flexibility • daily • slow and
controlled
movement
• 20 to 30
seconds
• static
18
Cardiorespiratory Endurance
F
Frequency
I
Intensity
T
Time
T
Type
Cardiorespiratory
endurance (aerobic)
• 3 to 5 times
per week
• moderate to
vigorous
intensity
(60% to 85%
of maximum
heart rate)
• minimum of 20
minutes
• running
• cycling
• cross-country
skiing
(continuous
motion of
large muscle
group[s])
MHR = Maximum Heart Rate (220 – age = MHR)
Level of Exertion/Intensity
Amount of Effort
Exertion
Description
Rate of Perceived Exertion (RPE) Scale
(Modified Borg Scale)
Intensity Descriptor
Heart-Rate Range*
(Age Based)
Maximum Heart Rate
(MHR)
Exertion
Descriptor
1
LIGHT 50% – 65%
of MHR
Resting You are breathing normally. It is very easy to talk.
2 Somewhat
Light Your rate of breathing increases slightly, but it is still easy to talk.
3 Light You notice your breathing. You can still talk fairly easily.
4
MODERATE 65% – 80%
of MHR
Medium You are breathing more heavily, but you do not hear yourself breathe.
5 Somewhat
Hard You can hear yourself breathe, but can still talk.
6 Medium
Hard It is getting difficult to talk.
7
VIGOROUS 80% – 100%
of MHR
Hard You are breathing heavily. It is difficult to talk.
8 Very Hard Your breathing is laboured. It is very difficult to talk.
9 Gruelling It is almost impossible to talk.
10 Maximum You are breathing very heavily. You cannot talk. You may feel pain.
19
Cardiorespiratory Endurance – Heart Rate Zones
LIGHT ZONE: 50-65% of MHR, 30 to 60 minutes
• Sufficient health benefits to prevent many illnesses
• Feel better
• Weight Management (Fat burned as primary energy)
• Increased Cardiorespiratory efficiency - Aerobic
MODERATE ZONE: 65-80% of MHR, 15-30 minutes
• Increased Cardiorespiratory efficiency - Aerobic
• Fitness Level Improves
• Excellent training for Aerobic activities and sports
• Burns a lot of energy
VIGOROUS ZONE: 80-100% of MHR, 1-15minutes
• Higher intensity training
• Helps to get over a plateau
• Anaerobic (without oxygen)
20
Heart Rate
Terminology
Instructions: Listed on the left are various terms referring to the different heart rates and times
heart rates should be taken. Decide which definition is the best for each term and place the
corresponding number in the blank provided.
(1)
Resting Heart Rate
Heart Rate taken immediately after
activity is stopped.
______
(2)
Starting Heart Rate
Heart Rate taken immediately after
waking up in the morning.
______
(3)
Working Heart Rate
The amount of time required for the heart rate
to return to the starting rate following
exercise.
______
(4)
Recovery Rate
An estimate of the true resting pulse usually
taken after lying, sitting or standing for
one minute.
______
(5)
Recovery Time
Heart Rate taken 1 minute following exercise
indicating how quickly the heart is returning
to the starting rate.
______
*An indication of a person’s cardiorespiratory fitness level is their _______________________.
A low resting heart rate is an indication of a good cardiorespiratory fitness level. Another
measure of cardiorespiratory fitness is heart rate _______________. The faster the heart rate
returns to the resting heart rate, the stronger the heart.*
In general, most of the population’s resting heart rate falls between 60-80 beats per minute. As
you age, your resting heart rate typically rises. Highly cardiorespiratory fit people usually have
lower resting heart rates.
21
Heart Rate
Lab
1. Take your heart rate for 10 seconds after each activity and record it in the space provided.
ACTIVITY 15 SECOND COUNT BEATS PER MINUTE
Lie down for 1 minute
Sit for 1 minute
Stand for 1 minute
Walk for 1 minute
Jog for 1 minute
Walk for 1 minute
Sit for 1 minute
2. Examine the above heart rates and answer the following question: How are heart rates
and activity levels related?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Using the Graph below as an example, on the following page in the blank graph, put in
your results from the heart rate lab.
22
Heart Rate
Lab
23
Muscular Strength and Muscular Endurance
Muscular Strength: the amount of force a muscle can exert in one contraction (example –
power lifting). To train for strength, one should use heavier weight and fewer repetitions.
Muscular Endurance: The ability of the muscles to persist in an activity (example – bicep curls
to fatigue). Endurance training requires lighter weight and an increase in the number of
repetitions.
F
Frequency
I
Intensity
T
Time
T
Type
Muscular strength • alternate days
3 times per
week
• high resistance
(sets to
maximum
capability)
• 1 to 3 sets of
8 to 12
repetitions
• free weights
• universal gym
• tubing
• body weight
Muscular endurance • alternate days
3 times per
week
• low to
moderate
resistance
• 3 sets of 10 to
20 repetitions
• free weights
• universal gym
• tubing
• body weight
Benefits of Muscular
Strength & Endurance
Increase success in all
physical activity
Allow body weight
to be manipulated
more efficiently
Allow daily activities to
be conducted with
more ease
Prevent and alleviate
lower back pain
Contributes to
good posture
24
Muscular Strength and Muscular Endurance
Definitions
Atrophy: A decrease in muscle size
Hypertrophy: An increase in
muscle size
Isotonic Contraction: Applying a
force against a resistance throughout
the full range of motion. This benefits
the whole muscle and increases blood
flow. It is motivating because you can
see the muscle work.
Examples____________________________
Isometric Contraction: Applying a
force against a resistance at one specific
angle of the joint. This is good for
people with an injured joint. Other
advantages are: lower cost, less time, no
equipment needed and can be done
almost anywhere.
Examples____________________________
Hypertrophy
Atrophy
Isotonic Contraction
Isometric Contraction
25
Flexibility
Flexibility is the ability of the joints to move easily through a wide range of
motion.
WHY STRETCH
Stretching relaxes your mind and tunes up your body. It should be part of your
daily life. You will find that stretching will do the following things:
• Reduce muscle tension and make the body feel more relaxed
• Help coordination by allowing for easier movement
• Increase range of motion
• Prevent injuries
• Prepares you for activity by signaling the muscles that they are about to be
used.
• Develop body awareness
• Promote circulation
• It feels good!
F
Frequency
I
Intensity
T
Time
T
Type
Flexibility • daily • slow and
controlled
movement
• 20 to 30
seconds
• static
26
Types of Flexibility
Static: Stretch body part to maximum
point without pain. Hold 15 or more
seconds. Repeat another 2 times.
Dynamic: a type of sports fitness
routine in which momentum and active
muscular effort are used to stretch
Passive: By use of partner or weight,
the muscle being stretched is moved to
it’s maximum point and held for
5 seconds
P.N.F. (proprioceptive
neuromuscular facilitation): A limb
is actively taken to end-point (slowly),
then a contraction of the muscle is
performed against partner resistance.
When the muscle is further relaxed, the
partner attempts to move the limb to a
new end-point.
27
Body Composition
Body Composition refers to the proportion of fat mass and fat free mass (lean body tissue) on
the body. Lean body tissue is your bones, muscles, organs body fluid and connective tissue.
Body fat has many functions – it is necessary!
• Acts as insulation
• Padding over many vital organs
• Source of energy for activity
Body fat is important but too much or too little can cause problems:
Too much fat:
• Called obesity
• Linked to diseases such as cancer, hypertension, non-insulin dependent diabetes,
coronary artery disease
Too little fat:
• Equally dangerous as too much fat
• Fat cells produce estrogen (hormone), so women that have too little fat may stop
ovulating and increased risk of osteoporosis.
• Can also cause
o muscle weakness (including heart and kidneys)
o failure of the immune system
o slower metabolism
o lower heart beat
o lower blood pressure
o lower body temperature
Where is the body fat? Research shows it matters:
• Fat on hips and thighs is a healthy energy reserve – used for reproduction in women
• Excess fat around abdomen is linked with disease because this fat enters bloodstream
more easily than lower-body fat and can end up in the liver where it helps to increase
bad cholesterol.
28
Body Types
“It is better to obsess about your health rather than your shape” – Dove Campaign
• A person’s genetic composition determines his/her bone and muscle structure and cannot
be changed.
• People must learn to respect their limitations
• Not everyone is meant to be thin or tall or muscular etc…
Endomorph
• Round and soft with large hips (well covered with fat)
• Trouble maintaining a reasonable weight
• Easily store fat
Mesomorph
• Large, heavy frame with good muscle development
• Usually not overweight but the scales may still read high
because of bones and muscle weight
Ectomorph
• Long and lean body build
• Seldom overweight – maybe extremely thin
• Light skeletal structure with small muscle development
“Healthy emotions come in all sizes. Healthy minds come in all sizes. And healthy bodies
come in all sizes.” ~Cheri K. Erdman
Endomorph Mesomorph Ectomorph
Endomorph Mesomorph Ectomorph
29
Nutrition Questionnaire
1) Do you make a point of trying new and different foods from all four food groups?
Yes No
2) When buying packaged foods, do you read labels?
Yes No
3) Do you choose breads and cereals made with whole grains?
Yes No
4) Do you eat fruits and vegetables on a daily basis?
Yes No
5) Do you make physical activity a part of your day?
Yes No
6) Do you avoid the salt shaker at meal-time?
Yes No
7) Do you limit your soft drinks/pop to no more than one a day?
Yes No
Finished? Count up the number of “yes” answers?
6-7 “YES” answers? Great! You’re on the right track. Keep enjoying eating well!
3-5 “YES” answers? Good. A few key changes may be all you need to put your eating habits
at the top.
0-2 “YES” answers? Your eating habits need improvement. Start by making small changes,
one at a time.
Part 1: 1-Day Food Tracker 1. Write down EVERYTHING you eat AND drink during the day on the respective food logs.
Remembering to write down how much of that particular food you ate for breakfast,
lunch, dinner. Make sure to record any snacks you may have had during the day.
2. Using the sample eat well plate below as a guide, write the foods onto the appropriate
blank diagrams, in the appropriate sections. If you consumed any healthy beverages
(water or dairy) make sure to include it on your diagram. Only write down a food item on
the plate if it fits the plate criteria (example: do not put French fries under whole grains).
You may or may not have empty spaces on your plate.
3. Unhealthy foods such as soda, candy and desserts should be shown to the side of the
plate since they are not as nutritious, and should not be consumed as often as what is on
your plate.
31
Is this plate balanced? YES NO
If no, what could you add to make it more balanced?
Is this plate balanced? YES NO
If no, what could you add to make it more balanced?
Breakfast Food Log Foods Serving
Amount
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
____________ Lunch Food Log Foods Serving
Amount
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
____________
32
Is this plate balanced? YES NO
If no, what could you add to make it more balanced?
Is this plate balanced? YES NO Is this plate balanced? YES NO
If no, what could you add to make it more balanced? If no, what could you add to make it more balanced?
Dinner Food Log Foods Serving
Amount
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
____________________
Snack Food Log Foods Serving Amount
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
___________________
Snack Food Log Foods Serving Amount
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
___________________
33
Part 2: Canada’s Food Guide (30 marks) Access the food guide by following this link: https://food-guide.canada.ca/en/
1. Look at the plate seen on the main screen for Canada’s Food Guide. Name the three main categories
seen on the plate. (3 marks)
a. __________________________
b. __________________________
c. __________________________
2. List one food in each category pictured on the plate, and one food that could be in the category, but
is not pictured. (6 marks)
a. On the plate __________________________ Not on the plate__________________________
b. On the plate __________________________ Not on the plate__________________________
c. On the plate __________________________ Not on the plate__________________________
Look on page two of the snapshot on the main page, “Healthy eating is more than the foods you eat,” to
answer the following questions: (2 marks)
3. Click on the first box, “Be mindful of your eating habits.” What does it mean to be mindful of your
eating habits?
4. On the left side toolbar, click on “Take Time to Eat.” Read this section and list one benefit of taking
time to eat, and one way we can take time to eat. (2 marks)
Benefit: ___________________________________________________________________
How I can take time to eat: ___________________________________________________
5. Click on the “Cook more often” box. List three benefits of cooking more often. (3 marks)
a. ____________________________________
b. ____________________________________
c. ____________________________________
34
6. Click on the “Enjoy your food” box. Read the “How to enjoy your food” section and list two ways that
you already enjoy your food (for example: paying attention to taste, or eating with family). (2 marks)
a. _____________________________________________________________
b. _____________________________________________________________
7. Click on the “Eat meals with others” box. List three ways you may benefit from enjoying meals with
others: (2 marks)
a. ____________________________________
b. ____________________________________
c. ____________________________________
8. Click on the “Use food labels” box. List two ways food labels can help us. (2 marks)
a. ____________________________________ b. ____________________________________
9. Click on the “Limit highly processed foods” box.
What are highly processed foods? (1 mark)
List 3 examples of highly processed foods: (3 marks)
a. ____________________________________
b. ____________________________________
c. _____________________________________
10. Click on the “Be aware of food marketing” box. Read the “Marketing can influence your food
choices” page, and name the last food advertisement you can remember seeing or hearing (TV
commercial, radio commercial, Facebook post, poster, sign at a restaurant, Logo on a vending machine).
(1 mark)
11. Click on the Canada Food Guide logo in the top right corner to be taken back to the main screen. On
the left side toolbar, click “Tips.” Find the “Healthy Eating and the Environment section.” Name 2 things
you can do to make environmentally-friendly choices. (2 marks)
12. Click on the Canada Food Guide logo in the top right corner to be taken back to the main screen. On
the left side toolbar, click “Recipes.” Look through all the healthy and delicious recipes listed on the
Recipe page, and choose one recipe you would be interested in making at home, or at school. (1 marks)
35
Nutrition & Goal Setting Assignment
Use the feedback from your 1 day food tracker (eat well plate) and reflect on your true eating and
nutritional habits when responding to the following questions.
1. What times in the day do you typically eat? List meal times, snack times, and any drinks
consumed during the day.
TIME MEAL, SNACK, or BEVERAGE
/1
2. Looking at all of your plates, do you feel that you have a balanced diet?
Explain whether it is balanced or not for category, and give one reason (example Yes I
am eating enough fruits and vegetables because all of my plates contained fruits and
vegetables. The reason I consume enough fruits and vegetables is because I like how they
taste)
Vegetables & Fruits -
Whole Grains –
Protein -
/3
3. Although it is not a category on the plate, dairy and alternatives are still important and
often are high in calcium and vitamin D. Do you regularly consume dairy or alternatives
into your diet? Why or why not.
/2
36
4. Reflect on your serving sizes.
a) Do you think about or are you aware of the number of servings in the foods and
drinks that you intake? YES or NO
b) Explain why you do or don’t think about your servings sizes.
/6
c) Is there foods groups including the “Extras” or specific foods that you know you
consume too much or too little? YES or NO
d) Explain what foods you over or under consume and why you eat too much or too little
of them.
5. How much water do you drink in a typical day? ________ cups
Knowing that an individual should drink at least 8 cups of water a day and an active person
should add 1 cup of water for every 30 minutes of moderate to vigorous activity -
Do you feel that you are meeting the recommended requirement? YES or NO
Give three suggestions on how you can maintain or improve your water consumption.
1)
/5
2)
3)
37
6. ENERGY BALANCE:
Energy Intake (Food & Drinks) = Energy Out (Metabolism & Exercise)
a) When considering the above formula do you feel your body’s personal energy is
balanced or unbalanced?
b) Explain why you feel your energy is balanced or unbalanced.
c) With your ENERGY INTAKE are you giving your body GOOD energy that can keep
you alert and active throughout the day or are you doing the opposite? Explain.
/5
d) Do you fuel yourself with energy throughout the day? Do you skip meals? Explain.
e) Is there daily physical activity included in lifestyle? YES or NO
7. SELF-EVALUATION:
Think about your nutrition and exercise habits. Explain 3 changes that you would make to your
lifestyle and keep in mind that they should be easy to follow and realistic to your lifestyle.
/3
38
>[Wbj^o ;Wj_d] _i _d Ijeh[ \eh OekT M
<W_j[i fhel_i_ed Z[ iW_d[ Wb_c[djWj_ed MD
All about nutrients
Why are the nutrients on the Nutrition Facts
table important for your health?
Fat Fat provides energy and nutrients for your body. However, if you
eat too much fat or too much of certain kinds of fat, such as
saturated fat and trans fat, you could develop heart disease or
type 2 diabetes.
Cholesterol Your body makes most of its own cholesterol, but also gets some
cholesterol from foods that you eat. Cholesterol builds the cells
and hormones in your body. Too much cholesterol in your blood
can lead to heart attacks or strokes.
Sodium Sodium is another name for salt. Salt helps to balance the fluids
Nutrition Facts Per 1 tablespoon (15 g)
in your body, but for some people, eating too much salt may be
harmful.
Amount
Calories 100
% Daily Value
Carbohydrate Carbohydrate provides energy for your muscles and your brain. Sugar and fibre
are two types of carbohydrate shown on the Nutrition Facts table.
If you have diabetes, you can help control your blood glucose by:
• Dividing carbohydrate evenly into meals and snacks throughout the day
• Eating foods high in fibre
Protein Protein builds your muscles, bones and teeth.
Vitamins
Fat 8 g 12 %
Saturated 1 g 10 %
+ Trans 1 g
Cholesterol 0 mg
Sodium 76 mg 3 %
Carbohydrate 3 g 1 %
Fibre 2 g 8 %
Sugars 0 g
Protein 4 g
Vitamin A 0 % Vitamin C 0 %
Calcium 1 % Iron 0 %
Vitamin A keeps your skin and eyesight healthy. Vitamin C helps your body fight infections.
Minerals Calcium gives you strong bones and teeth and may prevent osteoporosis. Iron helps
your red blood cells carry oxygen throughout your body.
Eat a variety of foods to get the nutrients your body needs.
39
>[Wbj^o ;Wj_d] _i _d Ijeh[ \eh OekT M
<W_j[i fhel_i_ed Z[ iW_d[ Wb_c[djWj_ed MD
Take 5 to read the facts Got 5 minutes? Follow these 5 easy steps to read the Nutrition Facts table.
1 Serving size If you eat the serving size shown on the Nutrition Facts table,
you will get the amount of Calories and nutrients that are listed. 1 Always compare the serving size on the package to the amount that you eat. 2
2 Calories Calories tell you how much energy you get from one serving of a packaged food.
3 Percent Daily Value (% Daily Value) % Daily Value puts nutrients on a scale from 0% to 100%. This scale tells you if there is a little or a lot of a nutrient in one serving of a packaged food.
4 Get less of these nutrients: • Fat, saturated fat and trans fat • Cholesterol • Sodium
Nutrition Facts Per 1 cup (55 g)
Amount % Daily Value 3 Calories 220
Fat 2 g 3 % 4 Saturated 0 g
0 % + Trans 0 g
Cholesterol 0 mg
Sodium 270 mg 11 %
Carbohydrate 44 g 15 % 5 Fibre 8 g 32 %
Sugars 16 g
Protein 6 g
Vitamin A 0 % Vitamin C 0 %
Calcium 4 % Iron 40 %
Choose packaged foods with a low % Daily Value of fat and sodium, especially if you are at risk for heart disease or diabetes.
5 Get more of these nutrients: • Fibre • Vitamin A and Vitamin C • Calcium • Iron
Choose packaged foods with a high % Daily
Value of these nutrients. If you have diabetes, watch how much carbohydrate you eat as this will affect your blood glucose levels.
www.healthyeatingisinstore.ca
:
•
Importance of Fluids
Fluid is essential for life. The human body is made up of approximately 60% water. We need
fluid for many reasons, including:
• to carry nutrients around the body in the blood
• to help chemical reactions in our body take place
• to replace loss of fluid through sweating and breathing
• to get rid of waste products through urine
How much do you need?
• Females 14-18 years old need approximately 8 cups
• Males 14-18 years old need approximately 11 cups
During Activity
• Staying hydrated is important during exercise. Adequate fluid intake is essential to
performance and safety. The longer and more intensely you exercise, the more important
it is to drink of fluids.
After Activity
• Drink 3 cups of fluid for each pound lost during exercise.
Why are fluids so important?
• Temperature Regulation – When we exercise our muscles produce heat. As a result, our
bodies sweat to cool ourselves down. We need to replenish the fluids lost to prevent
dehydration.
Many people don’t recognize the signs of dehydration. These may include:
• dark urine
• small volume of urine excreted
• headaches
• tiredness and lack of concentration
41
Comparing Nutritional Information
Instructions: Select 2 products that are very similar (such as 2 cereal boxes or 2
drink containers). Compare the facts from each product by reading the nutrition
label and then answer the following questions:
1) Are the serving sizes the same? If not, how different are they?
2) Taking the serving sizes into account, which product has more calories? By
how many calories?
3) Which product has more carbohydrates?
4) Which product has more fat? By how much?
5) Which product has more dietary fibre?
6) After comparing the nutrient labels, which product do you think would be a
healthier choice? Explain your response.
7) What food group does your product fit into?
42
THE NUTRITIONAL CONNECTION The Six Essential Nutrients
1. Proteins
2. Fats
3. Carbohydrates
4. Vitamins
5. Minerals
6. Water
Energy-Providing Nutrients
Three nutrients provide the body with
energy
1. Proteins
2. Fats
3. Carbohydrates
PROTEIN
• Found in every living cell
• Act as structural components for:
1. Muscles
2. Bones
3. Blood
4. Enzymes
5. Some hormones
6. Cell membranes
• Protein should comprise 10-15% of total caloric
intake
• Protein consumed in excess of needs is stored
as fat and excreted through the urine
FATS
• Also known as lipids, it is a concentrated source of energy
• Fat serves to
o Provide a source of energy
o Insulate the body
o Cushion organs
o Aid the absorption of fat-soluble vitamins
o Add flavour and texture to foods
‘Essential’ refers to nutrients
that the body is unable to
manufacture.
We need these essential
nutrients for energy, building
and maintaining our body
tissues, and regulating our
bodily functions.
43
• Fats can be classified as
▪ Saturated
▪ Unsaturated
Cholesterol
• Elevated intake of saturated fats may increase blood cholesterol levels
• Increased blood cholesterol has been linked to onset of heart disease
CARBOHYDRATES
• Primary source of energy (60% of daily
Calories)
• Liver and muscles use glucose for
carbohydrate storage in the form of
glycogen
• Carbohydrates consumed in excess of
storage capacity as glycogen are stored as
fat
• An important component of the diet for athletes competing in events of long duration
SATURATED UNSATURATED
Solid at room
temperature
Found in
animal
products
Linked to
cardio-
vascular
disease
Not linked to
cardio-
vascular
disease
Found in
plant
products
Liquid at
room
temperature
44
VITAMINS
• Necessary for
o Growth
o Reproduction
o Health Maintenance
o Vitamins
• Two classifications,
o Water-soluble vitamins;
and
o Fat-soluble vitamins
Water-soluble Vitamins
• Not stored
• Excess eliminated in the urine
• Include vitamin C and B-complex vitamins
• Dissolve quickly in water, so overcooking fruits and vegetables in water will result in
the vitamins being lost to the water
• Fat-soluble Vitamins
• Includes vitamins A,D,E,K
• When taken in excess, these vitamins are stored in fat tissue
• Over-consumption of these vitamins (especially A and D) can result in toxicity
MINERALS
• Numerous functions in the body:
Necessary for
1. Structural elements (teeth, hormones, muscles)
2. Regulation of body functions (muscle contractions, blood clotting, heart
function)
3. Aid in the growth and maintenance of body tissues
WATER
• Large component of our bodies and food
• Important for:
Nutrient transport Waste transport Digestion & absorption
Regulation of body
temperature
Lubrication Chemical reactions
• Body water is lost through:
Urine Feces Sweat Evaporation in Lungs
• Excessive water loss through:
▪ Need to consume approx. 1mL of water for every Calorie burned
Illness Exercise Hot Environment Consumption of Caffeine/Alcohol
45
FIBRE
Fibre includes plant substances that cannot be digested by the body
• Adds bulk to feces to facilitate elimination
• A large intake of fibre can lead to intestinal gas
• Rich sources include:
1. Fruit
2. Legumes
3. Oats
4. Barley
• Other sources include:
5. Wheat
6. Grains
7. Vegetables
8. Whole grain foods
46
47
Nutrition Guidelines and
Recommendations Five food groups:
1. Grain Products
2. Vegetables and fruits
3. Milk products
4. Meat and alternatives
5. Other foods (such as junk food)
Food Choices
• The rainbow design of the Food
Guide is a visual representation of the
relative amounts of each food group
recommended
Food Servings
• Amount of food needed each day
from the food groups varies according
to:
1. Age
2. Body size
3. Gender
4. Activity level
5. If you are pregnant
6. If you are breast feeding
• A range of servings is given in order to include the energy needs of all
individuals
• For example, a sedentary woman may require the lower number of
servings, while an active male may choose the higher number of servings
Directional Statements within Canada’s Food Guide
• Enjoy a variety of foods from each food group every day
• Choose lower-fat foods more often
• Choose whole grain and enriched products more often
• Choose dark green and orange vegetables and orange fruit more often
• Choose lower-fat milk products more often
• Choose leaner meats, poultry and fish, as well as dried peas, beans, and
lentils more often
48
I need… ____ servings of Vegetables and Fruit per day ____ servings of Grain Products per day ____ servings of Milk and Alternatives per day ____ servings of Meat and Alternatives per day
49
PHYSICAL ACTIVITY ANALYSIS
1. List the physical activities that you have participated in and enjoyed in the last 12 months.
/1
2. List the physical activities that you have participated in but NO longer participate in.
/1
3. List examples of : Team, Group, and Individual Physical Activities that you would and do
participate in. Include any of the Physical Education activity blocks.
Team – (ie. Ultimate Team)
Group – (ie. Dance class)
/3
Individual – (ie. Weight Training)
4. Explain which physical activity type you prefer the most and why: Team or Group or Individual.
/2
50
5. Describe in a TIME BLOCK an average weekday.
Example: Your Time Block:
8 hours SLEEP
6 hours WORK
/2 5 hours SCHOOL
1 hour MEALS
2 hours T.V., COMPUTER, TEXTING
2 hours HOMEWORK
6. Reading your TIME BLOCK in question #5, how much free time (leisure time) do you have on an
average during a weekday?
/1
7. At what time of day does your free time usually fall?
/1
8. Are you presently involved in physical activities during your free time? YES or NO
/1
9. What would motivate you to take part in regular physical activity?
/1
51
PHYSICAL HEALTH GOAL-SETTING
1. Based on your personal fitness test scores, fill out the table according to how you feel about
your results. Place a checkmark in the appropriate box
✓ Place a checkmark
I need to improve I want to maintain
Flexibility
Sit and Reach
Cardio-Respiratory
Ability to recover after the
cardio test
Cardio-Respiratory
Time completed cardio-
respiratory test
Muscular Strength
Push-ups
Muscular Strength
Leg Press
Muscular Endurance
Flexed Hang
2. Using question #1. List the physical activities that will help you to reach your goals of improving
or maintaining your Fitness Components.
Flexibility –
Cardio-Respiratory -
/4
Muscular Strength -
Muscular Endurance-
52
3. Pick one fitness test and set a realistic fitness goal that you could achieve.
(For example, a goal could be to complete a full range push-up by holding the push-up at
different angles for a certain length of time.)
/2
FITNESS TEST =
FITNESS GOAL =
4. Finish the following statement with how you would notice, what you would feel, and what you
would get out of meeting your Fitness Goal.
/3 “I will know if what I have done is working because . . .
How you would notice→
What you would feel→
What you would get out of meeting your fitness goal→
53
PERSONAL WELL-BEING GOAL SETTING
Using the information you learned and data you gathered in the Fitness Unit, answer the
following questions.
1. Taking into account NUTRITION, PHYSICAL HEALTH, and
MENTAL HEALTH, which area would you like to focus on improving?
/1
2. Give two reasons, why this area is important to you?
a)
/2 b)
3. What is one goal you would like to make in this area?
(For example, Nutrition – not skipping breakfast)
/1
4. Give two examples of what you could do in order to achieve this goal.
a)
/2
b)
54
Fitness Testing Standards
Cardio Endurance Treadmill Run
Male Female
Excellent 10 minutes or lower 11 minutes or lower
Good 10-15 minutes 11-16 minutes
Satisfactory 15-20 minutes 16-21 minutes
Area of Focus 20 minutes or higher 21 minutes or higher
Cardio Endurance Spin Bike
Male Female
Excellent 10 minutes or lower 11 minutes or lower
Good 10-15 minutes 11-16 minutes
Satisfactory 15-20 minutes 16-21 minutes
Area of Focus 20 minutes or higher 21 minutes or higher
Cardio Endurance ARC Trainer
Male Female
Excellent 10 minutes or lower 11 minutes or lower
Good 10-15 minutes 11-16 minutes
Satisfactory 15-20 minutes 16-21 minutes
Area of Focus 20 minutes or higher 21 minutes or higher
Cardio Endurance Treadmill Walk
Male Female
Excellent 10:00 or lower minutes 11:00 minutes or lower
Good 10:00 – 15:00 minutes 11:00 – 16:00 minutes
Satisfactory 15:00 – 20:00 minutes 16:00 – 21:00 minutes
Area of Focus 20 minutes or higher 21:00 minutes or higher
Cardio Endurance 2000m Row
Male Female
Excellent 6:30 minutes or lower 7:00 minutes or lower
Good 6:30 – 7:45 minutes 7:00 – 8:30 minutes
Satisfactory 7:45 – 9:00 minutes 8:30 – 10:00 minutes
Area of Focus 9 minutes or higher 10 minutes or higher
Flexed Arm Hang Male
Female
Excellent 1 minute 30 seconds or above
Good 45 seconds 23 seconds
Satisfactory 30 seconds 15 seconds
Area of Focus 30 seconds or less 15 seconds or less
55
Front Plank Forearms
Male Female
Excellent 3 minutes or above 3 minutes or above
Good 2 minutes 30 seconds 2 minutes 30 seconds
Satisfactory 2 minutes 2 minutes
Area of Focus 1 minutes or below 1 minutes or below
Pushups - Toes Male
Female
Excellent 50 or more 40 or more
Good 35 25
Satisfactory 20 12
Area of Focus 10 or less 6 or less
Pushups - Knees Male
Female
Excellent 58 or more 48 or more
Good 43 33
Satisfactory 28 20
Area of Focus 18 or less 14 or less
Flexibility Sit and Reach
Male Female
Excellent 36 cm or higher 40 cm or higher
Good 33 cm 35 cm
Satisfactory 30 cm 30cm
Area of Focus 29 cm and lower 29 cm and lower
Muscular Power Vertical Jump
Male Female
Excellent 32 inches or higher 28 inches or higher
Good 24 inches 22 inches
Satisfactory 18 inches 16 inches
Area of Focus 12 inches and lower 10 inches and lower
Muscular Power Broad Jump
Male Female
Excellent 2.40 meters or higher 1.90 meters or higher
Good 2.20 – 2.40 meters 1.70 – 1.90 meters
Satisfactory 2 – 2.20 meters 1.50 – 1.70 meters
Area of Focus Less than 2 meters Less than 1.50 meters
Muscular Strength Seated Leg Press
Male Female
Excellent 380 lbs or higher 300 lbs or higher
Good 260 lbs 240 lbs Satisfactory 220 lbs 200 lbs
Area of Focus 180 lbs or lower 160 lbs or lower
56
Name: ___________________ DATE: DATE: DATE:
Cardio-vascular Endurance
(20 minute cap)
Complete the distance in the fastest
time possible
Pick one below:
1) Treadmill Run -- 1.5 miles
➢ Incline 1.5% 2) Spin Bike -- 7.5 km
➢ Gear 8 – 10 Gear: ____ 3) Arc Trainer – 0.75 KR’s
➢ Minimum resistance 25 ➢ Stride Length 7 ➢ SPM – 140 minimum
4) Treadmill Walk – 1 mile
➢ Incline 4.0% ➢ Minimum speed 4.0 mph
5) Rower – 2000 m row
➢ Minimum resistance 6
Staring Heart Rate Starting Heart Rate Starting Heart Rate
Working Heart Rate
(Heart Rate at end)
Working Heart Rate
(Heart Rate at end)
Working Heart Rate
(Heart Rate at end)
Recovery Heart Rate
(2 minutes after)
Recovery Heart Rate
(2 minutes after)
Recovery Heart Rate
(2 minutes after)
Time Completed
Time Completed
Time Completed
Upper Body Muscular Strength
Max Push-Up Test
➢ Number of push-ups you can do with good form
Circle one: KNEES or TOES
# of Push-ups # of Push-ups # of Push-ups
Upper Body Muscular Endurance
Flexed Hang
➢ Elbows bent at 90 degrees (nose level with bar)
➢ When elbows lock out, test is done
Time in seconds Time in seconds Time in seconds
Lower Body Muscular Strength
Seated Leg Press
➢ Stay within 3-6 repetitions ➢ If max weight, do max reps
Weight used: Weight used: Weight used:
# of Reps # of Reps # of Reps
Lower Body Muscular Power
Vertical Jump Test
➢ Stationary 2 foot jump ➢ Standing Height = __________ inches
Vertical = Jump Height – Standing Height
Vertical (inches) Vertical (inches) Vertical (inches)
Lower Body Muscular Power
Broad Jump
➢ 1 Broad Jumps ➢ Record best of 3 attempts
Distance in Meters Distance in Meters Distance in Meters
Core Muscular Endurance
Plank
➢ On forearms
Time in seconds Time in seconds Time in seconds
Flexibility
Sit and Reach
➢ 3 attempts - record best score
Score in centimeters Score in centimeters Score in centimeters
57