00 TWF Fit Plan - HR

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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

For a complete list o standards per Unit, please visit www.tigerwoodsoundation.org.

Centers or Disease Control and Preventions (www.cdc.gov)

Mid-continent Research or Education and Learning (www.mcrel.org)

HEALTH Comprehends concepts related to health promotion and disease prevention to enhance health.Analyzes 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 skills to enhance health and avoid or reduce health risks.

Uses decision-making skills to enhance health.

Uses goal-setting skills to enhance health.

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

Advocates or personal, amily and community health.

SCIENCE

Understands the nature o scientifc knowledge.

Understands the nature o scientifc inquiry.

LANGUAGE ARTS: WRITING

Uses the general skills and strategies o the writing process.

Gathers and uses inormation or research purposes.

Uses the general skills and strategies o the reading process.

Uses listening and speaking strategies or dierent purposes.

Uses viewing skills 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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At the Tiger Woods Foundation, we believe in a new generation o

bold, courageous youth. We inspire new perspectives and limitless

possibilities. We provide opportunities to be someone.

PREFACE

Developed and tested at the groundbreaking 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, kids 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 making 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.


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 key 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 knowledge 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 organization leaders, a parent or anyone else

who may be taking students through the program. Background

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 organized 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 size 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 weeks or spread it out overa year. I you are limited on time, you can browse the curriculum to

pull out lessons that work with your time rame.

INTRODUCTIONTO THE PROGRAM:

There are a number o tools in place throughout the curriculum

to make program delivery simple and user-riendly. Teaching

students how to lead a healthy liestyle requires the teacher

to have a oundational knowledge 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

background 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 theStudent 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 clock icon that provides an

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

activity times vary depending on the size 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. Check 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 witha key 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 utilizing 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 amiliarize 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

Recognize the need to engage in a nutritious and active liestyle

Identiy stressors and explore strategies or managing stress

Analyze 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

Analyze nutrition labels and ood choices

Discover recommended portion sizes 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 risk or health-related problems and

set goals or living a healthy lie.


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FIT PLAN: LIVING HEALTHY AT A GLANCE

OBJECTIVES:

Analyze 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 analyze their link to obesity and diabetes

Identiy the properties o soda and discuss associated health risks

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

make changes that will improve their health.

OBJECTIVES:

Identiy unhealthy behaviors

Identiy types o at and analyze 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 take 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 analyze 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 lack

o physical activity. Overweight children and adolescents are at an

increased risk 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

Make 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. Look or

oods that have a short list o ingredients.

FAT FOCUS:

Hard Fats:

Animal origin

Linked to heart disease and cancer

Liquid Fats:

Plant or fsh origin

Healthy ats

CALORIES AND FOOD:

When we consume ood and drinks our bodies are taking 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 takes in more calories than they expend,

it is likely weight gain will occur and the person will be at anincreased risk 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 sizes

and getting enough physical activity.

NUTRITION LABEL:

The nutrition label includes inormation about the serving size,

nutrients and ingredients. Read the label to help make inormed

decisions about ood and drink choices.

PORTION CONTROL:

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

out the recommended serving size o oods or drinks. You can

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

Whats on Your Plate?

MODERATION IS KEY:

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

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

and drinks 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. Take risks and try new ideas.

2. Start the class with an activity that gets kids 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 chalk/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 check in with each student. Greet them individually, ask them how they are doing today or i you remember something

specifc about a student, make 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 kids 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 kids 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 takes 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

Recognize the need or engaging in a nutritious and active liestyle

Identiy stressors and explore strategies or managing stress

Analyze 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 minutes in length

MY HEALTH,MY FUTURE

UNIT 1: LETS BEGIN! ACTIVITY 1.1: MY HEALTH, MY FUTURE

PURPOSE:Assess student attitudes and current

liestyle choices, prepare a journal or

use throughout the program and get to

know classmates

MATERIALS:Copies o Student Sheet 1.1a and 1.1b

Folders to be used as portolios

Paper

WHOLE GROUP:

1. Ask 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 take 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

personalize their portolios with stickers, 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

asking 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 icebreaker and is geared toward

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

time permits, discuss some or all o the boxes and

ask or volunteers to elaborate on their experience

with each topic.

ONLINE OPPORTUNITY:

Will guidelines help keep your students organized

and on track? For the Healthy Guidelines activity

visit the Additional Activities section o

www.tigerwoodsoundation.org.


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FOLLOW-UP QUESTIONS:

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

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


1. Hand out an index card or a hal piece o paper to each student. Ask 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:

Find someone in your class that can sign the squares below. Each person can

only sign your paper twice. Be the rst to ll up the whole grid with signatures!

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 week

I can name the

ood groups

I have been to a

Farmers Market

I have eaten a

vegetable today

I know the

physical ftness

guidelines

or kids

I have planted

a garden

I like to cook I have competed

in a ftness

competition

I have had a

physical within

the last year

I have cooked

a meal or

my amily

I think eating

healthy is

important

I have tried

yoga beore

I want to pursue

a career in the

health feld

I like to dance I like broccoli I ate ruit with

breakast today

I have ridden

a bike in the

last week

I plan out

my meals

I know the main

mineral ound in

dairy products

I eat wheat bread I take my dog or

a walk regularly

I like to exercise I have a amily

member who has

diabetes or heart

disease

sign heresign heresign heresign heresign here






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ACTIVITY 1.245 minutes in length

FOOD GROUPS ANDTHE FOOD PYRAMID

PURPOSE:Investigate the United States

Department o Agricultures

(USDA) ood groups and the

Food Pyramid

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 sizes 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 blank ood pyramid.

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

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

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

oods are categorized correctly. I not, adjust accordingly.

4. Ask 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 Chicken

Mixed Veggies

Whole Wheat Roll

8 oz. Glass o Low-Fat Milk

NON-VARIETY AND LOW NUTRIENTS:

Fried Chicken 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. Ask 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 nutritiousoods rom each ood group every day. A healthy

diet incorporates the ollowing dietary guidelines:

Emphasizes ruits, vegetables, whole grains,

and at-ree or low-at milk and milk 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:Copies o Student Sheet 1.2a, 1.2b

Resource Sheet 1.2

Computer with internet (optional)

Tape

White/chalk board, chart or paper

UNIT 1: LETS BEGIN! ACTIVITY 1.2: FOOD GROUPS AND THE FOOD PYRAMID


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5. Break the class up into small groups, and ask the groups to

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

should include three meals and two to three snacks. Meals

and snacks 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. Ask 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. Break the class into fve small groups. Assign each group a ood group. Ask the groups to create a poster that explains their ood

group and includes the ollowing inormation: how to measure a serving size, 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. Break

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

an ongoing graph throughout the program and analyze 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. Looking or snackand 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 Cracker Medley.

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STUDENT SHEET 1.2A

INSIDE THEUSDA FOOD PYRAMID

WEBSITE REFERENCE:

www.mypyramid.gov

UNIT 1: LETS BEGIN! STUDENT SHEET 1.2A: INSIDE THE USDA FOOD PYRAMID

GRAINS:Make hal

your grains

whole by

eating at least

three ounces o

whole grains.

VEGETABLES:Vary your

veggies eat

more dark green

and orange

veggies.

FRUIT:Focus on ruit

by eating

a variety o

resh, canned

or rozen

ruits.

DAIRY:Get your

calcium-

rich oods

with low-at

and at-ree

options.

MEAT &

BEANS:Go lean on

protein by

choosing

low-at

options.

PHYSICAL

ACTIVITY:Find a balance

between ood

and activity

OILS:Servings

o ats, oils,

and sweets

should belimited.


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STUDENT SHEET 1.2B

THE MAJOR FOODGROUPS (USDA)

WEBSITE REFERENCE:

www.mypyramid.gov

UNIT 1: LETS BEGIN! STUDENT SHEET 1.2B: THE MAJOR FOOD GROUPS (USDA)

GRAINS:

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

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

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

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

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

crackers. 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 cooked rice, cooked pasta or

cooked cereal like 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 packed 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! Make 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-sized ruit

1 cup raw, cooked, rozen or canned vegetables

or ruits in 100% juice

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

1 cup cooked, canned or rozen 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, skin, and internal organs.

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

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

lean sources o protein.

A SINGLE SERVING OF MEAT AND BEANS (1 OUNCE)

1 oz. o meat, poultry or fsh

1 cup cooked dry beans

1 egg

1 tablespoon o peanut butter

oz. o nuts or seeds

DAIRY:

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

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

o these delicious treats! Milk and dairy oods provide essential

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

teeth and nails strong and healthy.

A SINGLE SERVING OF DAIRY (1 CUP)

1 cup o milk or yogurt

1 oz. o natural cheese OR 2 oz. 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.

Servings o ats, oils and sweets should be limited.


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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:Recognize the need to

engage in a nutritious

and active liestyle

MATERIALS:White/chalk board, chart or paper

Magazines

Newspaper

Computer

Plain paper

Art supplies

Scissors

Glue

WHOLE GROUP:

1. Discuss what a healthy liestyle looks like 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. Ask students to design an advertisement or a commercial or selling a healthy liestyle. They may create a poster or their advertisement

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

something electronically. The students may work 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 think media advertising is powerul?

FAST FACTS:

A healthy liestyle includes physical activity; healthy

oods like whole grains, ruits and vegetables;

commitment; dedication to goals; a positive outlook

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

requires that you take personal responsibility or your

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

liestyle reduces your risk 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:Identiy stressors and explore

strategies or managing stress


Markers

Student Sheet 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. Ask the students to list stressors in their lie and record their

responses on the board.

3. Ask the students to stand up and hold their backpack or a

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

easily, right? Now, hold the backpack or textbook in only your

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

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

to eel tired and then stop the activity. Ask 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. Ask the students how they usually deal with stress and record

their responses on the board.

5. Hand out Student Sheet 1.4 and ask 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, lack

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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Copyright 2008 by HealthCorps, Inc. Used with permission.

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. Ask students to research the internet to fnd oods or drinks that reduce stress. They should be able to explain how the oods and drinks

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

Talking it out/Socializing

Eating a balanced diet


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STUDENT SHEET 1.4

WHAT STRESSES YOU?

DIRECTIONS:

Circle or check what stresses you. Feel ree to write about each i you would like.

UNIT 1: LETS BEGIN! STUDENT SHEET 1.4: WHAT STRESSES YOU?

FEAR:

Dying

Heights

Failing

Animals

Getting hurt by others

Not being liked by others

War

Other

RESPONSIBILITY:

Overload

Decision making

Other

SCHOOL:

Exams

Work

Teachers

Friends

Other

SOCIAL:

Friends

Making 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

Lack o ood

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

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 to 40 minutes in length

WHAT IS LURKING INYOUR FAST FOOD?

UNIT 1: LETS BEGIN! ACTIVITY 1.5: WHAT IS LURKING IN YOUR FAST FOOD?

PURPOSE:Analyze the nutrition content

o popular ast oods


Copies o Student Sheet 1.5a and 1.5b

Science activity materials (optional)

see Student Sheet 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?

Record their responses on the board, chart or 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 intake 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. Break the students into small groups and ask 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. Ask 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. Ask the students to take 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 zip code, or take class time to walk around a local neighborhood.

Have students record the ollowing inormation while conducting their inventory:

Names o ast ood restaurants

Number o each type o ast ood restaurant

Location in neighborhood (it may be helpul to draw a quick sketch o their

neighborhood and chart the locations o the ast ood restaurants)

Ater students have investigated ast ood restaurants, ask them to take inventory o healthy restaurants or ast ood

restaurants that have a healthy menu option. Students will be recording the same inormation they did above.

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)

Once students have completed their research on both ast ood and healthy/healthy option restaurants, bring the

class together to discuss the ollowing:

a. How many ast ood restaurants did you fnd?

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

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

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

You may want to encourage students to research i other neighborhoods around the country share similar ndings.

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, Pathmark and certifed Farmers Markets.

Have students record the ollowing inormation while conducting their inventory:

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


neighborhood and chart the locations o the ast ood restaurants)


NOTE TO TEACHER:

The ollowing extension activities work best with

older students.


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Ater students have nished gathering their data, bring the class together and lead a discussion using the

ollowing prompts:

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

Would you like 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 supermarket? What are some o the dierences?

What are some similarities?

*I the research proves that there are no healthy options or shopping in your neighborhood, this might be a

good idea or an Action or Advocacy Project. You could also encourage students to write letters to companies

explaining their ndings.



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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 know what you are putting into

your body when you eat a cheeseburger and rench ries? Do you ever eel lazy 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 lurking 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 think about the amount o calories, at, sodium and sugar in your ast ood meal?

2. Look 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:

Measure the amount o at (shortening) and sugar (table sugar) in your entire ast ood meal using the digital gram scale or a

teaspoon. I you are using a teaspoon, use the conversion 1 teaspoon = 4 grams and measure accordingly.

FAT:

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

2. Gather the shortening.

I using a scale:

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 using the teaspoon method, assume

1 teaspoon = 4 grams o 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 using a scale:

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 using the teaspoon method, assume

1 teaspoon = 4 grams o 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 think about what you see?

2. Do you think this is a healthy meal? I not, what kind o changes can you make 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 outlook 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:Calories . . . . . . . . . . . . 540

Total at . . . . . . . . . . . . 29g

Sodium . . . . . . . . . 1040mg

Sugar . . . . . . . . . . . . . . . 9g

SMALL

CHEESEBURGER:Calories . . . . . . . . . . . . 300

Total at . . . . . . . . . . . . 12g

Sodium . . . . . . . . . . 750mg

Sugar . . . . . . . . . . . . . . . 6g

LARGE

CHEESEBURGER:Calories . . . . . . . . . . . . 440

Total at . . . . . . . . . . . . 23g

Sodium . . . . . . . . . 1150mg

Sugar . . . . . . . . . . . . . . . 7g

SMALL FRENCH FRIES:Calories . . . . . . . . . . . . 250

Total at . . . . . . . . . . . . 13g

Sodium . . . . . . . . . . 140mg

Sugar . . . . . . . . . . . . . . . 0g

MEDIUM FRENCH

FRIES:Calories . . . . . . . . . . . . 380

Total at . . . . . . . . . . . . 20g

Sodium . . . . . . . . . . 220mg

Sugar . . . . . . . . . . . . . . . 0g

LARGE FRENCH FRIES:Calories . . . . . . . . . . . . 570

Total at . . . . . . . . . . . . 30g

Sodium . . . . . . . . . . 330mg

Sugar . . . . . . . . . . . . . . . 0g

CHICKEN SANDWICH:Calories . . . . . . . . . . . . 500

Total at . . . . . . . . . . . . 17g

Sodium . . . . . . . . . 1150mg

Sugar . . . . . . . . . . . . . . 10g

GRILLED CHICKEN

SANDWICH:Calories . . . . . . . . . . . . 420

Total at . . . . . . . . . . . . 10g

Sodium . . . . . . . . . 1190mg

Sugar . . . . . . . . . . . . . . 11g

CHICKEN NUGGETS:

(4PCS)

Calories . . . . . . . . . . . . 170

Total at . . . . . . . . . . . . 10g

Sodium . . . . . . . . . . 450mg

Sugar . . . . . . . . . . . . . . . 0g

FISH SANDWICH:Calories . . . . . . . . . . . . 380

Total at . . . . . . . . . . . . 18g

Sodium . . . . . . . . . . 660mg

Sugar . . . . . . . . . . . . . . . 5g

CHICKEN SALAD W/

DRESSING:Calories . . . . . . . . . . . . 320

Total at . . . . . . . . . . . . . 9g

Sodium . . . . . . . . . . 970mg

Sugar . . . . . . . . . . . . . . 11g

WATER:Calories . . . . . . . . . . . . . . 0

Total at . . . . . . . . . . . . . 0g

Sodium . . . . . . . . . . . . 0mg

Sugar . . . . . . . . . . . . . . . 0g

REGULAR ICED TEA:Calories . . . . . . . . . . . . . . 0

Total at . . . . . . . . . . . . . 0g

Sodium . . . . . . . . . . . 15mg

Sugar . . . . . . . . . . . . . . . 0g

SMALL SODA:Calories . . . . . . . . . . . . 150

Total at . . . . . . . . . . . . . 0g

Sodium . . . . . . . . . . . 10mg

Sugar . . . . . . . . . . . . . . 40g

MEDIUM SODA:Calories . . . . . . . . . . . . 210

Total at . . . . . . . . . . . . . 0g

Sodium . . . . . . . . . . . 15mg

Sugar . . . . . . . . . . . . . . 58g

LARGE SODA:Calories . . . . . . . . . . . . 310

Total at . . . . . . . . . . . . . 0g

Sodium . . . . . . . . . . . 20mg

Sugar . . . . . . . . . . . . . . 86g

HARD TACO:

Calories . . . . . . . . . . . . 170Total at . . . . . . . . . . . . 10g

Sodium . . . . . . . . . . 350mg

Sugar . . . . . . . . . . . . . . . 1g

SOFT CHICKEN TACO:Calories . . . . . . . . . . . . 270

Total at . . . . . . . . . . . . 14g

Sodium . . . . . . . . . . 820mg

Sugar . . . . . . . . . . . . . . . 3g

LARGE BURRITO:Calories . . . . . . . . . . . . 390

Total at . . . . . . . . . . . . 13g

Sodium . . . . . . . . . 1360mgSugar . . . . . . . . . . . . . . . 5g

BEAN & CHEESE

BURRITO:Calories . . . . . . . . . . . . 470

Total at . . . . . . . . . . . . 20g

Sodium . . . . . . . . . 1400mg

Sugar . . . . . . . . . . . . . . . 5g

MEDIUM SHAKE:Calories . . . . . . . . . . . . 550

Total at . . . . . . . . . . . . 13g

Sodium . . . . . . . . . . 190mg

Sugar . . . . . . . . . . . . . . 72g

ICE CREAM:Calories . . . . . . . . . . . . 330

Total at . . . . . . . . . . . . 10g

Sodium . . . . . . . . . . 180mg

Sugar . . . . . . . . . . . . . . 48g

BAKED APPLE PIE:Calories . . . . . . . . . . . . 270

Total at . . . . . . . . . . . . 12g

Sodium . . . . . . . . . . 190mg

Sugar . . . . . . . . . . . . . . 14g

COOKIE:Calories . . . . . . . . . . . . 160

Total at . . . . . . . . . . . . . 7g

Sodium . . . . . . . . . . . 90mg

Sugar . . . . . . . . . . . . . . 15g

FRUIT YOGURT:Calories . . . . . . . . . . . . 130

Total at . . . . . . . . . . . . . 2g

Sodium . . . . . . . . . . . 55mg

Sugar . . . . . . . . . . . . . . 19g

NACHOS:Calories . . . . . . . . . . . . 330

Total at . . . . . . . . . . . . 21g Sodium . . . . . . . . . . 530mg

Sugar . . . . . . . . . . . . . . . 3g


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UNIT 1: LETS BEGIN! ACTIVITY 1.6: CAREER EXPLORATION: INTRODUCTION TO HEALTH CAREERS

CAREER EXPLORATION:INTRODUCTION TOHEALTH CAREERS

PURPOSE:

Discuss careers and discover

interests and special talents

MATERIALS:


WHOLE GROUP:

1. Ask students to brainstorm career ideas in the health

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

2. Ask students to look 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 work, etc.).

Put the ollowing sentence on the board:

Being a(n)

is important to this world because

3. Ask students to fll in the blanks and record the completed

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

description or their career.FOLLOW-UP QUESTIONS:

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

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

when thinking about career options?

EXTENSION ACTIVITY:

1. Have students log onto www.bls.gov/k12 to explore dierent careers. Give students an index card or a hal sheet o paper and ask

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 take 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:


Analyze nutrition labels and ood choices

Discover recommended portion sizes 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:


MATERIALS:

Student Sheet 2.1


WHOLE GROUP:

1. Discuss the importance o knowing amily health history using

the inormation in Fast Facts.

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

amily. Record their responses on the board.

3. Pass out Student Sheet 2.1. Ask 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,

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

and always having sweets available.

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

cooked 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 link to positive or negative health. Ask: is there a link?

Ask volunteers to share positive or negative health behaviors

that lead to good health or poor health.

5. Ask 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 risk 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 know what diseases and conditions run

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

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

and taking care o your body can reduce your risk 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 take it home

and ask their amily members. I there are students

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

amily members, ask 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, ask students to look up inormation about health conditions that pose a

higher risk within their ethnicity groups.

2. Ask 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:

Identiy your amilys health history. Place the individuals positive health behaviors in the column

with the and their negative health behaviors and/or conditions in the column with the .

UNIT 2: DISCOVERING GOOD HEALTH STUDENT SHEET 2.1: MY FAMILYS HEALTH HISTORY

ME

MOM DAD

GRANDMA

GRANDPA

GRANDMA

GRANDPA


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


LABEL ABLE?

PURPOSE:

Analyze nutrition labels

and ood choices

MATERIALS:

Copies o Student Sheet 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. Ask 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 take a closer look at a

popular ood item: chicken nuggets. Ask students to write down

the ingredients they think goes into the making o a chicken

nugget. Have volunteers share their lists and identiy how many

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

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

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

Discuss the groups reaction.

CHICKEN NUGGET INGREDIENTS:

MEAT:

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

avor (autolyzed 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 (baking 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

back o all packaged oods. Nutrition labels include

inormation about the serving size, nutrients and

ingredients. This inormation helps guide consumers

to make inormed choices about oods and drinks.

Let these labels be your guide to making healthy

decisions. Read them careully!

NOTE TO TEACHER:

Bring in a popular snack ood like chips and ask

or a volunteer to count out one serving size o the

snack as you are going over serving size on the

nutrition label. Ask students i this looks like their

typical serving size. 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 ask 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 snacks 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

snack. Ask the students to discuss what they see and how they taste.

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

them in the classroom.

ONLINE OPPORTUNITY:

Do your students want to know their Nutrition

Label IQ? Visit the Additional Activities section

o www.tigerwoodsoundation.org or the activity

Nutrition Label IQ.

*Trademark o McDonalds Corporation

**Kelloggs, Pop Tarts, Corn Pops, Keebler and Rainbow Chips Deluxe are trademarks o the Kellogg Company

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


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STUDENT SHEET 2.2A

THE NUTRITION LABEL

WEBSITE REFERENCE:

americanheart.org

UNIT 2: DISCOVERING GOOD HEALTH STUDENT SHEET 2.2A: THE NUTRITION LABEL

1. START HERE:

Check the serving size and

the number o servings in the

package. 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 intake 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 like 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 upto 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 quickly 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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STUDENT SHEET 2.2B

MYSTERYINGREDIENTS GAME

DIRECTIONS:

Guess the mystery ood based on the ingredients listed or each item.

Write your answer on the provided line next to each item number.

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 Smoke 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 Benzoate

(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 Cracker

Meal, Wheat Starch, Salt, Dried Strawberries, Dried Pears, Dried Apples, Cornstarch, Leavening (Baking 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 Milk, Corn Syrup Solids, Onion Powder, Sugar, Garlic Powder, Monosodium Glutamate, Cheddar

Cheese (Milk, Cheese, Cultures, Salt, Enzymes), Dextrose, Malic Acid, Buttermilk, 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, Baking Soda, Natural and Artifcial Flavor, Gum Arabic, Cocoa, Salt, Eggs, Molasses, Natural and Artifcial Flavor,

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



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WHATS ONYOUR PLATE?

UNIT 2: DISCOVERING GOOD HEALTH ACTIVITY 2.3: WHATS ON YOUR PLATE?

PURPOSE:Discover recommended portion

sizes and what a balanced meal

looks like


Markers

Paper plates

Tape

Copies o Student Sheet 2.3

Resource Sheet 2.3

WHOLE GROUP/INDIVIDUAL:

PART I: BALANCED PLATE

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

Snack (space the categories out and leave room underneath to

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

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

gather at least two examples or each snack and meal.

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

3. Ask the students to take a look back 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.

Work as a group i that better suits your audience.

PART II: PORTION CONTROL

1. Ask students to name some out-o-control ood or drink

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

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

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

examples o both portion sizes or a more dramatic appeal.

(Sizer and Whitney 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

intake o at, cholesterol and sodium. Meals should

be colorul and ocused around vegetables, whole

grains and ruits. Try to plan each snack to include

at least two ood groups and meals to include at

least three ood groups.

PORTION CONTROL: Most Americans

eat portion sizes 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 sizes. Heres a tip: eat slower and drink plenty

o water beore and during meals.

FOOD & DRINK 1970S PORTION SIZE CURRENT PORTION SIZE AND CALORIE AMOUNT AND CALORIE AMOUNT

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

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

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

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


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FIT PLAN: LIVING HEALTHY UNIT 2: DISCOVERING GOOD HEALTH ACTIVITY 2.3: WHATS ON YOUR PLATE?

2. Ask students i the typical portion sizes in the 1970s seem

ridiculous? Explain that those portion sizes were normal back

then and todays portion sizes would have seemed ridiculous

in the 1970s.

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

sizes 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 (take 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 ask or volunteers to come up

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

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

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 size - 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

size or each o the ood groups.

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

computer or magazines 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 sizes 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 sizes 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. Break 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. Ask students to use a digital camera or their cell phone to take pictures o the various portion sizes they come across when eating.

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

recommended portion sizes.

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 look 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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STUDENT SHEET 2.3

BALANCED MEALAND PORTION SIZES

The USDA recommends that your meals should emphasize 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 snacks 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 size? Most people dont know how much a serving size

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

VISUAL CUES:

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

Tennis Ball = 1 serving o cooked 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)

Hockey Puck = 1 bagel

8-ounce Glass = 1 serving o milk 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:Determine the unctions o

vitamins and minerals


Art supplies

Computer with internet (optional)

Copies o Student Sheet 2.4a and 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. Ask 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 drink a ood like milk or meat

products that supply key 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, make 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

metabolize 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 kidney unction.

Young people should aim to drink plenty o water

throughout the day to stay hydrated.

NOTE TO TEACHER:

I possible, bring in ruits and vegetables and

talk 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. Ask or volunteers to reach into the bag without

peeking (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, ask

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

Artichoke 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 intake o vitamins and minerals.

3. Ask 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 make

the salad or the students to enjoy.

ONLINE OPPORTUNITY:

Do your students need practice with public

speaking? Visit the Additional Activities section o

www.tigerwoodsoundation.org or an Inormative

Speech activity about vitamins and minerals.


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STUDENT SHEET 2.4A

VITAMINS, MINERALSAND WATER

UNIT 2: DISCOVERING GOOD HEALTH STUDENT SHEET

Documents

00 TWF Fit Plan - HR