FIT!Ready— for reading, writing,

and mathSet— to be active, eat smart,

and feel goodFit— for life with knowledge

and a new attitude

Grades 3–4FREE Teaching Guide

Meets NationalStandards in LanguageArts, Math, and Health

Inside:Invite a FamilyDoctor to YourClassroom!

Ready, Set, FIT! is brought to you by Americans In Motion (AIM). AIM is sponsoredby the American Academy of Family Physicians and is supported by educationalgrants provided by core supporters. A listing of AIM’s supporters can be found atwww.americansinmotion.org.S

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SourcesPartnership of the National Council of Teachers of English and International Reading Association (NCTE and IRA): Standards for the English Language Artswww.ncte.org/about/over/standards/110846.htm

National Council of Teachers of Mathematics (NCTM): Principles and Standards for School Mathematics http://standards.nctm.org/document/Chapter5/index.htm

American Association for Health Education (AAHE): National Health Education Standards www.aahperd.org/aahe/template.cfm?template=natl_health_education_standards.html

Mid-continent Research for Education and Learning (McREL): Health Standards and Benchmarks (3rd Ed.) www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=17

NATIONAL STANDARDS Lessons

ENGLISH LANGUAGE ARTS—Sponsored by NCTE and IRA (National Council of Teachers of Englishand International Reading Association) 1 2 3 4

Standard 1: Students read a wide range of print and non-print texts to build an understanding of texts…and forpersonal fulfillment.

• •

Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. • •

Standard 5: Students employ a wide range of strategies…to communicate with different audiences for a varietyof purposes.

• •

Standard 6: Students apply knowledge of language structure, language conventions, media techniques, figurativelanguage, and genre to create, critique, and discuss print and non-print texts.

•

Standard 8: Students use a variety of technological and informational resources to...create and communicateknowledge.

•

Standard 12: Students use spoken, written, and visual language to accomplish their own purposes. • • • •

MATHEMATICS—Sponsored by NCTM (National Council of Teachers of Mathematics)

Number and Operations Standard: Understand numbers, ways of representing numbers, relationships amongnumbers, and number systems; understand meanings of operations and how they relate to one another;compute fluently and make reasonable estimates.

• •

Measurement Standard: Understand measurable attributes of objects and the units, systems, and processes ofmeasurement; apply appropriate techniques, tools, and formulas to determine measurements.

• •

Data Analysis and Probability Standard: Formulate questions that can be addressed with data and collect,organize, and display relevant data to answer them.

• •

Problem Solving: Build new mathematical knowledge through problem solving; apply and adapt a variety ofappropriate strategies to solve problems.

• •

Communication: Organize and consolidate their mathematical thinking through communication. • •

HEALTH—Sponsored by AAHE (American Association for Health Education)

Standard 1: Students will comprehend concepts related to health promotion and disease prevention. • • • •

Standard 2: Students will demonstrate the ability to access valid health information and health-promotingproducts and services.

• •

Standard 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. • • • •

Standard 4: Students will analyze the influence of culture, media, technology, and other factors on health. • •

Standard 5: Students will demonstrate the ability to use interpersonal communication skills to enhance health. • •

Standard 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. • • •

Standard 7: Students will demonstrate the ability to advocate for personal, family, and community health. • •

HEALTH EDUCATION—Sponsored by McREL (Mid-continent Research for Education and Learning)

Standard 1: Knows the availability and effective use of health services, products, and information. • •

Standard 2: Knows environmental and external factors that affect individual and community health. • • •

Standard 3: Understands the relationship of family health to individual health. • • •

Standard 4: Knows how to maintain mental and emotional health. • • •

Standard 5: Knows essential concepts and practices concerning injury prevention and safety. •

Standard 6: Understands essential concepts about nutrition and diet. • • •

Standard 7: Knows how to maintain and promote personal health. • • •

Standard 8: Knows essential concepts about the prevention and control of disease. • • •

Dear Teacher:Welcome to Ready, Set, FIT!—a language arts, math, and health curriculumthat teaches students important messages about being active, eating smart,and feeling good.

The American Academy of Family Physicians’ fitness initiative, Americans InMotion (AIM), has partnered with Scholastic to develop Ready, Set, FIT!—asupplementary curriculum for grades 3 and 4. This program offers skills-basedlessons and activities to educate children (and their families) about improvingtheir personal fitness through a balance of physical activity, nutrition, andemotional well-being. Teachers are encouraged to invite a family doctor intothe classroom to help kick off the learning experience during the first lesson. Talking about the choices students make can help them see how they’rebeing active, eating smart, and feeling good—which are the three importantaspects of fitness. Use the pie chart below to help guide them to think, talk,and write about how the choices they make relate to fitness. As youcomplete this program, students will have the opportunity to concentrate oneach of the three fitness areas in more detail.

Thank you for your support of this program. With students leading the charge,we can aim to inspire everyone to get Ready, Set, FIT!

Sincerely,

American Academy of ScholasticFamily Physicians

P.S. Your feedback is critical! Please follow the “How to Use Ready, Set,FIT!” instructions and receive FREE fitness incentives for yourself and your students.

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How to Use Ready, Set, FIT!1. Register your classroom online by visiting

www.readysetfit.org. Fill out the onlineregistration form, and input your ID numberfound on the front cover of this guide. Reviewthe teaching and student guides.

2. Make copies and distribute the FitnessAssessment Quiz on page 7 to conduct a pre-assessment.

3. Use the Assessment Rubric on page 6 to scorequizzes. You will report the scores at the end ofthe program.

4. Invite a family doctor as part of Lesson 1. See Page 4 for details.

5. Follow the steps for conducting each lesson.Make copies and distribute the In-ClassWorksheets as suggested.

6. After each lesson, send the Student Guide homeand assign the corresponding At-Home Activity.

7. Ask students to complete their At-HomeActivities with their parents. Parents shouldinitial each activity and return them to class.

8. You may use the Bonus Worksheet on page 16 toreinforce fitness concepts. Use as a supplementalIn-Class Worksheet or At-Home Activity.

9. After Lesson 4, make copies and distribute theFitness Assessment Quiz again to conduct apost-assessment.

10. Report each student’s pre- and post-assessmentscores by logging on to www.readysetfit.org.

11. While online, complete your teacher evaluation.

Teaching with the Posters

The posters enclosed with this curriculum providetwo fantastic opportunities to reinforce core skillsand important fitness concepts. Poster 1: Aim to Be Fit and Healthy Every Day!Display the poster and introduce the concept of overallfitness to students. Encourage students to write aboutall the ways they can concentrate on being active,eating smart, and feeling good. Ask each student tosubmit one fitness goal on a small piece of paper. Poststudents’ suggestions on the poster (using low-tacktape) to flag the fitness focus for the day, or draw oneslip of paper out of the batch on days that show thefitness icons:

Poster 2: Three Parts Make the Whole YouAsk your students to review the poster. Have avolunteer read the three parts of the pie chart aloud.Instruct students to create a three-part collage thatrepresents each section of the chart. Encouragethem to draw pictures or collect pictures frommagazines and newspapers. Display the collagesthroughout the classroom.

Additional Reading Resources for Students:

The Whole You: Body and Mind by Jeannie Kim

A Healthy Diet by Elaine Landau

Get Fit! Eat Right! Be Active!: Girls’ Guide to Health & Fitness by Michelle H. Nagler

Good Enough to Eat: A Kid’s Guide to Food and Nutrition by Lizzy Rockwell

Additional Reading Resources for Teachers:

Education and Public Health: Natural Partners in Learning for Life by Jenny Smith

Food Works: An Integrated Approach to Teaching Nutrition by the USDA’s Team Nutrition andScholastic Inc. (kit including teaching guide, magazine, and handouts)

Feel Good!Being active, enjoying what you do,

and having a positive attitude all contribute to a healthy,

whole you.

It’s important to get your body

moving every day to stay healthy. Being

active can also improvethe way you feel.

Choosing a variety of foods will give you the energy to thinkclearly, play longer, and feel good. It’s important to be aware of what

you eat, how much, when, and why.

EatSmart!

BeActive!

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How to Set Up the Family Doctor Visit

❏ Schedule a classroom visit with a familydoctor. Consider planning 2–3 weeks inadvance for scheduling and coordination.

❏ To get help in finding a family doctor in your local community, go towww.readysetfit.org. You might alsoconsider your own family doctor, or aparent who is a family doctor.

❏ Explain to the family doctor that you areteaching students about fitness.

❏ Discuss what he or she should talk about toreinforce the importance of all three areasof fitness, what a family doctor does, andhow he or she can help.

❏ Both you and the family doctor shouldreview the Presenter’s Guide by visitingwww.readysetfit.org.

How to Prepare Your Students for the Family Doctor Visit

❏ Conduct Lesson 1, “Your Choices Add Up to Fitness” (page 8),and have students complete In-Class Worksheet 1 (page 9).

❏ Distribute copies of the Pre-Visit Activity (page 5) for studentsto complete.

❏ Draw a Venn diagram on the board that matches the one in theactivity. Lead a discussion by asking students to share whatthey wrote in their own diagrams. Write these ideas in theappropriate part of the Venn diagram on the board.

❏ When students have completed the Pre-Visit Activity, collectstudents’ pre-visit questions.

What to Do on the Day of the Family Doctor Visit

❏ Share a blank copy of In-Class Worksheet 1 and the Pre-VisitActivity with the family doctor so he or she understands whatstudents are learning.

❏ Give students’ questions to the family doctor to be used as anicebreaker or throughout the visit as part of a Q&A.

❏ Have the family doctor conduct his or her presentation.

❏ Thank the family doctor for his or her time and remind him orher to do an online evaluation at www.readysetfit.org.

A classroom visit from a family doctor can be a great way to enhance students’ learning experience. Inside this guide youwill find lessons and activities to build your students’ core skills, as well as critical messages for students regardingphysical activity, nutrition, and emotional well-being. A visit from a family doctor can be an interesting experience for yourstudents and help reinforce what they are learning about fitness.

Invite a FamilyDoctor to YourClassroom

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Name: Date:

Pre-VisitActivity

Instructions

1. Fill in the Venn diagram above. In theleft circle, write things that have to do withthe word Family.

2. In the right circle, write things that are related to theword Doctor.

3. In the Both section, where the two circles overlap,write things that families and doctors have incommon.

4. Once you have finished filling out the Venn diagram,share what you have written during a classdiscussion.

5. Now think of one or two questions that you wouldlike to ask the family doctor who visits yourclassroom.

6. Practice writing a few questions in the space to theright.

7. Then pick your favorite question and write it downon an index card. Remember to write neatly so yourteacher and the family doctor can read it clearly.

Very soon, your class will receive a visit from a family doctor! A family doctor isa person trained to care for peopleand families of all ages, in all areasof health. He or she will speak toyou about the importance ofbeing active, eating smart, andfeeling good.

Follow the instructions below.Think about what a familydoctor does and how a family doctor can help you.Then think of some questionsyou might want to ask thefamily doctor.

Ask the Family Doctor

Family DoctorBoth

people who loveeach other

help people whenthey’re sicktake care

of people

Sample Question: Why is fitness important?

Answers to In-Class Worksheets

In-Class Worksheet 1

Answers will vary. In completing this activity, students should demonstrate an understanding of their personal fitness byreflecting on the choices they make in the three areas of fitness: physical activity, nutrition, and emotional well-being.Students should demonstrate ability to make simple computations and an understanding of how math can be applied tofitness.

In-Class Worksheet 2

Answers will vary. In completing this activity, students should demonstrate computation skills involved in counting stepsand calculating time. Students should understand how walking contributes to their physical activity level, and how thetime spent doing all kinds of physical activity adds up over the course of a day.

In-Class Worksheet 3

Answers will vary. In completing this activity, students should demonstrate an understanding of the five major foodgroups, and which foods belong to each. Students use their creative writing skills to describe 1) various foods in poetryand 2) how listening to their bodily cues can help them eat smart.

In-Class Worksheet 4

Answers will vary. In completing this activity, students should demonstrate an understanding of the various strategiesthey can use to enhance their own emotional well-being (e.g., being active, expressing thoughts and feelings,developing interests and hobbies). Students should use their reading comprehension skills to interpret and analyze thetext passage.

Bonus Worksheet: Fitness Crossword

Across: 1. family, 3. nutrition, 5. emotion, 7. milk, 8. energy, 9. breakfast, 10. choiceDown: 2. active, 4. doctor, 6. fitness, 9. breathe

Using the Fitness Assessment QuizBefore you teach the program lessons, make copies and distribute the Fitness Assessment Quiz on page 7. Scorestudents’ quizzes; you will report the pre-assessment scores at the end of the program. After you’ve finished Lesson4, make copies and distribute the Fitness Assessment Quiz again. Score students’ quizzes and report each student’spre- and post-assessment scores online at www.readysetfit.org.

Assessment Answers

1: a; 2: c; 3: b; 4: c; 5: a; 6: b; 7: c; 8: c; 9: b; 10: b

Assessment Rubric

Use the rubric below when scoring quizzes; compare the results before and after the lesson.

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Excellent(9–10 answers correct)

Good(7–8 answers correct)

Satisfactory(6 answers correct)

Needs Improvement(fewer than 6 answers correct)

• Student demonstrates acomplete understanding offitness concepts.

• Student demonstrates acomplete understanding ofrelevant vocabulary.

• Student demonstrates anunderstanding of fitnessconcepts.

• Student demonstrates anunderstanding of relevantvocabulary.

• Student demonstrates alimited understanding offitness concepts.

• Student demonstrates alimited understanding ofrelevant vocabulary.

• Student demonstrates a lackof understanding of fitnessconcepts.

• Student demonstrates a lackof understanding of relevantvocabulary.

FitnessAssessmentQuiz

1. How much time should youtry to spend being physicallyactive every day?a. 60 minutesb.11⁄4 hoursc. 120 minutes

2. Eating smart helps you:a. Think clearlyb.Play longerc. Both a and b

3. Which of the following isNOT an important part of fitness?a. Eating smartb.Being inactivec. Feeling good

4. What does emotionalwell-being or feelinggood mean?a. Always staying positive,

even when you’re upsetb.Keeping thoughts and

feelings to yourselfc. Being aware of your

thoughts and feelings,and expressing them inpositive ways

5. Walking is an importantform of physical activitybecause:a. It’s an easy way to get

your body movingb. It’s the only way to travel

short distancesc. It’s a form of exercise

for athletes

6. What does nutrition oreating smart mean?a. Eating only when you’re

hungry or when you’rebored

b.Eating a wide variety offoods from the foodgroups that your bodyneeds to be healthy andstrong

c. Eating healthy foods onspecial days

7. How can you track yourpersonal fitness? a. Be aware of your feelings

and how you expressthem

b.Be aware of what you eatfor meals and snacksevery day

c. Both a and b

8. What does physical activityor being active mean?a. Being very good at

sportsb.The energy from the

food you eat equals theenergy your body useswhen you’re active

c. Action or movement thatis good for your body

9. How many major foodgroups are there?a. 3 (vegetables, fruits,

milk)b.5 (grains, vegetables,

fruit, milk, meat & beans)c. 7 (milk, grains, fish,

vegetables, fruit, oils,sugars)

10. Which of the followingactivities does NOT help you feel good?a. Spending time with

friendsb.Eating as often as

possiblec. Talking to your family

about your thoughts and feelings

Name: Date:

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For each question, choose the best answer.

What Do You Know About Fitness?

LESSON 1 OVERVIEW

Your Choices Add Up to Fitness

This lesson presents a greatopportunity to invite a familydoctor to your classroom. A visitfrom a family doctor can reinforceimportant messages about beingactive, eating smart, and feelinggood. Please refer to page 4 formore information.

Lesson OverviewTo be fit, balance the amount ofenergy you take in (nutrition) withthe amount of energy you use(physical activity) while doing thethings you enjoy (emotional well-being).

Health Messaging• Being active, eating smart, and

feeling good are three essentialparts of overall fitness.

• Balance your choices in thethree parts of fitness.

• An easy way to be fit is withfamily and friends; challengethem to make balanced choiceswith you.

Math Objectives• Students learn how to represent

and compare whole numbersand fractions.

• Students learn to understandfractions as part of a unit and asdivisions of whole numbers.

• Students learn how to usemodels and equivalent forms tojudge the size of fractions.

Conducting the Lesson• Choose a period of time within

the last day (e.g., from 2 p.m. to 8 p.m. yesterday), and havestudents write down all thechoices they made. Once youhave collected several examples,define the verb “to choose” as topick one thing out of a group.Emphasize that everyone isdifferent and makes different

choices for different reasons.

• When students have finishedbrainstorming their choices,make copies and distribute In-Class Worksheet 1. Encouragethem to complete Part 1,grouping their choices into thethree categories—Be Active, EatSmart, and Feel Good—on thepie chart.

• In completing Part 2, encouragestudents to think critically aboutthe decisions they made, andhow they can make balanceddecisions.

• When you have completedLesson 1, assign At-HomeActivity 1, “Three Is Key!” (foundin the accompanying StudentGuide), to be completed ashomework with a familymember. Instruct students tohave a parent or guardian signoff at the bottom of the page,then bring their homework backto class.

Lesson ExtensionAsk students to share what fitnessmeans to them and how they canmake it a part of their own lives.Take the opportunity to discusswith students ways to make yourclassroom more fitness-friendly,such as trying new activities,bringing in healthy snacks, oroffering time for student self-expression (in writing ordiscussion).

Body ConnectionSince all the parts of our bodies areconnected, your healthy choicesoften benefit several parts of yourbody. For example, when you eat avariety of foods, you take in brain-fueling minerals like potassium andcalcium. Remember that breakfastis an important meal to jump-start

your day with energy to think moreclearly and play longer.

Integrated Teaching OptionInvite your school nurse to come toyour classroom and talk to yourstudents about how the choicesthey make contribute to theirfitness. You might have studentsshare their pie charts with the nurseand brainstorm new ways they canbe more active, eat smarter, andfeel good.

Be an Agent of ChangeAs a reward for a job well done,give the class extra time at recessto be active, offer healthy snackoptions, and/or provideopportunities to be creative.Inquire about fitness at parentconferences, and encourageparents to visit www.kidnetic.comfor kid-friendly resources.

Real-World ConnectionsHave students identify whataspects of their community orneighborhood are fitness-friendly(giving individuals the opportunityto be active, eat smart, and feelgood). Examples might includesafe sidewalks to walk on, parksfor play, libraries, communitycenters, farmers’ markets, etc.Then have students suggestchanges or improvements to makethe community/neighborhoodmore fitness-friendly.

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Family doctor: A person trained to care for peopleand families of all ages, in all areas of health.

Fitness: Being active, eating smart, and feeling good.

Key Terms

In-ClassWorksheet 1

Your Choices Add Up to FitnessTo be fit, balance the energy you use (being active) with the energy you take in (eatingsmart) while doing the things you enjoy (feeling good).

Part 1

Think of the choices you’ve made over the past day, thenwrite them in each section of the chart to the right.

Part 2

Complete the math problems below and fill in the chartwith your answers. When you have finished, share youranswers with the class.

Feel Good!If you are having trouble with

something, you can always talk toyour teacher, parents, or friends

about it. They can help yousolve your problem.

Be Active!

Feel Good!

Eat Smart!

Three Parts Make the Whole YouBalanced fitness is made up of three importantparts. Try to have a balanced day, every day.

Name: Date:

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1. Add up thenumber of choicesyou’ve made ineach section.Then add up thetotal number ofchoices for allcategories. Usethese totals torepresent thenumber of choicesin each section asa fraction.

2. Take a look atthe fractions youwrote in question 1.Are the sections ofthe pie chartequally balanced?Write someadditional choicesyou can make tobalance yourfitness in all threeparts.

Example: If you wrote 3 choicesin the Be Active! section, andwrote 12 choices in total, yourchoices in that section make upone-fourth (1⁄4) of the pie. (3 out of12, or 3⁄12, can be reduced to 1⁄4.)

Be Active! fraction:

Eat Smart! fraction:

Feel Good! fraction:

BONUS! A pie chart is one way to show data orinformation. Another way is by using a bar graph.Create a bar graph that shows how many choices youlisted for each category. Be sure to clearly label thegraph, including what each bar represents.

Walked to school Ate breakfast

Played my guitar

BeActive!

Choose different kinds of activities—

play ball, climb a tree,or play hopscotch—

to do with a friend or family member.

EatSmart!All foods fit! Eat a variety of foods from the major food groups.

LESSON 2 OVERVIEWGet Moving!

Lesson OverviewPhysical activity is an important partof making the whole you healthy,happy, and fit. Being active canimprove the way you feel.

Health Messaging• Being active is one part of

overall fitness. For children, 60 minutes of physical activitymost days of the week or 10,000steps per day will help maintaingood physical health.

• Exercise and team sports aren’tthe only ways to be physicallyactive. Many types of playsupport fitness, as do many“everyday” activities, such asdoing chores or walking.

• No matter how you choose to beactive, remember to be safe.

Math Objectives• Students learn to solve a large

problem by breaking it down intosimpler components.

• Students learn to communicatetheir mathematical/computationalthinking by demonstrating,representing, and articulating it on paper and to their peers and teacher.

Conducting the Lesson• Have students list examples of

safe play, and write responses onthe board.

• Emphasize that everyone has anopportunity to play and movearound every day. Physical activityisn’t just for all-star athletes! There are many fun and differentways to be active, such as playing hide-and-seek or catch, or jumping rope.

• Discuss how being active allowsus to stretch our muscles, breathedeeply, strengthen bones, andpump blood.

• Ask students, “Can anyone thinkof a physical activity thateveryone does every day withouteven thinking about it?” Guidestudents to think about walking asa physical activity.

• As part of the lesson, makecopies and distribute In-ClassWorksheet 2. Guide students inexploring their school groundsand estimating how many steps ittakes to walk from the classroomto the front of the school andback again. Once all studentshave had a chance to walk to andfrom the destination, have themcomplete the accompanyingquestions.

• Tell students that 60 minutes ofphysical activity every day isimportant to their overall fitness,and the minutes they spend beingactive every day can add up! Askstudents, “Can you figure out howmany more minutes you need tospend being active today for atotal of 60 minutes of activity?Encourage students who havealready been active for 60minutes today to calculate theiractivity totals for the week.

• When you have completedLesson 2, assign At-Home Activity2, “On the Move!” (found in theaccompanying Student Guide), to be completed as homeworkwith a family member. Instructstudents to have a parent orguardian sign off at the bottom of the page, then bring theirhomework back to class.

Lesson ExtensionHave students take turns wearing apedometer during the school dayand keep a tally of steps taken.

Body ConnectionThere are three kinds of muscles inthe body. The muscles you use to“get moving” are called skeletalmuscles. They work with yourbones so you can do things like kick a soccer ball, climb stairs, and raise your hand to answer a question in class.

Integrated Teaching OptionCollaborate with your school’s gymteacher or district athletic trainer topresent portions of this lesson. Takestudents to the gymnasium orplayground, and invite them to play,jump, walk, move around, and havefun. Be sure to encourage allchildren, and remind them torespect the abilities of their peers,regardless of fitness level andathletic ability.

Be an Agent of ChangeThink about assigning a fitnessmonitor for the class. Bring physicalactivity into the classroom by givingthe class “fitness breaks.” Askstudents to stand up, stretch, and walk in place at their desksbetween lessons.

Real-World ConnectionsHave students speak with theirfamilies to identify locations closeto their home or school that theycould safely walk to with an adult’spermission. Alternatively, studentsmight ride part of the way toschool, then walk the remainder ofthe distance. Explain that whilemany people tend to drive fromplace to place, walking is a greatactivity that should be promoted.Always keep safety in mind andhave a plan.

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Physical activity: Action or movement that isgood for your body.

Key Term

Everyone should try to spend at least 60 minutes each day being active. One great way to achieve thisis by walking. In this activity, by answering the questions below, you will calculate the number of stepsit takes for you to walk a certain distance and how long it will take you.

In-ClassWorksheet 2

BONUS! Based on how long it took you towalk to the front door and back, how manysteps would it take to get to 60 minutes ofactivity?

(Example: Let’s say you took 200 steps in 5 minutes. 60 minutes ÷ 5 minutes = 1212 x 200 steps = 2,400 steps in 60 minutes.)

Three Parts Make the Whole YouBalanced fitness is made up of three important parts.

Try to have a balanced day, every day.

Name: Date:

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BeActive!

Try to spend at least60 minutes a day justplaying! You can jumprope, shoot hoops, or

walk your dog.

EatSmart!Grab-and-go foods like fruit,lowfat yogurt, andnuts are quick snacksto take on the run.

Feel Good!Being outside or reading a book

can do wonders for how you feel.

Get Moving!

6. Solve It!If you walked to and from the front door four timeseach day, how much moreactivity time would youneed to get 60 minutes ofactivity each day?

(Example: Let’s say it took you 5 minutes to walkto the front door and back. 5 minutes x 4 trips =20 minutes. 60 minutes – 20 minutes = 40 moreminutes of activity needed.)

1. Estimate It! Guess how many steps it will take foryou to travel from your classroom to the front doorof the school, then back to your classroom. What is yourestimate?

2. Walk It! Now see if your guess is correct bycounting the steps you take as you walk to the frontdoor of the school and back. Be sure to timeyourself to see how long it takes you. Remember towalk, not run. Also remember that, becauseeveryone walks differently, your time may bedifferent from your classmates’ time.

3. Count It! How many steps did you take?

4. Time It!How long did it take you to walk? Round up to thenearest whole number.

5. Add It!The minutes you spend being active every day canreally add up.

Based on how long it took you towalk to and from the front door,how many more minutes wouldyou need to add to your activity to reach 60minutes?

(Example: Let’s say it took you 5 minutes to walk tothe front door and back. 60 minutes – 5 minutes = 55more minutes of activity needed.)

LESSON 3 OVERVIEWChoose Smart! Eat Smart!

Lesson OverviewEating smart improves the wholeyou. Choosing a variety of foodswill give you the energy to thinkclearly, play longer, and feel good.

Health Messaging• Eating breakfast is important. It

provides fuel for the day.

• We eat because our bodies needenergy. Food and drinks areprimary sources of energy.

• Our bodies tell us when we’rehungry (stomach growling, lowenergy), and also when we’re full.Eating the appropriate amounts ofa variety of foods is essential tobeing fit.

• It’s important to be aware of what we eat, how much, when,and why.

Language Arts Objectives• Students learn to apply skills and

strategies to understand andinterpret texts.

• Students learn how to use theirsenses when describing thingsand apply their knowledge inwriting activities.

• Students practice their creativewriting skills.

Conducting the Lesson• Ask students, “Who knows why

we eat food?” Guide students tounderstand that food and drinksare important sources of energyfor people. Conduct a briefdiscussion of all the meals ofthe day.

• Explain to students that breakfastis a very important meal to eatevery day. Solicit students’opinions as to why this might betrue. (To give us energy to startthe day, to provide our body withnutrition after many hours ofsleep, etc.)

• Review the major food groups on MyPyramid for Kids (www.mypyramid.gov/kids). Explain theimportance of balance, variety,and moderation as essentialaspects of smart nutrition.

• Break the class into three groups,and assign each group a meal:breakfast, lunch, and dinner.Distribute copies of a school (orother) menu and ask students toidentify the different foods withintheir assigned meal.

• When time is up, bring the classback together to discuss eachgroup’s list of foods. Write eachlist on the board.

• Make copies and distribute In-Class Worksheet 3. Review thefood pyramid chart as a class,then have students complete Part1 by looking at their meal andsorting the items into theappropriate food groups.

• Explain to students that when weeat food we use all of our senses.Create a chart on the board withthe headers sight, smell, touch,taste, and sound. Have studentscall out descriptive words forfoods that are related to the fivesenses. Write these words in the chart.

• Instruct students to completeParts 2 and 3 of the activity. ForPart 2, remind students that itdoesn’t have to rhyme—they caneven do an acrostic poem. Whenthey have finished, ask studentsto share what they have written.

• When you have completedLesson 3, assign At-Home Activity3, “Food Finder!” (found in theaccompanying Student Guide), tobe completed as homework witha family member. Instructstudents to have a parent orguardian sign off at the bottom ofthe page, then bring theirhomework back to class.

Lesson ExtensionDivide students into groups of fouror five. Have each group write astory, play, or song about the foodpyramid. Ask them to include eachof the five major food groups asthey write. When they are finished,have each group perform theirwork for the whole class.

Body ConnectionDigestion is the process your bodyuses to break down the food youeat and turn it into energy you canuse. Digestion can take a few hoursto a few days, depending on whatyou have eaten.

Integrated Teaching OptionAsk your school’s food-service staffor dietitian to visit the class andpresent MyPyramid for Kids,explaining the major food groupsand the concept of portions.

Be an Agent of ChangeEat lunch with the class, reviewingthe food groups and guidingstudents toward making balancedchoices and reinforcing nutritionalvariety. Offer and/or suggesthealthy snacks for the classroom.

Real-World ConnectionsAsk students to think about thesections of a grocery store. List all the different departments onthe board. Give students pointerson how to make smart foodchoices by “mapping” the grocerystore departments against thefood groups.

Nutrition Note: Many children have foodallergies or other dietary restrictions thatprevent them from eating specific foods.Consideration and sensitivity will benecessary when addressing dietaryrequirements and, where possible,alternative foods should be discussed.

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Key TermNutrition: Eating a variety of foods from the food groups you need to be healthy and strong.

Teacher Note: For background information on the USDA’sMyPyramid, visit www.mypyramid.gov/downloads/

MyPyramid_Getting_Started.pdf.

BeActive!

Think of somephysical activities you once enjoyed

but haven’t done in awhile. Try them again!

EatSmart!Today, eat three foods that you’ve never tried before (orthat you rarely eat).Tomorrow, try three more.

Feel Good!Trying new things can add some variety

and excitement to your day.

Part 1

Using the foods that your teacherhas written on the board, fill in thechart on this page,placing each food inits correct foodgroup.

Part 2

Using what youhave learned aboutthe five major food groups, chooseone of yourfavorite foodsfrom the chartand, on theback of thispage, write apoem that describes it. Be sure to use all ofyour senses (sight, smell, taste, sound, and touch) to describe the food.

Part 3

If we pay attention, our bodies can tell us when we’re hungryand when we’ve eaten enough. Listening to our bodies canhelp us eat smart. Read some examples of how our body canhelp us eat smart below. On a separate sheet of paper, writeabout how listening to your body can help you eat smart.Examples: When my stomach growls, I feel hungry.

When food looks good, I want to try it!When my stomach feels full, I’ve had enough to eat.

Meat & Beans1.2.3.

Vegetables1.2.3.

Grains1.2.3.

In-ClassWorksheet 3

Three Parts Make the Whole YouBalanced fitness is made up of three importantparts. Try to have a balanced day, every day.

Name: Date:

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Choose Smart! Eat Smart!To eat smart, learn about the major food groups. Part of eating smart every day isenjoying a variety of foods from the major food groups.

Imag

e: U

.S.

Dep

artm

ent

of A

gric

ultu

re.

BONUS! Form groups of four or five and playthe Sentence Fill-in game. Each person in the groupshould write a sentence describing one of theirfavorite foods. (For example, “An apple tastes like_________.”) Then have everyone pass their sentenceto the person on their left. That person then has to fillin the rest of the sentence. Finally, have each personin the group read their sentence aloud.

Fruits1.2.3.

Milk1.2.3.

LESSON 4 OVERVIEWExpress Yourself!

Lesson OverviewFeeling good is essential for ahealthy, whole you. Being active,enjoying what you do, and having apositive attitude all contribute toyour overall fitness.

Health Messaging• Getting rest and relaxation each

day is very important for yourmind and body.

• Make sure to take time out foryourself and enjoy a variety ofactivities.

• Your physical health is affectedby how you feel. Total fitnessrelies on a healthy sense of self.

• It is important to feel comfortableexpressing thoughts and feelings.

Language Arts Objectives• Students learn to apply

knowledge of languagestructures and conventions toanalyze and create text.

• Students apply a range of writingstrategies to communicate for avariety of purposes.

Conducting the Lesson• Remind students of what they

learned about physical activity andnutrition. Have them name otherways to be healthy and fit, andrecord responses on the board.

• Explain how being healthyincludes doing things you enjoy,talking with your family andfriends, and getting to knowyourself.

• Give examples of how to beaware of your feelings andexpress them in healthy ways.These strategies, as well astalking about problems, can helpyou feel better when you’redown.

• Have students list ways theyenjoy expressing themselves onthe board for a class discussion toshow that everyone enjoysdifferent things.

• Make copies and distribute In-Class Worksheet 4.

• Have the students read the storyaloud or individually. Then havethem answer the questions thatfollow and share some of theiranswers with the class.

• When you have completedLesson 4, assign At-Home Activity4, “A New Attitude!,” and At-Home Activity 5, “The FamilyFitness Challenge” (found in theaccompanying Student Guide), tobe completed as homework witha family member. Instructstudents to have a parent orguardian sign off at the bottom ofthe pages, then bring theirhomework back to class.

Lesson ExtensionFitness is more than just beingactive and eating smart. Buildingstrong self-esteem and feeling goodabout what you do are important,too. Ask students to make an “AllAbout Me” collage. Studentsshould bring 2–3 magazines to classand assemble a collage of picturesor photographs that show theirfavorite activities, foods, hobbies,family events, etc. Students willthen present their collages to theclass and explain how their picturesdemonstrate who they are.

Body ConnectionExcitement, anger, happiness—it’snormal to feel a wide range ofemotions. Where do emotionscome from? Scientists believe analmond-shaped area of the braincalled the amygdala is responsiblefor emotion. It may be a funnyname, but this brain structure is nojoke. Without an amygdala, youwouldn’t be able to express howyou feel.

Integrated Teaching OptionParts of this lesson may bepresented by a school counselor.The school counselor may be ableto complement this lesson byelaborating on a counselor’s roleand by helping students understandtheir emotions.

Be an Agent of ChangeTell students about one of yourfavorite childhood pastimes, thenhave them share their favoriteactivities, interests, or hobbies.

Real-World ConnectionsHave a “Celebration Day,” whenstudents bring in examples of their proudest accomplishments—whether it’s an art project, a picture of something they built, or an award.

Reminder: If you haven’t alreadyused the “Fitness Crossword” BonusWorksheet on page 16, please makecopies and distribute to your studentsto reinforce all of the fitness conceptsthey have now learned.

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Emotional well-being: Being aware of yourthoughts and feelings, and expressing them inpositive ways.

Key Term

In-ClassWorksheet 4

Read the following story. Use the information inthe story to help you answer the questions.

Eight-year-old Anna recently moved with her familyto a new town, and she was missing her old friends.Anna’s mom said, “Let’s walk to the library and checkout some books. Some fresh air and a good readmight cheer you up.”

While they strolled, Anna talked with her mother abouther new school, her new fourth-grade class, and howhard it seemed to make new friends. “I wish we hadn’tmoved halfway through the year,” Anna told hermother.

“I know how you feel, Anna,” her mom reassured her.“It’s not easy, but I know you’ll feel more comfortablevery soon. It takes time to get used to a new placeand for other kids to get to know you.”

That evening, Anna and her brother Neil helpedprepare dinner. Every night they each get to choose avegetable for a side dish. Anna always tries tochoose a different one than the one she chose thenight before. As she scrubbed the sweet potatoes,Anna felt her stomach growl. “After that walk to thelibrary,” she thought, “I’m a little hungrier than usual.”

After dinner, Anna’s father suggested a visit to the artmuseum the following weekend. Anna had lovedwatercolors ever since she was a toddler, so a trip tothe art museum sounded cool. “You should thinkabout whom you’d like to invite,” her father said.

Anna replied, “Hmm. I’m not sure. . . .I’ll have to thinkof someone from class.” Maybe her new town wouldbegin to feel like home after all.

Questions

1. What are three things Anna did that helpedher feel better?

2. Why was it important for Anna to talk to her family?

Feel Good!Talk to your family and

share the great (and not-so-great) parts of your day.

BONUS! Now apply Anna’s story to your ownexperience. On the back of this page, write a shortstory about a conversation you’ve had with someonethat made you feel good.

Three Parts Make the Whole YouBalanced fitness is made up of three importantparts. Try to have a balanced day, every day.

Name: Date:

15

Express Yourself!Feeling good comes from being active, enjoying a variety of activities, and sharing yourthoughts with important people in your life.

BeActive!

Certain activities,like breathing and

stretching, can go along way towardhelping you feel

calm and focused.

EatSmart!Be aware of what you eat,when, how much,and why.

BonusWorksheet

Fitness CrosswordUse the clues below and the words in the Word Bank to complete this fitness puzzle. Not allwords from the Word Bank will be used!

1 2

5 8

7

6

9

10

4

3

Across

1. A group of people who usually are related andcare for each other.

3. Eating a variety of foods from the food groups tobe healthy and strong.

5. A strong feeling such as happiness, love, anger,or sadness.

7. This food group often comes from cows.

8. Food and drink are our primary sources of_____________.

9. An important meal that gets you going for the day.

10. A decision you make by picking one thing out of a group.

Down

2. Being _________ allows us to stretch our muscles,strengthen bones, and pump blood.

4. A family ________ is a person trained to care forpeople and families of all ages, in all areas ofhealth.

6. Being active, eating smart, and feeling good isalso known as ________________.

9. To take air into the lungs.

Name: Date:

ActiveBreakfastBreatheChoiceDinnerDoctorEmotionEnergy

FamilyFitnessFoodHeartMilkNutritionPlaySafety

Word Bank

16