Fat Test: A Lesson Students Have to See to Believe … · ... all snacks were neatly lined up on the table. All students wrote their ... grain, protein, etc. (same rules just the

Fat Test: A Lesson Students Have to See to Believe

(Actual lesson done and taken from http://lessonplansos.blogspot.com/2011/03/fat-test-lesson-

students-have-to-see-to.html)

Begin by sending this note home with the students:

I encouraged my students to bring their FAVORITE snack, even though it might not be the most

healthy snack...bring the snack food that they would eat everyday if they could! I explained that

my favorite snack was the powdered sugar Donuts and even though I only eat them once in a

while...they are definitely my favorite snack!

The next day, boy did they ever come with their favorite snack proudly tucked away in their

backpacks! Doritos, cookies, Krispy Kreme Donuts, Dunkin Donuts, Pringles, muffins, M &

M's...if it had sugar, it was in our room!

We started the lesson by having everyone gather on the carpet and explain what snack they

brought and why it was their favorite snack. (Good thing I had a few kiddos bring extra treats for

those who forgot!)

After drooling over our snacks, I introduced the food pyramid to the students. They were so

surprised to learn that their snack was full of fat and not even considered a food group! Not good

news...

http://lessonplansos.blogspot.com/2011/03/fat-test-lesson-students-have-to-see-to.html

http://lessonplansos.blogspot.com/2011/03/fat-test-lesson-students-have-to-see-to.html

Students placed their snack in the correct food group and we ended up with a very unbalanced,

unhealthy food pyramid! (This would need to be modified into MyPlate- there is no place for

fats/sugars so students would see that their snacks are not even what they should be eating

everyday)

I then told students that their snack would be getting the FAT TEST!!!

The Fat Test started by the students placing a measured portion of their food on the circle on the

brown paper bag. (I drew the circles to save time!)

Students then made a prediction about what they thought would happen when the food was left

on the baggie overnight. I was surprised that none of my third graders predicted that the brown

baggie would leave a grease stain. Instead they predicted that the snack would become stale,

change colors, shrink, or disappear!!!

Before they left the classroom at the end of the day, all snacks were neatly lined up on the table.

All students wrote their prediction about what would happen on the sticky note.

Look! You can already see the grease stain starting to form from the Pringles on the paper bag! It

was not even an hour before the grease stain started! They were in awe. (So was I!)

Food Plate (My Plate) Game

Grades: Kindergarten to 5th Grade

Lesson Plan Summary: Make necklaces with food items written on index cards, then find

appropriate place on the food plate to stand. This game is for elementary aged students. It is

meant to familiarize them with the food plate.

Materials: Masking tape

Stop watch or timer

Index cards

String

Single hole punch

Felt markers

Set up: With the felt markers, write different foods on the index cards (ex. milk, rice cake,

banana, bacon, etc.) You can make just enough for the number of students in your class, or make

a few extra for variety. When you have enough, punch a hole in the top of each card and thread

some string through to make a necklace.

Using the masking tape, choose a spot on the floor and mark out a food plate. It must be large

enough for the entire class to fit on. If you don't have enough room on your classroom floor for

this, you can make signs to designate different parts of the classroom as different sections of the

plate.

Playing: Hand out the food necklaces to each student randomly. Once each student knows their

food and is wearing their necklace, explain that they must put themselves in the proper place on

the food plate (ex. the student wearing "milk" would need to stand in the dairy section.) Count

down, then start the timer. Once all the students are in the plate, stop the timer and check them. If

there are students in the wrong spot, restart the timer and tell them to correct themselves (you can

adjust the difficulty of the game by either telling them which particular students are incorrect, the

number of students that are incorrect, or by giving them no information at all.) Once all the

students are in the right order, tell them their time. The next time you play, the objective will be

to beat their last time.

I like this game because, rather than the students competing against each other, the entire class

competes against themselves. When they beat their time, they all win.

“Gregory the Terrible Eater” Lesson

(Actual lesson done and taken from http://www.superhealthykids.com/healthy-kids-

recipes/classroom-lesson-fruits-and-vegetables.php) (Done with first graders but appropriate for

pre-k through third)

Read the story, "Gregory the Terrible Eater"

This is an adorable story about a goat that would not eat anything but fruits, vegetables, bread,

and butter. This disappointed his parents terribly, as they wished he would eat tires, shoelaces,

tin cans, and cardboard. Every time I said a food that was good or delicious, they would pat their

tummies and say, "Yum, yum". When I would mention a "food" that was not good, like boots,

and coats, they would stick their finger in their mouth and give me a disgusting look.

I brought a bowl of all the things that Gregory ate, and pretended to eat it.

Discussion about the book: What foods could Gregory eat if he wants to be healthy? When

Gregory enjoyed all foods, why did he get sick? Who wants to taste some shoelaces and a tin

can? Will those make us strong? Use hand weights and one helper. Did anyone have any fruit or

vegetables yet today? When we eat fruits and vegetables, we are strong!! When we eat food

without vitamins and minerals, we are weak!!

http://www.superhealthykids.com/healthy-kids-recipes/classroom-lesson-fruits-and-vegetables.php

http://www.superhealthykids.com/healthy-kids-recipes/classroom-lesson-fruits-and-vegetables.php

Game: For the game, I made a big dice with all the colors on the sides. We talked about how all

fruits and vegetables come in all the colors of the rainbow.

The kids would roll the dice and think of a fruit or vegetable that was that color. Then I would tell them

what was good about the fruit or vegetable, such as "Spinach makes our brains work better, so we can be

smart!" Then we would sing for every single food item: (to the tune of "Are you sleeping?", from

www.fruitsandveggiesmorematters.org)

“We love (oranges). We love (oranges)

They're so sweet. They're so sweet.

(Oranges) are delicious, and they're so nutritious

Yum, yum, yum. Yum, yum, yum”

Then we talked about different ways to get fruits and veggies:

Fresh, dried, canned, frozen, and as juice

Then we took a survey, they could only vote once. How many like fresh the best, frozen,

etc. Decided which way most of the 1st graders liked to eat fruits and veggies.

Then we pulled out food cut out of a newspaper and put them in Breakfast, lunch, dinner, or

snack, and talked about how we could add fruits and vegetables to each meal in order to get 5 in

the day.

Then, in conclusion, I handed out a page from this (page 21, the word search about fruits and

veggies)

http://blog.superhealthykids.com/2008/01/day-2-eat-the-rainbow/

http://www.fruitsandveggiesmorematters.org/

http://www.fns.usda.gov/tn/resources/teamupbooklet.pdf



“I Will Never Not Ever Eat a Tomato” Book

Ages 4-8

Lola is a fussy eater. A very fussy eater. She won’t eat her carrots (until her brother Charlie

reveals that they’re orange twiglets from Jupiter). She won’t eat her mashed potatoes (until

Charlie explains that they’re cloud fluff from the pointiest peak of Mount Fuji). There are many

things Lola won’t eat, including - and especially - tomatoes. Or will she? Two endearing siblings

star in a witty story about the triumph of imagination over proclivity.

"Youngsters will never - not ever - pass up a second helping." - PUBLISHERS WEEKLY

Sorting Junk Food and Healthy Food Activity

Bring in flyers from your local grocery store. Let the children sort, cut out and glue the junk food

in one group and the healthy food in the other group. This is a great fine motor activity as well as

a pre-math activity (good for preschool and kindergarten).

Bulletin board idea that shows students how much sugar is in their favorite drinks.

My Plate Go Fish

Instructions (K-3) Playing Pyramid Go Fish

Divide the students into groups of four.

Give each group 30 of the My Plate Go Fish cards (equally distributed among

the food groups.

The dealer shuffles the cards and deals out four cards to each student, and

places the rest in the middle.

The first student (let’s call him Michael) asks the student sitting to his left,

“Kayla, do you have a fruit?” If Kayla has a fruit she says, “Yes, I do,” and

hands it to Michael, who then places his pair on the table. Michael is then

able to ask the next student a question.

If Kayla doesn’t have a fruit, she replies, “No I don’t have a fruit. Go fish,”

and Michael can take a card from the pile in the middle. It is then Kayla’s

turn to ask the student on her left for a card. The students continue to ask

questions and match cards until all the pairs are found.

The student with the most pairs wins.

Adaptation

Get rid of the food group name (fruits, grains, etc.) on the cards to

challenge the students more by having them distinguish if the picture is of a

fruit, grain, protein, etc. (same rules just the students won’t have fruit,

grain, etc. written on the card)

Pyramid Go Fish Instructions

Getting ReadyPrint copies of the Pyramid Go Fish food cards.At least two sets of cards are needed for a classof 25 students; one set is adequate for a classof 10 – 12 students. Cut out the cards alongthe dotted lines. To make the cards sturdier,print onto card stock, laminate the cards, orpaste the printed cards onto indexcards or playing cards.

Playing Pyramid Go Fish Divide the students into groups of four.

Give each group 30 cards.

The dealer shuffles the cards and deals out four cards to each student, and places the rest in the middle.

The first student (let’s call him Michael) asks the student sitting to his left, “Kayla, do you have a fruit?” If Kayla has a fruit she says, “Yes, I do,” and hands it to Michael, who then places his pair on the table. Michael is then able to ask the next student a question.

If Kayla doesn’t have a fruit, she replies, “No I don’t have a fruit. Go fish,” and Michael can take a card from the pile in the middle. It is then Kayla’s turn to ask the student on her left for a card. The students continue to ask questions and match cards until all the pairs are found.

The student with the most pairs wins.

Grains

Bagel

Fruits

Baked Apple

Meat & Beans

Baked Beans

Vegetables

Baked Potato

Fruits

Apple

Fruits

Banana

Meat & Beans

Beef Jerky

Grains

Biscuit

Meat & Beans

Black Bean Soup

Fruits

Blueberries

Vegetables

Broccoli

Grains

Brown Rice

Grains

Brownie

Fruits

Pears

Fruits

Pineapple

Fruits

Cantaloupe

Grains

Cereal

Vegetables

Carrot Sticks

Vegetables

Cauliflower

Vegetables

Celery

Grains

Cereal

Grains

Cereal

Grains

Cereal

Grains

Cereal

Grains

Cereal

Vegetables

Cherry Tomatoes

Grains

Chex Mix

Vegetables

Chef Salad

Grains

Chocolate ChipMuffin

Milk

Chocolate Pudding

Grains

Wild Rice

Milk

Yogurt

Vegetables

Collard Greens

Vegetables

Corn

Vegetables

Corn

Grains

Cornbread

Grains

Crackers

Fruits

Dried Apricots

Grains

Whole WheatDinner Roll

Grains

Whole WheatToast

Grains

English Muffin

Vegetables

French Fries

Meat & Beans

Fried Chicken

Fruits

Fried Plantains

Fruits

Frozen FruitJuice Bar

Milk

Frozen Yogurt

Fruits

Fruit Salad

Fruits

Applesauce

Fruits

Fruit Leather

Fruits

Apple Juice

Grains

Garlic Bread

Grains

Graham Crackers

Grains

Granola Bar

Fruits

Grape Juice

Vegetables

Green Beans

Fruits

Green Grapes

Vegetables

Green Peas

Grains

Grits

Meat & Beans

Grilled Fish

Meat & Beans

Grilled Chicken

Meat & Beans

Ham

Fruits

Honeydew

Milk

Ice Cream

Fruits

Kiwi

Milk

2% Milk

Vegetables

Mashed Sweet Potatoes

Fruits

Mango

Milk

Cottage Cheese

MilkMilk MilkMilk

Fat Free MilkFat Free Milk 2% MilkChocolate Fat Free Milk

Milk MilkMilk Vegetables

StrawberryFat Free Milk Whole Milk Milkshake Mixed Vegetables

Grains FruitsFruits

Orange Juice Orange SlicesOatmeal

Grains

Animal Crackers

Grains FruitsFruits Meat & Beans

PeanutsPapayaPancakes Peaches

Vegetables Grains Meat & Beans

Peas & Carrots Popcorn Pork Chop

Fruits

Pear

Grains VegetablesFruits Fruits

Pretzels Raisins Red GrapesRed & GreenPepper Slices

VegetablesMeat & Beans Meat & Beans Meat & Beans

Salmon Sausage Links Scrambled Eggs Side Salad

Grains Vegetables VegetablesMeat & Beans

Soft Pretzel Spinach Salad Steak Steak Fries

Milk VegetablesVegetablesFruits

Strawberries String Cheese Summer SquashBaked

Sweet Potato

GrainsVegetables VegetablesVegetables

Tater Tots Tomato Juice Tomato Soup Tortilla Chips

MilkVegetables Vegetables

Tossed Salad Vanilla Pudding Vegetable SoupTrail Mix

Meat & Beans

GrainsGrainsGrains Fruits

Waffles WatermelonWhole Wheat

BagelWhole Wheat

Crackers

USDA, Food and Nutrition Service 2005teamnutrition.usda.gov

© 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

KidsHealth.org/classroom

PreK to Grade 2 • Personal Health Series

BreakfastIt’s the age-old saying you hear all the time: “Breakfast is the most important meal of the day!” The following articles, discussion questions, and activities will help your students understand why a healthy breakfast is an important part of good nutrition and what they can do to start every day off on the right track!

Related KidsHealth Links

Articles for Kids:

Ready, Set, Breakfast!KidsHealth.org/kid/nutrition/food/breakfast.html

Go, Slow, and Whoa! A Kid’s Guide to Eating RightKidsHealth.org/kid/stay_healthy/food/go_slow_whoa.html

The Food Guide PyramidKidsHealth.org/kid/nutrition/food/pyramid.html

Be a Fit KidKidsHealth.org/kid/nutrition/weight/fit_kid.html

How to Read a RecipeKidsHealth.org/kid/nutrition/food/read_a_recipe.html

RecipesKidsHealth.org/kid/recipes/index.html

Oh-So-Delicious OatmealKidsHealth.org/kid/nutrition/recipes/oatmeal.html

Discussion Questions

Note: The following questions are written in language appropriate for sharing with your students.

When you wake up in the morning, what are the first things you do? Do you feel hungry when you wake up? Why do you think your body wants you to eat in the morning?

What do you usually eat for breakfast? Which breakfast foods are good for you? Which breakfast foods should you only eat a little of?

People sometimes skip breakfast because they don’t have enough time in the morning. What are some things you can do to make sure you have time to eat a healthy breakfast every morning?

Describe your favorite breakfast(s).

1.

2.

3.

4.

Teacher’s GuideThis guide includes:

Standards

Related Links


Activities for Students

Reproducible Materials

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StandardsThis guide correlates with the following National Health Education Standards:

Students will:Comprehend concepts related to health promotion and disease prevention to enhance health.Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Demonstrate the ability to use decision-making skills to enhance health.Demonstrate the ability to use goal-setting skills to enhance health.Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.Demonstrate the ability to advocate for personal, family, and community health.

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Your state’s school health policies:nasbe.org/HealthySchools/States/State_Policy.asp



Note: The following activities are written in language appropriate for sharing with your students.

Breakfast Buffet

Objectives:Students will:

Describe what a healthy breakfast includes.Distinguish between healthy and unhealthy breakfast choices.

Materials:Chart paperArt supplies (colored pencils, markers, crayons)Grocery advertisements or magazine pictures of different breakfast foods Breakfast Buffet handout (available at: KidsHealth.org/classroom/prekto2/personal/nutrition/breakfast_handout1.pdf) or large sheets of plain paperBreakfast Tracker handout (available at: KidsHealth.org/classroom/prekto2/personal/nutrition/breakfast_handout2.pdf), for extension activity

Class Time:45 minutes

Activity:What do you eat for breakfast? As a class, make a list of the different foods kids eat for breakfast. Your teacher can write down all the foods on chart paper. Be specific — for example, don’t just say “fruit,” but name the kind of fruit, like “apple” or “banana.”

Some foods are healthier than others. “Go? foods are good to eat almost anytime because they are healthy (like skim milk). Other foods are “Slow” foods. It’s okay to eat them, but not every day (like waffles). Finally, there are “Whoa” foods. These are the foods that are not very healthy at all, and you should only eat them once in a while (like hash browns and donuts). Which breakfast foods on the chart are “Go” foods? Which ones are “Slow” foods? Which ones are “Whoa” foods?

Now, imagine you are a restaurant owner setting up a breakfast buffet. Draw pictures of the foods you would serve for breakfast. (Or, you can cut pictures out of magazines and grocery advertisements and paste them onto a big sheet of paper). Be sure to include lots of “Go” foods, some “Slow” foods, and only a few “Whoa” foods. When you’re finished, share your breakfast buffet with a classmate.

Extensions:Use the Breakfast Tracker handout to record (with words and/or pictures) what you eat for breakfast every day for a week. At the end of the week, draw a circle around the “Go” foods, a triangle around the “Slow” foods, and a square around the “Whoa” foods. How many foods did you eat from each group?

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Breakfast


KidsHealth.org is devoted to providing the latest children’s health information. The site, which is widely recommended by educators, libraries, and school associations, has received the “Teachers’ Choice Award for the Family” and the prestigious Pirelli Award for “Best Educational Media for Students.” KidsHealth comes from the nonprofit Nemours Foundation. Check out www.KidsHealth.org to see the latest additions!

Adventures of Captain B. Fast!


Understand and explain the importance of eating a healthy, well-balanced breakfast.Suggest ways to make healthy breakfast choices.

Materials:Plain paperArt supplies (colored pencils, markers, crayons)


Activity:If it weren’t for Captain B. Fast, the caped breakfast crusader, kids around the world would be eating really unhealthy breakfasts! Just the other day, the Captain caught a kid about to chow down on 4 stacked pancakes covered with butter and drenched in maple syrup! In the blink of an eye, before the kid could even take a sip of his chocolate milk, Captain B. Fast had swooped into the kitchen and swapped his plate for one with 2 pancakes topped with fresh blueberries and a glass of skim milk on the side. Why did Captain B. Fast do that?

Now for the captain’s next adventure! Think of your favorite “Slow” or “Whoa” breakfast. What might Captain B. Fast do to that meal? Draw a BEFORE and AFTER picture of your favorite breakfast. Be sure to label the foods, and show the healthy changes that the Captain makes. When you’re finished, share your “new” breakfast with the class. You could even make a class book of the new-and-improved breakfasts!

Reproducible MaterialsHandout: Breakfast BuffetKidsHealth.org/classroom/prekto2/personal/nutrition/breakfast_handout1.pdf

Handout: Breakfast TrackerKidsHealth.org/classroom/prekto2/personal/nutrition/breakfast_handout2.pdf

Quiz: BreakfastKidsHealth.org/classroom/prekto2/personal/nutrition/breakfast_quiz.pdf

Answer Key: BreakfastKidsHealth.org/classroom/prekto2/personal/nutrition/breakfast_quiz_answers.pdf

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Breakfast


Name:

Date:

Personal Health Series

Breakfast

Breakfast BuffetInstructions: Draw pictures of the foods you would include on your “Breakfast Buffet” table. Be sure to include lots of GO foods, some SLOW foods, and only a few WHOA foods. When you’re fi nished, share your buffet with a classmate.

BUFFET TABLEBUFFET TABLE


Name: Date:


Breakfast

Breakfast TrackerInstructions: Write or draw a picture of what you eat for breakfast, every day, for one week (including Saturday and Sunday!). Draw a “ ” around the GO foods. Draw a “ ” around the SLOW foods. Draw a “ ” around the WHOA foods. At the end of the week, count how many foods you ate from each group.

DAYS WHAT I ATE FOR BREAKFAST

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

SUNDAY


Name: Date:


Breakfast

QuizInstructions: Is this food a GO food, a SLOW food, or a WHOA food for breakfast? Look at the picture and the word, and then mark an “X” in the correct column.

FOOD GO SLOW WHOA

apple

bagel

breakfast burrito with eggs and bacon

chocolate milk

pineapple in light syrup

jelly doughnut

oatmeal

low-fat yogurt



Breakfast

Quiz Answer Key

FOOD GO SLOW WHOA

apple X

bagel X

breakfast burrito with eggs and bacon X

chocolate milk X

pineapple in light syrup X

jelly doughnut X

oatmeal X

low-fat yogurt X




Energy BalanceEnergy is what helps you do the things you like to do. When you eat or drink, energy goes into your body. And when you do things like run a race or draw a picture, you use up energy. To be healthy, you have to balance the energy your body takes in with the energy it uses up. The following discussion questions and activities will help your students understand what they can do to “balance” their energy.


Articles for Kids:

Learning About Carbohydrates KidsHealth.org/kid/nutrition/food/carb.html

Learning About Proteins KidsHealth.org/kid/nutrition/food/protein.html

Learning About Calories KidsHealth.org/kid/nutrition/food/calorie.html

Why Exercise Is Cool KidsHealth.org/kid/exercise/fit/work_it_out.html

Eating for Sports KidsHealth.org/kid/nutrition/food/sports.html

School Lunches KidsHealth.org/kid/nutrition/food/school_lunches.html

When Snack Attacks Strike KidsHealth.org/kid/nutrition/food/snack_attack.html

The Real Deal on the Digestive System KidsHealth.org/kid/body/digest_noSW.html



When you have lots of energy, how do you feel? What do you do? When you don’t have lots of energy, how do you feel? What do you do?

Have you ever felt really sleepy or tired in the middle of the day? What do you do to get your energy back?

Running in a race uses lots of your body’s energy, but sitting in front of the television does not. What other kinds of activities use up lots of energy? What kinds of activities do not?

1.

2.

3.


Standards

Related Links



Reproducible Materials

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Students will:Comprehend concepts related to health promotion and disease prevention to enhance health.Demonstrate the ability to access valid information and products and services to enhance health.Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Demonstrate the ability to use decision-making skills to enhance health.Demonstrate the ability to use goal-setting skills to enhance health.Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.Demonstrate the ability to advocate for personal, family, and community health.

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An Energy Balancing Act


Identify and explain the balance between taking in food and spending energy Describe and distinguish between healthy and non-healthy energy sources and high- and low-energy activities

Materials:Chart paperArt supplies (colored pencils, markers, crayons)My Energy Balance handout (available at: KidsHealth.org/classroom/prekto2/personal/nutrition/energy_balance_handout1.pdf)


Activity:Energy balance is the balance your body needs between energy coming in (from what you eat and drink) and energy going out (for the things you do and the ways you move). For example, when you eat breakfast in the morning, your body takes in energy. How do you use that energy? What kinds of things does it allow you to do?

Some foods give you more energy than others. It’s important to eat foods from the different food groups so that your body gets the energy it needs. What kinds of healthy foods do you eat at breakfast? Lunch? Snack time? Dinner? (Teachers: Record student responses on chart paper.)

Some activities use up more energy than others. For example, doing 20 jumping jacks gets your heart beating faster than cleaning your room. Jumping up and down is a high-energy activity, and cleaning your room is a low-energy activity. When you climb a set of stairs, you use more energy than when you take an elevator. What are some high-energy activities that you like to do? What are some low-energy activities that you like to do? (Teachers: Record student responses on chart paper.)

Think about what you like to eat and what you like to do. How do you balance your body’s energy? On the My Energy Balance handout, draw pictures of the foods you like to eat and the things you like to do. Circle the foods you eat that are healthy and draw a triangle around the activities you do that get your heart beating faster and use up lots of energy. Share your work with your class.

Extensions:Use pictures from newspapers and magazines and your own drawings to create an “energy balance collage.” On one side, show the kinds of foods you like to eat that give you energy. On the other side, show the activities you like to do that use up energy.

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Energy Balance



Snack and Act!


Identify healthy snacksDemonstrate an understanding of the importance of being active, and identify different activities that use energy

Materials:Art supplies (colored pencils, markers, crayons)My Snack-and-Act Pact handout (available at: KidsHealth.org/classroom/prekto2/personal/nutrition/energy_balance_handout2.pdf)


Activity:Every day your body uses up lots of energy. Sometimes it needs to be “refueled,” and that’s when a snack can come in handy. A snack does not have to be a bag of chips or a handful of cookies. In fact, foods that aren’t so nutritious usually don’t give you the energy you need. But healthy snacks, like an apple or a glass of milk, can give you just the right amount of energy you need to keep going!

You’re going to design your own Snack-and-Act Pact. First, make a list of some of healthy snacks you like. Then, design a 5-minute workout that gets your blood flowing! In each box, write or draw the action or movement you will do. Try to have a good mix of high-energy and low-energy activities, and be sure to give yourself time to catch your breath! When you’re finished, share your workout routine with a partner. Test out each other’s activities. How do they make you feel?

Reproducible MaterialsHandout: My Energy Balance KidsHealth.org/classroom/prekto2/personal/nutrition/energy_balance_handout1.pdf

Handout: My Snack-and-Act Pact KidsHealth.org/classroom/prekto2/personal/nutrition/energy_balance_handout2.pdf

Quiz: Energy Balance KidsHealth.org/classroom/prekto2/personal/nutrition/energy_balance_quiz.pdf

Answer Key: Energy Balance KidsHealth.org/classroom/prekto2/personal/nutrition/energy_balance_quiz_answers.pdf

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Energy Balance


Name:

Date:


Energy Balance

My Energy BalanceInstructions: Energy balance is the balance your body needs between energy coming in (from what you eat and drink) and energy going out (for the things you do). Draw pictures of the foods you like to eat on one side and the things you like to do on the other. Circle the foods you eat that are healthy and draw a triangle around the activities you do that get your heart beating faster and use up lots of energy.

The Things I Like to Do

Energy Going In

Energy Going Out

My Favorite Foods and Drinks


Name:

Date:


Energy Balance

My Snack-and-Act PactInstructions: First, make a list of some of the healthy foods you like to eat for snacks. Then design a 5-minute workout that gets your blood flowing! In each box, write or draw the action or movement you will do. Try to have a good mix of high-energy and low-energy activities, and be sure to give yourself time to catch your breath!

Healthy Snacks I Like to Eat

A Real ACTION Plan!


Name: Date:


Energy Balance

QuizInstructions: Part I: Everything you do uses energy. Some activities use more energy than others. Draw a circle around the activities that use lots of energy. Draw a square around the activities that use less energy.

Part II: When you eat, you refuel your body’s energy. Healthy foods give your body more energy and nutrients. Draw a circle around the healthy snacks you could eat or drink.



Energy Balance

Answer Key

Part I:

Part II:



Grades 3 to 5 • Personal Health Series

Healthy SnackingThat jelly doughnut looks mighty tempting, but doughnuts and other snacks that are high in sugar and fat won’t give you the energy you need to make it through your busy day! Use the following discussion questions and activities to help your students make healthy choices when selecting snacks.


Articles for Kids:

When Snack Attacks Strike KidsHealth.org/kid/nutrition/food/snack_attack.html

Figuring Out Food Labels KidsHealth.org/kid/stay_healthy/food/labels.html

Go, Slow, and Whoa! A Kid’s Guide to Eating Right KidsHealth.org/kid/stay_healthy/food/go_slow_whoa.html

The Food Guide Pyramid KidsHealth.org/kid/stay_healthy/food/pyramid.html

Learning About Calories KidsHealth.org/kid/stay_healthy/food/calorie.html



It’s been two hours since breakfast, and now the grumbling in your stomach is 1. loud enough for the dog to hear! How do you feel when you’re hungry? Do you usually get hungry between meals? What do you do when hunger strikes and it’s not time for a meal?

Dad’s cooking up your favorite dinner, but it’s going to take another 30 minutes 2. before it’s ready to eat. Do you think you should grab a snack? Why or why not?

The cafeteria served your absolute favorite lunch, and you’re still feeling 3. stuffed when the bus drops you off at home. But you ALWAYS have a snack while doing your homework. Do you think you should have one today? Why or why not?


Standards•

Related Links•

Discussion Questions•

Activities for Students•

Reproducible Materials•


Students will:Comprehend concepts related •to health promotion and disease prevention to enhance health.Analyze the influence of •family, peers, culture, media, technology, and other factors on health behaviors.Demonstrate the ability to •access valid information and products and services to enhance health.Demonstrate the ability to use •interpersonal communication skills to enhance health and avoid or reduce health risks.Demonstrate the ability to use •goal-setting skills to enhance health.Demonstrate the ability to •practice health-enhancing behaviors and avoid or reduce health risks.Demonstrate the ability to •advocate for personal, family, and community health.





Dream Snack Machine


Identify nutritious snacks•Learn how healthy snacking can enhance personal health•

Materials:Computer with Internet access•Art supplies (crayons, markers, colored pencils, etc.)•Dream Snack Machine handout (available at: • KidsHealth.org/classroom/3to5/personal/nutrition/healthy_snacking_handout1.pdf)

Class Time:1 hour

Activity:Your mom picked you up after school and dragged you straight to the mall to go shoe shopping. She forgot to pack you an after-school snack and you’re starving! Luckily, you see vending machines at the mall’s entrance. Armed with a dollar in coins, you scan the contents of the snack machine. What do you see? Row after row of chips, candy, and cookies … oh no!

You know these are high-sugar, high-fat snacks that won’t give you the energy you need to survive shoe shopping! You decide to design a Dream Snack Machine to help kids just like you who are on the hunt for a healthy snack. Before you get started, check out the articles at KidsHealth to find out more about healthy snacking. Now you’re ready to design your Dream Snack Machine. Grab a copy of the Dream Snack Machine handout for the outline of a snack machine. Use art supplies to design what your snack machine will look like. How will you let customers know that your snack machine contains healthy snacks? Once the outside of your Dream Snack Machine is finished, you’ll need to decide what goes on the inside! Choose five healthy snacks to stock it with. Draw pictures of these snacks in your Dream Snack Machine, and then write the snacks’ names on the lines provided on the handout. Thanks to your Dream Snack Machine, healthy snackers’ hunger will be satisfied!

Extension:Your Dream Snack Machine has become popular in malls, but you don’t want to stop there! You want to place 1. healthy snacks in schools. You decide to write a letter to the local school district, asking them to put your Dream Snack Machine in school cafeterias. In your letter, include the following information:

Why your snack machine is better than others that have high-sugar and high-fat snacks•Why you think healthy snacks will help kids do better in school•


Healthy Snacking



Healthy Snack Team


Learn why healthy snacking is important, especially for kids•

Materials:Computer with Internet access•Pen and paper, or word processing program•

Class Time:1 hour

Activity:Alexa loves soccer, and every afternoon, she kicks goals in her backyard net. After all that scoring, Alexa is hungry, but her parents stick to the rule, NO SNACKING BETWEEN MEALS. They’re afraid Alexa will eat so many snacks that she won’t be hungry when dinnertime rolls around. What can be done to help poor Alexa and her rumbling stomach? Send in the Healthy Snack Team! As a member of the Healthy Snack Team, you need to convince Alexa’s parents why she should refuel with a nutritious snack. First, do some research at KidsHealth to learn about healthy snacking. Then write a speech to deliver to Alexa’s parents. In your speech, you must include the following information:

Why active kids like Alexa might need more food than three meals a day•What Alexa’s body does with the healthy snack food•What might happen if Alexa doesn’t get enough to eat•

Remember, Alexa’s parents are really stubborn about their no snacking rule, so you’ll have to try hard to convince them. But fear not, the Healthy Snack Team will be victorious over between-meal hunger!

Reproducible MaterialsHandout: Dream Snack Machine KidsHealth.org/classroom/3to5/personal/nutrition/healthy_snacking_handout1.pdf

Quiz: Healthy Snacking KidsHealth.org/classroom/3to5/personal/nutrition/healthy_snacking_quiz.pdf

Answer Key: Healthy Snacking KidsHealth.org/classroom/3to5/personal/nutrition/healthy_snacking_quiz_answer.pdf


Healthy Snacking


Name: Date:


Healthy Snacking

Dream Snack MachineInstructions: Read the KidsHealth articles about healthy snacking, then design a Dream Snack Machine to help kids eat healthy snacks. Draw pictures of four healthy snacks and label them, then decorate your Dream Snack Machine.

PUSH


Name: Date:


Healthy Snacking

QuizAnswer each question.

Name two reasons why healthy snacking is a good idea for kids. 1.

List three healthy snack choices. 2.

What does a healthy snack do for your body? 3.

True or false: Foods with whole-grains make you feel full longer. 4.

A calorie is a unit of 5. . a. fat b. sugar c. nutrients d. energy

True or false: You should only eat a snack when you’re hungry.6.

Why might a kid who’s really active need more snacks than a kid who plays video games all day? 7.

When you’re looking for a healthy snack, you should avoid foods that are high in 8. . a. grains b. sugar c. vitamins

Describe what might happen if you don’t eat regular meals and snacks. 9.

True or false: Calories are bad for you. 10.



Healthy Snacking

Quiz Answer Key

Name two reasons why healthy snacking is a good idea for kids. 1. Any two of the following: Kids need energy to be active, so they need to refuel their bodies more than three times a day. Kids have small stomachs so they eat less than adults, but they may need to eat more often than adults. Kids might get tired and grouchy if they don’t have regular snacks.

List three healthy snack choices. 2. Any three of the following: Fruit, nuts, yogurt, vegetables, popcorn, cheese, whole-grain bread (any food that’s low in fat and sugar)

What does a healthy snack do for your body? 3. Healthy snacks give your body energy and nutrients.

True or false: Foods with whole-grains make you feel full longer. 4.

A calorie is a unit of 5. energy . a. fat b. sugar c. nutrients d. energy

True or false: You should only eat a snack when you’re hungry.6.

Why might a kid who’s really active need more snacks than a kid who plays video games all day? 7. An active kid burns more calories and might need to refuel more often than a kid who’s not active.

When you’re looking for a healthy snack, you should avoid foods that are high in 8. sugar . a. grains b. sugar c. vitamins

Describe what might happen if you don’t eat regular meals and snacks. 9. If you don’t eat regular meals and snacks, you might get tired or grouchy. You won’t have the energy you need to stay active, and you might be so hungry that you’ll eat too much, or be tempted to grab unhealthy food at the next opportunity.

True or false: Calories are bad for you. 10. Calories aren’t bad for you. Your body needs calories for energy. But eating too many calories and not burning enough calories through activity can lead to weight gain.




School LunchEating a nutritious lunch helps give kids the energy they need during the day, while helping them grow and stay healthy. The following discussion questions and activities will help your students start to recognize healthy lunch choices.


Articles for Kids:

School Lunches KidsHealth.org/kid/nutrition/food/school_lunches.html

Go, Slow, and Whoa! A Kid’s Guide to Eating Right KidsHealth.org/kid/nutrition/food/go_slow_whoa.html

Food Guide Pyramid Becomes a Plate KidsHealth.org/kid/nutrition/food/pyramid.html

Why Drinking Water Is the Way to Go KidsHealth.org/kid/nutrition/food/water.html

What Kids Say About: What They Eat KidsHealth.org/kid/stay_healthy/food/poll_healthy_eating.html



1. What kinds of foods are healthy to eat for lunch?

2. What drinks are healthy to have at lunchtime?

3. Why is it important to eat a healthy lunch?


• Standards

• Related Links

• Discussion Questions

• Activities for Students

• Reproducible Materials


Students will:• Comprehend concepts related

to health promotion and disease prevention to enhance health.

• Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

• Demonstrate the ability to access valid information and products and services to enhance health.

• Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

• Demonstrate the ability to use decision-making skills to enhance health.

• Demonstrate the ability to use goal-setting skills to enhance health.

• Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

• Demonstrate the ability to advocate for personal, family, and community health.





MyPlate for Lunch

Objectives:Students will:• Explore healthy foods recommended by experts at ChooseMyPlate.gov• Identify foods in the fruits, vegetables, grains, proteins, and dairy groups

Materials:• Magazines, paper plate for each student• Computer with Internet access• “MyPlate for Lunch” handout • Pencils, markers, paper, glue, scissors

Class Time:• 45 minutes

Activity:Let’s read the KidsHealth article “Food Guide Pyramid Becomes a Plate” together. Then each of us will name some things we had for lunch in the last few days, and I’ll write those foods on the board. Then we’ll name each food on the board and you can tell me which group each food belongs in: fruits, vegetables, grains, protein, or dairy.

Next, I’ll give everyone a paper plate. Now go through the magazines and cut out foods to glue to your plates. Then we’ll take turns holding up our plates and naming the food groups of each food.

Finally, I’ll give you a blank handout with the names of the food groups for you to fill out! [Note to instructor: Younger kids can just draw foods; ask older kids to write the name of each food under their drawings.]

Extensions:1. Go with your parents the next time they go food shopping. Ask if you can help choose some healthy foods to

pack for your lunch.

2. Invite a registered dietitian to visit the class to talk about healthy lunch choices.


School Lunch



Go, Slow, Whoa! Lunchtime Traffic LightObjectives:Students will:• Learn the difference between Go, Slow, and Whoa! foods

Materials:• Computer with Internet access• “Go, Slow, Whoa! Lunchtime Traffic Light” handout• Crayons or markers; glue, tape, or stapler

Class Time:• 30 minutes

Activity:Today we’re going to make posters to help all the students in our school know how to make healthier choices for lunch,whetherthey’repackingorbuying.AfterreadingaKidsHealtharticletogether―“Go,Slow,andWhoa!AKid’sGuidetoEatingRight”―eachofyouwillmakeapostershowinglunchitemsthatareGofoods,Slowfoods,andWhoa! foods. Remember, Go foods are things you can eat or drink all the time, like fruits, vegetables, water, and fat-free or 1% milk. Slow foods are things you can eat sometimes, like peanut butter, pretzels, 2% milk, or sports drinks. Whoa! foods are things you only have once in a while, like French fries, chocolate, or soda. Using the list of foods on page 2 of the article “Go, Slow and Whoa! A Kid’s Guide to Eating Right,” fill in the “Go, Slow, Whoa! Lunchtime Traffic Light” handout with foods that go in each area. Make sure to use some green in the Go area, yellow in the Slow area and red in the Whoa! area to help kids remember which is which. Then we’ll attach the three handout pages together to make a poster for our hallway! [Note to instructor: Have younger kids draw foods in each area of the traffic light using crayons or markers, and have older kids write the names of foods.]

Extensions:1. The next time you have a family lunch at home or at a restaurant, help your siblings and parents identify Go,

Slow, and Whoa! foods.

2. Have your class, grade, or school collect and donate some healthy Go foods to a local food bank.

Reproducible MaterialsHandout: MyPlate for Lunch KidsHealth.org/classroom/prekto2/personal/nutrition/school_lunch_handout1.pdf

Handout for Teachers: MyPlate for Lunch KidsHealth.org/classroom/prekto2/personal/nutrition/school_lunch_handout2.pdf

Handout: Go, Slow, and Whoa! Lunchtime Traffic Light KidsHealth.org/classroom/prekto2/personal/nutrition/school_lunch_handout3.pdf

Quiz: School Lunch KidsHealth.org/classroom/prekto2/personal/nutrition/school_lunch_quiz.pdf

Answer Key: School Lunch KidsHealth.org/classroom/prekto2/personal/nutrition/school_lunch_quiz_answers.pdf


School Lunch


Name: Date:


School Lunch

MyPlate for LunchInstructions: Draw something you can have for lunch that fits in each food group.

GRAINS

PROTEIN

DAIRY

FRUITS

VEGETABLES


GRAINS

PROTEIN

DAIRY

FRUITS

VEGETABLES


School Lunch

MyPlate for Lunch teacher handoutNote to instructor: Use this sheet to help identify foods in each food group.

apples, apricots,

bananas, berries, canned fruits packed

in juice, cantaloupe, cherries, fruit cocktail,

grapefruit, grapes, honeydew, kiwi, lemons, limes, mangoes,

melons, nectarines, oranges, papaya, peaches, pears, pineapple,

plums, prunes, raisins, raspberries, strawberries, tangerines,

watermelon, 100% fruit juice

artichokes, asparagus, avocado, beans, beets, bell peppers, bok choy, broccoli, Brussels sprouts, cabbage, carrots, cauliflower, celery, corn, cucumbers, green beans, greens, eggplant, kale, lettuce, mushrooms, okra, onions,

parsnips, peas, plantains, potatoes, pumpkin, sprouts,

squash, sweet potatoes, tomatoes, turnips, water

chestnuts, wax beans, zucchini

cheese, milk, some milk-based

desserts (pudding, ice cream), soy

milk, yogurt

anything whole grain, biscuits, breads, bulgur (cracked wheat), cereals, cornmeal, crackers, flour, French toast, granola, oatmeal, pancakes, pasta, popcorn, rice, tortillas, waffles

beans, beef, eggs, fish, lamb, lentils, nuts, peas, pork, poultry, shellfish, seeds, tofu


Name: Date:


School Lunch

Go, Slow, Whoa! Lunchtime Traffic Light

Whoa!


Name: Date:


School Lunch


Slow


Name: Date:


School Lunch


Go


Name: Date:


School Lunch

QuizInstructions: Answer each question (questions can be dictated to preliterate kids and answers may be given orally).

1. True or false: Water and low-fat milk are healthy drinks to have for lunch.

2. True or false: Everyone should eat more Go foods than Whoa! foods.

3. True or false: A hot dog, French fries, ice cream, and soda is a healthy lunch.

4. Name one fruit:

5. Name one vegetable:

6. Name one grains food:

7. Name one protein food:

8. Name one dairy food:

9. Name one Go food:

10. Name one Whoa! food:



School Lunch

Quiz Answer Key

1. True or false: Water and low-fat milk are healthy drinks to have for lunch.

2. True or false: Everyone should eat more Go foods than Whoa! foods.

3. True or false: A hot dog, French fries, ice cream, and soda is a healthy lunch.

4. Name one fruit: See “MyPlate for Lunch” teacher handout

5. Name one vegetable: See “MyPlate for Lunch” teacher handout

6. Name one grains food: See “MyPlate for Lunch” teacher handout

7. Name one protein food: See “MyPlate for Lunch” teacher handout

8. Name one dairy food: See “MyPlate for Lunch” teacher handout

9. Name one Go food: See page 2 of “Go, Slow, and Whoa! A Kid’s Guide to Eating Right”

10. Name one Whoa! food: See page 2 of “Go, Slow, and Whoa! A Kid’s Guide to Eating Right”

Documents

Fat Test: A Lesson Students Have to See to Believe … · ... all snacks were neatly lined up on the table. All students wrote their ... grain, protein, etc. (same rules just the