Session 10 Wholey Moley it's Whole Grains Lesson Plan
9
WHOLEY MOLEY IT’S WHOLE GRAINS LESSON PLAN Weigh-in Families Write the following information into the family binder or print the family page from the data portal. Each family members’ body weight Weekly weight loss or gain and total weight loss or gain Collect BHF Habit Books and distribute new ones Schedule 6:00-6:15 Weigh-in and Welcome 6:15-6:35 Nutrition Activities #1,2,3: Whole wheat bread vs. White bread and whole grain labels 6:35 Kids will go to activity: Guard the Pin & Rock, Paper, Scissors, HOP! 6:35-6:50 PowerPoint discussion on Whole Grains 6:50-7:20 Talk to the parents on identifying non-food rewards, reinforcements, community resources for rewards 7:20 Parents join kids at activity: Bean Bag Relay 7:50 Questions and wrap-up Materials for Program Coordinator BHF Habit Book- 1 per person PowerPoint handout for family (Whole Grains and Motivation) - 1 per family Download PowerPoint to use for education delivery Recipe of the Week- 1 per family Kitchen Makeover Handout (Send home for families to complete for next session) - 1 per family Fidelity Checklist There is a list of materials for the Nutrition Coordi- nator that needs to be purchased ahead of time. Suggested incentive for families to use in education and take home. Microwave popcorn 100 calorie bags- 1 box/family Materials for Physical Activity Coordinator Hula Hoop- 36 Pin- 1 Foam ball- 2 to 3 Bean bag- 1 per family Materials for Lifestyle Modification Coordinator Continued PowerPoint on Motivation Guidelines Be sure to 3-hole punch materials for the BHF Family Binder Materials for Nutrition Coordinator Whole Grain Fact Sheet - 1 per family Download PowerPoint to use for education delivery Multiple whole grain labeled foods Products with the first ingredient is whole grain - 4 Products with the first ingredient NOT whole grain - 3 Pieces of white bread - 1 Piece of whole wheat bread - 1 Shallow bowls for water and bread - 2 Water for bread demo Fruit Loops - 1 box Whole grain Cheerios - 1 box Small plastic ramekins - 1 per person
Session 10 Wholey Moley it's Whole Grains Lesson Plan
Session 10_Wholey Moley it's Whole Grains Lesson PlanWeigh-in
Families
Write the following information into the family binder or print the
family page from the data portal.
Each family members’ body weight Weekly weight loss or gain and
total weight loss or gain
Collect BHF Habit Books and distribute new ones
Schedule
6:00-6:15 Weigh-in and Welcome 6:15-6:35 Nutrition Activities
#1,2,3: Whole wheat bread vs. White bread and whole grain labels
6:35 Kids will go to activity: Guard the Pin & Rock, Paper,
Scissors, HOP! 6:35-6:50 PowerPoint discussion on Whole Grains
6:50-7:20 Talk to the parents on identifying non-food rewards,
reinforcements, community resources for rewards 7:20 Parents join
kids at activity: Bean Bag Relay 7:50 Questions and wrap-up
Materials for Program Coordinator
BHF Habit Book- 1 per person PowerPoint handout for family (Whole
Grains and Motivation) - 1 per family Download PowerPoint to use
for education delivery Recipe of the Week- 1 per family Kitchen
Makeover Handout (Send home for families to complete for next
session) - 1 per family Fidelity Checklist
There is a list of materials for the Nutrition Coordi- nator that
needs to be purchased ahead of time.
Suggested incentive for families to use in education and take
home.
Microwave popcorn 100 calorie bags- 1 box/family
Materials for Physical Activity Coordinator
Hula Hoop- 36 Pin- 1 Foam ball- 2 to 3 Bean bag- 1 per family
Materials for Lifestyle Modification Coordinator
Continued PowerPoint on Motivation Guidelines
Be sure to 3-hole punch materials for the BHF Family Binder
Materials for Nutrition Coordinator
Whole Grain Fact Sheet - 1 per family Download PowerPoint to use
for education delivery Multiple whole grain labeled foods Products
with the first ingredient is whole grain - 4 Products with the
first ingredient NOT whole grain - 3 Pieces of white bread - 1
Piece of whole wheat bread - 1 Shallow bowls for water and bread -
2 Water for bread demo Fruit Loops - 1 box Whole grain Cheerios - 1
box Small plastic ramekins - 1 per person
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in
the body and demonstrate how the nutrition facts panel can help to
determine if a product is whole grain. The parents will view a
PowerPoint and have a detailed discussion around whole grains. Be
sure to prepare in advance so you have the equipment needed for a
slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which
of these grains are whole grains? Be sure to define whole grain to
the group (learning objective 3, 4). Circle the grains listed that
are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains.
Place one slice of whole wheat bread in bowl with water and place
one piece of white bread in a second bowl with water. Ask kids to
talk about what they see happening to the slices of bread. You will
quickly see that the white bread falls apart and the whole wheat
bread sticks together. This is a great depiction of what happens
when you digest the grain products. The whole wheat products
‘stays’ with you long and white or enriched grains don’t help you
feel as full. Next, give each family a ramekin of sugar sweetened
non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole
grain cereal (i.e. Cheerios). Have the participants put the
non-whole grain cereal on their tongue and close their mouth. Ask
them to describe what happens. The piece will quickly dissolve and
become mushy. Next have them put a piece of whole grain cereal on
their tongue. This piece will stay intact longer than the non-whole
grain. Again, this will explain how whole grains help you feel
fuller longer because it has more fiber. (Learning Objective
2)
Activity 3: Teach the families to distinguish whole grain and
non-whole grain
This last step, builds on previous sessions using a nutrition facts
label. Pass out a grain food label to the kids. Some should be
whole grains as the first ingredient and some should not have whole
grain as the first ingredient.
• These products should be purchased ahead of time so you can use
the labels. Some examples are as follows: - 100% whole grain old
fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo
Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards &
Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior
change and long-term behavior change. 2. To identify and use
reinforcers effectively to increase and maintain healthy
behaviors.
Materials for Lifestyle Modification Coordinator Continued
PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide families with additional
information and opportunity to discuss reinforcement and rewards. •
Generate discussion about the role of reinforcement in lifestyle
change and how this leads to long term changes.
• Point out that most people have concerns about whether or not all
of these new healthy behaviors will "stick" once the program ends.
Reassure parents that the goal is for lifelong healthy habits and
not temporary quick fixes. As people see success, the goal is these
successes will reinforce or motivate them to continue to do the
things that caused success. For example, families usually really
enjoy being active together and continue to do this because it is
fun, improves their relationships and burns calories! Win, win,
win!
• At times though it may be hard to motivate yourself or your child
to get active, or eat more vegetables, etc. And so, you may have
wondered about if it is ok to "bribe" your child, for example?
First, the most important thing you can do to motivate your child
Is to practice what you teach! Be sure you are modeling all of the
things you want your child to do.
• Bribing is when you give someone something with the promise that
they will do something (e.g., I am going to give you this money and
you better clean your room this week). Reinforcers comes after a
behavior. For example, clean your room this week, and you will earn
allowance. If the child cleans his room, he/she gets the money
AFTER the cleaning. Reinforcement is very important and directly
related to why we do the things we do.
• It may take some work to find the right reinforcer. You are not
likely to keep eating a fruit that makes you gag or play a sport
that is too hard/painful. But you may decide to stick with
something if there is a longer-term benefit, like you really love
how running makes you feel when it is over but hate how you feel
when running. During the program, we explore wide variety of foods
and activities so that every person can try to find somethings that
work for you and your family.
• People often think that reinforcement is somehow bad, and we
should avoid it. But in reality, reinforcement is an essential
ingredient for long term changes. Sometimes, we may want to use
rewards to get someone more motivated. Other times, we may want to
use rewards to keep a good thing going!
Here are some guidelines for using reinforcers or rewards:
• Avoid using food reinforcers. People often use junk food, red
foods, etc. to encourage behavior since many of these are very
enjoyable and liked by children. But it's counterproductive and
sending a mixed message to use junk food to get motivate a child to
eat healthier or be active.
• Ask children what they want to "work" for. These will probably
the most motivating to your child. Of course, you can veto
unrealistic ideas.
• Observe and listen to your child to identify reinforcers. How
does your child spend his/her free time? What would he/she do all
day on a weekend? What does your child ask you for or ask to go to?
These things are usually good ideas for incentives.
• Consider individual rewards and family rewards. These may be
related to meeting short term goals and/or long-term goals.
Families often will identify something special they are going to do
when they meet a family goal, such as going to a water park when
they have all met their weight loss goal.
• Individual rewards should be small enough to get the job done.
What that means is that you want to avoid using a very large reward
to motivate someone when something smaller would have worked. This
is KEY to self-motivation or intrinsic motivation. If you give very
large rewards when a smaller one would work, people start to expect
the reward and will only do the behavior when rewarded.
Allow time for discussion, and questions if there are any. Be sure
to check in with people to be sure with other questions/concerns
about Habit Books, Goals, etc.
At 7:20 parents will join kids at Physical Activity for the last 30
minutes. Remember we are at 2 red foods per day! Remind families to
complete the healthy kitchen assessment for next week!
Nutrition Lesson Plan Whole Grains
Key Concepts
• When breads, cereals, rice, pastas, etc. contain all three parts
of the grain called endosperm, germ and bran, a product is
considered whole grain. • The only way to know if a product is
really a “whole grain” is to look at the list of ingredients on the
back of the package under the nutrition facts label and note
whether the word “whole” is used before the name of the grain:
ground whole wheat…or whole oat flour…whole wheat…etc. • Whole
grains have fiber which helps to increase a feeling of fullness,
has cholesterol lowering benefits, increases digestive health (like
a “scrub brush” for your digestive tract), aids in managing blood
sugar levels and keeps you more regular. • Adults should eat
approximately 20-25 grams/day of fiber and men should get
approximately 30-35 grams per day. A good rule of thumb is to have
14 grams of fiber per 1000 calories consumed. • A serving size of a
grain product is 1-1 oz. slice of bread, 1 cup ready to eat cereal,
½ cup cooked pasta. • Try and make at least half the grain products
you eat each day whole grain.
Learning Objectives
1. Participants will be able to identify if a product is truly
whole grain using the nutrition facts label. 2. Participants will
understand the nutrition benefits from eating whole grain foods 3.
Participants will learn how to include more whole grains in their
diet and to eat at least 3 whole grain servings daily. 4.
Participants will be able to identify five grain foods they eat
throughout the day.
Materials for Nutrition Coordinator
Whole Grain Fact Sheet- 1 per family Download PowerPoint to use for
education delivery Multiple whole grain labeled foods Products with
the first ingredient is whole grain- 4 Products with the first
ingredient NOT whole grain- 3 Pieces of white bread- 1 Piece of
whole wheat bread- 1 Shallow bowls for water and bread- 2 Water for
bread demo Fruit Loops- 1 box Whole grain Cheerios- 1 box Small
plastic ramekins- 1 per person
• Ask kids (parents support if needed) to read the ingredient list.
Ask them to describe how they know from this label who a grain is
whole grain? - Reading the Nutrition facts panel, whole grains are
determined by looking at the fiber value. Be sure everyone can find
the fiber value. Products with at least 3 grams of fiber per
serving, or >10% DV are ‘whole grain’ foods (Learning Objective
#1) - Another way to check is by reading the ingredients listed.
Point them to the ingredient list. Whole grain foods will have
‘whole’ listed first.
At 6:35 Kids will go to activity and the next 25 minutes will be
spent with parents talking about whole grains.
Activity 4: PowerPoint for the parents on grains.
• Present the ‘Meet the Grains Group’ PowerPoint to the adults for
further in-depth conversation and education about whole grains.
(Learning Objective 1,2,3,4,)
Don’t forget to handout the Kitchen Makeover Handout homework for
next week. Families will need to complete at home and bring back
with their family binder at the next session. Remind them to log
their red foods in the BHF Habit Book!
Physical Activity Lesson Plan Children: Guard the Pin & Rock,
Paper, Scissors, HOP! Family: Bean Bag Relay
Key Concepts
• Activities should focus on motor skills, not sports or exercise
skills. • Activities should be modifiable for ability levels. •
Activities should be transferable to the home environment.
Learning Objectives
1. Individuals/families should be continually active during the
physical activity time. 2. Individuals should enjoy being active
independently and as a family.
Materials for Physical Activity Coordinator
Hula Hoop - 36 Pin - 1 Foam balls - 2 to 3 Bean Bag - 1 bag per
family
Activities and Discussion Points
Guard the Pin (10 minutes):
Goal or Purpose: To defend or knock down the bowling pin in the
center.
Equipment (Quantity): Hula Hoop (1), Pin (1), Ball (2-3)
Game Set-Up: Players stand in a circle formation, ideally a circle
with the same diameter as the center circle on a basketball court
(12 feet). A pin is placed in the middle of the circle and one
player is selected to guard the pin. Give a foam ball to the
players in the circle.
Rules: Players may pass the ball to each other until they have an
open shot to knock the pin down. Once
the pin is knocked down, the guard may return to the circle and a
new guard is selected. Keep in mind all throws or kicks should be
downwards and not toward the face. As the game progresses, or if
the players attempting to knock over the pin are having a difficult
time, the facilitator can add one or two more foam balls to the
game.
Rock, Paper, Scissors, HOP! (20 minutes):
Goal or Purpose: To get your team successfully all the way through
the hula hoop course on the other side of the gym.
Equipment (Quantity): Hula Hoops (24)
Game Set-Up: Divide into two teams. Have each team move to the
opposite sides of the gym. Place hula hoops on the floor, creating
a path for kids to hop in.
Rules: One player from each team has to hop with two feet in each
Hula Hoop until they come face to face. Once they do, they play
only one round of rock, paper, scissors. Whoever loses then moves
out of the way for the winning team to continue hopping toward the
other players. The losing team then sends another player to hop
toward the winner and play rock, paper, scissors again. Play this
until one team makes it all the way over to the opposing
team.
*From the diagram, circles indicate Hula Hoops
Family Activity
Bean Bag Relay (30 minutes):
Goal or Purpose: To have all of your team members complete the
relay before the opposing team.
Equipment (Quantity): Hula Hoops (6/team), Bean bags
(1/family)
Game Set-Up: Place six hula hoops in a single file line in front of
each team and make sure they are equal distance for all teams.
Designate a starting line as 3 feet behind the first hula
hoop.
Rules: Each team has 6 Hula Hoops in front of them. One member
places the bean bag in a hoop the next member takes the bean bag
and places it in the next hoop in front of the other. Continue this
process until the bean bag gets all the way to the end of the gym
and then back to the family. Once the team has completed the relay
then they all must raise both arms to the sky. Play as many times
as time will allow for.
See video and diagram for further demonstration.
*From the diagram, circles indicate Hula Hoops. Rounded rectangles
indicate bean bags. The arrows indicate the path of the
relay.
Remind families to complete their healthy kitchen assessment and to
keep logging steps. Ask families if they have tried any new
activities!
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in
the body and demonstrate how the nutrition facts panel can help to
determine if a product is whole grain. The parents will view a
PowerPoint and have a detailed discussion around whole grains. Be
sure to prepare in advance so you have the equipment needed for a
slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which
of these grains are whole grains? Be sure to define whole grain to
the group (learning objective 3, 4). Circle the grains listed that
are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains.
Place one slice of whole wheat bread in bowl with water and place
one piece of white bread in a second bowl with water. Ask kids to
talk about what they see happening to the slices of bread. You will
quickly see that the white bread falls apart and the whole wheat
bread sticks together. This is a great depiction of what happens
when you digest the grain products. The whole wheat products
‘stays’ with you long and white or enriched grains don’t help you
feel as full. Next, give each family a ramekin of sugar sweetened
non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole
grain cereal (i.e. Cheerios). Have the participants put the
non-whole grain cereal on their tongue and close their mouth. Ask
them to describe what happens. The piece will quickly dissolve and
become mushy. Next have them put a piece of whole grain cereal on
their tongue. This piece will stay intact longer than the non-whole
grain. Again, this will explain how whole grains help you feel
fuller longer because it has more fiber. (Learning Objective
2)
Activity 3: Teach the families to distinguish whole grain and
non-whole grain
This last step, builds on previous sessions using a nutrition facts
label. Pass out a grain food label to the kids. Some should be
whole grains as the first ingredient and some should not have whole
grain as the first ingredient.
• These products should be purchased ahead of time so you can use
the labels. Some examples are as follows: - 100% whole grain old
fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo
Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards &
Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior
change and long-term behavior change. 2. To identify and use
reinforcers effectively to increase and maintain healthy
behaviors.
Materials for Lifestyle Modification Coordinator Continued
PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide families with additional
information and opportunity to discuss reinforcement and rewards. •
Generate discussion about the role of reinforcement in lifestyle
change and how this leads to long term changes.
• Point out that most people have concerns about whether or not all
of these new healthy behaviors will "stick" once the program ends.
Reassure parents that the goal is for lifelong healthy habits and
not temporary quick fixes. As people see success, the goal is these
successes will reinforce or motivate them to continue to do the
things that caused success. For example, families usually really
enjoy being active together and continue to do this because it is
fun, improves their relationships and burns calories! Win, win,
win!
• At times though it may be hard to motivate yourself or your child
to get active, or eat more vegetables, etc. And so, you may have
wondered about if it is ok to "bribe" your child, for example?
First, the most important thing you can do to motivate your child
Is to practice what you teach! Be sure you are modeling all of the
things you want your child to do.
• Bribing is when you give someone something with the promise that
they will do something (e.g., I am going to give you this money and
you better clean your room this week). Reinforcers comes after a
behavior. For example, clean your room this week, and you will earn
allowance. If the child cleans his room, he/she gets the money
AFTER the cleaning. Reinforcement is very important and directly
related to why we do the things we do.
• It may take some work to find the right reinforcer. You are not
likely to keep eating a fruit that makes you gag or play a sport
that is too hard/painful. But you may decide to stick with
something if there is a longer-term benefit, like you really love
how running makes you feel when it is over but hate how you feel
when running. During the program, we explore wide variety of foods
and activities so that every person can try to find somethings that
work for you and your family.
• People often think that reinforcement is somehow bad, and we
should avoid it. But in reality, reinforcement is an essential
ingredient for long term changes. Sometimes, we may want to use
rewards to get someone more motivated. Other times, we may want to
use rewards to keep a good thing going!
Here are some guidelines for using reinforcers or rewards:
• Avoid using food reinforcers. People often use junk food, red
foods, etc. to encourage behavior since many of these are very
enjoyable and liked by children. But it's counterproductive and
sending a mixed message to use junk food to get motivate a child to
eat healthier or be active.
• Ask children what they want to "work" for. These will probably
the most motivating to your child. Of course, you can veto
unrealistic ideas.
• Observe and listen to your child to identify reinforcers. How
does your child spend his/her free time? What would he/she do all
day on a weekend? What does your child ask you for or ask to go to?
These things are usually good ideas for incentives.
• Consider individual rewards and family rewards. These may be
related to meeting short term goals and/or long-term goals.
Families often will identify something special they are going to do
when they meet a family goal, such as going to a water park when
they have all met their weight loss goal.
• Individual rewards should be small enough to get the job done.
What that means is that you want to avoid using a very large reward
to motivate someone when something smaller would have worked. This
is KEY to self-motivation or intrinsic motivation. If you give very
large rewards when a smaller one would work, people start to expect
the reward and will only do the behavior when rewarded.
Allow time for discussion, and questions if there are any. Be sure
to check in with people to be sure with other questions/concerns
about Habit Books, Goals, etc.
At 7:20 parents will join kids at Physical Activity for the last 30
minutes. Remember we are at 2 red foods per day! Remind families to
complete the healthy kitchen assessment for next week!
Nutrition Lesson Plan Whole Grains
Key Concepts
• When breads, cereals, rice, pastas, etc. contain all three parts
of the grain called endosperm, germ and bran, a product is
considered whole grain. • The only way to know if a product is
really a “whole grain” is to look at the list of ingredients on the
back of the package under the nutrition facts label and note
whether the word “whole” is used before the name of the grain:
ground whole wheat…or whole oat flour…whole wheat…etc. • Whole
grains have fiber which helps to increase a feeling of fullness,
has cholesterol lowering benefits, increases digestive health (like
a “scrub brush” for your digestive tract), aids in managing blood
sugar levels and keeps you more regular. • Adults should eat
approximately 20-25 grams/day of fiber and men should get
approximately 30-35 grams per day. A good rule of thumb is to have
14 grams of fiber per 1000 calories consumed. • A serving size of a
grain product is 1-1 oz. slice of bread, 1 cup ready to eat cereal,
½ cup cooked pasta. • Try and make at least half the grain products
you eat each day whole grain.
Learning Objectives
1. Participants will be able to identify if a product is truly
whole grain using the nutrition facts label. 2. Participants will
understand the nutrition benefits from eating whole grain foods 3.
Participants will learn how to include more whole grains in their
diet and to eat at least 3 whole grain servings daily. 4.
Participants will be able to identify five grain foods they eat
throughout the day.
Materials for Nutrition Coordinator
Whole Grain Fact Sheet- 1 per family Download PowerPoint to use for
education delivery Multiple whole grain labeled foods Products with
the first ingredient is whole grain- 4 Products with the first
ingredient NOT whole grain- 3 Pieces of white bread- 1 Piece of
whole wheat bread- 1 Shallow bowls for water and bread- 2 Water for
bread demo Fruit Loops- 1 box Whole grain Cheerios- 1 box Small
plastic ramekins- 1 per person
• Ask kids (parents support if needed) to read the ingredient list.
Ask them to describe how they know from this label who a grain is
whole grain? - Reading the Nutrition facts panel, whole grains are
determined by looking at the fiber value. Be sure everyone can find
the fiber value. Products with at least 3 grams of fiber per
serving, or >10% DV are ‘whole grain’ foods (Learning Objective
#1) - Another way to check is by reading the ingredients listed.
Point them to the ingredient list. Whole grain foods will have
‘whole’ listed first.
At 6:35 Kids will go to activity and the next 25 minutes will be
spent with parents talking about whole grains.
Activity 4: PowerPoint for the parents on grains.
• Present the ‘Meet the Grains Group’ PowerPoint to the adults for
further in-depth conversation and education about whole grains.
(Learning Objective 1,2,3,4,)
Don’t forget to handout the Kitchen Makeover Handout homework for
next week. Families will need to complete at home and bring back
with their family binder at the next session. Remind them to log
their red foods in the BHF Habit Book!
Physical Activity Lesson Plan Children: Guard the Pin & Rock,
Paper, Scissors, HOP! Family: Bean Bag Relay
Key Concepts
• Activities should focus on motor skills, not sports or exercise
skills. • Activities should be modifiable for ability levels. •
Activities should be transferable to the home environment.
Learning Objectives
1. Individuals/families should be continually active during the
physical activity time. 2. Individuals should enjoy being active
independently and as a family.
Materials for Physical Activity Coordinator
Hula Hoop - 36 Pin - 1 Foam balls - 2 to 3 Bean Bag - 1 bag per
family
Activities and Discussion Points
Guard the Pin (10 minutes):
Goal or Purpose: To defend or knock down the bowling pin in the
center.
Equipment (Quantity): Hula Hoop (1), Pin (1), Ball (2-3)
Game Set-Up: Players stand in a circle formation, ideally a circle
with the same diameter as the center circle on a basketball court
(12 feet). A pin is placed in the middle of the circle and one
player is selected to guard the pin. Give a foam ball to the
players in the circle.
Rules: Players may pass the ball to each other until they have an
open shot to knock the pin down. Once
the pin is knocked down, the guard may return to the circle and a
new guard is selected. Keep in mind all throws or kicks should be
downwards and not toward the face. As the game progresses, or if
the players attempting to knock over the pin are having a difficult
time, the facilitator can add one or two more foam balls to the
game.
Rock, Paper, Scissors, HOP! (20 minutes):
Goal or Purpose: To get your team successfully all the way through
the hula hoop course on the other side of the gym.
Equipment (Quantity): Hula Hoops (24)
Game Set-Up: Divide into two teams. Have each team move to the
opposite sides of the gym. Place hula hoops on the floor, creating
a path for kids to hop in.
Rules: One player from each team has to hop with two feet in each
Hula Hoop until they come face to face. Once they do, they play
only one round of rock, paper, scissors. Whoever loses then moves
out of the way for the winning team to continue hopping toward the
other players. The losing team then sends another player to hop
toward the winner and play rock, paper, scissors again. Play this
until one team makes it all the way over to the opposing
team.
*From the diagram, circles indicate Hula Hoops
Family Activity
Bean Bag Relay (30 minutes):
Goal or Purpose: To have all of your team members complete the
relay before the opposing team.
Equipment (Quantity): Hula Hoops (6/team), Bean bags
(1/family)
Game Set-Up: Place six hula hoops in a single file line in front of
each team and make sure they are equal distance for all teams.
Designate a starting line as 3 feet behind the first hula
hoop.
Rules: Each team has 6 Hula Hoops in front of them. One member
places the bean bag in a hoop the next member takes the bean bag
and places it in the next hoop in front of the other. Continue this
process until the bean bag gets all the way to the end of the gym
and then back to the family. Once the team has completed the relay
then they all must raise both arms to the sky. Play as many times
as time will allow for.
See video and diagram for further demonstration.
*From the diagram, circles indicate Hula Hoops. Rounded rectangles
indicate bean bags. The arrows indicate the path of the
relay.
Remind families to complete their healthy kitchen assessment and to
keep logging steps. Ask families if they have tried any new
activities!
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in
the body and demonstrate how the nutrition facts panel can help to
determine if a product is whole grain. The parents will view a
PowerPoint and have a detailed discussion around whole grains. Be
sure to prepare in advance so you have the equipment needed for a
slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which
of these grains are whole grains? Be sure to define whole grain to
the group (learning objective 3, 4). Circle the grains listed that
are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains.
Place one slice of whole wheat bread in bowl with water and place
one piece of white bread in a second bowl with water. Ask kids to
talk about what they see happening to the slices of bread. You will
quickly see that the white bread falls apart and the whole wheat
bread sticks together. This is a great depiction of what happens
when you digest the grain products. The whole wheat products
‘stays’ with you long and white or enriched grains don’t help you
feel as full. Next, give each family a ramekin of sugar sweetened
non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole
grain cereal (i.e. Cheerios). Have the participants put the
non-whole grain cereal on their tongue and close their mouth. Ask
them to describe what happens. The piece will quickly dissolve and
become mushy. Next have them put a piece of whole grain cereal on
their tongue. This piece will stay intact longer than the non-whole
grain. Again, this will explain how whole grains help you feel
fuller longer because it has more fiber. (Learning Objective
2)
Activity 3: Teach the families to distinguish whole grain and
non-whole grain
This last step, builds on previous sessions using a nutrition facts
label. Pass out a grain food label to the kids. Some should be
whole grains as the first ingredient and some should not have whole
grain as the first ingredient.
• These products should be purchased ahead of time so you can use
the labels. Some examples are as follows: - 100% whole grain old
fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo
Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards &
Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior
change and long-term behavior change. 2. To identify and use
reinforcers effectively to increase and maintain healthy
behaviors.
Materials for Lifestyle Modification Coordinator Continued
PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide families with additional
information and opportunity to discuss reinforcement and rewards. •
Generate discussion about the role of reinforcement in lifestyle
change and how this leads to long term changes.
• Point out that most people have concerns about whether or not all
of these new healthy behaviors will "stick" once the program ends.
Reassure parents that the goal is for lifelong healthy habits and
not temporary quick fixes. As people see success, the goal is these
successes will reinforce or motivate them to continue to do the
things that caused success. For example, families usually really
enjoy being active together and continue to do this because it is
fun, improves their relationships and burns calories! Win, win,
win!
• At times though it may be hard to motivate yourself or your child
to get active, or eat more vegetables, etc. And so, you may have
wondered about if it is ok to "bribe" your child, for example?
First, the most important thing you can do to motivate your child
Is to practice what you teach! Be sure you are modeling all of the
things you want your child to do.
• Bribing is when you give someone something with the promise that
they will do something (e.g., I am going to give you this money and
you better clean your room this week). Reinforcers comes after a
behavior. For example, clean your room this week, and you will earn
allowance. If the child cleans his room, he/she gets the money
AFTER the cleaning. Reinforcement is very important and directly
related to why we do the things we do.
• It may take some work to find the right reinforcer. You are not
likely to keep eating a fruit that makes you gag or play a sport
that is too hard/painful. But you may decide to stick with
something if there is a longer-term benefit, like you really love
how running makes you feel when it is over but hate how you feel
when running. During the program, we explore wide variety of foods
and activities so that every person can try to find somethings that
work for you and your family.
• People often think that reinforcement is somehow bad, and we
should avoid it. But in reality, reinforcement is an essential
ingredient for long term changes. Sometimes, we may want to use
rewards to get someone more motivated. Other times, we may want to
use rewards to keep a good thing going!
Here are some guidelines for using reinforcers or rewards:
• Avoid using food reinforcers. People often use junk food, red
foods, etc. to encourage behavior since many of these are very
enjoyable and liked by children. But it's counterproductive and
sending a mixed message to use junk food to get motivate a child to
eat healthier or be active.
• Ask children what they want to "work" for. These will probably
the most motivating to your child. Of course, you can veto
unrealistic ideas.
• Observe and listen to your child to identify reinforcers. How
does your child spend his/her free time? What would he/she do all
day on a weekend? What does your child ask you for or ask to go to?
These things are usually good ideas for incentives.
• Consider individual rewards and family rewards. These may be
related to meeting short term goals and/or long-term goals.
Families often will identify something special they are going to do
when they meet a family goal, such as going to a water park when
they have all met their weight loss goal.
• Individual rewards should be small enough to get the job done.
What that means is that you want to avoid using a very large reward
to motivate someone when something smaller would have worked. This
is KEY to self-motivation or intrinsic motivation. If you give very
large rewards when a smaller one would work, people start to expect
the reward and will only do the behavior when rewarded.
Allow time for discussion, and questions if there are any. Be sure
to check in with people to be sure with other questions/concerns
about Habit Books, Goals, etc.
At 7:20 parents will join kids at Physical Activity for the last 30
minutes. Remember we are at 2 red foods per day! Remind families to
complete the healthy kitchen assessment for next week!
Nutrition Lesson Plan Whole Grains
Key Concepts
• When breads, cereals, rice, pastas, etc. contain all three parts
of the grain called endosperm, germ and bran, a product is
considered whole grain. • The only way to know if a product is
really a “whole grain” is to look at the list of ingredients on the
back of the package under the nutrition facts label and note
whether the word “whole” is used before the name of the grain:
ground whole wheat…or whole oat flour…whole wheat…etc. • Whole
grains have fiber which helps to increase a feeling of fullness,
has cholesterol lowering benefits, increases digestive health (like
a “scrub brush” for your digestive tract), aids in managing blood
sugar levels and keeps you more regular. • Adults should eat
approximately 20-25 grams/day of fiber and men should get
approximately 30-35 grams per day. A good rule of thumb is to have
14 grams of fiber per 1000 calories consumed. • A serving size of a
grain product is 1-1 oz. slice of bread, 1 cup ready to eat cereal,
½ cup cooked pasta. • Try and make at least half the grain products
you eat each day whole grain.
Learning Objectives
1. Participants will be able to identify if a product is truly
whole grain using the nutrition facts label. 2. Participants will
understand the nutrition benefits from eating whole grain foods 3.
Participants will learn how to include more whole grains in their
diet and to eat at least 3 whole grain servings daily. 4.
Participants will be able to identify five grain foods they eat
throughout the day.
Materials for Nutrition Coordinator
Whole Grain Fact Sheet- 1 per family Download PowerPoint to use for
education delivery Multiple whole grain labeled foods Products with
the first ingredient is whole grain- 4 Products with the first
ingredient NOT whole grain- 3 Pieces of white bread- 1 Piece of
whole wheat bread- 1 Shallow bowls for water and bread- 2 Water for
bread demo Fruit Loops- 1 box Whole grain Cheerios- 1 box Small
plastic ramekins- 1 per person
• Ask kids (parents support if needed) to read the ingredient list.
Ask them to describe how they know from this label who a grain is
whole grain? - Reading the Nutrition facts panel, whole grains are
determined by looking at the fiber value. Be sure everyone can find
the fiber value. Products with at least 3 grams of fiber per
serving, or >10% DV are ‘whole grain’ foods (Learning Objective
#1) - Another way to check is by reading the ingredients listed.
Point them to the ingredient list. Whole grain foods will have
‘whole’ listed first.
At 6:35 Kids will go to activity and the next 25 minutes will be
spent with parents talking about whole grains.
Activity 4: PowerPoint for the parents on grains.
• Present the ‘Meet the Grains Group’ PowerPoint to the adults for
further in-depth conversation and education about whole grains.
(Learning Objective 1,2,3,4,)
Don’t forget to handout the Kitchen Makeover Handout homework for
next week. Families will need to complete at home and bring back
with their family binder at the next session. Remind them to log
their red foods in the BHF Habit Book!
Physical Activity Lesson Plan Children: Guard the Pin & Rock,
Paper, Scissors, HOP! Family: Bean Bag Relay
Key Concepts
• Activities should focus on motor skills, not sports or exercise
skills. • Activities should be modifiable for ability levels. •
Activities should be transferable to the home environment.
Learning Objectives
1. Individuals/families should be continually active during the
physical activity time. 2. Individuals should enjoy being active
independently and as a family.
Materials for Physical Activity Coordinator
Hula Hoop - 36 Pin - 1 Foam balls - 2 to 3 Bean Bag - 1 bag per
family
Activities and Discussion Points
Guard the Pin (10 minutes):
Goal or Purpose: To defend or knock down the bowling pin in the
center.
Equipment (Quantity): Hula Hoop (1), Pin (1), Ball (2-3)
Game Set-Up: Players stand in a circle formation, ideally a circle
with the same diameter as the center circle on a basketball court
(12 feet). A pin is placed in the middle of the circle and one
player is selected to guard the pin. Give a foam ball to the
players in the circle.
Rules: Players may pass the ball to each other until they have an
open shot to knock the pin down. Once
the pin is knocked down, the guard may return to the circle and a
new guard is selected. Keep in mind all throws or kicks should be
downwards and not toward the face. As the game progresses, or if
the players attempting to knock over the pin are having a difficult
time, the facilitator can add one or two more foam balls to the
game.
Rock, Paper, Scissors, HOP! (20 minutes):
Goal or Purpose: To get your team successfully all the way through
the hula hoop course on the other side of the gym.
Equipment (Quantity): Hula Hoops (24)
Game Set-Up: Divide into two teams. Have each team move to the
opposite sides of the gym. Place hula hoops on the floor, creating
a path for kids to hop in.
Rules: One player from each team has to hop with two feet in each
Hula Hoop until they come face to face. Once they do, they play
only one round of rock, paper, scissors. Whoever loses then moves
out of the way for the winning team to continue hopping toward the
other players. The losing team then sends another player to hop
toward the winner and play rock, paper, scissors again. Play this
until one team makes it all the way over to the opposing
team.
*From the diagram, circles indicate Hula Hoops
Family Activity
Bean Bag Relay (30 minutes):
Goal or Purpose: To have all of your team members complete the
relay before the opposing team.
Equipment (Quantity): Hula Hoops (6/team), Bean bags
(1/family)
Game Set-Up: Place six hula hoops in a single file line in front of
each team and make sure they are equal distance for all teams.
Designate a starting line as 3 feet behind the first hula
hoop.
Rules: Each team has 6 Hula Hoops in front of them. One member
places the bean bag in a hoop the next member takes the bean bag
and places it in the next hoop in front of the other. Continue this
process until the bean bag gets all the way to the end of the gym
and then back to the family. Once the team has completed the relay
then they all must raise both arms to the sky. Play as many times
as time will allow for.
See video and diagram for further demonstration.
*From the diagram, circles indicate Hula Hoops. Rounded rectangles
indicate bean bags. The arrows indicate the path of the
relay.
Remind families to complete their healthy kitchen assessment and to
keep logging steps. Ask families if they have tried any new
activities!
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in
the body and demonstrate how the nutrition facts panel can help to
determine if a product is whole grain. The parents will view a
PowerPoint and have a detailed discussion around whole grains. Be
sure to prepare in advance so you have the equipment needed for a
slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which
of these grains are whole grains? Be sure to define whole grain to
the group (learning objective 3, 4). Circle the grains listed that
are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains.
Place one slice of whole wheat bread in bowl with water and place
one piece of white bread in a second bowl with water. Ask kids to
talk about what they see happening to the slices of bread. You will
quickly see that the white bread falls apart and the whole wheat
bread sticks together. This is a great depiction of what happens
when you digest the grain products. The whole wheat products
‘stays’ with you long and white or enriched grains don’t help you
feel as full. Next, give each family a ramekin of sugar sweetened
non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole
grain cereal (i.e. Cheerios). Have the participants put the
non-whole grain cereal on their tongue and close their mouth. Ask
them to describe what happens. The piece will quickly dissolve and
become mushy. Next have them put a piece of whole grain cereal on
their tongue. This piece will stay intact longer than the non-whole
grain. Again, this will explain how whole grains help you feel
fuller longer because it has more fiber. (Learning Objective
2)
Activity 3: Teach the families to distinguish whole grain and
non-whole grain
This last step, builds on previous sessions using a nutrition facts
label. Pass out a grain food label to the kids. Some should be
whole grains as the first ingredient and some should not have whole
grain as the first ingredient.
• These products should be purchased ahead of time so you can use
the labels. Some examples are as follows: - 100% whole grain old
fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo
Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards &
Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior
change and long-term behavior change. 2. To identify and use
reinforcers effectively to increase and maintain healthy
behaviors.
Materials for Lifestyle Modification Coordinator Continued
PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide families with additional
information and opportunity to discuss reinforcement and rewards. •
Generate discussion about the role of reinforcement in lifestyle
change and how this leads to long term changes.
• Point out that most people have concerns about whether or not all
of these new healthy behaviors will "stick" once the program ends.
Reassure parents that the goal is for lifelong healthy habits and
not temporary quick fixes. As people see success, the goal is these
successes will reinforce or motivate them to continue to do the
things that caused success. For example, families usually really
enjoy being active together and continue to do this because it is
fun, improves their relationships and burns calories! Win, win,
win!
• At times though it may be hard to motivate yourself or your child
to get active, or eat more vegetables, etc. And so, you may have
wondered about if it is ok to "bribe" your child, for example?
First, the most important thing you can do to motivate your child
Is to practice what you teach! Be sure you are modeling all of the
things you want your child to do.
• Bribing is when you give someone something with the promise that
they will do something (e.g., I am going to give you this money and
you better clean your room this week). Reinforcers comes after a
behavior. For example, clean your room this week, and you will earn
allowance. If the child cleans his room, he/she gets the money
AFTER the cleaning. Reinforcement is very important and directly
related to why we do the things we do.
• It may take some work to find the right reinforcer. You are not
likely to keep eating a fruit that makes you gag or play a sport
that is too hard/painful. But you may decide to stick with
something if there is a longer-term benefit, like you really love
how running makes you feel when it is over but hate how you feel
when running. During the program, we explore wide variety of foods
and activities so that every person can try to find somethings that
work for you and your family.
• People often think that reinforcement is somehow bad, and we
should avoid it. But in reality, reinforcement is an essential
ingredient for long term changes. Sometimes, we may want to use
rewards to get someone more motivated. Other times, we may want to
use rewards to keep a good thing going!
Here are some guidelines for using reinforcers or rewards:
• Avoid using food reinforcers. People often use junk food, red
foods, etc. to encourage behavior since many of these are very
enjoyable and liked by children. But it's counterproductive and
sending a mixed message to use junk food to get motivate a child to
eat healthier or be active.
• Ask children what they want to "work" for. These will probably
the most motivating to your child. Of course, you can veto
unrealistic ideas.
• Observe and listen to your child to identify reinforcers. How
does your child spend his/her free time? What would he/she do all
day on a weekend? What does your child ask you for or ask to go to?
These things are usually good ideas for incentives.
• Consider individual rewards and family rewards. These may be
related to meeting short term goals and/or long-term goals.
Families often will identify something special they are going to do
when they meet a family goal, such as going to a water park when
they have all met their weight loss goal.
• Individual rewards should be small enough to get the job done.
What that means is that you want to avoid using a very large reward
to motivate someone when something smaller would have worked. This
is KEY to self-motivation or intrinsic motivation. If you give very
large rewards when a smaller one would work, people start to expect
the reward and will only do the behavior when rewarded.
Allow time for discussion, and questions if there are any. Be sure
to check in with people to be sure with other questions/concerns
about Habit Books, Goals, etc.
At 7:20 parents will join kids at Physical Activity for the last 30
minutes. Remember we are at 2 red foods per day! Remind families to
complete the healthy kitchen assessment for next week!
Nutrition Lesson Plan Whole Grains
Key Concepts
• When breads, cereals, rice, pastas, etc. contain all three parts
of the grain called endosperm, germ and bran, a product is
considered whole grain. • The only way to know if a product is
really a “whole grain” is to look at the list of ingredients on the
back of the package under the nutrition facts label and note
whether the word “whole” is used before the name of the grain:
ground whole wheat…or whole oat flour…whole wheat…etc. • Whole
grains have fiber which helps to increase a feeling of fullness,
has cholesterol lowering benefits, increases digestive health (like
a “scrub brush” for your digestive tract), aids in managing blood
sugar levels and keeps you more regular. • Adults should eat
approximately 20-25 grams/day of fiber and men should get
approximately 30-35 grams per day. A good rule of thumb is to have
14 grams of fiber per 1000 calories consumed. • A serving size of a
grain product is 1-1 oz. slice of bread, 1 cup ready to eat cereal,
½ cup cooked pasta. • Try and make at least half the grain products
you eat each day whole grain.
Learning Objectives
1. Participants will be able to identify if a product is truly
whole grain using the nutrition facts label. 2. Participants will
understand the nutrition benefits from eating whole grain foods 3.
Participants will learn how to include more whole grains in their
diet and to eat at least 3 whole grain servings daily. 4.
Participants will be able to identify five grain foods they eat
throughout the day.
Materials for Nutrition Coordinator
Whole Grain Fact Sheet- 1 per family Download PowerPoint to use for
education delivery Multiple whole grain labeled foods Products with
the first ingredient is whole grain- 4 Products with the first
ingredient NOT whole grain- 3 Pieces of white bread- 1 Piece of
whole wheat bread- 1 Shallow bowls for water and bread- 2 Water for
bread demo Fruit Loops- 1 box Whole grain Cheerios- 1 box Small
plastic ramekins- 1 per person
• Ask kids (parents support if needed) to read the ingredient list.
Ask them to describe how they know from this label who a grain is
whole grain? - Reading the Nutrition facts panel, whole grains are
determined by looking at the fiber value. Be sure everyone can find
the fiber value. Products with at least 3 grams of fiber per
serving, or >10% DV are ‘whole grain’ foods (Learning Objective
#1) - Another way to check is by reading the ingredients listed.
Point them to the ingredient list. Whole grain foods will have
‘whole’ listed first.
At 6:35 Kids will go to activity and the next 25 minutes will be
spent with parents talking about whole grains.
Activity 4: PowerPoint for the parents on grains.
• Present the ‘Meet the Grains Group’ PowerPoint to the adults for
further in-depth conversation and education about whole grains.
(Learning Objective 1,2,3,4,)
Don’t forget to handout the Kitchen Makeover Handout homework for
next week. Families will need to complete at home and bring back
with their family binder at the next session. Remind them to log
their red foods in the BHF Habit Book!
Physical Activity Lesson Plan Children: Guard the Pin & Rock,
Paper, Scissors, HOP! Family: Bean Bag Relay
Key Concepts
• Activities should focus on motor skills, not sports or exercise
skills. • Activities should be modifiable for ability levels. •
Activities should be transferable to the home environment.
Learning Objectives
1. Individuals/families should be continually active during the
physical activity time. 2. Individuals should enjoy being active
independently and as a family.
Materials for Physical Activity Coordinator
Hula Hoop - 36 Pin - 1 Foam balls - 2 to 3 Bean Bag - 1 bag per
family
Activities and Discussion Points
Guard the Pin (10 minutes):
Goal or Purpose: To defend or knock down the bowling pin in the
center.
Equipment (Quantity): Hula Hoop (1), Pin (1), Ball (2-3)
Game Set-Up: Players stand in a circle formation, ideally a circle
with the same diameter as the center circle on a basketball court
(12 feet). A pin is placed in the middle of the circle and one
player is selected to guard the pin. Give a foam ball to the
players in the circle.
Rules: Players may pass the ball to each other until they have an
open shot to knock the pin down. Once
the pin is knocked down, the guard may return to the circle and a
new guard is selected. Keep in mind all throws or kicks should be
downwards and not toward the face. As the game progresses, or if
the players attempting to knock over the pin are having a difficult
time, the facilitator can add one or two more foam balls to the
game.
Rock, Paper, Scissors, HOP! (20 minutes):
Goal or Purpose: To get your team successfully all the way through
the hula hoop course on the other side of the gym.
Equipment (Quantity): Hula Hoops (24)
Game Set-Up: Divide into two teams. Have each team move to the
opposite sides of the gym. Place hula hoops on the floor, creating
a path for kids to hop in.
Rules: One player from each team has to hop with two feet in each
Hula Hoop until they come face to face. Once they do, they play
only one round of rock, paper, scissors. Whoever loses then moves
out of the way for the winning team to continue hopping toward the
other players. The losing team then sends another player to hop
toward the winner and play rock, paper, scissors again. Play this
until one team makes it all the way over to the opposing
team.
*From the diagram, circles indicate Hula Hoops
Family Activity
Bean Bag Relay (30 minutes):
Goal or Purpose: To have all of your team members complete the
relay before the opposing team.
Equipment (Quantity): Hula Hoops (6/team), Bean bags
(1/family)
Game Set-Up: Place six hula hoops in a single file line in front of
each team and make sure they are equal distance for all teams.
Designate a starting line as 3 feet behind the first hula
hoop.
Rules: Each team has 6 Hula Hoops in front of them. One member
places the bean bag in a hoop the next member takes the bean bag
and places it in the next hoop in front of the other. Continue this
process until the bean bag gets all the way to the end of the gym
and then back to the family. Once the team has completed the relay
then they all must raise both arms to the sky. Play as many times
as time will allow for.
See video and diagram for further demonstration.
*From the diagram, circles indicate Hula Hoops. Rounded rectangles
indicate bean bags. The arrows indicate the path of the
relay.
Remind families to complete their healthy kitchen assessment and to
keep logging steps. Ask families if they have tried any new
activities!
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in
the body and demonstrate how the nutrition facts panel can help to
determine if a product is whole grain. The parents will view a
PowerPoint and have a detailed discussion around whole grains. Be
sure to prepare in advance so you have the equipment needed for a
slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which
of these grains are whole grains? Be sure to define whole grain to
the group (learning objective 3, 4). Circle the grains listed that
are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains.
Place one slice of whole wheat bread in bowl with water and place
one piece of white bread in a second bowl with water. Ask kids to
talk about what they see happening to the slices of bread. You will
quickly see that the white bread falls apart and the whole wheat
bread sticks together. This is a great depiction of what happens
when you digest the grain products. The whole wheat products
‘stays’ with you long and white or enriched grains don’t help you
feel as full. Next, give each family a ramekin of sugar sweetened
non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole
grain cereal (i.e. Cheerios). Have the participants put the
non-whole grain cereal on their tongue and close their mouth. Ask
them to describe what happens. The piece will quickly dissolve and
become mushy. Next have them put a piece of whole grain cereal on
their tongue. This piece will stay intact longer than the non-whole
grain. Again, this will explain how whole grains help you feel
fuller longer because it has more fiber. (Learning Objective
2)
Activity 3: Teach the families to distinguish whole grain and
non-whole grain
This last step, builds on previous sessions using a nutrition facts
label. Pass out a grain food label to the kids. Some should be
whole grains as the first ingredient and some should not have whole
grain as the first ingredient.
• These products should be purchased ahead of time so you can use
the labels. Some examples are as follows: - 100% whole grain old
fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo
Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards &
Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior
change and long-term behavior change. 2. To identify and use
reinforcers effectively to increase and maintain healthy
behaviors.
Materials for Lifestyle Modification Coordinator Continued
PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide families with additional
information and opportunity to discuss reinforcement and rewards. •
Generate discussion about the role of reinforcement in lifestyle
change and how this leads to long term changes.
• Point out that most people have concerns about whether or not all
of these new healthy behaviors will "stick" once the program ends.
Reassure parents that the goal is for lifelong healthy habits and
not temporary quick fixes. As people see success, the goal is these
successes will reinforce or motivate them to continue to do the
things that caused success. For example, families usually really
enjoy being active together and continue to do this because it is
fun, improves their relationships and burns calories! Win, win,
win!
• At times though it may be hard to motivate yourself or your child
to get active, or eat more vegetables, etc. And so, you may have
wondered about if it is ok to "bribe" your child, for example?
First, the most important thing you can do to motivate your child
Is to practice what you teach! Be sure you are modeling all of the
things you want your child to do.
• Bribing is when you give someone something with the promise that
they will do something (e.g., I am going to give you this money and
you better clean your room this week). Reinforcers comes after a
behavior. For example, clean your room this week, and you will earn
allowance. If the child cleans his room, he/she gets the money
AFTER the cleaning. Reinforcement is very important and directly
related to why we do the things we do.
• It may take some work to find the right reinforcer. You are not
likely to keep eating a fruit that makes you gag or play a sport
that is too hard/painful. But you may decide to stick with
something if there is a longer-term benefit, like you really love
how running makes you feel when it is over but hate how you feel
when running. During the program, we explore wide variety of foods
and activities so that every person can try to find somethings that
work for you and your family.
• People often think that reinforcement is somehow bad, and we
should avoid it. But in reality, reinforcement is an essential
ingredient for long term changes. Sometimes, we may want to use
rewards to get someone more motivated. Other times, we may want to
use rewards to keep a good thing going!
Here are some guidelines for using reinforcers or rewards:
• Avoid using food reinforcers. People often use junk food, red
foods, etc. to encourage behavior since many of these are very
enjoyable and liked by children. But it's counterproductive and
sending a mixed message to use junk food to get motivate a child to
eat healthier or be active.
• Ask children what they want to "work" for. These will probably
the most motivating to your child. Of course, you can veto
unrealistic ideas.
• Observe and listen to your child to identify reinforcers. How
does your child spend his/her free time? What would he/she do all
day on a weekend? What does your child ask you for or ask to go to?
These things are usually good ideas for incentives.
• Consider individual rewards and family rewards. These may be
related to meeting short term goals and/or long-term goals.
Families often will identify something special they are going to do
when they meet a family goal, such as going to a water park when
they have all met their weight loss goal.
• Individual rewards should be small enough to get the job done.
What that means is that you want to avoid using a very large reward
to motivate someone when something smaller would have worked. This
is KEY to self-motivation or intrinsic motivation. If you give very
large rewards when a smaller one would work, people start to expect
the reward and will only do the behavior when rewarded.
Allow time for discussion, and questions if there are any. Be sure
to check in with people to be sure with other questions/concerns
about Habit Books, Goals, etc.
At 7:20 parents will join kids at Physical Activity for the last 30
minutes. Remember we are at 2 red foods per day! Remind families to
complete the healthy kitchen assessment for next week!
Nutrition Lesson Plan Whole Grains
Key Concepts
• When breads, cereals, rice, pastas, etc. contain all three parts
of the grain called endosperm, germ and bran, a product is
considered whole grain. • The only way to know if a product is
really a “whole grain” is to look at the list of ingredients on the
back of the package under the nutrition facts label and note
whether the word “whole” is used before the name of the grain:
ground whole wheat…or whole oat flour…whole wheat…etc. • Whole
grains have fiber which helps to increase a feeling of fullness,
has cholesterol lowering benefits, increases digestive health (like
a “scrub brush” for your digestive tract), aids in managing blood
sugar levels and keeps you more regular. • Adults should eat
approximately 20-25 grams/day of fiber and men should get
approximately 30-35 grams per day. A good rule of thumb is to have
14 grams of fiber per 1000 calories consumed. • A serving size of a
grain product is 1-1 oz. slice of bread, 1 cup ready to eat cereal,
½ cup cooked pasta. • Try and make at least half the grain products
you eat each day whole grain.
Learning Objectives
1. Participants will be able to identify if a product is truly
whole grain using the nutrition facts label. 2. Participants will
understand the nutrition benefits from eating whole grain foods 3.
Participants will learn how to include more whole grains in their
diet and to eat at least 3 whole grain servings daily. 4.
Participants will be able to identify five grain foods they eat
throughout the day.
Materials for Nutrition Coordinator
Whole Grain Fact Sheet- 1 per family Download PowerPoint to use for
education delivery Multiple whole grain labeled foods Products with
the first ingredient is whole grain- 4 Products with the first
ingredient NOT whole grain- 3 Pieces of white bread- 1 Piece of
whole wheat bread- 1 Shallow bowls for water and bread- 2 Water for
bread demo Fruit Loops- 1 box Whole grain Cheerios- 1 box Small
plastic ramekins- 1 per person
• Ask kids (parents support if needed) to read the ingredient list.
Ask them to describe how they know from this label who a grain is
whole grain? - Reading the Nutrition facts panel, whole grains are
determined by looking at the fiber value. Be sure everyone can find
the fiber value. Products with at least 3 grams of fiber per
serving, or >10% DV are ‘whole grain’ foods (Learning Objective
#1) - Another way to check is by reading the ingredients listed.
Point them to the ingredient list. Whole grain foods will have
‘whole’ listed first.
At 6:35 Kids will go to activity and the next 25 minutes will be
spent with parents talking about whole grains.
Activity 4: PowerPoint for the parents on grains.
• Present the ‘Meet the Grains Group’ PowerPoint to the adults for
further in-depth conversation and education about whole grains.
(Learning Objective 1,2,3,4,)
Don’t forget to handout the Kitchen Makeover Handout homework for
next week. Families will need to complete at home and bring back
with their family binder at the next session. Remind them to log
their red foods in the BHF Habit Book!
Physical Activity Lesson Plan Children: Guard the Pin & Rock,
Paper, Scissors, HOP! Family: Bean Bag Relay
Key Concepts
• Activities should focus on motor skills, not sports or exercise
skills. • Activities should be modifiable for ability levels. •
Activities should be transferable to the home environment.
Learning Objectives
1. Individuals/families should be continually active during the
physical activity time. 2. Individuals should enjoy being active
independently and as a family.
Materials for Physical Activity Coordinator
Hula Hoop - 36 Pin - 1 Foam balls - 2 to 3 Bean Bag - 1 bag per
family
Activities and Discussion Points
Guard the Pin (10 minutes):
Goal or Purpose: To defend or knock down the bowling pin in the
center.
Equipment (Quantity): Hula Hoop (1), Pin (1), Ball (2-3)
Game Set-Up: Players stand in a circle formation, ideally a circle
with the same diameter as the center circle on a basketball court
(12 feet). A pin is placed in the middle of the circle and one
player is selected to guard the pin. Give a foam ball to the
players in the circle.
Rules: Players may pass the ball to each other until they have an
open shot to knock the pin down. Once
the pin is knocked down, the guard may return to the circle and a
new guard is selected. Keep in mind all throws or kicks should be
downwards and not toward the face. As the game progresses, or if
the players attempting to knock over the pin are having a difficult
time, the facilitator can add one or two more foam balls to the
game.
Rock, Paper, Scissors, HOP! (20 minutes):
Goal or Purpose: To get your team successfully all the way through
the hula hoop course on the other side of the gym.
Equipment (Quantity): Hula Hoops (24)
Game Set-Up: Divide into two teams. Have each team move to the
opposite sides of the gym. Place hula hoops on the floor, creating
a path for kids to hop in.
Rules: One player from each team has to hop with two feet in each
Hula Hoop until they come face to face. Once they do, they play
only one round of rock, paper, scissors. Whoever loses then moves
out of the way for the winning team to continue hopping toward the
other players. The losing team then sends another player to hop
toward the winner and play rock, paper, scissors again. Play this
until one team makes it all the way over to the opposing
team.
*From the diagram, circles indicate Hula Hoops
Family Activity
Bean Bag Relay (30 minutes):
Goal or Purpose: To have all of your team members complete the
relay before the opposing team.
Equipment (Quantity): Hula Hoops (6/team), Bean bags
(1/family)
Game Set-Up: Place six hula hoops in a single file line in front of
each team and make sure they are equal distance for all teams.
Designate a starting line as 3 feet behind the first hula
hoop.
Rules: Each team has 6 Hula Hoops in front of them. One member
places the bean bag in a hoop the next member takes the bean bag
and places it in the next hoop in front of the other. Continue this
process until the bean bag gets all the way to the end of the gym
and then back to the family. Once the team has completed the relay
then they all must raise both arms to the sky. Play as many times
as time will allow for.
See video and diagram for further demonstration.
*From the diagram, circles indicate Hula Hoops. Rounded rectangles
indicate bean bags. The arrows indicate the path of the
relay.
Remind families to complete their healthy kitchen assessment and to
keep logging steps. Ask families if they have tried any new
activities!
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in
the body and demonstrate how the nutrition facts panel can help to
determine if a product is whole grain. The parents will view a
PowerPoint and have a detailed discussion around whole grains. Be
sure to prepare in advance so you have the equipment needed for a
slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which
of these grains are whole grains? Be sure to define whole grain to
the group (learning objective 3, 4). Circle the grains listed that
are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains.
Place one slice of whole wheat bread in bowl with water and place
one piece of white bread in a second bowl with water. Ask kids to
talk about what they see happening to the slices of bread. You will
quickly see that the white bread falls apart and the whole wheat
bread sticks together. This is a great depiction of what happens
when you digest the grain products. The whole wheat products
‘stays’ with you long and white or enriched grains don’t help you
feel as full. Next, give each family a ramekin of sugar sweetened
non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole
grain cereal (i.e. Cheerios). Have the participants put the
non-whole grain cereal on their tongue and close their mouth. Ask
them to describe what happens. The piece will quickly dissolve and
become mushy. Next have them put a piece of whole grain cereal on
their tongue. This piece will stay intact longer than the non-whole
grain. Again, this will explain how whole grains help you feel
fuller longer because it has more fiber. (Learning Objective
2)
Activity 3: Teach the families to distinguish whole grain and
non-whole grain
This last step, builds on previous sessions using a nutrition facts
label. Pass out a grain food label to the kids. Some should be
whole grains as the first ingredient and some should not have whole
grain as the first ingredient.
• These products should be purchased ahead of time so you can use
the labels. Some examples are as follows: - 100% whole grain old
fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo
Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards &
Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior
change and long-term behavior change. 2. To identify and use
reinforcers effectively to increase and maintain healthy
behaviors.
Materials for Lifestyle Modification Coordinator Continued
PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide families with additional
information and opportunity to discuss reinforcement and rewards. •
Generate discussion about the role of reinforcement in lifestyle
change and how this leads to long term changes.
• Point out that most people have concerns about whether or not all
of these new healthy behaviors will "stick" once the program ends.
Reassure parents that the goal is for lifelong healthy habits and
not temporary quick fixes. As people see success, the goal is these
successes will reinforce or motivate them to continue to do the
things that caused success. For example, families usually really
enjoy being active together and continue to do this because it is
fun, improves their relationships and burns calories! Win, win,
win!
• At times though it may be hard to motivate yourself or your child
to get active, or eat more vegetables, etc. And so, you may have
wondered about if it is ok to "bribe" your child, for example?
First, the most important thing you can do to motivate your child
Is to practice what you teach! Be sure you are modeling all of the
things you want your child to do.
• Bribing is when you give someone something with the promise that
they will do something (e.g., I am going to give you this money and
you better clean your room this week). Reinforcers comes after a
behavior. For example, clean your room this week, and you will earn
allowance. If the child cleans his room, he/she gets the money
AFTER the cleaning. Reinforcement is very important and directly
related to why we do the things we do.
• It may take some work to find the right reinforcer. You are not
likely to keep eating a fruit that makes you gag or play a sport
that is too hard/painful. But you may decide to stick with
something if there is a longer-term benefit, like you really love
how running makes you feel when it is over but hate how you feel
when running. During the program, we explore wide variety of foods
and activities so that every person can try to find somethings that
work for you and your family.
• People often think that reinforcement is somehow bad, and we
should avoid it. But in reality, reinforcement is an essential
ingredient for long term changes. Sometimes, we may want to use
rewards to get someone more motivated. Other times, we may want to
use rewards to keep a good thing going!
Here are some guidelines for using reinforcers or rewards:
• Avoid using food reinforcers. People often use junk food, red
foods, etc. to encourage behavior since many of these are very
enjoyable and liked by children. But it's counterproductive and
sending a mixed message to use junk food to get motivate a child to
eat healthier or be active.
• Ask children what they want to "work" for. These will probably
the most motivating to your child. Of course, you can veto
unrealistic ideas.
• Observe and listen to your child to identify reinforcers. How
does your child spend his/her free time? What would he/she do all
day on a weekend? What does your child ask you for or ask to go to?
These things are usually good ideas for incentives.
• Consider individual rewards and family rewards. These may be
related to meeting short term goals and/or long-term goals.
Families often will identify something special they are going to do
when they meet a family goal, such as going to a water park when
they have all met their weight loss goal.
• Individual rewards should be small enough to get the job done.
What that means is that you want to avoid using a very large reward
to motivate someone when something smaller would have worked. This
is KEY to self-motivation or intrinsic motivation. If you give very
large rewards when a smaller one would work, people start to expect
the reward and will only do the behavior when rewarded.
Allow time for discussion, and questions if there are any. Be sure
to check in with people to be sure with other questions/concerns
about Habit Books, Goals, etc.
At 7:20 parents will join kids at Physical Activity for the last 30
minutes. Remember we are at 2 red foods per day! Remind families to
complete the healthy kitchen assessment for next week!
Nutrition Lesson Plan Whole Grains
Key Concepts
• When breads, cereals, rice, pastas, etc. contain all three parts
of the grain called endosperm, germ and bran, a product is
considered whole grain. • The only way to know if a product is
really a “whole grain” is to look at the list of ingredients on the
back of the package under the nutrition facts label and note
whether the word “whole” is used before the name of the grain:
ground whole wheat…or whole oat flour…whole wheat…etc. • Whole
grains have fiber which helps to increase a feeling of fullness,
has cholesterol lowering benefits, increases digestive health (like
a “scrub brush” for your digestive tract), aids in managing blood
sugar levels and keeps you more regular. • Adults should eat
approximately 20-25 grams/day of fiber and men should get
approximately 30-35 grams per day. A good rule of thumb is to have
14 grams of fiber per 1000 calories consumed. • A serving size of a
grain product is 1-1 oz. slice of bread, 1 cup ready to eat cereal,
½ cup cooked pasta. • Try and make at least half the grain products
you eat each day whole grain.
Learning Objectives
1. Participants will be able to identify if a product is truly
whole grain using the nutrition facts label. 2. Participants will
understand the nutrition benefits from eating whole grain foods 3.
Participants will learn how to include more whole grains in their
diet and to eat at least 3 whole grain servings daily. 4.
Participants will be able to identify five grain foods they eat
throughout the day.
Materials for Nutrition Coordinator
Whole Grain Fact Sheet- 1 per family Download PowerPoint to use for
education delivery Multiple whole grain labeled foods Products with
the first ingredient is whole grain- 4 Products with the first
ingredient NOT whole grain- 3 Pieces of white bread- 1 Piece of
whole wheat bread- 1 Shallow bowls for water and bread- 2 Water for
bread demo Fruit Loops- 1 box Whole grain Cheerios- 1 box Small
plastic ramekins- 1 per person
• Ask kids (parents support if needed) to read the ingredient list.
Ask them to describe how they know from this label who a grain is
whole grain? - Reading the Nutrition facts panel, whole grains are
determined by looking at the fiber value. Be sure everyone can find
the fiber value. Products with at least 3 grams of fiber per
serving, or >10% DV are ‘whole grain’ foods (Learning Objective
#1) - Another way to check is by reading the ingredients listed.
Point them to the ingredient list. Whole grain foods will have
‘whole’ listed first.
At 6:35 Kids will go to activity and the next 25 minutes will be
spent with parents talking about whole grains.
Activity 4: PowerPoint for the parents on grains.
• Present the ‘Meet the Grains Group’ PowerPoint to the adults for
further in-depth conversation and education about whole grains.
(Learning Objective 1,2,3,4,)
Don’t forget to handout the Kitchen Makeover Handout homework for
next week. Families will need to complete at home and bring back
with their family binder at the next session. Remind them to log
their red foods in the BHF Habit Book!
Physical Activity Lesson Plan Children: Guard the Pin & Rock,
Paper, Scissors, HOP! Family: Bean Bag Relay
Key Concepts
• Activities should focus on motor skills, not sports or exercise
skills. • Activities should be modifiable for ability levels. •
Activities should be transferable to the home environment.
Learning Objectives
1. Individuals/families should be continually active during the
physical activity time. 2. Individuals should enjoy being active
independently and as a family.
Materials for Physical Activity Coordinator
Hula Hoop - 36 Pin - 1 Foam balls - 2 to 3 Bean Bag - 1 bag per
family
Activities and Discussion Points
Guard the Pin (10 minutes):
Goal or Purpose: To defend or knock down the bowling pin in the
center.
Equipment (Quantity): Hula Hoop (1), Pin (1), Ball (2-3)
Game Set-Up: Players stand in a circle formation, ideally a circle
with the same diameter as the center circle on a basketball court
(12 feet). A pin is placed in the middle of the circle and one
player is selected to guard the pin. Give a foam ball to the
players in the circle.
Rules: Players may pass the ball to each other until they have an
open shot to knock the pin down. Once
the pin is knocked down, the guard may return to the circle and a
new guard is selected. Keep in mind all throws or kicks should be
downwards and not toward the face. As the game progresses, or if
the players attempting to knock over the pin are having a difficult
time, the facilitator can add one or two more foam balls to the
game.
Rock, Paper, Scissors, HOP! (20 minutes):
Goal or Purpose: To get your team successfully all the way through
the hula hoop course on the other side of the gym.
Equipment (Quantity): Hula Hoops (24)
Game Set-Up: Divide into two teams. Have each team move to the
opposite sides of the gym. Place hula hoops on the floor, creating
a path for kids to hop in.
Rules: One player from each team has to hop with two feet in each
Hula Hoop until they come face to face. Once they do, they play
only one round of rock, paper, scissors. Whoever loses then moves
out of the way for the winning team to continue hopping toward the
other players. The losing team then sends another player to hop
toward the winner and play rock, paper, scissors again. Play this
until one team makes it all the way over to the opposing
team.
*From the diagram, circles indicate Hula Hoops
Family Activity
Bean Bag Relay (30 minutes):
Goal or Purpose: To have all of your team members complete the
relay before the opposing team.
Equipment (Quantity): Hula Hoops (6/team), Bean bags
(1/family)
Game Set-Up: Place six hula hoops in a single file line in front of
each team and make sure they are equal distance for all teams.
Designate a starting line as 3 feet behind the first hula
hoop.
Rules: Each team has 6 Hula Hoops in front of them. One member
places the bean bag in a hoop the next member takes the bean bag
and places it in the next hoop in front of the other. Continue this
process until the bean bag gets all the way to the end of the gym
and then back to the family. Once the team has completed the relay
then they all must raise both arms to the sky. Play as many times
as time will allow for.
See video and diagram for further demonstration.
*From the diagram, circles indicate Hula Hoops. Rounded rectangles
indicate bean bags. The arrows indicate the path of the
relay.
Remind families to complete their healthy kitchen assessment and to
keep logging steps. Ask families if they have tried any new
activities!
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in
the body and demonstrate how the nutrition facts panel can help to
determine if a product is whole grain. The parents will view a
PowerPoint and have a detailed discussion around whole grains. Be
sure to prepare in advance so you have the equipment needed for a
slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which
of these grains are whole grains? Be sure to define whole grain to
the group (learning objective 3, 4). Circle the grains listed that
are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains.
Place one slice of whole wheat bread in bowl with water and place
one piece of white bread in a second bowl with water. Ask kids to
talk about what they see happening to the slices of bread. You will
quickly see that the white bread falls apart and the whole wheat
bread sticks together. This is a great depiction of what happens
when you digest the grain products. The whole wheat products
‘stays’ with you long and white or enriched grains don’t help you
feel as full. Next, give each family a ramekin of sugar sweetened
non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole
grain cereal (i.e. Cheerios). Have the participants put the
non-whole grain cereal on their tongue and close their mouth. Ask
them to describe what happens. The piece will quickly dissolve and
become mushy. Next have them put a piece of whole grain cereal on
their tongue. This piece will stay intact longer than the non-whole
grain. Again, this will explain how whole grains help you feel
fuller longer because it has more fiber. (Learning Objective
2)
Activity 3: Teach the families to distinguish whole grain and
non-whole grain
This last step, builds on previous sessions using a nutrition facts
label. Pass out a grain food label to the kids. Some should be
whole grains as the first ingredient and some should not have whole
grain as the first ingredient.
• These products should be purchased ahead of time so you can use
the labels. Some examples are as follows: - 100% whole grain old
fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo
Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards &
Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior
change and long-term behavior change. 2. To identify and use
reinforcers effectively to increase and maintain healthy
behaviors.
Materials for Lifestyle Modification Coordinator Continued
PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide