About the Lesson Plans Why Healthy Heart Lesson Plans for Youth? The atherosclerotic process begins in childhood and many American children have risk factors for coronary heart disease. It is easier to form good habits in youth rather than break bad habits as an adult.   

Heart Disease is the #1 cause of death in the U.S. Poor diet and inactivity are the main causes of chronic disease (heart disease, cancer, diabetes, etc.) 450,000 deaths/year due to poor diet and physical inactivity.¹

Childhood Obesity  

Childhood obesity rates have tripled in the last 30 years.² About one in three children and teens in the U.S. is overweight or obese.²

U.S. schools need to take an active role in helping to combat the rise in childhood obesity. Children, adolescents and adults who are obese are more likely to have risk factors for cardiovascular disease such as high cholesterol and high blood pressure as well as other chronic diseases such as type 2 diabetes and certain types of cancer. Obese or overweight children and teens are more likely to become overweight or obese as adults. Why Choose these Lesson Plans?        

Meets National Health Education Standards Sequential kindergarten through grade six Content and methods based on research Target behavior change to last a lifetime Fun for kids and easy to use Involves Parents Easy classroom snack activities Exercise component

Aligned to National Health Education Standards The lesson plans meet the National Health Education Standards for nutrition and physical activity, and for all states that base their standards on the National Standards such as North Dakota. The objectives for each grade (kindergarten through grade six) show exactly how the Young People’s Healthy Heart Lesson Plans will meet every national standard pertaining to nutrition and physical activity.

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Goals for each student:  

Adopt a healthy heart diet containing a variety of foods low in fat, moderate in salt and sugar, and with plenty of whole grains, vegetables and fruits. To follow a healthy activity pattern, watching less TV and increasing moderate to vigorous physical activities.

Physical Activity Young people can build healthy bodies and establish healthy lifestyles by including physical activity in their daily lives. Today, many young people are not physically active on a regular basis, and physical activity declines dramatically during adolescence. School and community programs can help young people get active and stay active. The U. S. Department of Health and Human Services 2008 Physical Activity Guidelines for Americans recommend that children and adolescents should do 60 minutes (1 hour) or more a day of either moderate or vigorous intensity aerobic physical activity, and should include vigorous- intensity physical activity at least 3 days a week. The activities should also include muscle strengthening activities such as push-ups or sit-ups and bone strengthening exercises such as jumping rope or running at least 3 days per week.3 Increasing the frequency, time or intensity of physical activity can bring even more health benefits…up to a point. Too much physical activity can lead to injuries and other health problems. Nutrition and Health The Bogalusa Heart Study4 has shown that:  more than half of all children eat too much fat, cholesterol, salt and sugar.  among all children, cardiovascular risk factors such as high blood pressure and obesity are interrelated, just as they are in adults. Our government has recognized the need for change and has identified a number of changes that children as well as adults need to make. These are outlined in Healthy People 2020 Objectives5. They include: 1. Reduce consumption of calories from solid fats and added sugars in the population aged 2 years and older. 2. Reduce consumption of saturated fat in the population aged 2 years and older. 3. Reduce consumption of sodium in the population aged 2 years and older. 4. Increase consumption of calcium in the population aged 2 years and older. 5. Increase the contribution of fruits and vegetables to the diets of population aged 2 years and older. 6. Increase the contribution of whole grains to the diets of the population aged 2 years and older. 2

The Key is Behavior Change Nutrition must be fun. Changing how we do things can often be tedious and difficult. The lesson plans have the students do fun, hands-on activities, at home and in school, helping them learn skills and make healthy choices/changes. Learning specific facts and taking tests are not the main focus. Trying and experimenting with new healthy behaviors becomes the target. Motivators have been used to encourage students to try new skills and new foods. For example, in kindergarten each child would add a segment to their personal caterpillar each time they try the targeted healthy choice/change. Advocacy National Health Education Standard 8 addresses advocacy, a new component of nutrition and physical activity health education. 6 The Young People’s Healthy Heart Lesson Plans include activities for kindergarten through grade 6 that help develop advocacy skills. These skills encourage others to adopt healthy behaviors and reinforce students’ own health behaviors. 6

Lesson Plan Details   

The lesson plan for each grade takes 2-3 days over a minimum of 5-7 weeks to teach. Depending on age level, 30-45 minutes is spent per class period once a week. Learning material over several weeks increases likelihood that behavior changes will be adopted.

Research has shown that when parents are involved and activities are done at home, there is a greater chance for behavior change to occur. Home Activities ♥ In kindergarten, students are asked to do physical activities with their parents three days for at least 20 minutes each day. ♥ In grade one, students ask their families to try skim or 1% milk at home and to prepare a healthy heart fruit snack recipe. ♥ In grade two, students ask their parents to provide Anytime Snacks for after school snacks on four days of the week. ♥ In grade three, students are asked to teach their parents about fat by using the visual aids How Much Fat? And How Much Fat?...Part II (test tubes showing the amount of fat in various foods).

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♥ In grade four, students are asked to teach their parents what they have learned about sodium by using the visual aid How Much Salt? (test tubes showing the amount of salt in various foods). ♥ In grade five, students are asked to teach their parents about sugar by using the visual aid How Much Sugar? (test tubes showing the amount of sugar in various foods). ♥ In grade six, students are asked to teach their parents about sugar and caffeine in popular 8 oz. drinks by using the visual aid How Much Sugar and Caffeine? (test tubes showing the amount of sugar and caffeine in various foods).

Classroom Cooking Lesson plans include easy recipes to be prepared by the students in class. This is very important, although it can be messy and time consuming. Children learn about nutrition from their own experiences with food. They will be more likely to try new foods or recipes if they have helped prepare them. Lesson Plan Worksheets Whenever a worksheet, home activity, or other activity is bolded and in capital letters in the Lesson Plans the item will be located in the Activities Section at the end of each grade’s lesson plans. The worksheets should be reproduced for classroom use.

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Serving Sizes are Important In today’s supersized world with the dramatic increase in obesity, and kids now being diagnosed with type 2 diabetes, we need to educate students about portion control and serving sizes. Research is suggesting that chronic exposure to large portion sized meals can result in overeating and will ultimately lead to increases in body weight over time. Most adults do not know how big a serving size is for most foods. It is important for students to learn what a serving size means for the various food groups. Teachers should demonstrate various serving sizes and should let students practice measuring serving sizes using real foods. Students should learn to read the serving size on food labels before they read about the nutrient content. Servings listed on food labels are based on customarily used portions, not on nutrient density or what is optimal for health. Nutrition is Complicated!    

New 2010 Dietary Guidelines for Americans emphasize healthy eating along with energy balance.7 Students may question which of the three (fat, salt or sugar) is the most critical to watch. Fat is the biggest culprit for most people. Eating too much fat can lead to weight problems, but eating large portions of carbohydrates, sugar and protein can also cause an increase in weight.

Nutrition, Physical Activity & Academics Data from the 2009 National Youth Risk Behavior Survey (YRBS) show a negative association between physical inactivity and unhealthy dietary behaviors and academic achievement. 8 Students with higher grades are more likely to:   

Engage in regular physical activity Have limited TV and computer usage Consume healthier food choices

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Emphasis on Fruit and Vegetables Fruits & Veggies - More Matters™ has replaced the 5 A Day campaign on a national level. In our materials we’ve chosen to retain using the concept of minimally eating 5 fruits and veggies every day. It’s easy for them to remember 5 servings a day, with each serving about the size of a tennis ball. It’s also fun to give each other a ‘high 5’ to remember how many servings to eat each day. Both adults and children do not eat enough fruits and vegetables. Education is crucial. People who have formed the habit of eating fruits and vegetables early in life are likely to consume more as adults. Fruits and vegetables help reduce the risk of heart disease, cancer and high blood pressure because they are:  Rich in vitamins and minerals  Naturally low in fat and calories  An excellent source of fiber  Rich in compounds called phytochemicals which are known to have numerous benefits to health. Anytime and Sometime Foods Fruits, vegetables, whole grain breads and cereals, low fat dairy products and lean meats should be the foundation of our diet. In the lesson plans, we call these foods Anytime Foods. We should focus on variety among these foods and remember we can eat these anytime. The 2010 Dietary Guidelines state that we should reduce the intake of calories from solid fats and added sugar.7 Snacks that are high in sugar, fat and salt should only be eaten sometimes because they are not very good for our bodies. We call these foods Sometime Foods. They provide energy, but usually few nutrients. A good rule of thumb is to eat no more than 0-2 Sometime Foods each day. There are exceptions where we might eat more Sometime Foods, such as birthdays and other family celebrations. We incorporated this concept into the lesson plans because we felt children need a specific guide. The test tube visuals showing the sugar, salt and fat in foods help teach why only 0-2 Sometime Foods a day should be eaten.

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Why did we choose 0-2 Sometime Foods as a guide? Let us look at two common snack choices. 

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Example one: If a student ate a 2.07 ounce Snickers® candy bar and drank 12 ounces of soda pop, that would be 22% of his/her total daily calorie intake and 22% of the recommended daily fat intake. Example two: If a student ate two ounces of potato chips and drank 12 ounces of soda pop, that would be 24% of his/her daily calorie intake and 31% of the recommended daily fat intake.

In both examples, roughly one-fourth or more of the total fat and calories are consumed as Sometime Foods; these are empty calories. Our list of Anytime and Sometime Foods is an educated interpretation. This type of list may vary in different sources and you may question items on the list. You may decide to move items from one list to the other. The reason for a list is for the younger children, before they can read labels and make their own interpretations, to have a guide for making choices. The emphasis is to help students make healthy choices. What about diet soda? Because diet soda does not have any calories, should it be considered an Anytime Food? The answer is NO; it is a Sometime Food. Children do not need soda pop, diet or regular. Diet soda pop contains no nutrients. Regular soda pop contains only calories, hence it is not considered nutrient rich and is often called an ’empty calorie’ food.

Fast Food Can we eat fast food without sacrificing nutrition? Everyday, one third of American children and adolescents eat fast food. Fast food contributes 16-17% of adolescents’ total calorie intake. 9 It is essential that children learn how to make wise food choices when eating out. The lesson plans help the students address this issue.

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Helpful Hints For Teachers 1. Teachers should use real food products (empty packages) as much as possible in the activities because it is more realistic and fun for the students. Start collecting early. 2. To encourage students to make healthy changes, the school may need to strengthen their School Wellness Policy which is related to food and exercise. The school should mirror what is taught. For example, consider what products the vending machines may sell- (only pop, both pop and juice, only juice, only water). 3. Teachers are very important role models for students. Do you want your students to remember you with a can of pop on your desk or a cup of coffee, or would a bottle of juice, a piece of fruit or a cup of water be better? You will influence your students, but also allow them (because they are always watching) to help and influence you to make wise and healthy choices…both in and out of school. 4. Help your school lunch and breakfast program become a nutrition laboratory and teach the children key healthy heart lessons. Form a Nutrition Team with the cook, principal, two to three parents, teachers and students. Work together to make changes in the recipes and the school lunch menu in order to follow the Dietary Guidelines.

Our goal is to provide easy to use lesson plans that are useful, interesting and fun, in order to help students adopt healthy nutrition and exercise behaviors. If you have new ideas you would like to share or questions or concerns with the lesson plans, we would like to hear from you. Email us at [email protected] or call us at Young People’s Healthy Heart Program at 701-845-6456. Interested in purchasing the test tube visual aids for fat, salt and sugar pictured below – Click here!

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References 1. McGinnis JM, Foege WH. “Actual Causes of Death in the United States.” Journal of the American Medical Association 1993, vol. 270, no. 18, pp. 2207-2212. 2. American Heart Association, American Stroke Association. “Understanding Childhood Obesity.” Statistical Sourcebook. Accessed at www.heart.org in February 2011. 3. U.S. Department of Health & Human Services. “Physical Activity Guidelines for Americans, Chapter 3: Active Children and Adolescents.” Accessed at this link. 4. National Institutes of Health, “An Important Message From the Children of Bogalusa”, Heart Memo, Special Edition 1996, p. 10. 5. www.healthypeople.gov 6. National Health Education Standards, 2nd edition, 2007 7. www.dietaryguidelines.gov 8. www.cdc.gov/HealthyYouth/health_and_academics 9. www.fastfoodmarketing.org

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OBJECTIVES FOR GRADE TWO Aligned to National Health Education Standards for Nutrition and Physical Activity

Objective 1:

The students should be able to identify blood as a watery substance that carries oxygen and food to the cells and waste products away from the cells.

Objective 2:

The students should be able to recognize that the heart rate increases during exercise and why. (National Standard 1)

Objective 3:

The students should be able to name and try three Fast Heart Activities that will keep the heart strong and healthy. (National Standards 1,5,6,7,8)

Objective 4:

The students should be able to explain how too much fat will block blood vessels and discover which foods are high in fat. (National Standard 1)

Objective 5:

Students should be able to explain that low fat foods and high fat foods taste differently. (National Standard 5)

Objective 6:

The students should be able to identify which snack foods are Anytime Snacks (heart healthy) and can be eaten often, and which snack foods are Sometime Snacks (not heart healthy) and should be eaten less often. (National Standards 1,2)

Objective 7:

The students should be able to choose an Anytime Snack most of the time (e.g. four of five school days). (National Standards 2,5,6,7,8)

Objective 8:

The students should be able to increase their consumption of vegetables and fruits to eat 5 servings a day. (National Standards 5,6,7,8)

Objective 9:

The students should be able to demonstrate portion control and meal planning using the plate method and the food groups. (National Standard 2)

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Objective 1:

The students should be able to identify blood as a watery substance that carries oxygen and food to the cells and waste products away from the cells.

Objective 2:

The students should be able to recognize that the heart rate increases during exercise and why. (National Standard 1)

Objective 3:

The students should be able to name and try three Fast Heart Activities that will keep the heart strong and healthy. (National Standard 1,5,6,7,8)

Approximately 35 minutes (A puppet has been designed to help teach these lessons. His name is Heart Buddy. However, any kind of puppet, even as simple as a sock with button eyes and yarn hair, may be used.) Hi! I’m Heart Buddy. Today we are going to talk about the heart—yours and mine. The heart is a hollow organ that lies in the center of our chest. It is made up of muscle. Do you know how big it is? Everybody make a fist with your right hand. Now wrap your left hand around your right. This is the size of your heart. ACTIVITY: (To show the endurance of the heart, do one of the following: With one hand folded around the other, try squeezing it 100-120 times in one minute. This is how fast a child’s heart beats. Give each student a tennis ball or have each student crumple a half sheet of scrap paper into ball. Have the students squeeze the tennis ball 100-120 times in one minute.) ASK: ANSWER:

Could you do this all day? Could you do this all week, all month, all year, all your life? (Let students respond. What an amazing and strong muscle our heart is.)

ACTIVITY: (The teacher could have a couple of students weigh a softball. The heart weighs as much as a softball, about 6-7 ounces.) The main duty of the heart is to pump blood to all the cells of our body. The blood carries food and oxygen that each cell needs. All living things– and that includes plants, animals, and you– are made up of cells. Some things are made up of only one cell. We, however, are made up of over 100 trillion cells.

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If you are thinking that all these cells must be very small, you are right! In fact, it would take about 40,000 of our red blood cells to fill this letter O. Yet, each of these cells has its own life pretty much just like ours. It takes in food, grows, reproduces itself (makes itself again), and, like all other living things, it eventually dies. Different groups of cells make up different parts of our body, like our bones, our skin, our muscles and our blood. Each group of cells has its own unique job to do. ACTIVITY: (Look at cells under a microscope, e.g. view red blood cells under a high school biology microscope.) All of these cells need food and oxygen to do their work. ASK: How do we get food? ANSWER: (Let students answer.) We eat it for meals and snacks. ASK: How do we get oxygen? ANSWER: We breathe. Oxygen is part of the air we breathe. Oxygen is the only part of the air our bodies can use. Blood is made up mostly of water and it carries digested food and oxygen to each cell in our body. After the cells use up the food and oxygen, some waste products are left. Waste products are things our body cannot use. Our blood carries these wastes to the parts of our body that can get rid of them. Our kidneys collect some wastes and we pass these out in urine. Our skin gives off wastes when we sweat. Our lungs give off another waste, carbon dioxide, when we breathe out. Our colon collects solid waste (the part of food we cannot digest and use) and we pass this out of our body as a bowel movement (BM). ACTIVITY: Students, we are going to practice breathing together. Everyone breathe in. You are now taking in air or oxygen. Now everyone breathe out. You are now getting rid of the waste product, carbon dioxide, that you cannot use. (Repeat.) Breathing is automatic, we do not think about it. We just do it. Our heart beats automatically also. Let us think again about our heart. We cannot feel our heart beating when we are sitting and reading or writing. ASK: But what happens if we run and play for 15 minutes and then stop? ANSWER: We hear our heart beat very loud and fast. How fast do you think your heart beats when you exercise? We will do an experiment to find out. 2-3

ACTIVITY: 1. First I want everyone to take their pulse right now while you are resting. There are different places to take your pulse. Wrist Touch your wrist just below your thumb. Press gently with your fingertips. Do you feel something push against your fingers? push push push. This is called your pulse. You are feeling a small artery in your wrist. Your heart is pushing blood through it: beat-push beat-push beat-push. You can tell how fast your heart is beating by feeling your pulse.¹ Temples Touch your temples. They are on either side of your head between your eyes and ears. There is an artery in each temple. Can you feel it?¹ Neck Touch the sides of your neck just below your chin and down where it joins your body. Touch lightly. Can you feel the arteries pulsing there?¹ This is your pulse or heart rate. (Make sure all students have found their pulse using one of the above methods.) When I say GO, everyone count the number of beats until I say STOP. (Teacher then times 60 seconds). Record that number on your paper. (For a shorter method the teacher could time 30 seconds and have students write that number down twice and add. A child’s heart beat is 100-120 beats per minute.) 2. Now everyone stand up and spread apart. Run in place for two minutes. (Use music with a fast beat. At the end of two minutes: STOP. Teacher should have students take their pulse again for one minute and record it on their paper). 3. After 10 minutes, if it is convenient, the teacher should have the students take their pulse a third time and record it. This last pulse should be close to their original resting number. ASK: Why do you think our heart beats faster when we exercise? ANSWER: Because our muscles are working harder, the cells that make up our muscles need more food and oxygen. Because our blood carries food and oxygen, our heart must pump harder to carry more blood to each cell as each cell works harder. Exercises/activities that make our heart stronger are called Fast Heart Activities. ASK: What are some Fast Heart Activities? ANSWER: Biking, swimming, jumping rope, walking, running, tennis, etc. 1 Showers, Paul, Hear Your Heart, Harper Trophy, 1985.

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Other activities like sit-ups, bowling, fishing, going down the slide, and swinging are fun and good to do, but do not make our heart stronger. These are called Slow Heart Activities. ACTIVITY: Let us read a story about JAN AND MIKE (refer to Activities Section) and see what types of exercise they each like to do! (The following questions will help discuss the story.) ASK: What are different types of activities discussed in the story? ANSWER: Walking, tag, running, soccer, swimming, hiking, tennis, biking, watching TV. ASK: Who seemed to get more exercise, Jan or Mike? How could you tell? ANSWER: Jan. She participated in and talked about doing more Fast Heart Activities than Mike. ASK: What could Mike do to get more exercise? ANSWER: Walk or bike to and from school, swim at the motel instead of watching TV, plan more Fast Heart Activities. (Do not forget Mike did participate in soccer.) ASK: What Fast Heart Activities do you do regularly (at least three times a week)? ANSWER: (Let students tell of activities.) ASK: What favorite Slow Heart Activities do you do? ANSWER: (Let students respond.)

HOME ACTIVITY: STRONG HEARTS (take home sheet) (To tally all Home Activities and other behavior change activities, make the motivational HIDDEN PICTURE TAGBOARD. Refer to the Activities Section. Note that the STRONG HEARTS activity would be a good activity to continue through the entire four to five weeks of lessons. The first week establishes the pattern and by the fourth or fifth week, the students and their parents, hopefully, will enjoy the exercise and even continue after the lessons are done.)

HOME ACTIVITY: COMMERCIAL JOGGING (take home sheet) To increase your Fast Heart Activity you/family members could jog in place during a commercial when watching TV. Try jogging for all commercials. 2-5

(It is difficult for students to start more than one activity on the same day. It is suggested that this activity be started a few days or even one week after beginning the STRONG HEARTS activity. It will continue to encourage them to exercise. For each day of the week, students who jog during one commercial can color in a square on the motivational HIDDEN PICTURE TAGBOARD.) Regular physical activity in childhood and adolescence: 1) Improves strength and endurance. 2) Helps build healthy bones and muscles. 3) Helps control weight. 4) Reduces anxiety and stress and increases self-esteem. 5) May improve blood pressure and cholesterol levels. The national recommendation is that children and teens do 60 minutes of moderate to vigorous physical activity every day.

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Objective 4:

The students should be able to explain how too much fat will block blood vessels and discover which foods are high in fat. (National Standard 1) Approximately 25 minutes

Hi! It’s Heart Buddy. I’m back to talk about nutrition and the heart. We said that the blood is made up mainly of water. Most digested food is carried easily in the watery blood, but one kind of food does not travel easily in blood– and that is FAT. Fat likes to stick to anything it can touch. ASK: Can you name some fats? ANSWER: (Let students answer.) Animal, vegetable, butter, margarine, fats in meats, etc. ACTIVITY: Let us do an experiment to learn more about fat. (Have one student come up and hold his/her hands over the empty basin. Pour 1-2 tablespoons of pancake syrup over his/her hands. Have the student rub his/ her hands together. Then have the student wash his/her hands in a basin with warm water, NO SOAP). ASK: Does the syrup wash off in the water? ANSWER: Yes. (Now put 1-2 tablespoons of margarine, solid shortening, or lard into the student’s hands. Be sure his/her hands are DRY! The student should rub his/her hands together. Then have the student wash his/her hands in a basin of warm water, NO SOAP). ASK: Does the fat come off in water? ANSWER: No. (The following is not a totally accurate explanation of the process of plaque buildup in an artery, but the actual process is too complicated for second grade students. For a detailed explanation, see the Teacher Fact.) (Explain how the fat sticks to blood vessels: this is similar to what happens to fat that gets into the blood– it wants to stick to the sides of the blood vessels. It does not want to dissolve in the blood. Have the students wash their hands with soap and water and return to their desks.)

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HEALTHY ARTERY

PARTIALLY BLOCKED ARTERY

Diets high in saturated fat elevate blood cholesterol and increase plaque formation in almost everyone, even more than dietary cholesterol does. High fat milk, butter, cheese, eggs, and meat are especially high in saturated fat. ACTIVITY: (Show a model of an empty toilet paper tube painted red. This represents a healthy artery. Show a toilet paper tube painted red that has yellow play dough stuck to the inside to represent a partially clogged artery.) Play Dough 2 cups water 1 Tbsp. alum powder ½ cup salt Stir and bring to boil - turn off - add: 2 Tbsp. vegetable oil 2 cups flour Yellow food coloring Stir dough and knead to make smooth. Store in refrigerator. Makes 3¼ cups. ASK: What happens if the blood vessels get too much fat in them and they get clogged? ANSWER: Less blood can go through. The heart is not able to pump blood to all parts of the body the way it usually does. ASK: What happens if the whole vessel is closed? ANSWER: No blood can go through. If no blood can go through, that would mean no food and oxygen could get to those cells and they would die. What we eat can keep our heart and blood vessels healthy or make them not so healthy. Foods with a lot of fat can clog our blood vessels. ACTIVITY: (The teacher may want to have the class discuss the analogy between an open and clogged drain and an open and clogged artery.)

HOME ACTIVITY: FIND THE FAT EXPERIMENT (take home sheet) (Do the experiment in class. Then send the sheet home for the students to demonstrate to their parents. If students complete this Home Activity they can color a square on the motivational HIDDEN PICTURE TAGBOARD described under STRONG HEARTS, Objective 1,2 and 3.) 2-8

Objective 5:

Students should be able to explain that low fat foods and high fat foods taste differently. (National Standard 5)

Approximately 40 minutes

Fat changes the taste of many foods. Let us taste a couple of different foods and then discuss how fat affects the flavor. ACTIVITY: Mystery Taste Test 1. APPLES: (Have an apple behind one mystery box and an apple turnover behind the other. Pass samples to each student. A crisp and flavorful choice of apple would be Braeburn, Gala or Fuji.) ASK:

Which tastes better?

ANSWER:

The turnover has a lot of fat because of the crust. The apple has no fat. Some people may like the turnover better because of the taste of the fat and the added sugar. Some may like the apple better. I think you will all agree that the two foods do taste differently.

2. MILK: (Have three kinds of milk- skim, 2%, and whole- each behind a box to increase the mystery. Announce that there will now be a taste test. If possible have the whole class do this. First pass a one ounce sample of skim milk to everyone in the class. Everyone taste at the same time. Repeat with the whole and 2% milk. Students should not know which kind is being passed.) ASK:

Which do you think tastes better?

ANSWER:

The one each of you likes best depends on which one you are used to drinking. You will all agree that all the milks do taste differently.

(To show the students the amount of fat in each type of milk use yellow play dough to represent the following.) Skim 1% 2% Whole

= empty teaspoon = 1/2 tsp. fat = 1 tsp. fat = 2 tsp. fat

(Organize the milk cartons in order from least amount of fat to most amount of fat. Discuss the colors of the cartons. Mix the cartons up and have a student put them in order from least to most amount of fat, i.e. from heart healthy to not heart healthy.)

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3. POTATOES: (The same taste test could also be done with regular potato chips or corn chips and the comparable baked product, which would have virtually no fat.) Now we have two important things to consider: 1. Too much fat is not healthy for us because it will clog our blood vessels. 2. We may like the taste of foods with a lot of fat. If both of these things are true, then we have a problem. ASK: What should we do? ANSWER: We should eat the foods that have a lot of fat only SOMETIMES or ONCE IN A WHILE. It is okay to have that apple turnover, which has a lot of fat, only once a week. The apple, which has no fat, can be eaten every day, or ANYTIME. (Discuss the problem that high fat foods often taste good and we want to eat them often. Discuss what we should do about milk. It is very important to drink three eight ounce glasses of milk each day. Whole milk contains a lot of fat. It would be better for us to drink a milk with less fat like 1% or skim. This is something we need to get used to doing. Remember, IT IS VERY IMPORTANT TO DRINK MILK.) ACTIVITY: MILK IS IMPORTANT (worksheet) (Make a chart. Encourage each student to try a lower fat milk at home. If a student tries skim or 1% milk, the student can color in a square on the motivational HIDDEN PICTURE TAGBOARD. If the student usually drinks skim or 1% milk, he/she can color in a square on the HIDDEN PICTURE TAGBOARD.)

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Objective 6:

The students should be able to identify which snack foods are Anytime Snacks (heart healthy) and can be eaten often, and which snack foods are Sometime Snacks (not heart healthy) and should be eaten less often. (National Standard 1,2) Approximately 30 minutes

Snacks that are low in fat are called Anytime Snacks. We can eat these foods every day, even more than once a day. They are good for our heart. Snacks that have a lot of fat are called Sometime Snacks because if we eat them every day they would not be good for our heart. We cannot have them every day but we can have them sometimes or once in a while. ACTIVITY: MATH AND SNACKS (worksheet) (This activity allows students to discover a few Anytime Snacks and Sometime Snacks. All problems with even number answers are Anytime Snacks; the ones with odd number answers are Sometime Snacks.) (Possible questions may come up on the popcorn, ice cream, chips and fruit roll ups. Plain popped popcorn can be popped for an Anytime Snack. It does not have any fat added. If you add only a little margarine after you pop it, the popcorn would still be an Anytime Food. If you add a lot of fat, it becomes a Sometime Snack. Explain how regular microwave popcorn would be a Sometime Snack, but light microwave popcorn would be an Anytime Snack.) The words little and lot are always hard to define. In the case of popcorn, regular microwave popcorn will have about 12 grams of fat (three teaspoons). This is a lot of fat. The light microwave popcorn will have about four grams of fat (one teaspoon) which is a little. Our goal is to be moderate in our fat intake and use only a little.

Regular ice cream is high in fat and is a Sometime Snack. Light ice cream has a small amount of fat and is an Anytime Snack. Chewy fruit snacks are a Sometime Snack. They do not have the same nutrition that a piece of fruit would have. ACTIVITY: ANYTIME and SOMETIME SNACK LIST (refer to Activities Section) 1. (Read the list aloud, explain that many foods can be found in either regular, light or nonfat choices, see the following chart. Laminate the list and post it in the classroom for a reference.)

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SOMETIME FOODS

ANYTIME FOODS

REGULAR

LOW FAT, LIGHT (LITE)

NONFAT

Regular American Cheese

Light American Cheese

Nonfat American Cheese

Regular Potato Chips

Baked Potato Chips

Regular Ice Cream

Light Ice Cream

Regular Tortilla Chips

Baked Tortilla Chips

Fat Free Frozen Yogurt

2. (Give each child one red square and one green square. Use pictures cut out of magazines. Hold up one snack food. Have the students hold up a green square if it is and Anytime Snack and a red square if it is a Sometime Snack. Practice this with 10 - 15 snack foods.) ACTIVITY: (Cover two shoe boxes. Label one Anytime Snacks and the other Sometime Snacks. Patterns of Heart Buddy to put on each box are found in the Activities Section. Cut out pictures of foods from magazines. Give each student one or more food pictures. The students should ‘mail’ the pictures by placing them in the appropriate box. As a class, go through the pictures in each box to decide if those foods are in the correct box.)

The healthiest Anytime Foods are plain fruit or veggies, skim milk, whole grain breads, plain popcorn and whole grain crackers. It is suggested the teacher focus on these as Anytime Foods.

2-12

Objective 7:

The students should be able to choose an Anytime Snack most of the time (e.g. four of five school days). (National Standard 2,5,6,7,8) Approximately 70 minutes

We have learned what the Anytime Snacks and Sometime Snacks are. We know that we can eat Anytime Snacks every day, as often as we want. Sometime Snacks can be eaten once in a while. Let us talk about a combination of Anytime and Sometime Snacks we might choose as after school snacks. We will call this the 4+1 Snack Plan. 1. (Call on four students to name an Anytime Snack and one student to name a Sometime Snack. Write the snacks they name on the board, one for each school day. For each Anytime Snack put a green square of paper on the board. For each Sometime Snack put a red square of paper on the board. It may be easier to use green squares with Anytime written on them to represent the Anytime Snacks and red squares with Sometime written on them to represent the Sometime Snacks. 2. Repeat five days of after school snacks, calling for only one Sometime Snack and four Anytime Snacks. Continue asking for more 4+1 patterns to help the students see how easy it is to get a variety of Anytime Snacks, even over several weeks. 3. Of course there is another plan that would work. We could eat only Anytime Foods for our snacks every day.) (To understand what it means to choose an Anytime Snack most of the time let us practice the 4+1 snack plan. If you prefer, work with seven days. You could call it the 5+2 snack plan. Realistically, it is best to have students follow a seven day plan, but it is difficult to do because young children cannot remember what they do over the weekend. The reason to use this idea is to show students what sometimes means and to help them establish a healthy pattern.) Let us look at an example. (Teacher can draw a five day plan on the board. Let a different student come up for each day of the week and place the green and red squares used for Anytime and Sometime Snacks underneath the foods.) MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

3 graham crackers & ¾ cup (6oz) orange juice

carrot sticks and low fat dip

apple & low fat cheese

cupcake

cereal & skim milk with banana slices

2-13

(Repeat the 4+1 snack plan with different food. Also, put up a five day example that is mostly Sometime Foods. Ask the students if this is a heart healthy pattern.)

HOME ACTIVITY: ANYTIME AND SOMETIME SNACK PLEDGE (worksheet) ANYTIME AND SOMETIME SNACKS (parent letter, refer to Activities Section) To keep our heart healthy and our body strong let us practice choosing the 4+1 Snack Plan at home this coming week. 1. (Read the pledge to students and encourage them to sign it. The students who agree to do the pledge should all say it together.) Each day when you come to school I will ask you what you ate for your after school snack so you can complete your pledge sheet. 2. (On the ANYTIME AND SOMETIME SNACKS letter have the students fill in the greeting and circle the foods they would like available for their snacks. They should circle only one Sometime Snack, and at least four Anytime Snacks.) (For each Anytime Snack eaten, students may color in a square on the motivational HIDDEN PICTURE TAGBOARD, plus one square if they meet the 4+1 Snack Plan goal.)

2-14

Objective 8:

The students should be able to increase their consumption of vegetables and fruits to 5 servings a day. (National Standards 5,6,7,8) Approximately 40 minutes

ASK: Which two Food Groups am I talking about? Clues:

They are heart healthy. They are fat free. The foods are colorful: red, orange, yellow, green. You should eat 5 servings a day. Grow in the ground, on trees or on bushes. They can be crunchy or juicy. They can be eaten fresh or cooked. Your parents may grow these in a garden or in the back yard.

ANSWER: Vegetables and fruits! To keep our heart healthy, we need to eat five vegetables and fruits a day. We call this 5 A DAY. Vegetables and fruits are low in fat, salt, and usually do not have sugar added. They are high in special power packs called vitamins and minerals that keep our heart and our whole body healthy. To remember how many vegetables and fruits we should eat every day, give the classmate nearest you a High Five. Remember to give your parents a High Five when you go home tonight and tell them that we need to eat 5 fruits and/or veggies every day. (Give each student a vegetable or fruit sticker or a picture of a fruit or vegetable to help students remember to talk about eating 5 servings of fruits and veggies at home with their parents.) ASK: What is your favorite vegetable or fruit and why? Do you eat it raw, canned, dried or baked (e.g. baked apples or apple leather)? ANSWER: (Let each student respond.) Some vegetables and fruits have been changed so much they do not count toward our 5 servings a day. Let me give you three examples. 1. Chewy fruit snacks. (Show the box.) These have a little bit of fruit and a lot of added sugar. These do not count as a fruit. 2. Ketchup. (Show the bottle of ketchup.) This is made from tomatoes, but it has a lot of sugar and salt added. It does not count as a vegetable. 3. French Fries. Potatoes are heart healthy, but when you fry them in fat they are not heart healthy. French fries do not count as a vegetable. ASK: Can you think of another example of a vegetable or fruit that does not count toward 5 servings a day? 2-15

ANSWER: Pickles. There is a large amount of salt added to cucumbers to make pickles. In March 2007, the 5 A Day program became the National Fruit and Vegetable Program which promotes the public health initiative, Fruits & Veggies - More Matters. It recommends more than 5 servings of fruits and vegetables a day for Americans. The organization does not recognize French fries, ketchup, pickles and chewy fruit snacks as counting toward the daily goal for fruits and veggies. Young People’s Healthy Heart Lesson Plans continue to encourage a least 5 servings a day because it is an easy concept for students to remember.

When we plan to eat 5 servings a day we will need to eat at least one or two vegetables/fruits in each of the three meals we eat, plus one vegetable/fruit for a snack. (Write this example on the board.) Breakfast 3/4 cup orange juice

After School Snack 1 banana

Noon Lunch 1/2 cup carrot sticks 1 apple

Dinner 1 baked potato

ACTIVITY: VEGETABLE AND FRUIT SEARCH (worksheet) (Hand out the worksheet. Read the first menu. Ask the students to circle the vegetable and fruits. Discuss how many vegetables and fruits they found in that one meal. Emphasize that each meal must have at least one vegetable or fruit if we are to meet our 5 servings a day goal. Repeat with the second and third menus. Note that our fast food menu did not have any vegetables or fruits since French fries cannot count as a vegetable because they have so much fat added.) Let us brainstorm as to what we can do to add a vegetable or fruit when we know we are going out for fast food. Here are some ideas. 1. 2. 3. 4.

Eat at least five baby carrots before you go, or one half a regular carrot. Choose a juice instead of a pop. Choose a salad with little or no dressing. Eat an apple or other fruit before you go.

One large carrot (7 inches long) or 10 baby carrots provide 100% of the recommended Dietary Allowance for vitamin A. Beta carotene is found in carrots and is the precursor to vitamin A.

2-16

HOME ACTIVITY: EAT 5 A DAY (parent letter, refer to Activities Section) 1. Have the students complete the greeting. 2. Circle the one tip that they would like to try to meet the goal of eating 5 fruits or veggies every day. 3. Sign his/her name and take the letter to their parents.

SNACK ACTIVITY: (Each day of the week serve a vegetable or fruit as a snack. Ideas include baby carrots, other vegetables with low fat dip, fresh, canned or dried fruit and any of the following recipes: Rainbow Parfait, Banana Sandwiches or Fruit Slush. These three Anytime Snack recipes are in the Activities Section, and all count toward 5 servings a day.) It has been proven that students who help prepare a food are more likely to eat that food later.

HOME ACTIVITY: HEALTHY HEART RECIPES (take home sheet) (Encourage the students to make and sample these recipes at home. For each recipe they make, students may color in a square on the motivational HIDDEN PICTURE TAGBOARD.) ACTIVITY: (The goal is to have the class help plan a heart healthy meal that will be served one day in the cafeteria. The teacher may want to work with the cook to identify the entrée. Then let the students select the vegetable and fruit. Have your class design a poster stating the menu and that it was planned by grade 2.)

♥ ♥ ♥

MENU EXAMPLE Spaghetti Meat Sauce Green Beans Garlic Toast Crispy Apple Skim or 1% Milk

2-17

♥ ♥ ♥

Objective 9:

The students should be able to demonstrate portion control and meal planning using the plate method and the 5 Food Groups. Approximately 40 minutes

People eat 25% more of healthy foods when they come in bigger packages, and 50-75% more of sweet & salty snacks when they come in bigger packages.

(In today’s supersized world it has never been more important to teach students about serving sizes. With the dramatic increase in obesity, and kids now being diagnosed with Type 2 diabetes, we need to educate students about portion control. Research is suggesting that chronic exposure to large portion sized meals can result in over-consumption of food and will ultimately lead to increases in body weight over time.) (One way to help educate students about portion control is to use the PLATE METHOD. With the PLATE METHOD, no more than ¼ of the plate should be covered with grains such as bread, cereal, rice, brown rice, pasta and beans. It is recommended we eat three whole grain foods each day. There are times when a potato may also be used in this section for meal planning. To keep your heart healthy, no more than ¼ of the plate can/should be made up of the meat group. The rest, ½ of the plate, should be fruits and vegetables. Low fat milk should also be a part of each meal.) ASK: How many of you have seen the ChooseMyPlate graphic before? (Show students a picture of the USDA ChooseMyPlate graphic. You may have already studied the new food model sometime during the school year or it may be something new for the students. Give a brief explanation for review.) ChooseMyPlate was designed to help us make healthy food choices every day. We need to eat a variety of foods from each of the food groups every day to stay healthy. (Show the students the ChooseMyPlate poster.) Let’s talk about hot lunch here at our school. Did you know the cooks at our school always offer five food groups everyday? When the school foodservice dietitian/cook plans the hot lunch menus she always includes a variety of foods from each of the 5 Food Groups. ASK: Can you name the 5 different foods (and the food groups they come from) that were served at lunch yesterday or today? ANSWER: (Let students respond.)

2-18

ASK: How many food groups do you have to take at lunch each day? ANSWER: (Let students respond. Students are required to choose at least 3 food groups and 1 food group must be a fruit or vegetable. You can choose 4 or all 5 food groups. This is called Offer versus Serve and it was designed by the National School Lunch Program. It has been shown to decrease food waste and give students greater flexibility in choosing what to eat for lunch.) (The teacher may want to have the class discuss how many food groups are eaten with meals at home and compare it to those eaten at school.) Today we are going to plan our own meal and learn how much of each food we should eat by using the PLATE METHOD. Let’s look at a plate and divide it into different parts. (Teacher should make a drawing on the board of a plate divided into sections to show the class.)

Meat

Grains

Milk

Fruits and Vegetables

Now let’s choose real food and plan a meal as a class. (Teacher should then draw pictures on the plate or use pictures of food cut out of magazines and show what a meal should look like. Repeat this activity several times on the board with different meal examples so every student has a chance to participate.) (Explain to the class that there may be times when a starchy food will take the place of a grains food. The grains section usually contains pasta, white rice, brown rice, or bread [white or whole wheat] but there are times when a potato may be used in meal planning and would fit in that section. It is recommended that we eat three whole grain foods each day. Also mention that the fruits and vegetables section of the plate is the biggest because we should eat more of these foods compared to meat or grains at every meal.) (Note: The section with fruits and vegetables could be filled with all fruits, all vegetables or fruits and vegetables.)

2-19

Why should half the plate be filled with fruits and vegetables? Because less than 15 percent of school children eat the recommended servings of fruits and vegetables! (USDA) Fruits and vegetables are also rich in nutrients that most Americans fall short of in their diet such as potassium, vitamin A, vitamin C, magnesium and folic acid.

ACTIVITY: PLATE METHOD ACTIVITY (Give each student a paper placemat. These may be available from your local hospital or an area restaurant. If you are not able to get placemats just use a large piece of construction paper. Have each student trace an 8 inch plate in the center of the placemat. Draw a line through the center of the plate drawing and then make a center line in one of the halves. Each plate should look like the earlier diagram.) (Students should now plan their own meal, using the PLATE METHOD. Have the students cut pictures out of magazines for each of the food groups on the plate. If magazines are not available, have the students draw pictures in each of the plate sections.) (Have the students take the placemats home and teach their parents about the plate method.)

HOME ACTIVITY: PLATE METHOD (take home sheet) (Students should take the menus they made in school home and teach their parents about the plate method. The students should then plan a meal with their family, complete the take home sheet and return it to school the next day.)

2-20

JAN AND MIKE’S DAY Skit:

4 characters and a narrator Jan Brown Mike Nelson Mr. Lang Mr. Brown

Narrator:

Jan: Mike: Jan: Mike: Narrator:

Jan: Mr. Lang: Mike: Jan: Mike: Jan: Mr. Lang:

Jan: Mr. Lang:

Girl in the 2nd grade class Boy in the 2nd grade class Gym teacher Jan’s Father

Jan Brown and Mike Nelson live next door to each other and are in the second grade. It’s spring and they both got ready for school early to be able to go outside and play. Hi, Mike, you’re ready early. Do you want to walk to school with me today? No, my Mom’s leaving for work in a minute so I can get a ride with her. Aw, come one, it’s a beautiful spring day, why don’t you walk? I want to save my energy for the soccer game after school. As Jan walks the five blocks to school Mike goes in the house to wait for his mom to give him a ride. Later at school they see each other in gym, which is the first class of the day. Mr. Lang, can we play Red Rover again today? No, Jan, today we’re going to play Shadow Tag. Kevin will be ‘It’. Let’s begin. Oh, no! I got tagged first again! If you’d exercise more, like walking to school, I bet you could run faster. What’s walking got to do with running? A lot! Walking can make your heart beat faster just like running can. In running, the cells of your muscles work harder so they need more food and oxygen. Because blood carries food and oxygen, your heart must pump harder to carry more blood to each cell. When you are walking slowly your cells only have to work a little harder. But when you walk fast your cells have to work a lot harder. That makes your heart work harder and makes it stronger. Oh, look at the clock, class is over. I’ll see all of you at the soccer game after school. Remember, it is the third grade against the second grade tonight. 2A-1

Narrator:

Jan and Mike’s second grade team beat the third grade at the soccer game. Both Jan and Mike played in the game. Jan’s parents watched the game and gave Jan and Mike a ride home.

Mr. Brown:

What are you going to do over spring break next week, Mike?

Mike:

Our family is going to meet my aunt, uncle, and cousins at a motel. We’ll watch TV and maybe swim.

Jan:

Oh, we’re going camping in the mountains. It will be great to hike up to the top and watch the sun come up!

Mr. Brown:

Jan, we must remember to bring our tennis rackets because there’s a court in the town near our camp.

Mike:

We’re home! See you tomorrow, Jan. Do you want to bike to school tomorrow?

2A-2

STRONG HEARTS

A Home Activity For Grade Two Students And Their Parents

We have been learning how to keep our heart strong and healthy. Some ways to do this are to: ♥ Do a Fast Heart Activity every day. ♥ Eat a variety of Anytime Foods (low in fat and low in salt). ♥ Don’t smoke. The national recommendation is that children and teens do 60 minutes of moderate to vigorous physical activity every day. This week, students are asked to do physical activities with their parents three times for at least 20 minutes. Walking, skating, bike riding and swimming are all good Fast Heart Activities for healthy hearts. Watching too much TV or videos, or playing computer games too much puts children at risk for obesity, high blood cholesterol and heart disease. Pick one half-hour television show to skip and go for a family walk or bike ride instead. After doing a physical activity, a parent should fill in a heart below. The student may then cut the heart out and return it to his/her teacher to be recorded on the class chart.

We exercised together for 20 minutes

We exercised together for 20 minutes

What we did _______________________

What we did _______________________

Student _________________________

Student _________________________

Date ______________________

Date ______________________

__________________________

__________________________

Parent Signature

Parent Signature

We exercised together for 20 minutes What we did _______________________ Student _________________________ Date ______________________ __________________________ Parent Signature

2A-3

HIDDEN PICTURE TAGBOARD Use this motivational chart to tally the following activities to be done in this unit. * STRONG HEARTS

3 squares per student

* COMMERCIAL JOGGING

5 or more squares per student

* FIND THE FAT

1 square per student

* MILK IS IMPORTANT

5 squares per student

* 4 + 1 SNACK PLAN

4 squares per student plus 1 extra per student (when they meet the 4 + 1 Snack Plan goal)

* HEALTHY HEART RECIPES

1 square per student

For a class of 25 students, 225 squares would probably work, because each student may not complete all the activities.

For this motivational chart you will need a large piece of tagboard and a set of markers, one is invisible and the others are color changer markers, that will make the invisible picture visible. The teacher will draw pictures (see the next page) of Anytime Snacks on a piece of tagboard using the invisible marker . Mark the invisible picture off with a grid. As each student completes an activity in school or a Home Activity, the student will get to color one of the grid squares on the tagboard using the color change markers, which will reveal that part of the picture. At the end of the unit the students will have revealed the “hidden” picture showing Anytime Snacks. At the end of the unit, the class can vote which of the pictured Anytime Snacks they want as a class snack.

2A-4

HIDDEN PICTURE TAGBOARD

2A-5

NAME: _________________________________

COMMERCIAL JOGGING

A Home Activity For Grade Two Students And Their Parents

Jog through a commercial then color a TV for that day. MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Jogging is a Fast Heart Activity that helps keep your heart strong.

2A-6

NAME _______________________

FIND THE FAT EXPERIMENT

A Home Activity For Grade Two Students And Their Parents

Parents and students should work together on this activity. Return this sheet to your teacher when completed along with the brown paper experiment squares. Some foods have fat and some foods do not. In this experiment we will find out which foods do and which foods do not. 1.

Cut eight pieces of brown paper about four inches square.

2.

Find a piece of fruit, cheese, a vegetable, raw meat or salami, a cookie, peanuts and two other foods of your choice.

3.

Rub one piece of food on each piece of paper. Cut the food to get to the inside. The food should make the spot look wet.

4.

Set the food by the paper or label each piece of paper as to which food was rubbed on it.

5.

Wait 1-2 hours. If the spot is still wet after two hours, you know that food has fat in it!

6.

The foods with fat are ____________________________________________________ ______________________________________________________________________

7.

The foods with no fat are__________________________________________________ ______________________________________________________________________ ________________________________ Parent Signature

2A-7

NAME _______________________

MILK IS IMPORTANT

A Home Activity For Grade Two Students And Their Parents

Fat changes the taste of many foods. Different types of milk are available that contain different amounts of fat. The one you and your family like best depends on which one you are used to drinking. It is very important to drink three eight ounce glasses of milk each day. Whole milk contains a lot of fat. It would be better for us to drink milk with less fat like 1% or skim. This is something we may need to get used to doing. Record what kind of milk you drink. (Whole, 2%, 1% or skim) 1.

At school - I usually drink ____________milk.

2.

At home - I usually drink _____________milk.

To keep our heart healthy, can we drink a lower fat milk at home for a week?

I usually drink skim milk at home. Instead of ___________milk, we tried ___________ milk at home this week.

Student Signature Parent Signature

2A-8

NAME _______________________________

MATH AND SNACKS

* Solve the math problems.

8 +8

* Color the foods that have an even number for the answer. * How are the foods you colored the same?

9 -5

4 +6 8 -3 9 +7

25 -2 15 +3

10 -5 6 +5 7 +6 15 -8 12 -8

2A-9

12 +2

ANYTIME and SOMETIME SNACK LIST ANYTIME SNACKS *Healthiest Anytime Snacks Whole grain bagel with peanut butter or jelly Whole grain bread with peanut butter or jelly Unfrosted cereals Baked tortilla chips Low fat cottage cheese Light or fat freeAmerican cheese String cheese *Whole grain crackers lower in fat (4g of fat or less per 1 oz. serving) Graham crackers Saltine crackers Whole grain English muffin with peanut butter or jelly 100% fruit juice (Limit to 6 oz or ¾ cup a day) *Fruit canned in juice or water pack *Fresh fruit *Frozen fruit *Dried fruit Low fat luncheon meat *Skim milk (white or chocolate) 1% milk (white or chocolate) Lite microwave popcorn *Air popped popcorn Pretzels Rice or popcorn cakes Hummus Salsa Sandwich with low fat cheese or meat Veggies with low fat dip *Fresh vegetables *Nonfat or low fat yogurt Low fat frozen yogurt Lite ice cream and ice milk bars

2A-10

SOMETIME SNACKS Beef jerky Brownies, bars and cake Chocolate candy Hard candy Frosted cereal Regular American cheese Cheese puffs and other similar snack foods Regular potato chips Regular tortilla chips Cookies High fat crackers like regular Ritz® crackers Cracker sandwich with peanut butter or cheese Croissant Donut Chewy fruit snacks Fruit drinks Jello® Jello-Yogurt Kool-Aid® or punch Sports drinks Regular luncheon meat Regular ice cream 2% milk and whole milk Peanuts Pie Pop Popsicle and frozen fruit juice bars Regular microwave popcorn Buttered popcorn and theater popcorn Sherbet Sweet Roll Toaster pop-ups

2A-11

ANYTIME and SOMETIME Snack Activity

Patterns for

NAME ____________________________

ANYTIME and SOMETIME SNACK PLEDGE

For my after school snack this week my goal is to eat four Anytime Snacks (AS) and only one Sometime Snack (SS). _______________________________ Signature

Monday: For my snack I ate __________________. AS SS (name of snack) Tuesday: For my snack I ate __________________. AS SS (name of snack) Wednesday: For my snack I ate ________________. AS SS (name of snack) Thursday: For my snack I ate _________________. AS SS (name of snack) Friday:

For my snack I ate __________________. AS SS (name of snack)

2A-12

ANYTIME and SOMETIME SNACKS

A Home Activity For Kindergarten Students And Their Parents

Dear _____________________, This week our second grade class is learning about snacks to keep our heart healthy. Anytime Snacks are low in fat and sugar. We can eat them anytime. Sometime Snacks are high in fat and sugar. We should eat them only once in a while. For my after school snacks this week my goal is to eat four Anytime Snacks and only one Sometime Snack. Could I have the foods I circled for my snacks this week? ANYTIME SNACKS *Healthiest Anytime Snacks Whole grain bagel with peanut butter or jelly Whole grain bread with peanut butter or jelly Unfrosted cereals Baked tortilla chips Low fat cottage cheese Light or fat free American cheese String cheese *Whole grain crackers lower in fat (4g of fat or less per 1 oz. serving) Graham crackers Saltine crackers Whole grain English muffin with peanut butter or jelly 100% fruit juice (Limit to 6 oz or ¾ cup a day) *Fruit canned in juice or water pack *Fresh fruit *Frozen fruit *Dried fruit Low fat luncheon meat *Skim milk (white or chocolate) 1% milk (white or chocolate) Lite microwave popcorn *Air popped popcorn Pretzels Rice or popcorn cakes Hummus Salsa Sandwich with low fat cheese or meat Veggies with low fat dip *Fresh vegetables *Nonfat or low fat yogurt Low fat frozen yogurt Lite ice cream and ice milk bars

Love,

____________________________

2A-13

SOMETIME SNACKS Beef jerky Brownies, bars and cake Chocolate candy Hard candy Frosted cereal Regular American cheese Cheese puffs and other similar snack foods Regular potato chips Regular tortilla chips Cookies High fat crackers like regular Ritz® crackers Cracker sandwich with peanut butter or cheese Croissant Donut Chewy fruit snacks Fruit drinks Jello® Jello-Yogurt Kool-Aid® or punch Sports drinks Regular luncheon meat Regular ice cream 2% milk and whole milk Peanuts Pie Pop Popsicle and frozen fruit juice bars Regular microwave popcorn Buttered popcorn and theater popcorn Sherbet Sweet Roll Toaster pop-ups

NAME _________________________

VEGETABLE AND FRUIT SEARCH

MENU 1 Hot Ham and Cheese Sandwich Green Beans Crisp Red Apple Skim Milk

- - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - MENU 2 Roast Beef Oven Roasted Potatoes Baked Carrots Lettuce Salad Skim Milk

- - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - MENU 3 McDonald’s Hamburger French Fries Soda Pop

2A-14

EAT 5 A DAY

A Home Activity For Grade Two Students And Their Parents

Dear _____________________, We need to eat five vegetables or fruits each day to keep our heart and our whole body healthy. Vegetables and fruits are low in fat and rich in vitamins and minerals. To meet our 5 servings of fruits and veggies goal we need to eat at least one or two vegetables or fruits in each meal. Sometimes this is hard to do when we eat at a fast food restaurant. We learned four tips to help us meet our goal of eating 5 fruits or veggies every day, even when we eat out. 1 Eat five baby carrots or one half of a regular carrot before going out to eat. 2 Choose a juice instead of a pop. 3 Choose a salad with little or no dressing. 4 Eat an apple or other fruit before going out to eat. Next time we go out to eat, may we try the one I circled? Love, ________________________________

2A-15

2A-16

(pop and candy bar) should be on a red background.

on a green background. The Sometime Snack

bagel and jelly, and banana) should be placed

The Anytime Snacks (apple, light popcorn,

BULLETIN BOARD IDEA EAT MORE ANYTIME SNACKS

PLATE METHOD

A Home Activity For Grade Two Students And Their Parents

This week in school our class has been learning how to plan a meal using the PLATE METHOD. Your child has brought a place mat home to teach you how to do the PLATE METHOD. Please help your child plan a menu that will be served at home this week and draw pictures on the plate below showing the foods served. Have your child read the following points to you and discuss them with you as you plan the meal together. 1. Healthy food keeps our bodies healthy. 2. A good way to remind us how to eat is called the PLATE METHOD. 3. We should not use a plate that is too big. 4. ¼ of the plate can/should be meat. 5. ¼ of the plate should be grains (e.g. whole grain bread, brown rice, pasta, starchy vegetable such as potato may also be used here). 1. ½ of the plate should be fruits and vegetables. We should serve fat-free or 1% milk at all three meals.

Milk Meat

Grains

Fruits and Vegetables

My child showed me how to do the PLATE METHOD and we planned this meal together. _______________________________ Student Signature

______________________________ Parent Signature

2A-17

2A-18

Young People’s Healthy Heart Program

Makes 16 on half cup (4 ounce) servings.

Mix all of above ingredients. Freeze to slushy consistency. Serve in glasses.

6 oz can orange juice concentrate, reconstituted 15 oz can crushed pineapple in its own juice, not sweetened 1-2 bananas, sliced 1-2 cups strawberries, fresh or frozen

FRUIT SLUSH

Young People’s Healthy Heart Program

In glasses, layer pineapple, raspberries, yogurt, banana and dates. Sprinkle the top with almonds. Makes four (6 ounce) servings.

2 cups chopped fresh pineapple 1 cup frozen raspberries or strawberries, thawed 1 cup low fat vanilla yogurt 1 firm, medium banana, peeled and sliced 1/3 cup chopped dates 1/4 cup sliced almonds, toasted

RAINBOW PARFAIT

REFRIGERATOR BRAN MUFFINS 2 cups boiling water 2 cups All Bran® 1 cup oil 2 cups sugar 4 eggs 1 quart buttermilk OR ¼ cup vinegar mixed with 3¾ cup skim milk 5 cups all purpose flour 5 teaspoons soda 1½ teaspoon salt 4 cups Bran Flakes® or Raisin Bran® Pour hot water over the 2 cups of All Bran®. Let set a few minutes. Add the oil, sugar, eggs, and buttermilk or sour milk. Stir. Sift flour with the soda and salt. Fold into first mixture. Add last 4 cups bran flakes. Fold until mixed. Add raisins or dates if desired. This can be stored in the refrigerator for up to 6-8 weeks. Bake at 400 degrees for 15-20 minutes. Makes approximately 4-5 dozen muffins. Young People’s Healthy Heart Program

Young People’s Healthy Heart Program

Spread peanut butter on banana slice. Place Raisin on top of peanut butter. Top with another slice of banana.

Banana slices Peanut butter Raisins

BANANA SANDWICHES

HEALTHY HEART RECIPES