About the Lesson Plans

About the Lesson Plans Why Healthy Heart Lesson Plans for Youth? The atherosclerotic process begins in childhood and many American children have risk...
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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. 



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 FIVE

Aligned to National Health Education Standards for Nutrition and Physical Activity

Objective 1:

The students should be able to recognize the relationship of blood cholesterol to heart health. (National Standard 1)

Objective 2:

The students should be able to identify and make behavior changes regarding fat in many ways:

2A:

The students should be able to recognize the food groups which have virtually no fat and those which have more fat. (National Standards 1,2,3,5,6,7)

2B:

The students should be able to read labels and recognize that serving sizes affect the amount of fat that we eat. (National Standards 1,2,3,5,6,7,8)

2C:

The students should be able to identify the triggers that indicate that fat may be present in a food. (National Standards 1,2,3,5,6,7,8)

2D:

The students should practice choosing only 0-2 Sometime Foods (foods high in fat and/or sugar) each day. (National Standards 1,2,3,5,6,7,8)

2E:

The students should be able to list five ways to reduce fat in their daily food choices, and try at least two of their five suggestions. (National Standards 1,5,6,7,8)

Objective 3:

The students should be able to identify foods high in fiber (fruits, veggies & whole grains), benefits of fiber in the diet and try at least one way to increase fiber in their food choices. (National Standards 1,3,5,6,7,8)

Objective 4:

The students should be able to read labels identifying the amount of sugar in a serving, and choose breakfast cereal with less than five grams of sugar. (National Standards 1,2,3,5,6,7,8)

Objective 5:

The students should be able to discuss and practice the skills needed to reduce the fat in a fast food meal and how to include a fruit or veggie. (National Standards 1,3,5,6,7)

Objective 6:

The students should be able to state that physical activity will help keep their HDL (good) cholesterol high, their LDL (bad) cholesterol low, and keep a good blood pressure, and should do three physical activities within the fitness zones over one week. (National Standards 1,2,5,6,7,8)

Objective 7:

The students should be able to state that watching too much TV can decrease our physical activity and may cause our weight to increase. (National Standards 1,2,5,6,7,8)

Objective 8:

The students should be able to identify why individual and small group sports are very important to learn in order to keep our heart healthy over a lifetime. (National Standards 1,8)

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Objective 1:

The students should be able to recognize the relationship of blood cholesterol to heart health. (National Standard 1) Approximately 50 minutes

We are going to study a new topic, something you may have heard about. I am going to describe this topic, which is one word. Let us see how few statements I can give you before you know what I am talking about. • It is a part of every cell. It is essential for every cell. • It is found in the structure of brain and nerve cells. • Your liver is manufacturing this substance right now. • It is also found in certain foods that we eat. • It may be beneficial or harmful depending on how much is present—and where. • There are eleven letters in the word. • Too much of this substance is known as atherosclerosis. • It is found only in foods from animals, like milk and meat. • Nine tenths of this substance is found in cell membranes, and one tenth is carried in the blood. • Eating the right food and physical activity can help us lower the amount of this substance in our blood. • It begins with the letters ‘CH’ and ends with ‘L’. • Too much of this substance can clog your arteries. • When your arteries are clogged it may cause a heart attack or stroke. By now you have guessed we have been describing CHOLESTEROL that is found in our body. Were you surprised by some of these facts? Did you realize that it is found in every cell? We would not be alive without it. Is it not interesting that your liver produces it? We do not get it only through the foods we eat. Remember that cholesterol is really necessary for the body and it is not just a harmful substance. The problem is that we are a society of plenty and we tend to eat foods that are too high in cholesterol and fat. (Fat in the food we eat can promote a high blood cholesterol. A high blood cholesterol causes a build up of cholesterol in the arteries.) ACTIVITY: Role-play how cholesterol affects blood flow. 1. Have about half of the students in the class face each other in two parallel lines about 1.5 meters apart to form the cells of an artery wall. 2. Of the remaining students: a) assign one-third of the students to be Low Density Lipoprotein (LDL) (We could call the ‘L’ LOUSY for Lousy Cholesterol.) We get LDL from the cholesterol and fat in the foods we eat. b) assign one-third to be High Density Lipoprotein (HDL) (We could call the ‘H’ HEALTHY for Healthy Cholesterol.) We get more of the HDL when we exercise and it takes the LDL back to the liver or out of the body. It’s like we exercise away the Lousy Cholesterol. c) assign one-third of the students to be Blood Cells. 3. Those students playing blood cells should file between the two lines, thus representing blood flowing through a blood vessel. 5-2

4. Have the students posing as LDLs enter the artery and put their hand on the shoulder of the students playing the cells of the artery wall. 5. With the LDLs still in contact with the artery wall, have the blood cells enter the artery once more. They will find the journey through the artery crowded and bumpy. 6. Have the students playing HDLs enter the artery, attach by putting their hand on the shoulder of LDL students and lead the LDLs out of the artery. 7. Finally, have the students representing blood walk through the artery, this time with ease as there is no LDL to interrupt their flow. These students will discover that too much LDL is ‘bad’ because it can clog up the artery. They also will realize that HDLs are thought of as ‘good’ cholesterol because they remove LDL that is attached to the artery wall.¹ LDL and HDL cholesterol are the same chemically. The difference is whether it is coming into the body (LDL) or going out of the body (HDL). Too much LDL cholesterol in the blood adheres to the artery wall and causes plaque build-up. HDL cholesterol is on its way either back to the liver or out of the body. It carries the LDL cholesterol out of the arteries and lowers the total blood cholesterol. Demonstration:

Let us see how cholesterol clogs an artery. (Use an empty toilet paper tube painted red to represent an artery. Line the tube with the yellow play dough to represent the buildup of cholesterol and plaque on the lining of the arteries. The students can see how the plaque narrows the artery making the heart work harder to push the blood through the smaller opening.) Play Dough 1 Tbsp. alum powder

2 cups water 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.

The single most important measure to prevent heart disease is eating a diet low in saturated fat. Even though saturated fat is the most harmful fraction of our fat intake, it is easiest to count and to decrease total fat. Cholesterol in food is not as big a problem in causing high blood cholesterol as fat is. 1

Adapted from: Michael White, “Tracking Cholesterol”, Science and Children, May 1996. pp. 10-13

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HEALTHY ARTERY

PARTIALLY BLOCKED ARTERY

HOME ACTIVITY: ARTERY DEMONSTRATION (take home sheet) I am handing out to each of you a red toilet paper tube and play dough. Follow the instructions on the ARTERY DEMONSTRATION sheet to teach your parents what you have learned. Research has indicated that cholesterol build-up in arteries starts in children as young as you. Your artery is like a hose, it can get plugged. The more cholesterol there is in the blood, the more cholesterol build-up there will be in the arteries. Eating foods high in fat and low in fiber (e.g. fruits and veggies) and doing little or no physical activity are the culprits in raising our blood cholesterol too high. If the arteries that supply your heart with blood become blocked we call it a heart attack. If the arteries that supply your brain with blood become blocked we call it a stroke. TO MOTIVATE STUDENTS: (To motivate fifth graders to complete all the activities, including Home A ctivities which help them work on their personal behavior choices/changes, ask the students to contract for an ‘A’ grade for this unit. To receive an ‘A’ the student must complete all of the class activities and 5 of the 10 home activities. The activities include the following:

* POPCORN LABELS/READ THAT LABEL - class activity * DIFFICULT FAT DILEMMAS - class activity * Low Fat Snack Challenge - home activity * Healthy TV Snacks - home activity * PRACTICE MENU - class activity * MY SOMETIME FOOD CHART - home activity * MY HEALTHY EATING GOALS - home activity * FREDDY - class activity * Fiber Challenge - home activity * HOW MUCH SUGAR? (with tubes of sugar) - home activity * SEARCHING FOR SUGAR - class activity * BREAKFAST CEREAL LABELS - class activity * GREAT AMERICAN STAMP OUT SUGAR DAY - home activity * EVERYONE SHOULD EXERCISE - home activity * TV COUNTDOWN - home activity * STRONG HEARTS - home activity A motivational Student Activities Chart works well to record the activities completed. Post it in the classroom for students to see what they have accomplished.)

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1. Cholesterol, combined with other substances such as calcium forms plaque in the arteries. 2. Heredity and environment both play a role in blood cholesterol numbers: 1/8 of the population can eat anything they like and their blood cholesterol will be good. 3/4 of the population can control their blood cholesterol by eating right and exercising. 1/8 of the population will have a high blood cholesterol no matter how carefully they eat and exercise.

ACTIVITY: (Show students a life size model of the heart. Ask a butcher shop to provide the class with a pig heart, which is about the size of a human heart. Cut through the heart to see the valves.)

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Objective 2: 2A:

The students should be able to identify and make behavior changes regarding fat in many ways: The students should be able to recognize the food groups which have virtually no fat and those which have more fat. (National Standards 1,2,3,5,6,7) Approximately 40 minutes

The most important way to keep our blood cholesterol lower and our heart healthy is to eat less fat. Let us look at the worksheet to find out which food groups have the most fat. (To discuss what food groups to eat, use MYPLATE poster or handouts. Go to ChooseMyPlate.gov for information.) ACTIVITY: FIND THE FAT IN THE FOOD GROUPS (worksheet) (Have the students complete the worksheet.)

1. 2. 3. 4. 5. 6. 7. 8. 9.

THE KEY little none little it varies whole milk, 2% milk, American cheese skim milk, 1/3 less fat cheese, fat free cheese, regular and non fat yogurt except for chicken without skin, there is a lot it varies a) milk b) meat c) snacks

Fruits, vegetables and grains are the food groups with the least fat. The Milk Group can have a lot of fat or be totally fat free. The Meat Group often contains a lot of fat. Many snacks have a lot of fat.

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Objective 2:

The students should be able to identify and make behavior changes regarding fat in many ways:

2B:

The students should be able to read labels and recognize that serving sizes affect the amount of fat that we eat. (National Standards 1,2,3,5,6,7,8) Approximately 45 minutes

Why are we talking about fat? We want to keep our heart and body healthy. Yesterday we looked at the food groups and saw how we should be eating using MY PLATE and the FIND THE FAT worksheet. As we look at foods and compare them, we first must identify the serving sizes and make them equal if they are not already the same. If we change the serving size, we must change the fat grams. We cannot compare a product for fat until this has been done. Let us look at a label for regular VANILLA ICE CREAM (the label is in the Activities Section). ASK: What is the serving size? ANSWER: 1/2 cup ASK: Do you eat only 1/2 cup of ice cream? ANSWER: (Let students r espond.) ASK: If you ate 1/2 cup of ice cream, how much fat would you consume? ANSWER: Seven grams of fat.

Labels are the key to understanding which foods have fat. ACTIVITY: POPCORN LABELS and READ THAT LABEL (worksheet) (These two sheets should be used together.) (Record this activity on the motivational Student Activities Chart.) free?

ASK: Besides popcor n, what other foods can you buy either in r egular , light or fat

ANSWER: Bologna, cheese, ice cream, milk.

ASK: If you ate one cup of ice cream, how much fat would you consume? ANSWER: 1/2 cup has seven grams of fat, therefore, one cup would have 14 grams of fat. As you can see the serving size affects the grams of fat, and the more fat we eat the higher our blood cholesterol will be.

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ACTIVITY: DIFFICULT FAT DILEMMAS and FOOD LABELS (refer to Activities Section) (Record this activity on the motivational Student Activities Chart.) 1. (Divide the class into groups. Give each group one DIFFICULT FAT DILEMMAS to solve. Use FIND THE FAT IN THE FOOD GROUPS (from Objective 2A) to help solve the scenarios. You may want to help the students extrapolate that if vegetables/fruits listed have 0-1 gram of fat, then all vegetables/fruits would have virtually no fat. This would allow them to make additional fruit choices when they work on the scenarios. 2. At the end of ten minutes have each group read their scenario and present their solutions to the class.) The average calories recommended per day for a ten year old is 2000 calories. If we eat a 2000 calorie diet, we should eat a maximum of 65 grams of fat. See the lower part of the Nutrition Facts label. The meal scenarios in DIFFICULT FAT DILEMMAS identified 20 grams of fat based on the following: Breakfast Noon Lunch Snack Dinner Snack

NUTRITION FACTS

5-10 grams Fat 20-25 grams Fat 0 grams Fat 20-25 grams Fat 5-10 grams Fat

Calories

Total Fat

2,000

2,500

65g

80g

SNACK ACTIVITY: (Serve the students a small taste of regular, lite and fat free American cheese on a cracker, or any other foods that are available in the three choices. Can the students identify each type? Discuss the taste.)

HOME ACTIVITY: Low Fat Snack Challenge (Record this activity on the motivational Student Activities Chart.) (Challenge the students to eat a snack with less than five grams of fat after school tonight. The next day ask students to share what they chose.)

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Objective 2: 2C:

The students should be able to identify and make behavior changes regarding fat in many ways: The students should be able to identify the triggers that indicate that fat may be present in a food. (National Standards 1,2,3,5,6,7,8) Approximately 40 minutes

ACTIVITY: GALACTIC CHOCOLATE AD (refer to Activities Section) (Hand out the ads to the class.) Descriptive words are used by companies to make their product appealing to us. These words can also be triggers encouraging us to eat. Many of these words indicated that fat is present. (Have the students circle the words they feel are descriptors that indicate that fat is present in this food.) ASK: What words did you circle? ANSWER: Rich, creamy, smooth, thick, luscious. ASK: Why do these words indicate fat to you? ANSWER: Cr eamy and smooth r eminds me of the feel that fat gives to a pr oduct. It makes me think of the delicious taste of the food. This advertisement says extra ounces for free. Whenever you get a larger portion, you have made the serving size larger. When you do that, the fat increases. This may be more fat than you originally intended. ASK: Can you name any words that would indicate fat if you were advertising fried chicken? ANSWER: Crispy or crunchy. ACTIVITY: (Ask students to look through magazines for food ads. Circle the descriptor words that remind you of fat.) ACTIVITY: (Tape 2-3 television ads for food. Play them in class and write down the words used that would indicate fat. Encourage students to bring any commercials that would be good examples for this activity.) When we see these words: rich, thick… When we hear these words: larger, double, jumbo, supersize… When we ‘taste’ these words: creamy, smooth, luscious… Remember they are a trigger that fat is there.

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ASK: Do TV ads ever prompt you to eat foods high in fat and sugar? ANSWER: (Let students respond.) We actually purchase the advertised foods more often than unadvertised foods. That is why companies last year spent over $1.6 billion on TV advertisements targeting students. ¹ 1. The TV itself is a trigger to eat. Most people automatically bring food to nibble on when they sit down to watch a program. (Discuss if this is common with your students.) 2. Children watch approximately 31 ½ hours of TV each week - that can mean a lot of eating! (Figure out the number of hours a student spends in school each week and compare that to the 31 ½ hours of TV watched per week.) Besides being a trigger to eat, TV is a sedentary activity and it often replaces physical activity. 3. These are reasons why more Americans, both students and adults, are overweight today than ever before.

A person’s metabolism is lowest while watching TV when compared to any other waking activity, even reading.

Students ages 8-18 spend: 4 ½ hours a day watching TV 1 ½ hours a day using computers 1 hour or more a day playing video games There are other triggers present in our community that should alert us to the presence of fat and sugar. ASK: Can anyone think of any? ANSWER: Vending machines, quick marts, specialty food stores such as candy stores, ice cream shops and cookie bakeries. When you are walking by and you smell the aroma and see their signs remember, most of their food choices are high in fat. These foods should be eaten only sometimes or once in a while.

You are in charge of your life and what you eat. Remember to watch out for those triggers that prompt you to eat food high in fat and sugar. Again, these foods should be eaten only sometimes or once in a while. 1

According to the Federal Trade Commission report on food marketing to children, Huffington Post, July 30, 2008.

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HOME ACTIVITY: Healthy TV Snacks (Record this activity on the motivational Student Activities Chart.) (Challenge the students to eat only fruit or vegetables such as carrots or broccoli and a low fat dip when they watch TV for two nights. ) ACTIVITY: (As a class, calculate the grams of fat you would consume if you ate either a candy bar or one ounce of chips when you watched TV every day. You could do the same calculations for calories. Note that one candy bar or one ounce of chips contains 11 grams of fat and about 200 calories.) Fat: 365 days/year X 11 grams of fat=4,015 grams of fat

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Objective 2: 2D:

The students should be able to identify and make behavior changes regarding fat in many ways: The students should practice choosing only 0-2 Sometime Foods (foods high in fat and/or sugar) each day. (National Standards 1,2,3,5,6,7,8) Approximately 45 minutes

We know that too much fat is not heart healthy. We also know that snacks and desserts are a big part of our lives. Snacks and desserts are fun, but often have a lot of fat and sugar if we choose soda pop, ice cream, chips, etc. Because snacks provide a large percentage of calories and nutrients for children, it is important that most of our snacks be healthy. We should eat only a moderate amount of high sugar, high fat snacks and desserts each day. We call these Sometime Foods. How do we know what is moderate? A good guide to follow for moderation is eating only 0-2 Sometime Foods a day. How do we tell which foods are high in sugar and high in fat (i.e. Sometime Foods)? For sugar, it is easiest to simply have a list and learn which foods are high in sugar. We cannot read a Nutrition Facts label on a product for sugar, because when we read the Nutrition Facts label for sugar it lists both sugar found naturally in food and sugar added. Natural and added sugar chemically are the same. The difference is that the natural sugar found in fruit and milk is linked with vitamins and minerals whereas added sugar is not. When sugar is added to food, only calories are added. These are two guides we must use to determine if a food is a Sometime Food.

SUGAR GUIDE These foods are high in sugar with few vitamins, minerals and fiber. They are Sometime Foods. Bars Doughnuts Jello® Brownies Fruit Drinks Licorice Cake Chewy Fruit Snacks Pie Candy, Hard & Chocolate Frosted Cereals and Granola Pop Cookies Ice Cream Sweet Rolls __________________________ FAT GUIDE A food with five or more grams of fat is a Sometime Food. A food with less than five grams of fat is an Anytime Food. Read the label to identify total fat per serving

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To identify a food as a Sometime Food, we must ask these two questions. 1. Is it on the list of foods high in sugar? If the answer is yes, there is no need to go on to number two and look at the fat. 2. Does it have 5 grams or more of fat per serving? (Handout the regular VANILLA ICE CREAM label and answer these questions. Repeat with the regular CRISPY POTATO CHIPS label. The labels are found in the Activities Section.) a. What is the serving size. b. Is the food on the Sugar Guide? If so, it is a Sometime Food. c. If it is not on the Sugar Guide list, look for grams of total fat. Does it have 5 grams of fat or more? If so, it is a Sometime Food. Let us review. We want to be moderate in the fat and sugar we eat each day. To do that we should eat only 0-2 Sometime Foods each day. Students in grade five will be eating approximately 2000 calories a day. If they choose a can of pop (150 calories) and a candy bar (250 calories), these two Sometime Snacks would be one-fifth of their calorie intake. If we eat more that two Sometime Snacks a day we are robbing our body of the necessary nutrients found in Anytime Foods. ACTIVITY: PRACTICE MENU (worksheet) (Record this activity on the motivational Student Activities Chart.) (The goal of this activity is to have the students identify Sometime Foods and substitute some of the Sometime Foods with Anytime Foods to meet the goal of 0-2 Sometime Foods a day. 1. Divide the class into groups of three to four students or let them work independently. 2. Give each group/individual the PRACTICE MENU (worksheet). 3. Pass out the following labels (refer to Activities Section). The labels for these foods are found in the Activities Section. The teacher instead may choose to use empty packages of real foods. Remind students to first read the serving size on the label, then read the serving size on the menu. There are no labels for the meat, potato/pasta, and veggie; skip over those. SWEET ROLL 2% MILK ORANGE BANANA CITRUS SODA POP CHOCOLATE CHIP COOKIES VANILLA ICE CREAM REGULAR MICROWAVE POPCORN 4. Each group/individual should use the Sugar Guide, Fat Guide and the food labels to determine if the foods are Sometime Foods. If the food is a Sometime Food, circle it.

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Answer: There are 9 Sometime Foods: sweet roll, 2% milk, 12 oz can regular citrus soda pop, 2 chocolate chip cookies, 1 cup ice cream, 2% milk, regular microwave popcorn, and 12oz can regular citrus soda pop. 5. Each group/individual should now make substitutions to reduce the Sometime Foods to 0-2 for the day.

HOME ACTIVITY: MY SOMETIME FOOD CHART (take home sheet) (Record this activity on the motivational Student Activities Chart.) (The goal is to help students limit their Sometime Foods to 0-2 servings per day. 1. Explain the take home sheet to the students. 2. It may work best to have the students keep the sheet in school and when they come to school each morning, record the Sometime Foods they have eaten the day before. 3. Each morning encourage students to discuss their successes.

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Objective 2: 2E:

The students should be able to identify and make behavior changes regarding fat in many ways: The students should be able to list five ways to reduce fat in their daily food choices, and try at least two of their five suggestions. (National Standards 1,5,6,7,8) Approximately 35 minutes

ACTIVITY: SCENARIOS #1, #2, #3 (refer to Activities Section) (The following scenarios will introduce students to ways to reduce fat in their diet. Encourage the students to share what they know about fat.) SCENARIO #1: (Have the students act out the scenar io, then ask the following questions.) 1. Where do you think Matt learned about the skin of chicken having fat? 2. Why do you suppose he chose to take the skin off, even though he liked the taste? 3. What do you think Chris will do the next time he is served fried chicken? 4. As a fifth grader, why would you want to start watching the amount of fat you eat? SCENARIO #2: (Have the students act out the scenar io, then ask the following questions.)

1. What do you think Sandy and Heidi will decide to do? 2. Would this be a good time for the girls to choose a vegetable or fruit? 3. Would it be easy to choose a vegetable or fruit at the grocery store? 4. The girls had a habit of going to buy candy or pop after school. Will this habit be hard to change? Fruits & Veggies More Matters is a non profit organization designed to increase consumption of fruits and vegetables to 5 or more servings a day to improve health of Americans (www.fruitsandveggiesmorematters.org). Pass around a tennis ball, or toss it to students, to show them the approximate serving size for fruits or veggies.

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SCENARIO #3: (Have the students act out the scenar io, then ask the following questions.) ASK: What is the one way we can compare regular and light bologna? ANSWER:

Read the labels.

(Hand out the REGULAR versus LIGHT worksheet.) KEY: 1. What is the serving size of each product? Regular: 1 slice, 28g, Light: 1 slice, 28g 2. How many grams of total fat are in each product? Regular: 8g, Light: 4g 3. Which product is lower in fat? Light bologna

We have discussed several ways to reduce our fat. ASK: Can you name four ways to reduce fat? ANSWER: 1. Choose low fat or light products instead of regular products. 2. Remove the skin from chicken before eating. 3. Increase our vegetables and fruit to 5 a day. Vegetables/fruits are fat free. 4. Limit Sometime Foods to 0-2 per day. Let us look at two more ways to reduce fat. 5. Use less fat. For example: ♥ Use half the butter, margarine, mayonnaise or salad dressing ♥ Skip the butter or margarine on bread, and use only jelly or sliced fruit. ♥ Use either peanut butter or butter/margarine. Do not use both. 6. Choose 1% or skim milk instead of whole or 2% milk.

SNACK ACTIVITY: Vegetable-Hamburger Soup (HEALTHY HEART RECIPES refer to Activities Section) (In class prepare the Vegetable-Hamburger Soup. Start the soup in the morning and serve it before the students go home in the afternoon or the next day. It is an example as to how we can increase our vegetables.)

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HOME ACTIVITY: EVERYTHING I NEED TO KNOW (refer to Activities Section) MY HEALTHY EATING GOALS (take home sheet) (Record this activity on the motivational Student Activities Chart.) (Review the six ways discussed in class to lower fat in the diet by using EVERYTHING I NEED TO KNOW. Have each student select one way to reduce fat that he/she would like to try. Explain the pledge sheet, MY HEALTHY EATING GOALS. Have the students fill it out and to try the change a number of times in the week. Encourage them to choose the easiest change. Allow each student one week to accomplish their goals and return the bottom half of the sheet to class. The following week, either have the students identify a new goal to lower fat, or work on their same goal for another week.

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Objective 3:

The students should be able to identify foods high in fiber (fruits, veggies and whole grains), benefits of fiber in the diet and try at least one way to increase fiber in their food choices. (National Standards 1,3,5,6,7,8) Approximately 70 minutes broken into two segments.

SNACK ACTIVITY: (Place an apple wedge and a small cup of apple juice on each student’s desk.) I have placed a snack on each of your desks. What I would like all of you to do is eat the apple and drink the apple juice. Then write down what you find to be different between them. Now I would like you to look at what you wrote about the apple and apple juice. ASK: Who can tell me what they thought was different between the apple and the apple juice? ANSWER: The apple was crisp, crunchy, and had a peeling. We had to chew it. The apple juice was a liquid and smooth. We did not have to chew it; we drank it. One very important difference between the juice and the apple wedge is that the apple wedge has fiber. Fresh vegetables and fruits with skin have a lot more fiber than juices. Some juices have a little fiber, like orange juice, from the pulp. It is better to choose the fruit instead of the juice because it has fiber. ASK: How many vegetables/fruits should we eat each day?

ANSWER: 5 a day. Five servings is the minimum we need to eat each day. A tennis ball is about the size of one serving. (Toss out a tennis ball.) Of these five servings it is all right to select juice as one serving, but if juice is chosen for more than one serving you have reduced the amount of fiber your body needs. Besides in vegetables and fruits, we find fiber (which we call bran) in bread and cereals from whole grain wheat, rye or oats. Whole wheat bread and bran flakes are two examples of a bread and cereal made from a whole wheat grain. Bran is the outer covering on a kernel of any kind of grain. Let us look at wheat. When wheat is made into white flour, the bran is removed and that means the fiber is removed. The white bread you see in the store has very little fiber in it because it was made from white flour. 100% whole wheat bread is made from flour that has the bran left in it, which makes it higher in fiber. The fiber (bran) in oats is especially good at keeping our blood cholesterol lower. Oatmeal has a lot of oat bran in it and is good for heart health.

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Everyday we should eat 3 servings of a whole grain (e.g. 2 slices of 100% whole wheat bread + ½ cup oatmeal is 3 servings.) To be called a high fiber food it must have 2 or mor e grams of dietary fiber. ACTIVITY: (Find a variety of food labels and pass out to students e.g. banana, apple, orange juice, soda, chips, 100% whole wheat bread, white bread, popcorn, bologna, cheese. Have each student read one label - the name of the food, serving size and the grams of dietary fiber. Have students make a generalization. ANSWER: Fruits, veggies and whole grains have the most fiber.) We have identified that vegetables, fruits and whole grain foods are high in fiber. Nuts, legumes (e.g., baked beans, kidney, pinto, lima, navy and garbanzo beans, and split peas) and popcorn are also good fiber sources. Let us look at a few easy tips to increase fiber in our meals and snacks. ACTIVITY: TIPS TO INCREASE FIBER (refer to Activities Section) (Hand out, read and discuss.) ACTIVITY: FREDDY (worksheet) (Record this activity on the motivational Student Activities Chart.) (Divide the class into pairs. Remind them to use the TIPS TO INCREASE FIBER when doing this activity. Discuss the worksheet.)

(You may want to break here for the day.) Dietary fiber is the indigestible part of plants which adds roughage and bulk to your diet. Dietary fiber provides no calories and helps to satisfy your appetite by creating a sense of ‘fullness’. Consuming foods that are high in fiber promotes a healthy digestive tract. Now we are going to find out exactly what fiber does after we eat. After we eat foods with fiber, the fiber travels to the intestine. Fiber is not able to be digested and absorbed like the other foods we eat. The digestive juices (enzymes that break down the food we eat into a liquid so it can be absorbed) in our stomach and intestines cannot break down the fiber. Since fiber is not digested or absorbed, you are probably wondering where it goes and what it does. Fiber helps to keep the large intestine functioning normally. After the fiber reaches the intestine, it absorbs water and forms a bulky mass. The bulky mass gives us a feeling of being full. That way we will not be tempted to eat seconds or those fatty foods that we know are not healthy for our heart. When the fiber absorbs water it also absorbs waste materials, those things that our body does not need. Then the fiber carries the waste material through the intestine, so it can quickly leave our body.

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If we do not get enough fiber, the waste materials will not leave our body as easily, and this can cause constipation. There are a few problems that can develop from constipation. One of those problems is hemorrhoids. ASK: Have any of you heard of hemorrhoids? (Students will respond with yes, no, or a giggle.) When the blood vessels swell in the lower part of our large intestine we get hemorrhoids. They can be very painful. Another condition people can get when they do not eat enough fiber is diverticulosis. This is when small out-pockets develop in the wall of the intestine and that is diverticulosis. (Teacher can draw a picture of part of the intestine with out-pockets.) out-pockets Normal Intestine

Diverticulosis

The waste material in the intestine gets caught in these pockets and causes the intestine to become inflamed. If this keeps happening, a person could get cancer of the large intestine. By not getting enough fiber from the food we eat, we may get: constipation hemorrhoids diverticulosis cancer Another reason fiber is good for us is because it may help eliminate cholesterol from the body. This can help keep our heart healthy. Dietary fiber may be helpful in controlling your weight since it creates a greater sense of fullness and high fiber foods can replace fats and sweets. How do we know how much fiber a food contains? Let us read the label. (Hand out CEREAL LABLES 1 & 2 found in the Activities Section.) Compare the grams of Dietary F iber in these two cereals. Note the serving sizes are the same in each cereal. The serving size for cereal is one ounce, which is the fairest way to compare two cereals. Frosted cereals contain large amounts of added sugar. The weight of the sugar displaces a portion of the cereal, therefore, there is less cereal and less fiber. Cereals with bran are high in fiber, but to make these cereals taste more appealing, large amounts of sugar have been added. Cereal companies do not have to comply with the serving size of one ounce, therefore, the serving sizes on cereal boxes may vary.

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HOME ACTIVITY: Fiber Challenge (Record this activity on the motivational Student Activities Chart.) (Challenge the students to increase their fiber intake by trying one or more of the following. ♥ Eat an extra vegetable. ♥ Choose a high fiber cereal - two grams or more fiber per serving. ♥ Eat more high fiber snacks. ♥ Choose whole wheat instead of white bread. ♥ Eat more fruit. The students should report back to the class what foods they chose to increase the fiber in their diet. When people eat enough fiber in their meals and snacks they produce floaters. Their stool is big and bulky and passes quickly. When people do not eat enough fiber, small, hard stools result. These are difficult to pass and may even be painful. Many children and adults have this problem.

Students need about 25 grams of fiber each day. By eating 5 servings of fruits or veggies and 3 servings of whole grains per day we will consume 25 grams of fiber. Remember - to be a high fiber food it must have a least 2 grams of dietary fiber.

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Objective 4:

The students should be able to read labels identifying the amount of sugar in a serving, and choose breakfast cereal with less than five grams of sugar. (National Standards 1,2,3,5,6,7,8) Approximately 115 minutes broken into three segments.

Sugars are carbohydrates. Dietary carbohydrates also include the complex carbohydrates starch and fiber. During digestion, all carbohydrates except fiber break down into sugars. Sugars and starches occur naturally in many foods that also supply other nutrients. Examples of these foods include milk, fruits, some vegetables, breads, cereals, and grains. Americans eat sugars in many forms, and most people like their taste. Some sugars are used as natural preservatives, thickeners, and baking aids in foods; they are often added to foods during processing and preparation or when they are eaten. The body cannot tell the difference between naturally occurring and added sugars because they are identical chemically. Because foods that are high in added sugar taste good, it is easy to eat too many of these foods. Demonstration:

1. (Bring in ten pounds of sugar and 16 white paper lunch bags. Each lunch bag should be labeled “10# Sugar”. Keep these hidden and take them out one at a time. Explain that each white paper bag is representing the 10# of sugar.) ASK: How many think that we eat ten pounds of sugar in one year? (Put up one 10# bag. Let each student have one guess as to when you should stop, i.e. how much the average American eats in one year.) How many think we eat 20 pounds of sugar in one year? (Put up a second 10# bag. Continue until you get to 16 bags.

This is how much sugar the average American eats in one year: 156 pounds of sugar! 2. 156 pounds of sugar in one year means we eat almost 1 cup of sugar every day. (Show students 1 cup of sugar.) Eating too many foods high in sugar affects us in two ways. 1. Sugar fills us up so we do not have the desire to eat nutritious food, rich in vitamins, minerals and fiber.

2. It is easy to eat too many high sugar foods without realizing how many calories we are taking in. This can contribute to becoming overweight.

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It is important to use sugars in moderate amounts. That is why we said we should eat only 0-2 Sometime Foods a day. Read food labels. A food is likely to be high in sugars if one of the following terms appears first or second in the ingredients list, or if several of them are listed. ON A FOOD LABEL, SUGARS INCLUDE Brown Sugar Corn Syrup Fruit Juice Concentrate High-Fructose Corn Syrup Invert Sugar Maltose Raw Sugar [Table] Sugar (sucrose)

Corn Sweetener Fructose Glucose (dextrose) Honey Lactose Molasses Syrup

ACTIVITY: How Much Sugar? (test tube visual aids - refer to Resource List) (Show the students how much sugar is in various foods.)

HOME ACTIVITY: HOW MUCH SUGAR (take home sheet) How Much Sugar? (test tube visual aides) (Record this activity on the motivational Student Activities Chart.) (Place the set of HOW MUCH SUGA R? test tubes in a lunch box or plastic ice cream pail with the HOW MUCH SUGAR? take home sheet. Students should sign out the set of sugar tubes overnight and teach their parents what they have learned. Encourage the students to have their parents complete the last two questions on the take home sheet. The students should return the take home sheet to the teacher.) Be aware that the serving sizes listed on products may not always be the same, even though it is the same food or beverage. An example is soda pop. When pop comes in a 12 ounce can, 12 ounces is listed as the serving size. When pop comes in a 20 ounce bottle the serving size is listed as eight ounces. The sugar changes on the label as the serving size changes. ACTIVITY: (Have students br ing empty packages of differ ent snack foods, e.g. cookies, candy, ice cream, frosted cereals, fruit drinks, fruit snacks, soda pop. Divide the class into pairs. Each pair should choose one snack food package. They should write the serving size and the name of the snack food on a clear plastic cup with a permanent marker. Each pair should then measure, in teaspoons, how much sugar is in the food and put it in the clear plastic cup. Set the cups on a display table. Remember that one teaspoon has four grams of sugar. Discuss.)

SNACK ACTIVITY: Fr ozen Fr uit (Fr eeze gr apes, bananas, water melon or cantaloupe in bite size pieces. Serve as an Anytime Snack. Invite students to try this at home.)

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ACTIVITY: SEARCHING FOR SUGAR (worksheet) (Record this activity on the motivational Student Activities Chart.) (Divide the class into pairs. Each pair should complete the worksheet using one of the following food labels from empty packages the students have brought from home: cookies, candy, ice cream, frosted cereals, fruit drinks, fruit snacks, pop or other snacks/desserts with a lot of sugar. Ask the students to share their findings.) This exercise, reading the ingredients list, helps us identify sugar that is added to a food. If we read the grams of sugar in a food, that number includes natural and added sugar. Some foods such as milk and fruit contain large amounts of natural sugar which are linked to vitamins and minerals, but no added sugar. Also, remember that ingredients are listed in the order, by weight, from most to least. If sugar is listed first, it is the largest ingredient. Breakfast cereals are an important part of our diet, both for breakfast and snacks. Our goal is to eat less sugar. One place we can reduce our sugar is to choose unfrosted breakfast cereals. Labels can help us identify which cereals have a lot of added sugar. If a label has less than five grams of sugar (i.e., four grams of sugar or less) it is heart healthy. We can call these cereals an Anytime Food. If the cereal has five or more grams of sugar it is a Sometime Food. One teaspoon of sugar equals four grams of sugar. Both sugars and starches can promote tooth decay. The more often you eat foods that contain sugars and starches, and the longer these foods are in your mouth before you brush your teeth, the greater the risk for tooth decay. Thus, frequent eating of foods high in sugars and starches as between-meal snacks may be more harmful to your teeth than eating them at meals and then brushing. Regular daily dental hygiene, including brushing with a fluoride toothpaste and flossing, and an adequate intake of fluoride from fluoridated water, will help you prevent tooth decay. ASK: How can we sum up what we have learned about sugars? Make a generalization. ANSWER: Use sugars in moderation. One easy way to remember what moderation means is to eat only 0-2 Sometime Foods each day. Four grams of sugar equals one teaspoon. This is a moderate to small amount of sugar in one serving of cereal. For the sake of categorizing the different cereals and giving students a guide, less than five grams of sugar has been chosen as the dividing line.

(You may want to break here for the day.)

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ACTIVITY: BREAKFAST CEREAL LABELS (worksheet) (Record this activity on the motivational Student Activities Chart.) (Note that one cup of corn flakes weighs 1.1 ounce, while only 3/4 cup of frosted flakes weighs 1.1 ounce. This is because of the weight of the sugar. Cereal sizes may be listed as decimals or fractions. Review what these mean.) ACTIVITY: (Place 10-15 cereals of all kinds on the table in front of the class. Put up two signs on different tables: Heart Healthy [Anytime Food] and Not Heart Healthy [Sometime Food]. 1. Choose a student to select a cereal box from the group of cereals. 2. Have the student read the name of the cereal and serving size, then read the sugar in grams. 3. Ask the student to place the cereal in the Heart Healthy or Anytime category [less than five grams sugar] or Not Heart Healthy or Sometime category. 4. Choose a second student. Repeat. After two or three students do this, ask the class to predict whether the cereal is Heart Healthy or not after the name is read. 5. To keep the interest of all students, divide the class into two teams. When a student places the cereal in the right category he/she can place a mark on a tictac-toe on the board.)

HOME ACTIVITY: GREAT AMERICAN STAMP OUT SUGAR DAY (take home sheet) (Record this activity on the motivational Student Activities Chart.) Your challenge is to eat no added sugar for one entire day. Keep a record of all the food you eat using the take home sheet. (Remind students to read the ingredient label to see if any of the names for sugar are listed. Review the various names for sugar. Have the students return the take home sheet to class. When all the sheets are in, discuss how difficult this challenge was.)

(You may want to break here for the day.)

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SNACK ACTIVITY: Cater pillar r ecipe (HEALTHY HEART RECIPES, r efer to Activities Section) (This snack idea is an example of serving bread with fruit or yogurt in place of margarine as discussed on Objective 2E.) 1. (Demonstrate how to prepare this recipe to the whole class. 2. Have groups of 4-5 students go to the Caterpillar table to each make their Caterpillar. You may want to have parent helpers. 3. While groups of students go to make their Caterpillar, the rest of the class should play the game REMAIN STANDING IF….[see below] 4. Request oven space from the cooks and bake the Caterpillars while you finish the game. 5. Eat the baked Caterpillars.) ACTIVITY: REMAIN STANDING IF….(refer to Activities Section) (This is a game to review the objectives one through four.)

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Objective 5:

The students should be able to discuss and practice the skills needed to reduce the fat in a fast food meal and how to include a fruit or veggie. (National Standards 1,3,5,6,7) Approximately 40 minutes.

Today we are going to talk about fast food and our heart. On the board I am going to write a typical fast food meal.

Small Chocolate Shake

Quarter Pound Double Cheeseburger

Regular Fries

Now let us look at the numbers and find out how many grams of fat there are in each fast food item. (Use fast food company web sites or their printed information. The range for each food is listed with parentheses and varies by company.) 1. First find the category for sandwiches and the column for total fat. 2. Find the quarter pound double cheeseburger. How many grams of fat does it contain? (23-28 g fat) 3. Find the regular fries. How many grams of fat does it contain? (16-20 g fat) 4. Find the small chocolate shake. How many grams of fat does it contain? (11-15 g fat) 5. What are the total grams of fat in this fast food meal? (50-63 g fat) For a student like yourself who may be eating 2000 calories a day, only 65 grams of fat should be eaten each day. ASK: How many grams of fat do you have available to eat the rest of the day?

ANSWER: 2-15 grams of fat. ASK: Is it sensible that you would only eat 2 or 16 grams of fat for your other two meals and snacks? ANSWER: (Let students discuss this.) ASK: Does this mean you should never eat a meal like this?

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ANSWER: No. It is all right to eat this menu occasionally. You can see from the amount of grams of fat that it should not be very often. When you do select this menu, remember to eat less fat the rest of the day. Let us look at the three food choices that we have been discussing, and see how we could reduce the fat. ASK: French fries have a lot of fat. How can we reduce the fat in the fries?

ANSWER: 1. Share fries with a friend. 2. Skip the fries and order a salad with low fat dressing. ASK: The chocolate shake had 11-15 grams of fat. What could be ordered for a drink with less fat? ANSWER: 1. 2. 3. 4.

Soda pop (no fat, no vitamins or minerals but high in calories). Juice (no fat, contains vitamins and minerals). Milk - 2% milk (5g of fat), 1% milk (2.5g of fat) or skim milk (no fat). water (no fat, no calories).

Le us explore a variety of other sandwiches we could select. (Use the computer or get printout from the companies.) 1. First find the category for sandwiches and the column for total fat. 2. Find the sandwich with the least grams of fat. (Teacher should record sandwich name and grams of fat on the board.) 3. Find the sandwich with the most grams of fat. 4. Then go back and fill in the chart going from least to most amount of fat in the sandwiches. 5. Discuss which sandwiches are most heart healthy. ACTIVITY: (The class could print out the chart and students could share it with their parents.) If we eat fast food often, it is important to choose a sandwich with 15 grams of fat or less and restrict additional fat to five to ten grams if we want to eat heart healthy. ASK: What ar e some gener alizations we can make about fast food meals? ANSWER: 1. The larger the portion of meat and fries, the more fat it contains.

2. If we omit the mayonnaise the grams of fat decrease.

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3. Breading indicates there is more fat than in the unbreaded product (e.g., chicken fillet sandwich with 23 grams of fat compared to grilled chicken sandwich with 16 grams of fat). 4. Cheese and bacon indicate fat (Students may think of other generalizations.) Remember the following when choosing a fast food menu. 1. To be considered a meal, it should contain three to five food groups. 2. Fast food meals often do not contain vegetables or fruits, but we need to eat five vegetables/fruits every day. French fries are not considered a vegetable, because when you fry the potato in fat it is not heart healthy. To eat five vegetable/fruits each day we need to eat at least one to two servings at every meal and for one or more snacks. The following are ways we can include a vegetable/fruit when we eat fast food to make the meal healthier. ♥ Choose a salad with low fat dressing or choose a kids meal that includes a fruit. ♥ Eat six or more baby carrots or ½ large carrot before you go to the restaurant. ♥ Eat a piece of fruit before you go to the restaurant. ♥ Choose a juice instead of pop with your meal.

SNACK ACTIVITY: (Let each student sample four baby carrots. Encourage them to eat baby carrots or any veggie/fruit before they go to a fast food restaurant to get a serving of veggie/fruit for that meal.) ACTIVITY: (Divide the class into gr oups of thr ee to four students. Ask each gr oup to plan a fast food meal that meets these requirements. 1. Low in fat (about 20-25 grams of fat). 2. Meets the guideline for a meal of three to five food groups. Discuss the groups choices.) 3. Includes a fruit or veggie. When you eat at a fast food restaurant keep your heart healthy, and remember the ideas we have talked about.

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Objective 6:

The students should be able to state that physical activity will help keep their HDL (good ) cholesterol high, their LDL (bad) cholesterol low, and keep a good blood pressure and should do at least 60 minutes of physical activity within the fitness zones every day of the week. (National Standards 1,2,5,6,7,8)

Objective 7:

The students should be able to state that watching too much TV can decrease our physical activity and may cause our weight to increase. (National Standards 1,2,5,6,7,8)

Objective 8:

The students should be able to identify why individual and small group sports are very important to learn in order to keep our heart healthy over a lifetime. (National Standards 1,8) Approximately 80 minutes broken into two segments.

We have been talking about our heart the past weeks. Remember the role-play we walked through with the blood vessel, LDL and HDL the first day? ASK: What caused the LDL to stick to the blood vessel wall? ANSWER: Fat. ASK: How did we get rid of the LDL? ANSWER: HDL took it out. ASK: What can we do to incr ease our HDL (so it can take LDL out of the body)? ANSWER: Exercise.

Physical activity consists of three parts: F I T 1. Fr equency: the number of times the activity is done in a week 2. Intensity: the speed at which your heart beats in beats per minute (BPM) 3. Time:

the number of minutes you do a physical activity

ASK: Who should do physical activity? ANSWER: Everyone!

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The Centers for Disease Control Physical Activity Guidelines state that children and adolescents should do 60 minutes (1 hour) or more of moderate or vigorous physical activity each day. On the Heart Rate Pyramid the zones that meet this criteria are the Weight Management Zone (moderate exercise), Healthy Heart Zone (moderate) and Aerobic Zone (vigorous). On at least 3 days of the week students should also include: *muscle strengthening activities such as gymnastics or push-ups; *bone strengthening activities such as jumping rope or running.

Heart Rate Pyramid

Heart Rate= 139-171 beats per minute

Heart Rate= 99-140 beats per minute

Heart Rate= 80-100 beats per minute

(Put up a Heart Rate Pyramid poster, available from F.E.P. Sales & Consulting 701-371-5438.)

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ACTIVITY: (The object of this activity is for the students to learn what it feels like to exercise in the three lower zones of the pyramid (Weight Management, Healthy Heart, and Aerobic Zones), how the heart beat increases with activity, and have fun doing this experiment. Daily Lifestyle Activities make up the foundation of the fitness pyramid. The activities that represent this level are things you do everyday as part of your daily life such as how you get to school, walking a dog, walking up and down stairs, etc. Students need 60 minutes of physical activity everyday to keep your heart and body fit. The Daily Lifestyle Activities usually will not be enough to meet the 60 minutes for most students. PULSE: Before the activities begin, have each student find their pulse, either at the temple on the head, the side of the neck or on the wrist. Have them take their pulse for 6 seconds, then have them add a zero to that number to obtain the heart beats per minute. Write the following on the board and record the students pulse rate after doing the various activities: Pulse at rest 70-120 beats per minute (BPM) Pulse in the Weight Management Zone (moderate exercise) 80-100 BPM Pulse in the Healthy Heart Zone (moderate exercise) 99-140 BPM Pulse in the Aerobic Zone (vigorous exercise) 139-171 BPM 1. Walk in place for 2 minutes. When I say ‘stop’, you must stop and take your pulse. I will say ‘count’ and then you count the number of beats until I say ‘stop’. You should then put a zero after the number and when I call on you give me your number. 2. Jog in place for 2 minutes. Then we’ll repeat taking your pulse and put the numbers on the board. 3. Do jumping jacks for 2 minutes. Then we’ll repeat taking your pulse and put the numbers on the board. ASK: What are some generalizations that you can make about what we just did and how fast your heart is beating? ANSWER: The faster our body moves the faster our hear t beats (the faster our pulse is). ASK: What happens when you move from resting to the Fat Burning to the Healthy Heart to the Aerobic zones? ANSWER: You ar e br eathing faster . You start to sweat. Your body becomes warmer. Your cheeks get red (blood is moving through your body faster).

As we moved from resting to the Aerobic Zone the exercise became more intense. It’s important that we do some activity in the Aerobic Zone during the week. But remember, we’re all different, and we’re all at different levels of fitness. The goal for students is to get at least 60 minutes of physical activity in one of these zones every day, and have fun when you’re doing it! (Students do not need to work out in the Anaerobic or Red Zone. That would be for professional athletes.) 5-32

ASK: Besides the var ious zones, how could we categor ize physical activities? ANSWER: 1. Individual activities: those you do alone. 2. Small group activities: those you do with only two to four people 3. Large group activities: those you need six or more people. Let us make a list of individual, small and large group activities. Individual

Small Group

Large Group

Bicycling Brisk walking Cross country skiing Use of jogging tramp Rope jumping Jogging in place Swimming Stationary biking Gymnastics Roller skating Ice skating Karate or judo

Tennis Racquetball Wrestling

Basketball Football Field hockey Volleyball

ASK: When you are young, which activities do you play? ANSWER: All types of activities. When you are an adult, large group activities are harder to organize because of work and time. They take more time and more people.

HOME ACTIVITY: EVERYONE SHOULD EXERCISE (take home sheet) (Record this activity on the motivational Student Activities Chart.) The sheet I am handing out, EVERY ONE SHOULD EXERCISE, lists ten sports or activities. Your assignment is to talk to your friends and relatives and find out who is the oldest adult person who does each activity on a regular basis. Fill in as many as you can (at least six). You may even put in one professional sports person if you can find out his/her age.

(You may want to break here for the day.)

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ACTIVITY: DISCUSSION ON EXERCISE (worksheet) Con’t. I will now hand out DISCUSSION ON EXERCISE. (Have students break into groups of four to five to discuss the questions on the handout. They will need to use their completed take home sheets, EVERY ONE SHOULD EXERCISE. Appoint a reporter for each group. After ten minutes have the class reassemble and the reporters give their summaries. Discuss briefly. Whenever a student says the word fun, the teacher should do something ‘fun’, like twirl around and clap, because we want them to recognize exercise should be fun.

(Discuss these points related to questions three and four on the DISCUSSION ON EXERCISE worksheet.) Question 3: For students, golf MAY be in the Fat Burning Zone or it may not even get your heart rate into that zone. For a seventy year old person, it may be in the Healthy Heart or Aerobic Zone. Question 4: Recreational swimming will be in the Fat Burning Zone for most people. Practicing strokes or relaxed lap swimming would be in the Healthy Heart Zone. Swim team practice and lap racing would be in the Aerobic Zone. Everyone needs physical activity to keep their hearts and bodies healthy, but make it fun! Students may play group sports more to get their exercise. Adults may do more individual activities like tennis, golf, or swimming. There are many things that affect how much we exercise and can also affect our weight. One specific thing is television. ASK: How would television pr event you fr om exer cising or cause you to become overweight? ANSWER: 1. The time you would be sitting in fr ont of the TV, you would not be exer cising. 2. While watching TV you may be eating. ACTIVITY: TV FACTS (refer to the Activities Section) (Divide the students into groups of four to five students. Give each group a TV FACT sheet. Let the groups brainstorm for five minutes, then report back to the class.)

HOME ACTIVITY: TV COUNTDOWN (take home sheet) (Record this activity on the motivational Student Activities Chart.) On the average students watch 4½ hours of TV a day, use the computer for 1½ hours, and do 1 hour of video games a day, for a total of 7 hours of screen time per day. The American Academy of Pediatrics recommends under 2 hours a day of all screen time.

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HOME ACTIVITY: STRONG HEARTS (refer to Activities Section) (Record this activity on the motivational Student Activities Chart.) (If parents are unable to do physical activities with their children, encourage the students to do the activity, complete and return the sheet.

HOME ACTIVITY: (Have students and parents walk or jog to Disney World or across your state. Make charts. One actual mile walked would equal ten miles on the map.) ACTIVITY: (Physical Fitness Spelling Bee or Aerobic Math. Have students jog in place for 20 minutes while doing a spelling bee or doing times tables or fraction equivalents.)

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Name ____________________________ ARTERY DEMONSTRATION

A Home Activity For Grade Five Students And Their Parents

To Parent/s, 10 point homework assignment 1. Show the artery and cholesterol-explain the size of a real artery. 2. Explain what cholesterol is. 3. Tell where cholesterol comes from and the 2 ways we get cholesterol in our body.

4. Using the pretend artery, show what can happen if we get too much. 5. What happens if an artery gets blocked in our brain? 6. What happens if an artery gets blocked in our heart? 7. What is the “good” cholesterol called? 8. What is the “bad” cholesterol called?

9. & 10. Name 2 things that people can do to keep their cholesterol low.

My child completed the activity with me/us at home.

______________________________________________________________ Parent’s signature

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NAME ______________

FIND THE FAT IN THE FOOD GROUPS

Grains

Carrots, 1 whole Potatoes, 1/2 cup Broccoli, 1/2 cup Lettuce, 1 cup

0 0 0 0

Banana, 1 medium Orange, 1 medium Apple, 1 medium Grapes, 20

1 0 1 0

Whole milk, 1 cup 2% milk, 1 cup Skim milk, 1 cup American cheese, 1 oz 1/3 less fat cheese, 1 oz Fat free cheese, 1 oz Regular strawberry yogurt, 1 cup Nonfat strawberry yogurt, 1 cup

8 5 0 9 3 0 4 0

Meat

Milk

1 ½ 0 2

Snacks

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Bread, 1 slice Spaghetti, 1/2 cup Rice,1/2 cup Cheerios ®, 3/4 cup (1oz)

Vegetable

FAT IN GRAMS

Fruit

FOODS

Regular lean hamburger, 3 oz Pork chop, 3 oz Chicken, 3 oz, no skin Chicken, 3 oz, with skin Steak, 3 oz

18 19 6 12 13

2 small chocolate chip cookies Light microwave popcorn, 3 cups Microwave popcorn, regular, 3 cups Potato chips, 1 oz, or 13-20 chips Snickers®, 2.07 oz Ice cream, regular, 1/2 cup Ice cream, light, 1/2 cup

8 4 14 10 14 7 4

CIRCLE THE BEST ANSWER OR FILL IN THE BLANK USING THE CHART ON THE LEFT. 1. How much fat is found in foods in the Grains Group? None

Little

A Lot

2. How much fat is found in foods in the Vegetable Group? None

Little

A Lot

3. How much fat is found in foods in the Fruit Group? None

Little

A Lot

4. How much fat is found in foods in the Milk Group? None

Little

A Lot

It Varies

5. Which foods in the Milk Group are high in fat? _______________________________________________ 6. Which foods in the Milk Group are low in fat? _______________________________________________ 7. How much fat is found in the Meat Group? None

Little

A Lot

It Varies

8. How much fat is found in snack foods? None

Little

A Lot

It Varies

9. In which types of foods do we find the most fat? a.___________________________________________ b.___________________________________________ c.___________________________________________

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POPCORN LABELS TASTY POPCORN

1 NUTRITION FACTS

Serving Size 5 cups Servings Per Container 2.5

TASTY POPCORN POPCORN LABELS

2 NUTRITION FACTS

Serving Size 5 cups Servings Per Container 2

TASTY POPCORN

3 NUTRITION FACTS

Serving Size 2.5 cups Servings Per Container 2.5

Amount Per Serving Calories 100 Calories from Fat 0

Amount Per Serving Calories 160 Calories from Fat 108

% Daily Value* Total Fat 6g % Saturated Fat 1g % Cholesterol 0mg % Sodium 360mg % Total Carbohydrate 20g % Dietary Fiber 5g % Sugars 0g Protein 3g

% Daily Value* Total Fat 0g % Saturated Fat 0g % Cholesterol 0mg % Sodium 200mg % Total Carbohydrate 25g % Dietary Fiber 5g % Sugars 0g Protein 3g

% Daily Value* Total Fat 12g % Saturated Fat 6g % Cholesterol 0mg % Sodium 450mg % Total Carbohydrate 15g % Dietary Fiber 2.5g % Sugars 0g Protein 2.5g

Vitamin A 0% • Vitamin C 0% Calcium 2% • Iron 4% * Percent Daily Values are based on a 2,000 calorie diet.

Vitamin A 0% • Vitamin C 0% Calcium 2% • Iron 4% * Percent Daily Values are based on a 2,000 calorie diet.

Vitamin A 0% • Vitamin C 0% Calcium 2% • Iron 4% * Percent Daily Values are based on a 2,000 calorie diet.

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Amount Per Serving Calories 100 Calories from Fat 54

Name __________________ READ THAT LABEL

1. Circle the serving size on each popcorn label. 2. Circle the total fat in grams on each label.

3. Are the serving sizes the same on all three products?___________________________ 4. How can we make all the serving sizes the same so we can compare the three products for fat? ______________________________________________________________________________ 5. What happens to the fat when you change the serving size to five cups on label number 3? ______________________________________________________________________________

After making the serving sizes all five cups: 6. Compare all three products for fat. Which popcorn has the most fat per serving?______________________________________ How many grams of fat do you find?_____________________________________ Which popcorn has the second most fat per serving?_________________________________ How many grams of fat do you find?_____________________________________ Which popcorn has the least fat per serving?_______________________________________ How many grams of fat do you find?_____________________________________ 7. The healthiest popcorn has the least fat. Which one is it?______________________________________________________________ 5A-5

Name __________________ READ THAT LABEL

1. Circle the serving size on each popcorn label. 2. Circle the total fat in grams on each label.

3. Are the serving sizes the same on all three products?

NO

.

4. How can we make all the serving sizes the same so we can compare the three products for fat? Double the serving size from 2½ cups to 5 cups

.

5. What happens to the fat when you change the serving size to five cups on label number 3? The grams of fat will double

.

After making the serving sizes all five cups: 6. Compare all three products for fat. Which popcorn has the most fat per serving? How many grams of fat do you find?

popcorn #3 24 grams of fat

Which popcorn has the second most fat per serving? How many grams of fat do you find?

How many grams of fat do you find?

.

popcorn #1 6 grams of fat

Which popcorn has the least fat per serving?

.

popcorn #2 0 grams of fat

. . . .

7. The healthiest popcorn has the least fat. Which one is it?______________________________________________________________ 5A-6

DIFFICULT FAT DILEMMAS You come home from school and you want a tasty snack, but you want to stay under 5 grams of fat. (We call this an Anytime Food.) Write down three choices. Record the food, the serving size and the grams of fat in that serving.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Mom has a high blood cholesterol and she needs to reduce the amount of fat she eats. She asks you to make her a brown bag lunch for work with only 20 grams of fat. What would you choose? Remember that a meal must have 3-5 food groups to be balanced. Record the food, the serving size and the grams of fat in that serving.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - You and dad are going grocery shopping. Your goal is to plan the snacks for when your friend comes for a sleepover. You and dad agreed that 14 grams of fat is the maximum you would have for the night. Write down three combinations of snacks you could eat throughout the night. Record the food, the serving size and the grams of fat in that serving.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Dad’s going to grill Sunday night. He asked you to plan the menu. Write down your menu. He wants a maximum of 20 grams of fat. Remember that a meal must have 3-5 food groups. Record the food, the serving size and the grams of fat in that serving.

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Name __________________ PRACTICE MENU

BREAKFAST One Sweet Roll 1 cup 2% Milk One Orange NOON LUNCH 1 cup Spaghetti 1/2 cup Meat Sauce 1/2 cup Green Beans 1/2 Cup Carrot Sticks Banana 1 cup 2% Milk AFTER SCHOOL SNACK One 12 oz can Regular Citrus Soda Pop Two Chocolate Chip Cookies EVENING MEAL

3 oz Roast Beef 1/2 cup Potatoes 1/2 cup Broccoli 1 cup Ice Cream 1 cup 2% Milk BEDTIME SNACK 5 cups Regular Microwave Popcorn One 12 oz can Regular Citrus Soda Pop

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Name ____________________________

A Home Activity For Grade Five Students And Their Parents

MY SOMETIME FOOD CHART GOAL: Eat 0-2 Sometime Foods each day. 1. Everyday when you eat your meals and snacks think about how we identify Sometime Foods. Use the Sugar Guide and the Fat Guide to help you decide if these are Sometime Foods. 2. Look at the label and identify the serving size. If you eat twice the amount, that counts as two servings and must be written down twice. 3. When you eat a Sometime Food, list it on the chart below for that day. Our goal is to eat 0-2 Sometime Foods each day. Even if you eat more than two Sometime Foods one day, remember to record all of them on the chart. SUGAR GUIDE: These foods ar e high in sugar with few vitamins, miner als and fiber . They ar e Sometime Foods. 5A-20

Bars Brownies Cake

Hard Candy Chocolate Candy Frosted Cereal

Cookies Doughnuts Fruit Drinks

Chewy Fruit Snacks Regular Jello Regular Ice Cream

Licorice Pie Pop

Sweet Rolls Granola

FAT GUIDE: A food with five or mor e gr ams of fat is a Sometime Food. A food with less than five gr ams is an Anytime Food. Read the label to identify total fat per serving. Number of Servings Eaten Days Example Monday Tuesday Wednesday Thursday Friday Saturday

Sunday

1 1 can pop

2 1 candy bar

3

4

5

Total # of servings eaten per day

Did I meet my 0-2 goal?

Scenario #1: 3 Characters: Narrator Chris Matt Narrator: Chris invited Matt to stay over night. Chris’ mom served mashed potatoes, fried chicken, corn and skim milk. Chris:

Great supper mom! You fixed my favorite meat– fried chicken.

Matt:

Yeah! Thanks for inviting me.

Narrator: Later that evening they were playing a board game. Chris:

I noticed you didn’t eat the skin on your chicken. That’s the best part.

Matt:

I just learned there’s a lot of fat in the skin of chicken and it is not good for our heart.

Chris:

But it tastes so good!

Matt:

I agree, I like the way it tastes, but it is just not good for you.

Scenario #2: 4 Characters: Narrator Sandy Heidi Mark Narrator: After school two friends always stop at the corner grocery store on their way home. Sandy: I’ve only got a dollar to spend tonight for my snack. What should I choose? Heidi:

You buy a bag of licorice and I’ll buy M&M’s®, and we will split them.

Mark:

Hi! What are you doing?

Sandy & Heidi: Mark:

We’re going to buy some licorice and M&M’s®. Want some? Wait! Don’t you remember what we learned in school today? We need to eat five vegetables or fruits every day, so to meet that goal why don’t you choose a vegetable or fruit instead? Vegetables and fruits are fat free and really great for your heart.

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Scenario #3: 3 Characters: Narrator Jon Bill Narrator: Bill and Jon are on the basketball team. Their coach explained that to play well, they also need to eat right. He wanted them to eat more vegetables and fruit, and to eat less fat. The boys are at Bill’s house trying to choose what kind of sandwiches to make to eat with their apple for an after school snack. Jon:

Let’s see what your parents have in the fridge.

Bill:

Oh, we have lots of meat. Here is a package of regular bologna and a package of light bologna.

Jon:

How do we know which one is best for us?

Bill:

Light means it has 1/3 fewer calories or 50% less fat per serving. If a food claims it is light/lite, the company is required to provide information comparing the light and the regular product.

Jon:

But we still don’t know how much fat the light bologna has.

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Name __________________ REGULAR versus LIGHT

REGULAR BOLOGNA

LIGHT BOLOGNA

1. What is the serving size?

___________________

_________________

2. How many grams of total fat are

___________________

_________________

___________________

_________________

in each product? 3. Check which product is lower in fat?

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Name __________________

EVERYTHING I NEED TO KNOW to reduce fat in order to keep my heart and body healthy. 1. Choose low fat or light products instead of regular products.

2. Remove skin from chicken before eating.

3. Increase our vegetables and fruit to 5 a day. Vegetables/fruits are fat free.

4. Limit Sometime Foods to 0-2 per day.

5. Eat less fat. For example: ♥ Use half the butter, margarine, mayonnaise, or salad dressing. ♥ Skip the butter or margarine on bread, and use only jelly or sliced fruit. ♥ Use either peanut butter or butter/margarine. Don’t use both.

6. Choose 1% or skim milk instead of whole or 2% milk.

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MY HEALTHY EATING GOALS

A Home Activity For Grade Five Students And Their Parents

I, _________________________________________, set a goal to (print name) _____________________________________________________________ (goal) during the week of _______________________________________

_____________________________________

Signature

I, DID IT!

I ___________________________________________ (goal one) on _________________________________________ (date)

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TIPS TO INCREASE FIBER 1. Eat at least 5 vegetables/fruits each day. Choose only one serving of juice per day out of the goal of 5 servings. Leave the skins on fruits (e.g., apples). Eat the skin on potatoes.

2. Choose more whole grain cereals. Choose whole wheat bread instead of white. Choose higher fiber breakfast cereals.

3. Choose high fiber snacks; for example light popcorn instead of chips.

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NAME _________________________

FREDDY Freddy is a 10-year old boy who is enjoying his summer vacation at home. He eats breakfast every morning. When he got up one morning, he ate a bowl of Pac Man Cereal®, orange juice, and toast made from white bread.

After he was done with breakfast, he went outside to ride bike. He started to get hungry, so he decided to have a sugar cookie and a glass of skim milk for a morning snack. Then one of his friends from school came over and they played catch until it was time to eat lunch.

For lunch he had a turkey sandwich made with white bread, pudding, and a glass of skim milk. Since it was summer and really hot that day, Freddy figured that he would go swimming that afternoon. The swimming

really made him hungry and tired. He went inside to watch TV. While he was watching TV he ate a small bag of potato chips.

After watching TV for an hour, Freddy went to his room, read a book and worked on a puzzle. Then it was time for supper. He ate a baked potato, roast beef, corn and a glass of skim milk. Freddy went to a movie after supper. While watching the movie, he snacked on a candy bar and a can of pop. By the time Freddy got home from the movie he was really tired, so he went right to bed.

1. Read the story and underline all the food Freddy has eaten. 2. Highlight in yellow all foods that are high in fiber. 3. How many vegetables/fruits did Freddy eat? 4. Remember the goal to eat 5 fruits and veggies every day. Go back and either add or substitute so he can meet this goal. 5. Make any other substitutions to increase the fiber in Freddy’s food choices.

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Name ____________________________

A Home Activity For Grade Five Students And Their Parents

HOW MUCH SUGAR? 1. Show your parent(s) the test tubes showing the sugar in one piece of apple pie and one cup of regular vanilla ice cream. 2. Show them a 12 ounce soda pop and a Hershey® candy bar. 3. Show your parent(s) the sugar in a three inch chocolate chip cookie and a two inch square brownie. Ask them, “Who only eats one?” 4. Show them the amount of sugar in two tablespoons of pancake syrup, one pop tart and a cup of Lucky Charms® or Froot Loops® cereal. 5. Show your parent(s) how much sugar there is in 1/2 cup of Jell-O®. Note that Jell-O® contains almost no nutrients. 6. Which food (tube) surprised your parent(s) the most?

______________________________________________ 7. Ask your parent(s) to say what they learned about the demonstration.

_____________________________________________

_____________________________________________ _____________________________________________ ________________________________ (Parent Signature) 5A-29

NAME _____________________________

SEARCHING FOR SUGAR

The following are names for sugar found on food labels. Brown Sugar

Corn Sweetener

Corn Syrup

Fructose

Fruit Juice Concentrate

Glucose (dextrose)

High-Fructose Corn Syrup

Honey

Invert Sugar

Lactose

Maltose

Molasses

Raw Sugar

Syrup

[Table] Sugar (sucrose)

Using your food label, complete the following.

1. Name of food product: _________________________________________. 2. Serving size: ________________________________________________. Find the ingredients listed on the label. The ingredients list is required on all food labels. Food components are listed in order, by weight, from most to least. 3. List the different sugars from the label in the order that they appear on the label. a) __________________________________

b) __________________________________

c) __________________________________

d) __________________________________

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NAME ____________________________

BREAKFAST CEREAL LABELS 1. Read the corn flakes label.

1 serving = _______________ cup Sugar = __________________ grams 2. Read the frosted flakes label. 1 serving = ________________ cup 5A-31

Sugar = ___________________ grams 3. Which cereal has the most sugar? _________________________________________ 4. Color a red heart on the label of the cereal that is heart healthy.

5. Calculate how many teaspoons of added sugar are in the frosted flakes._____________________________________

Name ____________________________ GREAT AMERICAN STAMP OUT SUGAR DAY

A Home Activity For Grade Five Students And Their Parents

Your challenge is to eat no added sugar for one entire day. Keep a record of all the food you eat. NAME OF FOOD

Did it have added sugar? YES

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NO

REMAIN STANDING IF . . . . (This is a game to review the objectives one through four.) Instructions: The teacher should write the numbers 1 - 30 on the board. Have the class stand up to play. Read a question. If the student answers correctly, he/she remains standing. If the wrong answer is given, the student should sit down for 1 question, but can then stand up and join the game again.

Remain standing if . . . 1)

. . . you can name the substance that can clog arteries. (cholesterol)

2)

. . . you can spell cholesterol on the board. (CHOLESTEROL)

3)

. . . you can tell where we get cholesterol from. (animal products and the liver manufactures it)

4)

. . . you can name two specific foods we get cholesterol from. (meat, milk, butter, eggs, ice cream, cheese, etc.)

5)

. . . you can name the ‘good’ type of cholesterol. (HDL)

6)

. . . you can name the ‘bad’ type of cholesterol. (LDL)

7)

. . . you can explain the difference between LDL and HDL. (LDL, also called ‘bad’ cholesterol, comes from food and is made in the liver. HDL, called ‘good’ cholesterol, is going out of the body and takes LDL with it. We get more HDL when we exercise.)

8)

. . . you can name the substance that we eat that is the biggest culprit regarding heart health? (fat)

9)

. . . you can state what happens to the grams of fat when the serving size is increased. (the grams of fat increase)

10)

. . . you can solve this problem: 2 cookies have 12 grams of fat. How much fat do 3 cookies have? (18 grams of fat)

11)

. . . you can state what the Fat Guide is. (5 grams of fat or more indicates a food is a Sometime Food)

12)

. . . you can state the number of food groups that are needed to make a heart healthy, balanced meal. (3-5 food groups)

13)

. . . you can tell us what may trigger us to eat. (words, smells, and sights that tempt us to eat)

14)

. . . you can give examples of some triggers. (words like creamy, rich, crispy; TV; vending machines, etc.)

15)

. . . you can state a good guide for how often in the day we should eat Sometime Foods. (0-2 times a day)

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16) . . . you can name two guides to determine if a food is a Sometime Food. (Fat Guide and Sugar Guide) 17) . . . you can list two of the seven ways to reduce the amount of fat you eat. (skin off chicken, 1% or skim milk, 0-2 Sometime Foods a day, lite/light popcorn, use only peanut butter/jelly without butter or margarine, choose lite/light products, increase veggies/fruits to 5 a day) 18) . . . you can state whether sugar is a protein, fat, or carbohydrate? (carbohydrate) 19) . . . you can spell carbohydrate on the board. (CARBOHYDRATE) 20) . . . you can state where you find added sugar on the label. (the ingredients section) 21) . . . you can list names for sugar that you will find in the ingredients list on a food product. (corn syrup, dextrose, fructose, honey, lactose, molasses, table sugar, maltose, etc.) 22) . . . you can state how many grams of sugar equals one teaspoon? (4 grams) 23) . . . you can answer this problem: After school, a student had a can of pop and a candy bar. He realized his snack contained 76 grams of sugar. How many teaspoons of sugar is that? (19 teaspoons) 24) . . . you can answer this problem: Char went to a sleep over. Sunny Delight®, which contained 25 grams of sugar per eight fluid ounces, was served. She had two Sunny Delights® along with four small chocolate chip cookies. She found she had eaten 57 grams of sugar. How many teaspoons is that? (14¼ teaspoons) 25) . . . you can answer this problem: If the food you ate for lunch added up to 35 grams of sugar, how many teaspoons would that be? (8¾ teaspoon) 26) . . . you can answer this problem: David ate a candy bar that contained 32 grams of sugar. How many teaspoons is that? (8 teaspoons) 27) . . . you can answer this problem: Fruit Loops® have 14 grams of sugar in a one cup serving. Calculate the number of teaspoons of sugar in a double serving. (7 teaspoons) 28) . . . you can state why frosted cereals have smaller serving sizes listed on the box than a comparable unfrosted kind. (the weight of the sugar replaces the weight of the cereal) 29) . . . you can state what makes choosing a veggie/fruit harder than a candy bar at a grocery store. (habit, triggers, etc.) 30) . . . you can state how you know if you are drinking real fruit juice. (100% fruit juice is stated on the label)

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Name ____________________________ EVERYONE SHOULD EXERCISE

A Home Activity For Grade Five Students And Their Parents

Talk to your adult friends, teachers, relatives and neighbors. Find out who is the oldest adult person who does each of the following activities on a regular basis. Fill in at least six. You may put in one professional sports person if you can find out his/her age. Activity

Name

Relative, Friend Professional

1. Swimming 2. Basketball 3. Brisk Walking/Jogging/ Running 4. Football 5. Baseball/Softball 6. Tennis/Racquetball 7. Bicycling/Stationary Biking 8. Golfing 9. Soccer 10. Cross Country Skiing

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Age

NAME _______________________

DISCUSSION ON EXERCISE To help answer these questions use the completed take home sheet called EVERY ONE SHOULD EXERCISE. 1. What activities did the oldest people do?

2. Look at the activities of the oldest people you interviewed. Were these activities the individual type, small group (2-4 players) or large group type (6 or more players).

3. Which zone would golf fit into?

4. How could swimming fit into all three fitness zones? Give examples.

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TV FACTS More than 60% of the commercials (this means 60 out of 100 commercials) on TV are for sugared cereal, candy, and fatty foods .

List examples of foods advertised that would be sugared cereals, candy or fatty foods.

List examples of foods advertised that would be fruits and vegetables.

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TV FACTS The number of hours children and teens watch TV each week is linked to their food requests.

List examples of foods you have asked your parents to buy because you have seen it advertised on TV.

5A-38

TV FACTS Over 90% (90 out of 100 commercials) of foods advertised to children and teens on TV are high in fat, sugar and salt.

List TV ads that advertise high fat, high sugar and salt foods. List TV ads that advertise fruits and vegetables.

5A-39

TV FACTS Only 4% of the commercials (4 out of 100 commercials) on TV advertise meat, milk products, bread, veggies, fruits and juices. List as many ads as you can that advertise the foods listed above.

5A-40

NAME _____________________________

TV COUNTDOWN

A Home Activity For Grade Five Students And Their Parents

Exercise is important to keep our hearts strong and healthy. Remember how exercise increases our HDL which will decrease the amount of LDL stuck to our arteries? Exercise also helps lower a high blood pressure, maintain a good blood pressure and keep a good weight. When children and adults watch too much TV they may not find time to exercise. The average child has 7 hours of screen time (TV, computer, video games) a day. TV influences families via commercials. It often encourages them to buy high calorie, high fat, high sugar foods. Children and adults also tend to eat more frequently while watching TV. All of these factors combined is one reason that children and teens who watch more TV may become overweight. STUDENTS, WATCH ONE HOUR OR LESS OF TV PER DAY AS YOUR GOAL! Cut down on the amount of TV you watch in one week. Set your goal to be a maximum of one hour a day. For one half hour of TV viewing, color in only half the screen. When another half hour is watched, color the other half of the screen. Return this sheet to class. MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

SUNDAY

5A-41

STRONG HEARTS

A Home Activity For Grade Five 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 physical activity in one of the three fitness zones 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 a physical activity with their parents three times for at least 20 minutes. Walking, skating, bike riding and swimming are all good 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

5A-42

HEALTHY HEART RECIPES VEGETABLE HAMBURGER SOUP 1 lb 90% lean ground beef 1 cup chopped onions 1 cup diced potatoes 1 cup sliced carrots 1 cup shredded cabbage 1 cup celery

1 (1lb) can tomatoes (4 cups) ¼ cup barley 3 cups water 2 tsp basil ¼ tsp thyme 1 bay leaf Scant tsp salt Brown hamburger with onion. Drain off fat. Add other ingredients and cook 1 hour or more. Crock pot method: Brown hamburger and onions. Drain off fat. Put all ingredients in crock pot. Cook on high 5-6 hours. Yield: At least 15 one cup servings.

CRISPY CHICKEN 1 chicken, cut up: skin and remove fat from all pieces. Rinse under water. Roll in crushed wheat or corn flakes to coat all sides. Place on a foil-lined baking sheet. Bake at 350° for 25-60 minutes (depending on the thickness of the pieces). This crushed breakfast cereal coating has less sodium than a commercial coating mix. 4-6 servings. Young People’s Healthy Heart Program

Young People’s Healthy Heart Program 5A-43

CATERPILLARS*

LOW FAT MACARONI and CHEESE

½ cup flake cereal 1 tube (11oz) refrigerated soft breadstick dough Yogurt, fruit, applesauce or cottage cheese Heat oven to 350° F. Spread a large piece of waxed paper or aluminum foil on the kitchen counter. Put cereal into a sandwich-size plastic bag and lightly crush. One at a time, unravel dough on waxed paper or foil. Fold dough in half so it is about six inches long. Put the dough into the plastic bag and turn it until it is coated with cereal. Place on ungreased baking sheet, slightly curving the dough to look like a caterpillar. Repeat with remaining pieces of dough. Place the dough pieces 1 inch apart. Bake until light brown,, about 15 minutes. Cool 5 minutes, then eat. Good with yogurt, fresh fruit, applesauce or cottage cheese. 8 servings. *An adult should help with the oven.

Prepare Macaroni and Cheese as indicated on the box.

Young People’s Healthy Heart Program

To decrease the fat: 1. Reduce the ¼ cup margarine/butter to 2 Tbsp or less. 2. Use 1% or skim milk instead of whole or 2% milk. Yield: three one cup servings.

Young People’s Healthy Heart Program