Story Transcript
GO for Health Series: Breaking Through Barriers
A Fifth Grade Classroom and Family Curriculum Emphasizing Healthy Nutrition and Physical Activity Behaviors
The development and evaluation of the CATCH materials were funded by grants from the National Heart, Lung, and Blood Institute, National Institutes of Health; U.S. Department of Health and Human Services; and the Centers for Disease Control and Prevention.
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Hearty Heart & Friends: 5th Grade Curriculum ---- Third Edition Copyright © 1983, 1986, 1993, 1995, 1998, 2002, 2008, 2009 by The Regents of the University of California and FlagHouse, Inc. ALL RIGHTS RESERVED. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, including electronic, mechanical, photocopying, and recording, without the prior written permission of FlagHouse, Inc. Reproduction prohibitions do not apply to the handouts, forms, and cutouts contained in this publication when reproduction is for educational use. For additional information, comments, customer service or questions about this publication, or to inquire about professional training for the use of these materials, please contact FlagHouse, Inc. In the United States: Flaghouse, Inc. 601 FlagHouse Drive Hasbrouck Heights, New Jersey 07604 800.793.7900 201.288.7600 In Canada: FlagHouse Canada 235 Yorkland Boulevard Suite 300 North York, Ontario M2J 4Y8 800.265.6900 416.495.8262
Web: www.FlagHouse.com ISBN 0-9713648-3-4 CATCH® and the CATCH® logo are registered trademarks of The Regents of the University of California, and licensed by FlagHouse, Inc. The Flash Fitness, Hearty Heart, Dynamite Diet, Sally Sleuth, and Principal Goodheart characters related elements appearing on the front cover and throughout this publication are copyrights © 2008 of The Regents of the University of California and FlagHouse, Inc. All rights reserved.
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The writings and audiovisual materials collectively referred to as the “Coordinated Approach To Child Health (CATCH)” were originally created by the following people. University of California, San Diego Phillip R. Nader, M.D. Kathryn J. Bachman, Ed.D.
Jean G. Williston, M.Ed. Michelle Zive, M.S., R.D.
San Diego State University Thomas McKenzie, Ph.D. Tulane University School of Public Health and Tropical Medicine Larry S. Webber, Ph.D. Theresa Nicklas, Dr.PH., M.P.H., L.D.N. Carolyn Johnson, Ph.D. Ann L. Clesi, M.Ed. Patricia K. Strikmiller, M.S. University of Minnesota Cheryl L. Perry, Ph.D. Russell V. Luepker, M.D.
Leslie Lytle, Ph.D. Mary H. Smyth, M.S.
University of Texas Health Science Center Guy S. Parcel, Ph.D. Deanna M. Hoelscher, Ph.D., R.D., L.D.
Bruce Simons-Morton, Ed.D. Susan Luton, M.A.
New England Research Institutes, Inc. Stavroula Osganian, M.D., M.P.H. Sonja M. McKinlay, Ph.D.
Johanna Dwyer, D.Sc., R.D. Mary Kay Ebzury, M.S., R.D.
The CATCH Steering Committee during the development of these materials included the following people. Russell V. Luepker, M.D. (Chair) University of Minnesota Phillip R. Nader, M.D. (Vice-Chair) University of California, San Diego Sonja M. McKinlay, Ph.D. New England Research Institutes, Inc. Guy S. Parcel, Ph.D. University of Texas Health Science Center
Cheryl L. Perry, Ph.D. University of Minnesota Elaine J. Stone, Ph.D., M.P.H. National Heart, Lung, and Blood Institute Larry S. Webber, Ph.D. Tulane University School of Public Health and Tropical Medicine
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The following people are acknowledged for their valuable contributions to the collective writings of CATCH. University of Texas Health Science Center Kathleen C. Cook, M.Ed. Sherry Woods, Ed.D. Jerri L. Ward, M.A., R.D., L.D. Elizabeth Edmundson, Ph.D. Nan Krankel Peter Cribb, M.Ed. Milton Nichaman, M.D., Sc.D. Jim DeLine, M.Ed. Rebecca Pobocik, Ph.D., R.D. Joey L. Walker, M.P.H. Elvira Barrera, Sp.M.F.T., L.P.C. Debra Reed, Ph.D., R.D., L.D.N. University of California, San Diego Steve Danna, B.A. Michael McGreevy, B.A. Theresa Perkins, B.A. Sheila Dowe, M.S.W.
Lisa Bunting, M.S. Marc Ellison, B.A. Judy Howard, B.S. Jill Eagan, M.P.H., R.D. Pam Graham, M.Ed. Joe Smith
Todd P. Galati, M.A. Teresa Coronado, B.S. Joan Rupp, M.S., R.D.
San Diego State University John Elder, Ph.D. Tulane University School of Public Health and Tropical Medicine Sheryl Pedersen, M.P.H., C.H.E.S. Ann Layman, M.A., C.H.E.S. Susan Bonura, M.P.A. Jackie Reeds Epping, M.Ed. Sharon Little-Christian, M.Ed. David W. Harsha, Ph.D. Saundra Mac.D. Hunter, Ph.D. Denise Serpas Mott, M.Ed. Kelly Romero, M.Ed. University of Minnesota Pat Snyder, M.A., R.D. Bonnie Manning Barbara Hann, B.A., C.H.E. Maxine Dammen Tracy Wick
Tawny Greene, B.A. Bonnie Dudovitz Sally Ehlinger, Ph.D. Tom M. Hofflander, M.Ed. Gretchen Newman, M.A.
New England Research Institutes, Inc. Susan Budman, M.S.W. Sarah McGraw, Ph.D. Debra Raizman, M.P.H., R.D.
Anne Garceau, M.S., R.D. Moira A. Walsh, B.A.
National Heart, Lung, and Blood Institutes Elaine J. Stone, Ph.D., M.P.H. Marguerite Evans, M.S., R.D.
Eva Obarzanek, Ph.D., M.P.H., R.D.
California State University at Chico Gayle Hutchinson, Ed.D. Boston University School of Medicine Ellen Glovsky, M.S., R.D.
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Table of Contents CATCH Components…………………………………………………………………………………….vi Introduction .................................................................................................................................. ix Session 1: •
Let’s Get GO-ing ................................................................................................... .1 Health Trek 1
Session 2: •
Energy Balance and GO Eating ........................................................................... 15 Health Trek 2
Session 3: •
GO-ing for FIT ...................................................................................................... 55 Health Trek 3
Session 4:
Pyramid of GO Eating........................................................................................... 71
Session 5: •
Bag a GO Lunch ................................................................................................... 85 Health Trek 4
Session 6:
A Very Important Meal .......................................................................................... 107
Session 7: •
Bright Ideas for Breakfast ..................................................................................... 119 Health Trek 5
Session 8:
Plan of Action ....................................................................................................... 132
Session 9:
GO for Health Options .......................................................................................... 152
Session 10: •
Building Blocks ..................................................................................................... 160 Health Trek 6
Session 11:
Play Out the Options ............................................................................................ 180
Session 12:
Breaking Through Barriers .................................................................................. 202
FYI ……………… ........................................................................................................................ 207 Spanish Activity Sheets ............................................................................................................... 229 Spanish Health Trek…………………………………………………………………………………..…297
CATCH Program Components The Coordinated Approach To Child Health (CATCH) Program includes four components: Child Nutrition Services, physical education, classroom, and family. These four components were designed to complement and integrate with one another. The CATCH materials are available from: FlagHouse, Inc. 601 FlagHouse Drive Hasbrouck Heights, NJ 07604 800.793.7900 FlagHouse.com
Child Nutrition Services EAT SMART SCHOOL MEAL PROGRAM A manual for Child Nutrition Services on ways to plan, purchase, prepare and promote healthy meals while coordinating healthy messages with teachers, parents, administrators, and the community.
Physical Education PHYSICAL EDUCATION GUIDEBOOK (Grades K–8) The Guidebook provides direction for the implementation of CATCH Physical Education. The Guidebook specifies the goals and objectives of CATCH PE and contains recommendations for class structure, safety, management, and lesson planning. PHYSICAL EDUCATION ACTIVITY BOXES (Grades K–2, Grades 3–5, and Grades 6–8) A portable box containing recommended physical activities on 5” x 8” crossreferenced index cards. The Activity Boxes each consist of over 350 activity and formation cards arranged in 4 major lesson components: Warm-Up, Go Fitness, Go Activity, and Cool-Down. Teachers are encouraged to add appropriate activities to the box that meet CATCH PE objectives, and blank cards are provided in the back of the box for that purpose.
Classroom Curricula and Family Programs KINDERGARTEN: JUMP INTO HEALTH X Curriculum Guide. The CATCH Kindergarten curriculum utilizes a group of cartoon characters to introduce students to eating and physical activity habits that promote health. The lessons focus on physical activity and the consumption of fruits and vegetables. A variety of teaching strategies are used, including large-group discussions, educational games and activities, goal setting, and hands-on snack preparation and taste-testing.
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X
Home Letters. Two home letters are included with the curricula that provide information to parents about physical activity and how to incorporate fruits and vegetables into the family’s diet.
GRADE 1: EVERYDAY FOODS FOR HEALTH X Curriculum Guide. The CATCH first grade curriculum continues with the same cartoon characters, who teach first graders about eating and physical activity habits that promote health. X Home Letters. Two home letters are included with the curricula that provide information to parents about physical activity and how to incorporate fruits and vegetables into the family’s diet. GRADE 2: CELEBRATE HEALTH X Curriculum Guide. In the CATCH second grade curriculum, the same cartoon characters reinforce eating and physical activity habits that promote health. Additional information is provided about fiber, dairy products, and lower-fat foods. X Home Letters. Two home letters provide information to parents about foods high in fiber and tips for limiting fat in the diet. GRADE 3: HEARTY HEART AND FRIENDS X Curriculum Guide. A curriculum based on the adventures of Hearty Heart and his friends. Children learn how to prepare healthy snacks, set physical activity and healthy eating goals, and are introduced to GO, SLOW, and WHOA foods. X Hearty Heart and Friends DVD. Eight entertaining episodes tell the story of Hearty Heart and his friends from Planet Strongheart, who travel to Planet Earth and teach children about healthy eating and physical activity behaviors. X Hearty Heart Home Team Players Guides. Six homework assignments describing the adventures of Hearty Heart and his friends as they explore Planet Earth and teach earthling children about healthy eating and physical activity. The assignments coincide with activities and objectives in the curriculum. The student and his or her adult family members form a home team and complete the homework activities together. GRADE 4: TAKING OFF! X Curriculum Guide. A curriculum that introduces an intergalactic cartoon reporter named Tillie Tellstar. Topics such as energy balance, types of fats, added sugars in foods, and food advertising are covered using entertaining activities. Activities reinforce the skills needed to select and prepare healthful meals and snacks, guide physical activity patterns, and foster an environment of peer support. X Exploration of Planet Strongheart, Home Team Travel Guides. Six homework assignments describing the adventures of earthling children as they visit Planet Strongheart and learn about healthy eating and physical activity behaviors. The assignments coincide with activities and objectives
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in the curriculum. The student and his or her adult family members form a home team and complete the homework activities together. P.A.S.T. DIABETES: PUTTING A STOP TO DIABETES X Curriculum Guide. A curriculum focusing on introductory information about the two types of diabetes, risk factors for the disease, and ways to prevent and treat diabetes. GRADE 5: BREAKING THROUGH BARRIERS X Curriculum Guide. A curriculum in which students apply their knowledge of healthy eating and physical activity to help them overcome barriers to a healthier lifestyle. Students are also introduced to MyPyramid, pulse taking, and body cues, and they participate in problem-solving activities. X Health Trek…The Journey Continues, Home Team Tip Sheets. Six homework assignments containing activities and tips for healthful living. The assignments coincide with activities and objectives in the curriculum. The student and his or her adult family members form a home team and complete the homework activities together.
F.A.C.T.S.: FACTS AND ACTIVITIES ABOUT CHEWING TOBACCO AND SMOKING X Curriculum Guide. A curriculum focusing on tobacco use and its negative consequences, how to resist pressures to use tobacco, and the effects of passive smoking.
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Introduction Hearty Heart and Friends/Hearty Heart Home Team I. Background of CATCH The Child and Adolescent Trial for Cardiovascular Health (CATCH) was a multisite research study that built on the significant progress that had been made in school health education in the 1970’s and 1980’s. During those decades a revolution in school health research took place. The experimental designs now being used reflect behavioral models derived from social psychology. Prior to 1980, the goal of school health education programs was restricted to providing knowledge of physical and social well-being. Changes in behavior were, at best, an assumed consequence of greater knowledge of health. The need to promote behavior changes related to school health programs was recognized in 1964, with the landmark Surgeon General’s Report on the health consequences of cigarette smoking. The significant reductions of adult smoking noted in the 1970’s were not paralleled by reductions in smoking rates among adolescents. Now youth are still more likely to smoke than adults. Therefore, CATCH was designed as a research study with the goal of demonstrating the effectiveness of school health education for motivating healthier behavior among children. The curricula developed for CATCH provide skills training in healthier eating, physical activity, and non-smoking patterns. CATCH was implemented and evaluated in four regional sites by researchers at Tulane University – New Orleans, University of California – San Diego, University of Minnesota – Minneapolis, and University of Texas – Houston, among school populations in those regions that included a large number of multi-cultural students representing the greater United States school population. CATCH set as its goal to change policies and practices of schools in order to affect changes in health risk factors and risk-related behaviors. These changes, if spread across the entire population of children and maintained, should have a substantial impact on subsequent disease rates in the United States. As the public health focus has shifted from cardiovascular health to obesity, diabetes and other chronic diseases, the CATCH materials have been revised to incorporate energy balance as well as new dietary guidelines and physical activity recommendations. The CATCH acronym now stands for the Coordinated Approach To Child Health to reflect this broader health perspective.
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II. Curriculum Outcomes Students will be able to identify and understand the major concepts of the Hearty Heart and Friends/Hearty Heart Home Team curriculum, including identifying GO foods as the most healthful foods to eat and identifying and participating in regular physical activities. III. Curriculum Description A. Theory The Hearty Heart and Friends/Hearty Heart Home Team curriculum is based on social learning theory, which suggests that most health behaviors are social behaviors that are learned in a social context. The curriculum targets changes in specific environmental, personal, and behavioral factors that influence children’s health behaviors. Specifically, it encourages changes in the environment that would support healthful eating and physical activity patterns in children by providing opportunities to eat more healthful foods and engage in physical activity; by promoting role models for healthful eating and physical activity; and by creating peer support for selecting more healthful foods and doing regular physical activity. The curriculum focuses on changes in specific cognitive or personal attributes, especially children’s knowledge about more healthful food selections and types of physical activity; their values about health, nutrition, and physical activity; and the sense of self-efficacy they have with food selection and preparation, as well as their physical activity patterns. Finally, Hearty Heart and Friends/Hearty Heart Home Team encourages changes in behavioral factors that support healthful eating and physical activity patterns by teaching students skills to select and prepare foods for themselves, and skills needed to identify physical activities they can do regularly; and by providing students with social reinforcement for demonstrating the intention to change, making actual changes in eating and physical activity patterns, and participating in this program. B. Overview Hearty Heart and Friends/Hearty Heart Home Team introduces a group of cartoon characters created to teach third graders about eating and physical activity habits that promote good health. The characters include Hearty Heart, a student attending the Intergalactic School of Heart Health on a planet called Strongheart, and his friends Dynamite Diet, Sally Sleuth, and Flash Fitness. There are two antagonists – Food Fat, a very sneaky character, and Sittin’ Sam, the sedentary man. Through their adventures on Earth, these characters set the stage for students to understand that healthful eating and physical activity are the keys to a healthier lifestyle.
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C. Organization The Hearty Heart and Friends/Hearty Heart Home Team curriculum is divided into 14 nutrition and physical activity sessions, each approximately 40 minutes long. The curriculum is designed to be implemented in sequence. The curriculum uses a variety of teaching strategies, including individual practice, cooperative learning groups, large-group discussions, educational games, goal setting, and hands-on snack preparation and taste-testing. The curriculum design for each session includes: • behavioral objectives • session outlines • activities • session summary • teacher materials • student materials Each session contains detailed descriptions of the procedure for presenting each activity, with all direct questions and/or statements to students enclosed in boxes within the description. To avoid gender-bias and multiple references to his/her, their is used throughout this manual for both singular and plural nouns. Original copies of transparencies, posters, and student materials needed for each session are included in the manual at the end of the session in which they are introduced—with the exception of the circulatory system poster suggested for Session 2, and empty food packages (boxes, wrappers) of foods that contain grains as a main ingredient for Session 9. For Session 2, any circulatory system poster could be used, such as one available from the American Heart Association. D. Goal Setting and Incentives In accordance with social learning theory on which this curriculum is based, there are several opportunities for students to set goals and to receive positive reinforcement for achieving those goals. This positive reinforcement always includes social support, and several times during the curriculum optional tangible incentives (“rewards”) for achieving specific goals are suggested. These small rewards (i.e., pencils, pens, rulers, notepads, etc.) are intended to provide extra motivation to achieve the goal set. However, the real emphasis should be placed on social support and on students feeling good about themselves for accomplishing their goals.
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E. Family Component An integral component of this curriculum is parental involvement through the Hearty Heart Home Team homework included in Sessions 3, 5, 6, 8, 10 and 13. Parental participation contributes to the effectiveness of positive changes in eating and physical activity behaviors, and the family component reinforces this participation. F. Reference Pages Throughout this manual there are For Your Information (FYI) references that indicate background information on several major topics emphasized in the curriculum. The FYI section provides additional information to assist with responding to students’ questions. It is not intended that FYI pages be read to students. G. Snack Preparation and Taste-Testing The snack preparation and taste-testing activities during Sessions 3, 10, and 14 may be handled in one of several ways. During the original research study, teachers coordinated with their cafeteria manager to provide the snack foods and supplies for the activities. If the Child Nutrition Services department is unable to provide the snack foods and supplies, teachers can team up to provide snack ingredients using grade-level resources or ask parent organizations and volunteers to assist. Order forms for the food items and supplies for these activities are included at the end of the three snack preparation lessons. These recipes are suggestions only; substitutions with similar recipes can be made. Recipes may also be updated as food trends progress.
IV. Curriculum Implementation A. Integration The Hearty Heart and Friends/Hearty Heart Home Team curriculum is designed to serve as a supplement to the regular classroom health curriculum or to replace components that relate specifically to nutrition and physical activity. Units that may be beneficial to implement prior to this curriculum include the circulatory system, respiratory system, and the digestive system. There are several opportunities throughout this curriculum to integrate activities into other subject areas. For example, the measuring skills used in the snack preparation activities could be integrated into mathematics, and the letter writing activity could be integrated into writing and language arts.
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B. Pre-Implementation Checklist Prior to teaching Session 1 of this curriculum, complete the following: • Review all sections of this manual. • Set curriculum implementation dates. • Coordinate snack preparation/taste-testing activities scheduled for Sessions 3, 10, and 14, with your cafeteria manager or parent volunteers. (See Snack Requisitions section of this manual for examples.) • Arrange for “room parents” to assist you with the snack preparation/taste-testing activities. • Reserve media equipment for dates needed. • Prepare all transparencies, posters, and student materials. • Prepare all homework materials. • Determine the grading procedure to be used. (See Assessment, which follows.) • Plan for incentives, if you have decided to award them during the curriculum. C. Assessment The manual does not include tests or specific grading procedures. However, since this curriculum is based on social learning theory, it is recommended that students be evaluated on their participation in the activities and on behavioral rather than knowledge-based information or both, if cognitive measurement is needed.
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Session 1 ♥ Let’s Get GO-ing
In this session, students will: 1. Act out and discuss a play that reviews health behaviors learned in the fourth grade Go For Health program. 2. Identify barriers that prevent healthful behaviors.* 3. Discuss the homework program. *Learning Objective
Outline: Session 1 Suggested Time 16
Activities
Audio/Visual • •
1. Introductory Play
• 16
2. Group Work
Masking tape •
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3. Homework
Health Trek Scoreboard
Student Materials Handout 1 Folders (or paper to make folders) Blank paper for “bricks” (3–4 sheets per group) Butcher paper†
Health Trek 1‡
40 minutes †Prior to this session, you will need to tape onto a wall or chalkboard a piece of butcher paper that is large enough for approximately 25 sheets of 8-1/2” x 11” paper to be taped onto it. ‡Health Trek 1 includes the first tip sheet and a letter to the student and their parents.
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Activity 1: Introduction Purpose: To act out and discuss a play that reviews the importance of the healthful behaviors learned in the fourth grade GO for Health program. A.
Introduce the GO for Health-5: Breaking Through Barriers program with a play. Distribute Handout 1: Message from Tillie.
B. Assign six students to read or act out the following parts: Narrator, Lavonne, Daniel, Marcus, Marie, and Tillie Tellstar. C. Instruct the other students to listen carefully since you will be asking questions at the conclusion. Synopsis of the play: Four fifth graders who had GO for Health-4: Taking Off in fourth grade are working on a computer. Their work is interrupted by the appearance on the monitor of Tillie Tellstar, a Planet Strongheart intergalactic reporter, who is checking on the students’ progress with GO eating and GO activities. They admit that they have not been practicing all the healthful behaviors they learned the previous year. Just as Tillie points out that they seem to be encountering barriers to healthful behaviors, the connection with her is lost. The students realize they need to figure out what the “barriers” are that Tillie had mentioned. D. Use the following dialogue box to briefly discuss the play. • Why did Tillie want to talk to the Earthling students? (She wanted to know how fifth graders who had had GO for Health-4: Taking Off were doing with healthful eating and physical activity.) • What did Tillie find out? (The students found it hard to eat GO foods and do GO activities; they often forgot about these behaviors; they said there were so many WHOA foods around, and that they didn’t do much physical activity on their own.) • Tillie discovered that the students had run into barriers that were keeping them from doing GO activities and eating GO foods. What does the word barriers mean? (Things that can get in your way and keep you from doing something or going somewhere) E. Ask students what “GO activities” are. (Physical activities; they make you feel some or all of the body cues: warm face, faster heartbeat, breathing harder, sweating.)
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F.
Ask a few volunteers to name GO activities. (Examples: running, swimming, riding a bike, raking leaves)
G. Ask students what “GO foods” are. (Foods that contain very little fat and/or sugar—sometimes none at all; also, foods that are either natural or are still healthful after processing) H. Ask a few volunteers to name GO foods. (Examples: fruits and vegetables; fat-free or 1% milk; foods made with whole grains; broiled fish, baked chicken, and lean meats) I.
Congratulate students for remembering important ideas they learned from last year’s Go for Health program.
J.
Distribute program folders (or paper to make a folder). Instruct students to write their name on the front of the folder. If students are making a folder, also have them write “Breaking Through Barriers” on the front.
K. Explain that they should keep all of their GO for Health handouts in this folder. Tell them to place Handout 1 in the right pocket of the folder. Point out that they will place only certain handouts, which they will receive later, in the left pocket.
Activity 2: Group Work Purpose: To brainstorm and report barriers that make it difficult to do GO activities and to eat GO foods. A.
Ask students to raise their hand if they regularly eat GO foods and do GO activities. Ask one or two students who did not raise their hand to explain why they do not. If all students raised their hand, ask students to name reasons that other fifth graders might not regularly be eating GO foods and doing GO activities. (Possible answers: Not enough time; fast-food places don’t serve many GO foods)
B. After hearing only a few reasons, tell students you want them to brainstorm barriers that keep them and other kids their age from regularly eating GO foods and doing GO activities. Remind them about the barriers mentioned in the play. C. Tell students they will work in groups to identify the barriers and write them down. Distribute 3–4 sheets of paper to each group and explain the procedure as follows: 3
• These sheets of paper represent bricks. Bricks can be used to make a wall that can get between you and something. A wall of bricks becomes a barrier that prevents you from doing something or getting to something. • On each paper “brick,” write down one barrier to regularly eating GO foods and doing GO activities that your group names. • Write large enough and dark enough so that your writing can be read from a distance. • Since you have only a few minutes to do this, work quickly and efficiently. Examples: No time to do GO activities.
My family eats out a lot.
D. After students have brainstormed and written down barriers, call on a student from each group to name one of their barriers and tape that barrier brick onto the butcher paper. (To save time, you may prefer to tape the bricks yourself.) E. Continue to randomly call on group members to name barriers and tape barrier bricks, building a “wall” of them, as time permits. (The same barriers may be named more than once.) Add your own personal barriers and/or use some of those suggested below until there is a large wall of barrier bricks.
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Suggestions: I don’t have time to do GO activities.
My grandma fries a lot of food.
My family eats out a lot.
I have to make my own bag lunch.
I forget to do GO activities.
I get tired of doing physical activities.
I don’t remember which foods are GO foods.
We like fast foods.
My family doesn’t eat GO foods. I go to a lot of ball games in the summer, and only foods sold there are things like hot dogs and chips.
F.
We often eat bacon and eggs for breakfast. I have to stay inside after school, so I can’t go outside and do GO activities.
Point to the wall of barrier bricks, and emphasize that during GO for Health-5: Breaking Through Barriers they will participate in many activities that will help them break through this wall and overcome their barriers to healthful eating and physical activity. You should take down the barrier bricks after this session. However, remember to save them. You will need to put them up again at the beginning of the final session of the program.
Activity 3: Homework Purpose: To be introduced to the homework program of GO for Health-5 and to receive Health Trek 1. It is very important that you enthusiastically introduce this homework program. The success of the CATCH program is based on the concept of creating a healthful environment for students at school and at home. Displaying the scoreboard for the program in the classroom will increase the level of parent/student participation and will result in a stronger connection between home and classroom. 5
A.
Remind students of the homework activities they did during the third grade and fourth grade programs. Explain that this year the homework program is called Health Trek and consists of six family tip sheets. They and their parents should read and discuss each tip sheet and complete the activities in it.
B. Distribute Health Trek 1: Confronting Barriers and the Health Trek program introduction letter. Explain that they should read the letter with their parents. It is important to encourage students to participate in the homework program with one or both parents. However, if a parent is unable to participate, another adult or an older brother or sister may do the program with the student. C. Briefly point out and describe the sections of Health Trek 1: Confronting Barriers as follows: DESCRIBE: • Check It Out! In this first tip sheet, you and your parents will answer questions to find out what your family’s barriers are to healthful eating and physical activity. You’ll list your top five barriers. • The Basics of Healthful Living. This section on the back offers some important points about healthful living. • Return Slip. This is the bottom section of each tip sheet. After you read the tip sheet and do the activities with your parents, fill in the return slip, carefully cut or tear it off on the dotted line, and return it to me by the due date.
D. Display the Health Trek Scoreboard. Tell students you will use this scoreboard to record their name and a checkmark for every Health Trek return slip they turn in. E. Tell students to look at the return slip on the bottom of the front side of their tip sheet. Instruct them to write their name and your name right now. Then have them turn over the tip sheet and write the date you will teach Session 2 on the DATE DUE line.
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F.
Show students where you want them to place their completed return slips when they turn them in. (Possible suggestions: Tape an envelope labeled Health Trek Return Slips under the Health Trek Scoreboard; put a box or letter file on your desk labeled Health Trek Return Slips.)
G. Recommend that students talk to their parent(s) about a good time for them to read, discuss, and complete their tip sheets. Encourage them to participate in the homework by emphasizing that each tip sheet will be interesting and fun—and it will also help their family learn how to break through barriers! 1) As mentioned before, you should take down the barrier bricks right after this session. However, remember to save them. You will need to put them up again at the beginning of the final session of the program. 2) Plan to schedule time to 9 check the completed Health Trek return slips on the Health Trek Scoreboard so that you will have all of your students’ checkmarks recorded prior to the next homework activity. 3) Before the next session you will need to copy (preferably onto card stock) and cut out the GO, SLOW or WHOA? cards that will be used in a game.
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Session 1 ♥ Handout 1 ♥ Name Message from Tillie One day Lavonne, Daniel, Marcus, and Marie were working on math problems on their classroom computer. Lavonne: Hey! What’s going on? I just lost my math problem! Daniel:
Didn’t you save it?
Lavonne: Sure I did. But . . . listen! The computer’s making a weird noise. Marcus:
It’s buzzing!
Daniel:
It’s burping!
Marie:
It’s flashing!
Lavonne: It’s gurgling! All:
It’s Tillie Tellstar!
Tillie:
That’s right! Wow! It sure was hard making contact with you!
Marie:
How did you get on our computer screen?
Tillie:
It wasn’t easy! I think I caught a few viruses along the way. Achoo!
Marcus:
What are you doing here, Tillie?
Tillie:
Do you remember last year when I interviewed some kids in your class before you started GO for Health?
Marcus:
Sure. 8
Tillie:
Well, I’ve been asked to do a follow-up story to see how it’s going with all of you now that you’re in fifth grade.
Marie:
How what is going?
Tillie:
Your healthful eating and physical activity, of course.
Lavonne: Tillie, sometimes I feel like it’s going, going, gone. Tillie:
What do you mean?
Lavonne: Well, I feel like I learned a lot last year about eating GO foods and doing GO activities. But after a while it’s hard to keep it up. Tillie:
What’s been the hardest thing about it?
Lavonne: Umm . . . mostly trying to eat GO snacks. It’s hard to stick to low-fat, low-sugar foods when there are so many WHOA foods around—like ice cream and beef jerky and buttered popcorn. Tillie:
Sounds like sticking with it is a sticky problem!
Marcus:
It sure is! I like to go skating at the roller rink, and the only things to eat there are WHOA foods from vending machines . . . candy and cookies and chips. I guess I could figure out something to take along. But it’s easier to eat stuff from the machines.
Daniel:
I think I’d do okay if I just didn’t eat so much when I eat WHOA foods!
Marie:
Sometimes I forget that foods are GO, SLOW, or WHOA. By the time I remember, I’ve already eaten and it’s too late to do anything about it.
Tillie:
Well, Planet Strongheart wasn’t built in a day, you know. It takes time to change old habits and figure out how to 9
deal with things like vending machines and ever-present WHOA snacks. What about GO activities? Are they still going—or have they gone? Marie:
I walk every once in a while.
Daniel:
To be honest, I’d rather watch TV. But I do like CATCH PE at school.
Tillie:
What did you do during the summer, Daniel?
Daniel:
I was the world’s greatest couch potato!
Tillie:
Well, that’s a kind of potato that isn’t very healthy. How about you, Marcus?
Marcus:
I was on a soccer team in the spring and summer. And that was fun. But we don’t play soccer in the fall and winter.
Tillie:
Hmmm. Sounds like all of you have some barriers that are keeping you from doing GO activities and eating GO foods. I think this will make an interesting story. I better get busy because I have a lot to do and ——
Marie:
Hey! What happened to the computer?
Lavonne: I don’t know! It bleeped. Then the screen went blank— right after Tillie said she’d better get busy because she had a lot to do. Daniel:
Speaking of having a lot to do, I think we better get busy eating GO foods and doing GO activities again.
Marcus:
That’s for sure. But how are we going to do it?
Marie:
If we could just figure out what barriers Tillie was talking about, maybe we’d know what to get busy doing.
Daniel:
Good idea—I think. But what are “barriers” anyway? 10
Family Component Health Trek…The Journey Continues Dear Go for Health-5 Student and Parent(s), Welcome to the fifth grade GO for Health-5 family program called Health Trek …The Journey Continues. During this program you will receive six tip sheets to help your family break through barriers to healthful living and to make healthful eating and physical activity a regular part of your lives. We ask that you work together as a “home team,” which consists of the fifth grade student and his or her parent(s). (If a parent is unable to participate in this program, another adult or older brother or sister may participate instead.) Please read the Health Trek tip sheets and do the activities in them together. Directions for Health Trek 1 • Find out some of the barriers to healthful living your family may have by answering the Check It Out! questions. •
Complete the Top 5 Barriers to Healthful Living activity by writing down any barriers your family discovered after answering the questions.
•
Fill out the return slip (front and back) at the bottom of the tip sheet, carefully cut or tear it off on the dotted line, and have the student return it to his or her CATCH classroom teacher.
•
Post the Check It Out! questions where everybody can see it and be reminded of some examples of staying on the right “trek.”
Each time the student brings back a return slip indicating that together all of you have completed the tip sheet, his or her teacher will record this on a classroom chart. The teacher has challenged all fifth graders to try to return all six return slips. Thank you for taking part in Health Trek…The Journey Continues. GOOD LUCK AND GOOD HEALTH! 11
Health Trek…The Journey Continues Classroom Scoreboard ♥ CATCH Classroom Teacher’s Name: _______________________________ Student’s Name
HT 1
HT 2
HT 3
HT 4
HT 5
HT 6
Total
12
Health Trek 1: Confronting Barriers Check It Out! Is your home team on the right “trek” in your eating and physical activity habits? For each question, circle one answer. How often does your home team: 3 = Often
2 = Sometimes
1 = Seldom
1. Drink, and cook with, nonfat/skim or 1% low-fat milk, soy milk, or rice milk— instead of 2% or whole milk?
3 2 1
2. Do a physical activity such as walking, jogging, riding a bicycle, swimming, doing yoga, or lifting weights?
3 2 1
3. Eat a fruit and/or a vegetable at meals and snacks?
3 2 1
4. Cook or bake with healthier fats such as olive oil or vegetable oil—instead of shortening, margarine, butter, or lard?
3 2 1
5. Take the stairs—instead of using the elevator or escalator?
3 2 1
6. Eat broiled, baked, or grilled foods—instead of fried foods?
3 2 1
7. Walk or ride a bike to get from place to place?
3 2 1
8. Eat a small serving of an entrée or dessert—instead of a large serving?
3 2 1
9. Warm up before, and cool down after, physical activities?
3 2 1
10. Drink water—instead of a soft drink, sports drink, or energy drink?
3 2 1
11. Eat whole-grain foods such as whole-wheat bread or brown rice—instead of refined-grain foods such as white bread and white rice?
3 2 1
12. Take a walk together?
3 2 1
13. Choose a small-size popcorn—instead of a large-size—at the movie theater?
3 2 1
14. Do a physical activity—instead of playing video games or watching TV?
3 2 1
15. Eat a whole-grain, low-sugar cereal for breakfast—instead of a sugary cereal?
3 2 1
16. Try a vegetable that you’ve never tried before?
3 2 1
Add the circled numbers and write your total here:
_________
If you answered “seldom” to any of these questions, ask yourselves “why?” As a family, identify some of your barriers to healthful behaviors and list them on the lines on the back of this page.
INTERPRETING YOUR SCORE: 36–48 Keep up the good work! You’re doing well by eating healthful foods and average food portion sizes, and by regularly doing physical activities. 25–35 You’re on the right track! You often choose foods lower in fat and are generally physically active. 16–24 Be on the alert! Look back over the questions to see where your home team can make some changes to eat more low-fat, low-sugar foods and do more physical activities together.
13
THE BASICS OF HEALTHFUL LIVING •
Eat a variety of fruits and vegetables each day. Eat one or more fruits and/or vegetables with every meal or snack.
•
When you eat grains (e.g., bread, rice), at least half of the time choose whole grains such as whole wheat, oats, rye, barley, or brown rice.
•
Consume three cups of nonfat/skim or 1% low-fat milk, soy milk, rice milk, or low-fat yogurt with no added sugar each day.
•
When selecting and preparing meat, poultry, fish, or dried beans, make choices that are lean or low-fat.
•
Choose and prepare foods and beverages with few added sugars.
•
Cook or bake with healthier fats, such as vegetable oil or olive oil—instead of shortening, margarine, butter, or lard.
•
Most days of the week do at least 30 minutes of physical activities (for kids: 60 minutes each day of the week). Also, consume the number of calories that are recommended for your height, weight, age, and activity level. (For information on the number of calories and amount of each food group you should consume, see www.mypyramid.gov)
•
Among the physical activities you do, include aerobic activities, stretching exercises, and weight lifting.
•
Don’t use tobacco. OUR HOME TEAM’S Top 5 BARRIERS to Healthful Living
Eating right doesn’t mean completely giving up all high-fat, high-sugar, or processed foods. A good rule of thumb is the “80% rule.” This rule says that if you eat healthful foods 80% of the time, you can still eat higher-fat, higher-sugar, and/or processed foods once in a while (20% of the time).
1.
________________________
2.
________________________
3.
________________________
4.
________________________
5.
________________________
YES! We read Health Trek 1, completed the checklist, and listed some barriers. Check the adults on your home team for Health Trek 1:
Mom
Dad
Other __________________________
Student ___________________________________ Teacher _____________________
______________________ ØDue date for return slipØ Health Trek 1 14
Session 2 ♥ Energy Balance and GO Eating
In this session, students will: 1. Review GO, SLOW, and WHOA food categories. 2. Review the connection between energy balance and GO eating. 3. Play a game to review and reinforce the concept of GO, SLOW, and WHOA foods.* 4. Discuss the homework program. *Learning Objective
Outline: Session 2 Suggested Time 18
Activities 1. Review
15
2. Game
5
3. Homework
2
4. Summary
Audio/Visual Transparency 2
Student Materials GO-SLOW-WHOA List • GO, SLOW, or WHOA? cards† • One sheet of paper per group
Health Trek Scoreboard
Health Trek 2
40 minutes †Prior to this session, you will need to cut out the GO, SLOW, or WHOA? cards located at the end of the session.
15
Activity 1: Review Purpose: To review GO, SLOW, and WHOA food categories and the connection between energy balance and GO eating. A.
Ask students why people should not eat a lot of foods that are high in fat. (This could lead to narrowed arteries, which are blood vessels that carry blood from the heart, making it difficult for the heart to pump blood throughout your body as it gets older. Also, foods high in fat usually contain more calories, and this can lead to gaining too much weight.)
B. Review that some types of sugars occur naturally in foods, while other sugars are added—either at the factory when the food is produced or by people when they eat the food. Have students name examples of added sugars. (Corn syrup, high fructose corn syrup, brown sugar, honey, sugar, maple syrup, molasses) Ask students why people should not eat a lot of foods that contain added sugars. (First, added sugars are empty calories—that is, calories that provide almost no good nutrition and yet might cause you to gain too much weight. Second, if you eat a lot of high-sugar foods, you probably aren’t eating a good variety of foods and nutrients. Third, high-sugar foods can cause cavities!) C. Ask students to recall the differences between GO, SLOW, and WHOA foods. (GO foods are foods that contain very little fat or sugar—sometimes none at all. WHOA foods are foods that contain a lot of fat, or sugar, or both. SLOW foods are between GO foods and WHOA foods. SLOW foods contain more fat, or sugar, or both than GO foods do; but they contain less fat or sugar than WHOA foods do.) D. Remind students that a whole food is a food that can be eaten in its natural state. Then ask them to recall what the opposite is. (A processed food) Use the following dialogue box to review the definition of processed foods: • A processed food that has been changed from the natural state it used to be in. Sometimes a food is processed by doing something to it; other times special ingredients are added to the food. • Are GO foods, SLOW foods, or WHOA foods usually the least processed? (GO foods)
16
• Some foods are still healthful after being processed. One example is berries that are picked and frozen. Another example is dried beans, like pinto beans. After beans are removed from a bean plant, they’re dried and can be stored for a long time. Before you can eat them, they must be cooked. But the cooking doesn’t destroy the fiber, vitamins, and minerals in them. •
Many more foods become less healthful after being processed. Why is this so? (Most processed foods contain a lot of fat or sugar or both; most processed foods are WHOA foods.)
•
Where can you find clues about whether a processed food is still healthful after being processed? (Be a detective! Read the list of ingredients and nutrition information on the food label.)
E. Project Transparency 2 (A–G): GO-SLOW-WHOA List, and distribute Handout 2 (A–G): GO-SLOW-WHOA List. Point out that their handout is the same as Transparency 2. Tell students to pay careful attention as you review GO, SLOW, and WHOA foods since they will use this information in a game later in this session. F.
Briefly review each of the sections of the list. Explain that the list does not include all the foods there are, of course, but that it does include many examples of GO, SLOW, and WHOA foods. 1) Sometimes a food can be made with whole grains and yet not be a GO food because of its fat content. For example, biscuits and cornbread are SLOW foods, and croissants and pan dulce are WHOA foods because of the amount of fat in them. 2) Sometimes a food can be made with whole grains and yet not be a GO food because it contains a lot of sugar or because it is eaten with a lot of sugar. Examples are waffles and pancakes eaten with syrup, which is mostly sugar, and whole-grain, high-sugar cereals.
G. Instruct students to look at the food items in the Cookies/Cake/Brownies row of the Grains section of the GO-SLOW-WHOA List (on Handout 2C). Then ask the questions in the following dialogue box.
17
• What would be the best choice for a dessert? (Whole-grain animal crackers or graham crackers) Why? (These have the lowest amounts of fat and sugar.) • If you had to choose between vanilla wafers and brownies, which would be the best choice? (Vanilla wafers) Why? (They probably contain less fat and less sugar.) H. Have students recall an important idea they learned in GO for Health-4: energy balance. Expand on this as follows: • Your body needs a certain amount of food energy, or calories. Your body uses those calories to grow, to breathe and pump blood through your body, and to do physical activities and other things you like to do. •
Is it best to eat fewer calories than your body needs? (No) Why not? (Because then over time you may lose weight)
•
Is it best to eat more calories than your body needs? (No) Why not? (Because your body may not be able to use all those extra calories, and then over time those calories get stored as fat on your body and you may gain too much weight)
•
Why is gaining too much weight not good for you? (You’re not as healthy. You can’t play and move as well.)
•
So what’s the most healthful way to eat? (Eating about the same number of calories as your body needs) By doing this—along with doing regular physical activity—your body grows without gaining too much weight. By doing this, you’re helping your body stay in energy balance.
I. Ask students which categories of foods are most likely to help their body stay in energy balance. (GO foods; low-fat and no-fat foods; low-sugar and nosugar foods; whole foods; processed foods that are still healthful after processing) Emphasize that these are the foods they should choose most of the time. Students may question how people can “use more calories than they are eating.” You can explain that this is possible because the energy being used is coming from calories that have already been stored in the body. Specifically, this energy is stored in cells found in fat, muscles, and the liver. 18
J. Tell students to place their GO-SLOW-WHOA List in the left pocket of their GO for Health folder. Point out that this is where they will keep handouts they will be using often during the program. FYI: See the FYI section of this manual for background information on GO-SLOW-WHOA FOODS, FAT, SODIUM, SUGAR, and FIBER.
Activity 2: Game Purpose: To play a game to review and reinforce the concept of GO, SLOW, and WHOA foods. A.
Announce to students that they will now play a game to help them review GO, SLOW, and WHOA foods. Tell them to listen carefully as you explain the instructions as follows: • I’ll divide the class into groups and give each group a card with three foods listed on it. Keep the card face down until I give the signal to turn it over. • Group members will decide together which food is a GO food, which one is a SLOW food, and which one is a WHOA food. On paper that I hand out, each group’s recorder will list the foods and write a G for GO, an S for SLOW, and a W for WHOA beside them. • After the group’s answers have been written down, the recorder should raise their hand. Then I’ll check the answers, and if all three are correct I’ll give the group another card. We’ll keep playing the game until the groups have finished all the cards or until I announce that time is up. • You cannot look at your GO-SLOW-WHOA List while playing the game. To make your decision, use what you’ve learned about GO, SLOW, and WHOA foods. Remember that GO foods are low-fat and no-fat foods, low-sugar and no-sugar foods, whole foods, and processed foods that are still healthful after processing. WHOA foods are generally the opposite of these. SLOW foods are in between GO and SLOW foods. • The game is going to move fast—so work quickly and efficiently.
19
B. Divide the class into groups. Designate recorders, and give each of them a sheet of paper. Hand out the first round of cards. Then give the signal for the recorders to turn over the card. C. Check students’ answers using the Answer Key that follows the GO, SLOW, or WHOA? cards at the end of the session. Continue to hand out cards as time permits. D. At the conclusion, congratulate all students for their efforts. Collect the cards. Playing this game again after the GO for Health program is over will help students retain what they have learned about healthful eating.
Activity 3: Homework Purpose: To be given recognition for participating in Health Trek 1 and to receive Health Trek 2. A.
Point to the Health Trek Scoreboard, and ask all students who turned in a completed Health Trek 1 return slip and have a checkmark under Health Trek 1 on the scoreboard to raise their hand. Congratulate these students.
B. Remind those students who have completed Health Trek 1 but have not yet turned in the return slip to do so as soon as possible. C. Encourage those students who have not completed Health Trek 1 to try to do so as soon as possible. Ask those students who are having problems doing the homework, or finding an adult to participate with them, to talk to you soon. D. Distribute Health Trek 2: Energy Balance and Healthful Eating. Point out that the tip sheet provides information on energy balance and healthful eating. It also includes an activity to set a goal to eat GO snacks. E. Instruct students to write their name and your name on the return slip on the front side of the tip sheet. Then have them turn it over and write the date you will teach Session 3 on the DATE DUE line. F.
Encourage students to complete the tip sheet with their parents as soon as they can.
20
G. Optional: Remind students that if they turn in at least four out of the six return slips they will receive a reward.
Activity 4: Summary Purpose: To review the main points of Session 2. A.
Emphasize the importance of healthful food choices. Expand on this as follows: • It’s important to think about the foods you eat and drink. Ask yourself: Is this food high in fat? Is it high in sugar? If it has been processed, is it still healthful?
B. Ask students why they should eat more GO foods than SLOW foods, and more SLOW foods than WHOA foods whenever possible. (GO foods can help you look healthy, feel good, and have lots of energy to do all the things you want to do.)
21
Session 2 ♥ Transparency 2A COORDINATED APPROACH TO CHILD HEALTH (CATCH) GO–SLOW–WHOA List
Introduction The CATCH GO–SLOW–WHOA List is a tool to guide children and families toward making healthful food choices. The overall message is that all foods can fit into a healthful diet, which consists of more GO foods than SLOW foods, and more SLOW foods than WHOA foods. • GO foods include fruits, vegetables, whole-grain foods, lean meats, and lower-fat milk and dairy products. GO foods are lower in fat and/or sugar, and/or they are whole foods (less processed). • SLOW foods are higher in fat and/or sugar, and/or they are more processed than GO foods. • WHOA foods are highest in fat and/or sugar, and/or they are the most processed. Foods are categorized relative to foods in the same food group. It is important to note that many foods can become WHOA foods if eaten in large quantities. The GO–SLOW–WHOA List does not contain combination foods such as sandwiches or pizzas because each ingredient is either a GO, SLOW, or WHOA food. For instance, a pizza is made up of a crust, sauce, cheese, and toppings. These ingredients belong in more than one category. To determine if the pizza is a GO, SLOW, or WHOA pizza, all of the ingredients need to be taken into consideration. The most healthful type of meal includes mostly GO foods. Here are two examples of healthful meals.
GO Breakfast Oatmeal without added sugar (GO) Brown sugar (WHOA) Fresh blueberries (GO) 1% milk (GO) GO Lunch Turkey sandwich Whole-wheat bread (GO) Low-fat turkey (GO) Mustard (GO) American cheese (WHOA) Tomato (GO) Lettuce (GO) Baked potato chips (SLOW) Canned peaches without added sugar (GO) Skim milk (GO) 22
Session 2 ♥ Transparency 2B VEGETABLES
Vegetables
Vegetable Juice
•
•
GO All fresh, frozen, or canned vegetables without added sugar or fat
• • •
SLOW Vegetables with added oil, butter, margarine, or low-fat cheese sauce Baked french fries and hash browns Stir-fried vegetables
• •
WHOA Fried battered vegetables Fried potatoes, fried french fries, fried hash browns
100% vegetable juice
Examples of vegetables: asparagus, avocado, bean sprouts, beets, bok choy, broccoli, Brussels sprouts, cabbage, carrots, cauliflower, celery, chayote, collard greens, corn, cucumbers, eggplant, garlic, green beans, jicama, kale, lettuce, mushrooms, mustard greens, nopalitos, okra, onions, parsnip, peas, peppers (such as bell, jalapeno, poblano, etc.), potatoes, pumpkin, sweet potatoes, spinach, squash, taro root, tomatillos, tomatoes, turnip greens, turnips, yucca (cassava or manioc), zucchini
FRUITS
Fruit
•
Fruit Juice
• •
Dried Fruit/Fruit Leather
• •
GO All fresh, frozen or canned fruits without added fat or sugar 100% fruit juice Frozen 100% fruit juice bars and smoothies Dried fruit (such as raisins, figs, dates, apricots, plums) 100% fruit leather
• • • • • •
SLOW Fruits canned in light syrup Fruits with added sugar Sherbet, sorbet Frozen fruit juice bars and smoothies with added sugar Dried fruit with added sugar Fruit leather with added sugar
•
WHOA Fruits canned in heavy syrup
•
Fruit roll-ups
Examples of fruits: apples, apricots, bananas, blackberries, blueberries, cantaloupe, cherries, figs, grapefruit, grapes, honeydew melons, kiwi, kumquats, lemons, limes, mangos, nectarines, oranges, papaya, peaches, pears, persimmons, pineapple, plums, pomegranate, star fruits, strawberries, tangerines, watermelon
23
Session 2 ♥ Transparency 2C GRAINS
Breads/Muffins/Sweet Breads
• •
GO Whole-grain bread, buns, rolls, bagels, tortillas, pita bread Corn tortillas
Pasta
•
Whole-grain pasta
Rice
•
Brown rice
Cereals
•
Crackers
• •
Whole-grain, low-sugar cereals, hot and cold (e.g., toasted oats, shredded wheat, oatmeal, muesli) Cracked wheat (bulgur) Low-fat whole-grain crackers
Chips
•
Baked tortilla chips
Cookies/Cake
• •
Whole-grain animal crackers Graham crackers
•
Air-popped popcorn
Popcorn
• • • • • • • • • • • • • • • • • • • • • • •
SLOW White (refined flour) bread, buns, rolls, bagels, tortillas, pita bread Cornbread Low-fat muffins Waffles Pancakes French toast Pasta made with refined flour Egg noodles White rice Rice cakes Low-fat granola Instant oatmeal Low-sugar cereals made with refined grains Low-fat crackers made with refined grains Tortilla chips Baked potato chips Pretzels Animal crackers made with refined flour Vanilla wafers Low-fat cookies Cereal/fruit bars Low-fat cakes Low-fat popcorn
• • • • • • • •
WHOA Croissants Biscuits Sweet rolls Doughnuts High-fat muffins Instant higher-fat noodle soups Fried rice
•
High-sugar cereals made with refined grains – hot and cold Regular granola
•
High-fat crackers
• •
Regular potato chips Other chips (e.g., cheese puffs, corn chips) High-fat, high-sugar cookies High-fat, high-sugar cakes
• •
• • •
Popcorn with butter Flavored popcorn (e.g., caramel, cheese) Kettle corn
24
Session 2 ♥ Transparency 2D MILK AND DAIRY FOODS GO Milk
Yogurt
• • • • • • • •
Cheese
Dairy Desserts
• • • •
Fat-free (skim/non-fat) milk Fat-free soy milk 1% (low-fat) milk 1% soy milk Non-fat dry milk Fortified rice milk Fat-free or low-fat plain or 100% fruit juice-sweetened yogurt Fat-free or low-fat yogurt drinks with no sugar added Part-skim natural cheese Low-fat string cheese Low-fat (1%) cottage cheese Low-fat soy cheese
• • • • • • • • • • • • • • • • •
SLOW 2% (reduced-fat) milk 2% soy milk Flavored fat-free (skim/non-fat) or 1% milk Flavored fat-free or 1% soy milk
• •
WHOA Whole milk (plain or flavored) Flavored 2% (reduced-fat) milk Flavored 2% soy milk Milkshakes
Fat-free or low-fat yogurt with sugar added Fat-free or low-fat yogurt drinks with sugar added
• •
Whole-milk yogurt Whole-milk yogurt drinks
Natural cheeses (such as Colby, cheddar, Swiss) Cottage cheese (2% or reduced-fat) Ricotta cheese (part-skim) Low-fat cheese sauce Low-fat processed cheese Soy cheese Low-fat cream cheese String cheese Non-fat or low-fat frozen yogurt Low-fat ice cream Pudding made with skim or 1% milk
• • • • •
Processed cheese Cream cheese Cheese sauce Ricotta cheese (whole-milk) Cottage cheese (wholemilk)
• •
Ice cream Pudding made with 2% or whole milk Cheesecake Frozen yogurt Gelato
• •
• • •
25
Session 2 ♥ Transparency 2E MEAT, BEANS, AND EGGS
Dried Beans and Peas
• • •
Nuts and Seeds
• • • •
Fish
• • • •
Poultry
• •
Eggs
Beef
• • •
GO Beans (such as pinto beans, black beans, red beans, without bacon or ham) Fat-free refried beans Black-eyed peas, split peas, garbanzo beans (chickpeas), lentils Hummus Peanuts, almonds, pecans, walnuts, cashews, pistachios Pumpkin seeds, sunflower seeds Natural peanut butter and other nut butters Whole eggs Egg whites Egg substitute Fish and shellfish – baked, grilled or broiled (e.g., salmon, catfish, shrimp, crab, lobster) Tuna canned in water Chicken and turkey without skin (baked, grilled, or broiled)
Lean cuts of beef (e.g., round roast, round steak, sirloin, tenderloin) Extra-lean ground beef Ground beef that has been drained and rinsed
• • • • •
SLOW Beans with bacon or ham Pork and beans Baked beans Refried beans Falafel
WHOA
•
Peanut butter and other nut butters with added sugar and fat
•
Eggs fried in vegetable oil
•
•
Baked breaded fish, shellfish, and fish sticks Tuna canned in oil
•
Chicken and turkey with skin (baked, grilled, or broiled) Breaded baked chicken and turkey Baked chicken nuggets Lean ground chicken and turkey Lean ground beef Lean or low-fat hamburgers
• •
Fried chicken Fried chicken nuggets
•
Regular cuts of beef (e.g., brisket, T-bone, chuck roast) Regular ground beef Regular hamburgers Ribs
• • • • • • •
• • •
Eggs fried in butter, lard, margarine, bacon grease, or salt pork Fried fish, shellfish, and fish sticks
26
Session 2 ♥ Transparency 2F MEAT, BEANS, AND EGGS (CONT.)
Pork
Other Protein Foods
Processed Meat
•
• • • • •
GO Lean cuts of pork (e.g., tenderloin, pork chops without fat)
SLOW • •
Tofu Tempeh “Veggie” burger Venison Low-fat or non-fat luncheon meats (chicken, turkey, ham)
• • •
Lean ham Canadian bacon
Regular luncheon meats (chicken, turkey, ham) Low-fat hot dogs Turkey or chicken sausage
• • • •
WHOA Higher-fat cuts of pork (e.g., pork roast, shoulder, ham) Ribs Bacon Ham hock Pork skins
• • • • • • • •
Hot dogs Pepperoni Sausage Beef jerky Bologna Salami Chorizo Pastrami
•
OILS
Oils and Solid Fats
Foods Rich in Oils and Solid Fats
•
GO Non-stick cooking spray
•
SLOW Vegetable oils – such as olive, canola, peanut, soybean, corn, cottonseed, safflower, or sunflower
• • • • •
Fat-free or low-fat gravy Fat-free or low-fat mayonnaise Fat-free or low-fat sour cream Fat-free or low-fat salad dressing Oil-and-vinegar dressing
WHOA • • • • • • • • •
Butter Margarine Shortening Lard Salt pork Gravy Mayonnaise Sour cream High-fat salad dressing
27
Session 2 ♥ Transparency 2G OTHER
Herbs and Spices
• • •
GO Fresh spices (such as garlic or ginger) Fresh or dried herbs (such as basil, rosemary, or cilantro) Seasonings without salt (such as garlic powder or onion powder)
Sugars/Sweeteners/ Candy
SLOW
WHOA • • •
• •
Reduced-sugar syrup Artificial sweeteners
Beverages
• • •
Water Sparkling water Unsweetened decaffeinated tea
•
Unsweetened tea
Spreads/Condiments
• •
Mustard Butter flakes
• • • •
Jam Jelly Olives Ketchup
• • • • • • • • • • • • • • • • •
Salt Seasonings with salt or sodium Monosodium glutamate (MSG) Sugar Brown sugar Chocolate candy Candies Sugar-sweetened gelatin Honey Molasses Syrup Soft drinks (regular and diet) Beverages with added sugar Sweetened tea and tea drinks Coffee drinks Sports drinks Fruit-flavored drinks Fruit-juice drinks Energy drinks Pickles
28
Session 2 ♥ Transparency 2H Recommended Daily Amounts by Age* Food Group
Vegetables Fruits Grains
Milk and Dairy Foods Meat, Beans, and Eggs
Oils Other
Recommended Amount for Children 4–8 Years Old
Recommended Amount for Children 9–13 Years Old
1½ cups 1–1½ cups 4–5 ounce equivalents (1 ounce equivalent equals: 1 slice bread, 5–7 crackers, ½ cup cooked oatmeal, 1 cup dry cereal, ½ cup cooked rice, 3 cups popped popcorn) 2 cups (1 cup of hard cheese = 1½ ounces) 3–4 ounce equivalents (1 ounce equivalent equals: ¼ cup cooked beans, 1 ounce meat, 1 egg) 4 teaspoons None
2–2½ cups** 1½ cups 5–6 ounce equivalents***
3 cups 5 ounce equivalents
5 teaspoons None
* www.MyPyramid.gov ** Girls – 2 cups; Boys – 2½ cups *** Girls – 5 ounce equivalents; Boys – 6 ounce equivalents
29
Session 2 ♥ Handout 2A COORDINATED APPROACH TO CHILD HEALTH (CATCH) GO–SLOW–WHOA List
Introduction The CATCH GO–SLOW–WHOA List is a tool to guide children and families toward making healthful food choices. The overall message is that all foods can fit into a healthful diet, which consists of more GO foods than SLOW foods, and more SLOW foods than WHOA foods. • GO foods include fruits, vegetables, whole-grain foods, lean meats, and lower-fat milk and dairy products. GO foods are lower in fat and/or sugar, and/or they are whole foods (less processed). • SLOW foods are higher in fat and/or sugar, and/or they are more processed than GO foods. • WHOA foods are highest in fat and/or sugar, and/or they are the most processed. Foods are categorized relative to foods in the same food group. It is important to note that many foods can become WHOA foods if eaten in large quantities. The GO–SLOW–WHOA List does not contain combination foods such as sandwiches or pizzas because each ingredient is either a GO, SLOW, or WHOA food. For instance, a pizza is made up of a crust, sauce, cheese, and toppings. These ingredients belong in more than one category. To determine if the pizza is a GO, SLOW, or WHOA pizza, all of the ingredients need to be taken into consideration. The most healthful type of meal includes mostly GO foods. Here are two examples of healthful meals.
GO Breakfast Oatmeal without added sugar (GO) Brown sugar (WHOA) Fresh blueberries (GO) 1% milk (GO) GO Lunch Turkey sandwich Whole-wheat bread (GO) Low-fat turkey (GO) Mustard (GO) American cheese (WHOA) Tomato (GO) Lettuce (GO) Baked potato chips (SLOW) Canned peaches without added sugar (GO) Skim milk (GO) 30
Session 2 ♥ Handout 2B VEGETABLES
Vegetables
Vegetable Juice
•
•
GO All fresh, frozen, or canned vegetables without added sugar or fat
• • •
SLOW Vegetables with added oil, butter, margarine, or low-fat cheese sauce Baked french fries and hash browns Stir-fried vegetables
• •
WHOA Fried battered vegetables Fried potatoes, fried french fries, fried hash browns
100% vegetable juice
Examples of vegetables: asparagus, avocado, bean sprouts, beets, bok choy, broccoli, Brussels sprouts, cabbage, carrots, cauliflower, celery, chayote, collard greens, corn, cucumbers, eggplant, garlic, green beans, jicama, kale, lettuce, mushrooms, mustard greens, nopalitos, okra, onions, parsnip, peas, peppers (such as bell, jalapeno, poblano, etc.), potatoes, pumpkin, sweet potatoes, spinach, squash, taro root, tomatillos, tomatoes, turnip greens, turnips, yucca (cassava or manioc), zucchini
FRUITS
Fruit
•
Fruit Juice
• •
Dried Fruit/Fruit Leather
• •
GO All fresh, frozen or canned fruits without added fat or sugar 100% fruit juice Frozen 100% fruit juice bars and smoothies Dried fruit (such as raisins, figs, dates, apricots, plums) 100% fruit leather
• • • • • •
SLOW Fruits canned in light syrup Fruits with added sugar Sherbet, sorbet Frozen fruit juice bars and smoothies with added sugar Dried fruit with added sugar Fruit leather with added sugar
•
WHOA Fruits canned in heavy syrup
•
Fruit roll-ups
Examples of fruits: apples, apricots, bananas, blackberries, blueberries, cantaloupe, cherries, figs, grapefruit, grapes, honeydew melons, kiwi, kumquats, lemons, limes, mangos, nectarines, oranges, papaya, peaches, pears, persimmons, pineapple, plums, pomegranate, star fruits, strawberries, tangerines, watermelon
31
Session 2 ♥ Handout 2C GRAINS
Breads/Muffins/Sweet Breads
• •
GO Whole-grain bread, buns, rolls, bagels, tortillas, pita bread Corn tortillas
Pasta
•
Whole-grain pasta
Rice
•
Brown rice
Cereals
•
Crackers
• •
Whole-grain, low-sugar cereals, hot and cold (e.g., toasted oats, shredded wheat, oatmeal, muesli) Cracked wheat (bulgur) Low-fat whole-grain crackers
Chips
•
Baked tortilla chips
Cookies/Cake
• •
Whole-grain animal crackers Graham crackers
•
Air-popped popcorn
Popcorn
• • • • • • • • • • • • • • • • • • • • • • •
SLOW White (refined flour) bread, buns, rolls, bagels, tortillas, pita bread Cornbread Low-fat muffins Waffles Pancakes French toast Pasta made with refined flour Egg noodles White rice Rice cakes Low-fat granola Instant oatmeal Low-sugar cereals made with refined grains Low-fat crackers made with refined grains Tortilla chips Baked potato chips Pretzels Animal crackers made with refined flour Vanilla wafers Low-fat cookies Cereal/fruit bars Low-fat cakes Low-fat popcorn
• • • • • • • •
WHOA Croissants Biscuits Sweet rolls Doughnuts High-fat muffins Instant higher-fat noodle soups Fried rice
•
High-sugar cereals made with refined grains – hot and cold Regular granola
•
High-fat crackers
• •
Regular potato chips Other chips (e.g., cheese puffs, corn chips) High-fat, high-sugar cookies High-fat, high-sugar cakes
• •
• • •
Popcorn with butter Flavored popcorn (e.g., caramel, cheese) Kettle corn
32
Session 2 ♥ Handout 2D MILK AND DAIRY FOODS GO Milk
Yogurt
• • • • • • • •
Cheese
Dairy Desserts
• • • •
Fat-free (skim/non-fat) milk Fat-free soy milk 1% (low-fat) milk 1% soy milk Non-fat dry milk Fortified rice milk Fat-free or low-fat plain or 100% fruit juice-sweetened yogurt Fat-free or low-fat yogurt drinks with no sugar added Part-skim natural cheese Low-fat string cheese Low-fat (1%) cottage cheese Low-fat soy cheese
• • • • • • • • • • • • • • • • •
SLOW 2% (reduced-fat) milk 2% soy milk Flavored fat-free (skim/non-fat) or 1% milk Flavored fat-free or 1% soy milk
• •
WHOA Whole milk (plain or flavored) Flavored 2% (reduced-fat) milk Flavored 2% soy milk Milkshakes
Fat-free or low-fat yogurt with sugar added Fat-free or low-fat yogurt drinks with sugar added
• •
Whole-milk yogurt Whole-milk yogurt drinks
Natural cheeses (such as Colby, cheddar, Swiss) Cottage cheese (2% or reduced-fat) Ricotta cheese (part-skim) Low-fat cheese sauce Low-fat processed cheese Soy cheese Low-fat cream cheese String cheese Non-fat or low-fat frozen yogurt Low-fat ice cream Pudding made with skim or 1% milk
• • • • •
Processed cheese Cream cheese Cheese sauce Ricotta cheese (whole-milk) Cottage cheese (wholemilk)
• •
Ice cream Pudding made with 2% or whole milk Cheesecake Frozen yogurt Gelato
• •
• • •
33
Session 2 ♥ Handout 2E MEAT, BEANS, AND EGGS
Dried Beans and Peas
• • •
Nuts and Seeds
• • • •
Fish
• • • •
Poultry
• •
Eggs
Beef
• • •
GO Beans (such as pinto beans, black beans, red beans, without bacon or ham) Fat-free refried beans Black-eyed peas, split peas, garbanzo beans (chickpeas), lentils Hummus Peanuts, almonds, pecans, walnuts, cashews, pistachios Pumpkin seeds, sunflower seeds Natural peanut butter and other nut butters Whole eggs Egg whites Egg substitute Fish and shellfish – baked, grilled or broiled (e.g., salmon, catfish, shrimp, crab, lobster) Tuna canned in water Chicken and turkey without skin (baked, grilled, or broiled)
Lean cuts of beef (e.g., round roast, round steak, sirloin, tenderloin) Extra-lean ground beef Ground beef that has been drained and rinsed
• • • • •
SLOW Beans with bacon or ham Pork and beans Baked beans Refried beans Falafel
WHOA
•
Peanut butter and other nut butters with added sugar and fat
•
Eggs fried in vegetable oil
•
•
Baked breaded fish, shellfish, and fish sticks Tuna canned in oil
•
Chicken and turkey with skin (baked, grilled, or broiled) Breaded baked chicken and turkey Baked chicken nuggets Lean ground chicken and turkey Lean ground beef Lean or low-fat hamburgers
• •
Fried chicken Fried chicken nuggets
•
Regular cuts of beef (e.g., brisket, T-bone, chuck roast) Regular ground beef Regular hamburgers Ribs
• • • • • • •
• • •
Eggs fried in butter, lard, margarine, bacon grease, or salt pork Fried fish, shellfish, and fish sticks
34
Session 2 ♥ Handout 2F MEAT, BEANS, AND EGGS (CONT.)
Pork
Other Protein Foods
Processed Meat
•
• • • • •
GO Lean cuts of pork (e.g., tenderloin, pork chops without fat)
SLOW • •
Tofu Tempeh “Veggie” burger Venison Low-fat or non-fat luncheon meats (chicken, turkey, ham)
• • •
Lean ham Canadian bacon
Regular luncheon meats (chicken, turkey, ham) Low-fat hot dogs Turkey or chicken sausage
• • • •
WHOA Higher-fat cuts of pork (e.g., pork roast, shoulder, ham) Ribs Bacon Ham hock Pork skins
• • • • • • • •
Hot dogs Pepperoni Sausage Beef jerky Bologna Salami Chorizo Pastrami
•
OILS
Oils and Solid Fats
Foods Rich in Oils and Solid Fats
•
GO Non-stick cooking spray
•
SLOW Vegetable oils – such as olive, canola, peanut, soybean, corn, cottonseed, safflower, or sunflower
• • • • •
Fat-free or low-fat gravy Fat-free or low-fat mayonnaise Fat-free or low-fat sour cream Fat-free or low-fat salad dressing Oil-and-vinegar dressing
WHOA • • • • • • • • •
Butter Margarine Shortening Lard Salt pork Gravy Mayonnaise Sour cream High-fat salad dressing
35
Session 2 ♥ Handout 2G OTHER
Herbs and Spices
• • •
GO Fresh spices (such as garlic or ginger) Fresh or dried herbs (such as basil, rosemary, or cilantro) Seasonings without salt (such as garlic powder or onion powder)
Sugars/Sweeteners/ Candy
SLOW
WHOA • • •
• •
Reduced-sugar syrup Artificial sweeteners
Beverages
• • •
Water Sparkling water Unsweetened decaffeinated tea
•
Unsweetened tea
Spreads/Condiments
• •
Mustard Butter flakes
• • • •
Jam Jelly Olives Ketchup
• • • • • • • • • • • • • • • • •
Salt Seasonings with salt or sodium Monosodium glutamate (MSG) Sugar Brown sugar Chocolate candy Candies Sugar-sweetened gelatin Honey Molasses Syrup Soft drinks (regular and diet) Beverages with added sugar Sweetened tea and tea drinks Coffee drinks Sports drinks Fruit-flavored drinks Fruit-juice drinks Energy drinks Pickles
36
Session 2 ♥ Handout 2H Recommended Daily Amounts by Age* Food Group
Vegetables Fruits Grains
Milk and Dairy Foods Meat, Beans, and Eggs
Oils Other
Recommended Amount for Children 4–8 Years Old
Recommended Amount for Children 9–13 Years Old
1½ cups 1–1½ cups 4–5 ounce equivalents (1 ounce equivalent equals: 1 slice bread, 5–7 crackers, ½ cup cooked oatmeal, 1 cup dry cereal, ½ cup cooked rice, 3 cups popped popcorn) 2 cups (1 cup of hard cheese = 1½ ounces) 3–4 ounce equivalents (1 ounce equivalent equals: ¼ cup cooked beans, 1 ounce meat, 1 egg) 4 teaspoons None
2–2½ cups** 1½ cups 5–6 ounce equivalents***
3 cups 5 ounce equivalents
5 teaspoons None
* www.MyPyramid.gov ** Girls – 2 cups; Boys – 2½ cups *** Girls – 5 ounce equivalents; Boys – 6 ounce equivalents
37
GO, SLOW, or WHOA? Cards
♥
Frozen fruit juice bar with added sugar
♥
Popcorn with butter
♥
Cucumber
♥
Whole-grain, low-sugar cereal
♥
Fried okra
♥
French toast
♥
Low-fat cottage cheese
♥
Refried beans
♥
Low-fat chocolate milk
♥
Eggs
♥
Cream cheese
♥
Beef jerky
1
2
3
4
♥
Olive oil
♥
Water
♥
Non-stick cooking spray
♥
Regular soft drink
♥
Margarine
♥
Unsweetened tea
♥
Fried french fries
♥
Raisins without added sugar
♥
Zucchini
♥
Frozen fruit juice bar with added sugar
♥
Peaches canned in light syrup
♥
Fruit roll-ups
5
7
6
8 38
GO, SLOW, or WHOA? Cards
♥
White rice
♥
Graham crackers
♥
Sweet rolls
♥
Waffles
♥
Baked tortilla chips
♥
Brownies
9
10
♥
Fried rice
♥
2% milk
♥
Fried tortilla chips
♥
Pudding made with 2% milk
♥
Whole-wheat flour tortilla
♥
Low-fat plain yogurt
11
12
♥
Pecans
♥
Fried chicken nuggets
♥
Tuna canned in oil
♥
Extra-lean ground beef
♥
Fried shrimp
♥
Baked chicken with skin
13
14
♥
Peanut butter with added sugar and fat
♥
Low-fat hot dogs
♥
Black-eyed peas
♥
Low-fat turkey luncheon meat
♥
Steak
♥
Bacon
15
16 39
GO, SLOW, or WHOA? Cards
♥
Vegetable shortening
♥
Garlic powder
♥
Olive oil
♥
Olives
♥
Avocado
♥
Energy drink
17
♥
♥ ♥
Unsweetened decaffeinated tea
Fruit-flavored drink
Ketchup
18
♥
Dried figs with added sugar
♥
Pears canned in heavy syrup
♥
Nectarine
19
20
♥
Fried mushrooms
♥
Low-fat cookies
♥
Bell pepper
♥
Doughnuts
♥
Baked potato with butter
♥
Corn tortillas
21
22
♥
Air-popped popcorn
♥
Fortified low-fat soy milk
♥
Biscuit
♥
Chocolate pudding made with 1% milk
♥
Fruit bar
♥
Milkshake
23
24 40
GO, SLOW, or WHOA? Cards
♥
Processed cheese
♥
Grilled salmon (fish)
♥
Part-skim natural cheese
♥
Lean ground beef
♥
Low-fat yogurt with added sugar
♥
Regular hamburger
25
26
♥
Ham
♥
100% apple juice
♥
Tofu
♥
Pineapple canned in heavy syrup
♥
Canadian bacon
♥
Baked french fries
27
28
41
GO, SLOW, or WHOA? Cards (Answer Sheet for Teachers) Card 1 Frozen fruit juice bar with added sugar – S Cucumber – G Fried okra – W Card 2 Popcorn with butter – W Whole-grain, low-sugar cereal – G French toast – S Card 3 Low-fat cottage cheese – G Low-fat chocolate milk – S Cream cheese – W Card 4 Refried beans – S Eggs – G Beef jerky – W Card 5 Olive oil – S Non-stick cooking spray – G Margarine – W Card 6 Water – G Regular soft drink – W Unsweetened tea – S Card 7 Fried french fries – W Zucchini – G Peaches canned in light syrup – S Card 8 Raisins without added sugar – G Frozen fruit juice bar with added sugar – S Fruit roll-ups – W Card 9 White rice – S Sweet rolls – W Baked tortilla chips – G Card 10 Graham crackers – G Waffles – S Brownies – W 42
Card 11 Fried rice – W Regular tortilla chips – S Whole-wheat flour tortilla – G Card 12 2% milk – S Pudding made with 2% milk – W Low-fat plain yogurt – G Card 13 Pecans – G Tuna canned in oil – S Fried shrimp – W Card 14 Fried chicken nuggets – W Extra-lean ground beef – G Baked chicken with skin – S Card 15 Peanut butter with added sugar and fat – S Black-eyed peas – G Steak – W Card 16 Low-fat hot dogs – S Low-fat turkey luncheon meat – G Bacon – W Card 17 Vegetable shortening – W Olive oil – S Avocado – G Card 18 Garlic powder – G Olives – S Energy drink – W Card 19 Unsweetened decaffeinated tea – G Fruit-flavored drink – W Ketchup – S Card 20 Dried figs with added sugar – S Pears canned in heavy syrup – W Nectarine – G Card 21 Fried mushrooms – W Bell pepper – G Baked potato with butter – S 43
Card 22 Low-fat cookies – S Donuts – W Corn tortillas – G Card 23 Air-popped popcorn – G Biscuit – W Fruit bar – S Card 24 Fortified low-fat soy milk – G Chocolate pudding made with 1% milk – S Milkshake – W Card 25 Processed cheese – W Part-skim natural cheese – G Low-fat yogurt with added sugar – S Card 26 Grilled salmon (fish)– G Lean ground beef – S Regular hamburger – W Card 27 Ham – W Tofu – G Canadian bacon – S Card 28 100% apple juice – G Pineapple canned in heavy syrup – W Baked french fries – S
44
Health Trek 2: Energy Balance and Healthful Eating ENERGY BALANCE
Calories Used
Calories Used = Energy your body needs to: • Grow • Breathe and pump blood • Do physical activity
Calories Taken In
Calories Taken In = Food you eat
•
The most healthful way to eat is eating the same number of calories as your body needs. By doing this, you’re helping your body stay in energy balance.
•
If you eat fewer calories than your body needs, over time you may lose weight.
•
If you eat more calories than your body needs, over time those calories get stored as fat on your body and you may gain too much weight. If you gain too much weight, you can’t move as well and you may also increase your risk of chronic diseases such as heart disease, diabetes, and cancer.
GO > SLOW > WHOA How can you stay in energy balance? 1. Get at least 30 minutes of physical activity almost every day (60 minutes every day if you’re a kid!) AND 2. Eat more GO foods than SLOW foods, and more SLOW foods than WHOA foods. (A GO-SLOW-WHOA List is attached to this tip sheet.) GO foods are lowest in fat and/or sugar and are less processed. Example: 1% milk or soy milk (low-fat, no added sugars) SLOW foods are higher in fat and/or sugar and are more processed than GO foods. Example: 2% milk (higher in fat) or 1% chocolate milk (has added sugars) WHOA foods are highest in fat and/or sugar and are the most processed. Example: whole milk (highest in fat) or 2% chocolate milk (higher in fat and has added sugars) Home Team Goal: We will eat the following GO foods, instead of WHOA foods, for snacks 2 times a week for the next 2 weeks: ___________________
45
Finding GO Foods by Reading Food Labels On food labels, the list of ingredients shows the ingredients, in decreasing order, that were used in the manufacture of that food. Look at this list to help you decide whether the food is a GO food. •
GO foods have no added sugars (such as high fructose corn syrup, corn syrup, and brown sugar).
•
GO foods have no trans fats (hydrogenated or partially hydrogenated vegetable oils).
•
GO foods are made with a whole grain (such as whole wheat, rye, oats, barley, buckwheat, and spelt) when a grain is an ingredient. GO food 1% low-fat milk
SLOW food Chocolate 1% low-fat milk
Serving Size = 1 cup Calories = 100 Total fat = 2.5g Sugars = 11g Ingredients: Low-fat Milk, Vitamin A Palmitate, and Vitamin D3.
Serving Size = 1 cup Calories = 170 Total fat = 2.5g Sugars = 27g Ingredients: Low-fat Milk, High Fructose Corn Syrup, Food Starch, Alkalized Cocoa, Salt, Carrageenan, Guar Gum, Artificial Flavor, Vitamin A Palmitate, and Vitamin D3.
Look for whole grains when you buy bread, rice, pasta, or cereal. GO grain foods Whole-wheat flour Whole-wheat bread Whole-wheat tortillas Brown rice and wild rice Whole-grain cereals (like toasted O’s., whole-wheat flakes) Popcorn Whole-wheat pasta
SLOW or WHOA grain foods Wheat flour White bread Flour tortillas White rice Some ready-to-eat breakfast cereals (like cornflakes) Crackers Regular (refined flour) pasta
Of course, fresh fruits and vegetables—very healthful foods—have no labels!
YES! We read Health Trek 2 and made a goal to eat GO foods for snacks. Check the adults on your home team for Health Trek 2:
Mom
Dad
Other _____________________________
Student _______________________________________ Teacher _____________________
______________________ ØDue date for return slipØ 46
COORDINATED APPROACH TO CHILD HEALTH (CATCH) GO–SLOW–WHOA List
Introduction The CATCH GO–SLOW–WHOA List is a tool to guide children and families toward making healthful food choices. The overall message is that all foods can fit into a healthful diet, which consists of more GO foods than SLOW foods, and more SLOW foods than WHOA foods. • GO foods include fruits, vegetables, whole-grain foods, lean meats, and lower-fat milk and dairy products. GO foods are lower in fat and/or sugar, and/or they are whole foods (less processed). • SLOW foods are higher in fat and/or sugar, and/or they are more processed than GO foods. • WHOA foods are highest in fat and/or sugar, and/or they are the most processed. Foods are categorized relative to foods in the same food group. It is important to note that many foods can become WHOA foods if eaten in large quantities. The GO–SLOW–WHOA List does not contain combination foods such as sandwiches or pizzas because each ingredient is either a GO, SLOW, or WHOA food. For instance, a pizza is made up of a crust, sauce, cheese, and toppings. These ingredients belong in more than one category. To determine if the pizza is a GO, SLOW, or WHOA pizza, all of the ingredients need to be taken into consideration. The most healthful type of meal includes mostly GO foods. Here are two examples of healthful meals.
GO Breakfast Oatmeal without added sugar (GO) Brown sugar (WHOA) Fresh blueberries (GO) 1% milk (GO) GO Lunch Turkey sandwich Whole-wheat bread (GO) Low-fat turkey (GO) Mustard (GO) American cheese (WHOA) Tomato (GO) Lettuce (GO) Baked potato chips (SLOW) Canned peaches without added sugar (GO) Skim milk (GO)
47
VEGETABLES
Vegetables
Vegetable Juice
•
•
GO All fresh, frozen, or canned vegetables without added sugar or fat
• • •
SLOW Vegetables with added oil, butter, margarine, or low-fat cheese sauce Baked french fries and hash browns Stir-fried vegetables
• •
WHOA Fried battered vegetables Fried potatoes, fried french fries, fried hash browns
100% vegetable juice
Examples of vegetables: asparagus, avocado, bean sprouts, beets, bok choy, broccoli, Brussels sprouts, cabbage, carrots, cauliflower, celery, chayote, collard greens, corn, cucumbers, eggplant, garlic, green beans, jicama, kale, lettuce, mushrooms, mustard greens, nopalitos, okra, onions, parsnip, peas, peppers (such as bell, jalapeno, poblano, etc.), potatoes, pumpkin, sweet potatoes, spinach, squash, taro root, tomatillos, tomatoes, turnip greens, turnips, yucca (cassava or manioc), zucchini
FRUITS
Fruit
•
Fruit Juice
• •
Dried Fruit/Fruit Leather
• •
GO All fresh, frozen or canned fruits without added fat or sugar 100% fruit juice Frozen 100% fruit juice bars and smoothies Dried fruit (such as raisins, figs, dates, apricots, plums) 100% fruit leather
• • • • • •
SLOW Fruits canned in light syrup Fruits with added sugar Sherbet, sorbet Frozen fruit juice bars and smoothies with added sugar Dried fruit with added sugar Fruit leather with added sugar
•
WHOA Fruits canned in heavy syrup
•
Fruit roll-ups
Examples of fruits: apples, apricots, bananas, blackberries, blueberries, cantaloupe, cherries, figs, grapefruit, grapes, honeydew melons, kiwi, kumquats, lemons, limes, mangos, nectarines, oranges, papaya, peaches, pears, persimmons, pineapple, plums, pomegranate, star fruits, strawberries, tangerines, watermelon
48
GRAINS
Breads/Muffins/Sweet Breads
• •
GO Whole-grain bread, buns, rolls, bagels, tortillas, pita bread Corn tortillas
Pasta
•
Whole-grain pasta
Rice
•
Brown rice
Cereals
•
Crackers
• •
Whole-grain, low-sugar cereals, hot and cold (e.g., toasted oats, shredded wheat, oatmeal, muesli) Cracked wheat (bulgur) Low-fat whole-grain crackers
Chips
•
Baked tortilla chips
Cookies/Cake
• •
Whole-grain animal crackers Graham crackers
•
Air-popped popcorn
Popcorn
• • • • • • • • • • • • • • • • • • • • • • •
SLOW White (refined flour) bread, buns, rolls, bagels, tortillas, pita bread Cornbread Low-fat muffins Waffles Pancakes French toast Pasta made with refined flour Egg noodles White rice Rice cakes Low-fat granola Instant oatmeal Low-sugar cereals made with refined grains Low-fat crackers made with refined grains Tortilla chips Baked potato chips Pretzels Animal crackers made with refined flour Vanilla wafers Low-fat cookies Cereal/fruit bars Low-fat cakes Low-fat popcorn
• • • • • • • •
WHOA Croissants Biscuits Sweet rolls Doughnuts High-fat muffins Instant higher-fat noodle soups Fried rice
•
High-sugar cereals made with refined grains – hot and cold Regular granola
•
High-fat crackers
• •
Regular potato chips Other chips (e.g., cheese puffs, corn chips) High-fat, high-sugar cookies High-fat, high-sugar cakes
• •
• • •
Popcorn with butter Flavored popcorn (e.g., caramel, cheese) Kettle corn
49
MILK AND DAIRY FOODS GO Milk
Yogurt
• • • • • • • •
Cheese
Dairy Desserts
• • • •
Fat-free (skim/non-fat) milk Fat-free soy milk 1% (low-fat) milk 1% soy milk Non-fat dry milk Fortified rice milk Fat-free or low-fat plain or 100% fruit juice-sweetened yogurt Fat-free or low-fat yogurt drinks with no sugar added Part-skim natural cheese Low-fat string cheese Low-fat (1%) cottage cheese Low-fat soy cheese
• • • • • • • • • • • • • • • • •
SLOW 2% (reduced-fat) milk 2% soy milk Flavored fat-free (skim/non-fat) or 1% milk Flavored fat-free or 1% soy milk
• •
WHOA Whole milk (plain or flavored) Flavored 2% (reduced-fat) milk Flavored 2% soy milk Milkshakes
Fat-free or low-fat yogurt with sugar added Fat-free or low-fat yogurt drinks with sugar added
• •
Whole-milk yogurt Whole-milk yogurt drinks
Natural cheeses (such as Colby, cheddar, Swiss) Cottage cheese (2% or reduced-fat) Ricotta cheese (part-skim) Low-fat cheese sauce Low-fat processed cheese Soy cheese Low-fat cream cheese String cheese Non-fat or low-fat frozen yogurt Low-fat ice cream Pudding made with skim or 1% milk
• • • • •
Processed cheese Cream cheese Cheese sauce Ricotta cheese (whole-milk) Cottage cheese (wholemilk)
• •
Ice cream Pudding made with 2% or whole milk Cheesecake Frozen yogurt Gelato
• •
• • •
50
MEAT, BEANS, AND EGGS
Dried Beans and Peas
• • •
Nuts and Seeds
• • • •
Fish
• • • •
Poultry
• •
Eggs
Beef
• • •
GO Beans (such as pinto beans, black beans, red beans, without bacon or ham) Fat-free refried beans Black-eyed peas, split peas, garbanzo beans (chickpeas), lentils Hummus Peanuts, almonds, pecans, walnuts, cashews, pistachios Pumpkin seeds, sunflower seeds Natural peanut butter and other nut butters Whole eggs Egg whites Egg substitute Fish and shellfish – baked, grilled or broiled (e.g., salmon, catfish, shrimp, crab, lobster) Tuna canned in water Chicken and turkey without skin (baked, grilled, or broiled)
Lean cuts of beef (e.g., round roast, round steak, sirloin, tenderloin) Extra-lean ground beef Ground beef that has been drained and rinsed
• • • • •
SLOW Beans with bacon or ham Pork and beans Baked beans Refried beans Falafel
WHOA
•
Peanut butter and other nut butters with added sugar and fat
•
Eggs fried in vegetable oil
•
•
Baked breaded fish, shellfish, and fish sticks Tuna canned in oil
•
Chicken and turkey with skin (baked, grilled, or broiled) Breaded baked chicken and turkey Baked chicken nuggets Lean ground chicken and turkey Lean ground beef Lean or low-fat hamburgers
• •
Fried chicken Fried chicken nuggets
•
Regular cuts of beef (e.g., brisket, T-bone, chuck roast) Regular ground beef Regular hamburgers Ribs
• • • • • • •
• • •
Eggs fried in butter, lard, margarine, bacon grease, or salt pork Fried fish, shellfish, and fish sticks
51
MEAT, BEANS, AND EGGS (CONT.)
Pork
Other Protein Foods
Processed Meat
•
• • • • •
GO Lean cuts of pork (e.g., tenderloin, pork chops without fat)
SLOW • •
Tofu Tempeh “Veggie” burger Venison Low-fat or non-fat luncheon meats (chicken, turkey, ham)
• • •
Lean ham Canadian bacon
Regular luncheon meats (chicken, turkey, ham) Low-fat hot dogs Turkey or chicken sausage
• • • •
WHOA Higher-fat cuts of pork (e.g., pork roast, shoulder, ham) Ribs Bacon Ham hock Pork skins
• • • • • • • •
Hot dogs Pepperoni Sausage Beef jerky Bologna Salami Chorizo Pastrami
• • • • • • • • •
WHOA Butter Margarine Shortening Lard Salt pork Gravy Mayonnaise Sour cream High-fat salad dressing
•
OILS
Oils and Solid Fats
Foods Rich in Oils and Solid Fats
•
GO Non-stick cooking spray
•
SLOW Vegetable oils – such as olive, canola, peanut, soybean, corn, cottonseed, safflower, or sunflower
• • • • •
Fat-free or low-fat gravy Fat-free or low-fat mayonnaise Fat-free or low-fat sour cream Fat-free or low-fat salad dressing Oil-and-vinegar dressing
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OTHER
Herbs and Spices
• • •
GO Fresh spices (such as garlic or ginger) Fresh or dried herbs (such as basil, rosemary, or cilantro) Seasonings without salt (such as garlic powder or onion powder)
Sugars/Sweeteners/ Candy
SLOW • • •
• •
Reduced-sugar syrup Artificial sweeteners
Beverages
• • •
Water Sparkling water Unsweetened decaffeinated tea
•
Unsweetened tea
Spreads/Condiments
• •
Mustard Butter flakes
• • • •
Jam Jelly Olives Ketchup
• • • • • • • • • • • • • • • • •
WHOA Salt Seasonings with salt or sodium Monosodium glutamate (MSG) Sugar Brown sugar Chocolate candy Candies Sugar-sweetened gelatin Honey Molasses Syrup Soft drinks (regular and diet) Beverages with added sugar Sweetened tea and tea drinks Coffee drinks Sports drinks Fruit-flavored drinks Fruit-juice drinks Energy drinks Pickles
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Recommended Daily Amounts by Age* Food Group
Vegetables Fruits Grains
Milk and Dairy Foods Meat, Beans, and Eggs
Oils Other
Recommended Amount for Children 4–8 Years Old
Recommended Amount for Children 9–13 Years Old
1½ cups 1–1½ cups 4–5 ounce equivalents (1 ounce equivalent equals: 1 slice bread, 5–7 crackers, ½ cup cooked oatmeal, 1 cup dry cereal, ½ cup cooked rice, 3 cups popped popcorn) 2 cups (1 cup of hard cheese = 1½ ounces) 3–4 ounce equivalents (1 ounce equivalent equals: ¼ cup cooked beans, 1 ounce meat, 1 egg) 4 teaspoons None
2–2½ cups** 1½ cups 5–6 ounce equivalents***
3 cups 5 ounce equivalents
5 teaspoons None
* www.MyPyramid.gov ** Girls – 2 cups; Boys – 2½ cups *** Girls – 5 ounce equivalents; Boys – 6 ounce equivalents
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Session 3 ♥ GO-ing for FIT
In this session, students will: 1. Review the importance of physical activity. 2. Recognize that physical activities should be done frequently, with intensity, and for 60 minutes a day. 3. Measure and calculate pulse.* 4. Compare pulse with the level of intensity of physical activity.* 5. Discuss the homework program. *Learning Objective
Outline: Session 3 Suggested Time 8 15
Activities Audio/Visual 1. Review/ Introduction Transparency A of FIT Formula 2. Measurement and Calculation
12
3. Practice
5
4. Homework
Student Materials
Handout 3 • Transparency 4 • GO Zone: Directions Health Trek Scoreboard
Handout 4 Health Trek 3
40 minutes
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Activity 1: Review/Introduction of FIT Formula Purpose: To review the importance of physical activity and recognize that physical activities should be done frequently, with intensity, and for 60 minutes a day. A.
Ask students why it is important to do physical activities—called GO activities in the GO for Health program. (By doing them, you keep your heart muscle healthy and strong. Your heart becomes better at pumping blood through your body, using fewer beats per minute.)
B. Ask students to name the body cues they may feel when doing a GO activity. (Warm face; faster heartbeat; breathing harder; sweating) Remind them that they may not feel all of the cues. C. Project Transparency A: Levels of Intensity, and cover all but the word “FIT” at the top. Ask students what it means to be fit. (Feeling good; feeling healthy) D. Explain, as you uncover each letter, that the letters in FIT can help them remember the best ways to do physical activity. Use the following dialogue box to discuss the FIT formula. •
F stands for the word frequently. You should do GO activities every day.
•
I stands for the word intensity. You should do GO activities with lots of energy and action, which means you’ll feel some or all of the body cues.
•
T stands for the word time. You should do GO activities for a certain amount of time, which is a total of 60 minutes a day.
E. Remove the transparency without uncovering the Levels of Intensity chart at the bottom. F.
Emphasize that practicing the FIT formula can help them break through some of the barriers to a healthy, active life by giving them clues to the most healthful ways to do physical activity.
FYI: See the FYI section of this manual for background information on The Importance of Physical Activity.
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Activity 2: Measurement and Calculation Purpose: To measure and calculate pulse. A.
Explain that although body cues can indicate intensity of physical activity, the most helpful way is to measure pulse. 1.
Ask what “pulse” is. (The regular throbbing in arteries as the heart pumps blood through them; pulse measures the beats of the heart.)
2.
Demonstrate how to take a pulse by doing the following: Gently place your index and middle fingers of one of your hands on the inside wrist of your other hand, and then slide your two fingers toward the thumb side of the wrist.
B. Distribute Handout 3: Feel the Beat. 1. Point to the illustration that shows how the fingers are placed on the wrist. 2. Explain that as the heart pumps blood through the body’s arteries, it pumps, or spurts, the blood and then rests, and then pumps and then rests. 3. Explain that this pumping and resting action can be felt when they put gentle pressure on the large artery in their wrist. C. Instruct students to place the index and middle fingers of one hand on the inside wrist of their other hand to find their pulse. Caution them not to use their thumb because it has its own pulse, which may interfere with feeling their wrist pulse. 1.
Give students time to find their pulse.
2.
As needed, ask those students who find their pulse right away to help classmates near them who are having difficulty.
D. Tell students that pulse is measured by counting the number of beats per minute that they feel on their wrist. 1.
Stress that instead of counting all the beats they feel in one minute, there is a shorter way to take their pulse: They simply count the number of beats they feel in 6 seconds and then multiply that number by 10. (Suggestion: You may want to explain that multiplying by 10 is the same as putting a zero on the number they counted.)
2.
Explain that since there are 60 seconds in a minute and 6 seconds is 1/10 of a minute, 6 seconds x 10 = 60. The number they get is the number of times their heart beats in 60 seconds, or 1 minute. 57
E.
Point out to students that the information you just gave them is in Handout 3. Tell them they are now going to measure their pulse. 1.
Explain that when you say GO they should start counting the beats they feel on their wrist.
2.
Tell them to count the first beat they feel as 0, the second beat as 1, the third beat as 2, etc.
3.
Say GET READY – GET SET – GO.
4.
Time students for 6 seconds.
5.
Say STOP, and ask a few students to name the number of beats they counted.
6.
Tell all students to multiply their number by 10.
7.
Ask a few students for the number they calculated, and explain that this number is their resting heart rate: the number of times their heart is beating per minute while they are resting.
8.
Instruct students to make the calculation for My Resting Heart Rate #1 on Handout 3.
9.
Repeat the pulse-taking steps 1–7 above to be sure that students can find and calculate their pulse. Have them make the calculation for My Resting Heart Rate #2 on Handout 3.
10. Discuss questions or problems, as time permits. F.
Project Transparency A again, and point to the Levels of Intensity chart. Read aloud, or have a student read aloud, the information in the chart. Ask students what level of intensity their resting heart rate is. (LOW, because the number they calculated is less than 120 beats per minute) The numbers in the Levels of Intensity chart apply to most but not all children ages 8–12. A child’s level of physical activity is a factor. For instance, the heart does not have to work as hard (or beat as fast) when a child who is very physically fit is exercising. On the other hand, the heart has to work much harder (and will beat much faster) when a child who is not physically fit is exercising.
G. State that when they are resting or warming up, their heart rate usually will be at the low level. Emphasize that this is not the intensity needed for the FIT formula. Then ask the questions in the following dialogue box.
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• What level of intensity do you think is needed for the FIT formula? (Moderate or vigorous) • Why would your pulse need to measure 120 beats or more per minute when doing a physical activity? (Because that would mean you’re doing the physical activity with lots of energy and action, and feeling some or all of the body cues) H. Re-emphasize that the word FIT is a formula to help them remember the best way to do physical activity: F = Frequently – every day; I = Intensity – feel some or all of the body cues and heart rate is at least 120 beats per minute; and T = Time – a total of 60 minutes a day. Write “at least 120 beats per minute” under the words “feel some or all of the body cues” on Transparency A.
Activity 3: Practice Purpose: To compare pulse with the level of intensity of physical activity. A.
Remind students that the heart rate they just measured is their resting heart rate, which is a low level of intensity.
B. Project Transparency 4: GO ZONE, and point out the GO Zone graph. 1.
Tell students they are now going to practice taking their pulse at different levels of intensity.
2.
Distribute Handout 4: GO ZONE. Point out that their handout is the same as the transparency. Use the following dialogue box to describe the procedure for this activity. As you mention each heart rate box, point to it on the transparency. • First, you’ll take your pulse and record the number you calculate in the Resting Heart Rate box under the graph. • Second, you’ll do some warm-up actions. • Third, you’ll take your pulse and record the number you calculate in the Warm-up Heart Rate box under the graph. • Fourth, you’ll do some very active actions.
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• Fifth, you’ll take your pulse and record the number you calculate in the Active Heart Rate box under the graph • Sixth, you’ll do some cool-down actions. • Finally, you’ll take your pulse and record the number you calculate in the Cool-down Heart Rate box under the graph.
C. Inform students that if they need to “catch their breath” during this activity, they should walk in place next to their desk until they feel ready to continue the GO Zone Actions. Also, caution them to be careful not to bump into classmates or desks while doing their actions. D. Lead students in this activity. Begin with timing their resting heart rate, and then lead the GO Zone Actions by calling out the actions listed in the Teacher Directions for GO Zone Actions. (Optional: Do the actions with your students and chart your heart rates on Transparency 4.) You may create your own set of movements to use for the GO Zone Actions, provided they produce similar results with regard to heart rate. E. After students have completed the activity, instruct them to plot and graph the heart rate numbers they recorded. (If you charted your own heart rates on Transparency 4, complete the GO Zone graph.)
F.
1.
Explain that by looking at their graph they will be able to see their heart rate at different levels of intensity.
2.
Point out that at moderate and vigorous levels of intensity their heart rate is 120 beats or more per minute.
3.
Emphasize that the moderate and vigorous intensity levels are labeled as the GO Zone on their graph because these are the best levels of intensity for physical activity.
Tell students to place Handout 3 and Handout 4 in the right pocket of their Go for Health folder.
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Activity 4: Homework Purpose: To be given recognition for participating in Health Trek 2 and to receive Health Trek 3. A.
Point to the Health Trek Scoreboard, and ask all students who turned in a completed Health Trek 2 return slip and have a checkmark under Health Trek 2 on the scoreboard to raise their hand. Congratulate these students.
B.
Remind those students who have completed Health Trek 1 and/or Healthy Trek 2 but have not yet turned in the return slip to do so as soon as possible.
C.
Encourage those students who have not completed Health Trek 1 and/or Health Trek 2 to try to do so as soon as possible. Ask those students who are having problems doing the homework, or finding an adult to participate with them, to talk to you soon.
D. Distribute Health Trek 3: Keep Moving! Point out that the tip sheet includes some of the benefits and fun of doing physical activity, as well as a chance to set a goal to be physically active every day. E.
Instruct students to write their name and your name on the return slip on the front side of the tip sheet. Then have them turn it over and write the date you will teach Session 5 on the DATE DUE line.
F.
Encourage students to complete the tip sheet with their parents as soon as they can.
G. Optional: Remind students that if they turn in at least four out of the six return slips they will receive a reward. 1) Session 4 includes an outside-of-class assignment. Students will get a personalized plan for eating and physical activity, called MyPyramid Plan, from the USDA’s www.MyPyramid.gov. Students will need to complete this assignment using a computer at school or in their home (if one is available).
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2) In Session 4 students will be asked to list everything they ate and drank the previous day. They will work independently to complete this task and will not have to share their list with other students. However, if you believe this assignment may prove awkward or uncomfortable for any of your students due to an insufficient amount of food being provided in their household, you may teach Session 4 on a day that follows another school day. On school days it is likely that such students will have eaten breakfast and lunch in the cafeteria.
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Session 3 ♥ Transparency A
FIT F
= Frequently (Every day)
I
= Intensity (Feel some or all of the body cues)
T
= Time (A total of 60 minutes a day) Levels of Intensity
Low Intensity Moderate Intensity Vigorous Intensity
= = =
Less than 120 beats per minute 120–150 beats per minute More than 150 beats per minute 63
Session 3 ♥ Transparency 4 170 160 150
Pulse (beats per minute)
140 130 120 110 100 90 80 70 60 50
Resting
Warm-up Active Heart Rates
Levels of Intensity Low Intensity = Less than 120 beats per minute Moderate Intensity = 120–150 beats per minute Vigorous Intensity = More than 150 beats per minute
Cool-down
The FIT Formula helps you remember the best way to do physical activity: F = Frequently Every day I = Intensity Feel some or all of the body cues T = Time A total of 60 minutes a day 64
Session 3 ♥ Teacher Directions for GO Zone Actions Each movement is repeated for 30 seconds. 1. Measure Pulse for Resting Heart Rate ♥ Count pulse for 6 seconds and multiply number by 10.
♥ Record number in Resting box on graph. 2. Do Warm-up Actions: 2 minutes (total) ♥ Walk in place.
♥ Touch toes to ground, alternating feet. ♥ Walk in place. ♥ Touch heels to ground, alternating feet. 3. Measure Pulse for Warm-up Heart Rate ♥ Count pulse for 6 seconds and multiply number by 10.
♥ Record number in Warm-up box on graph. 4. Do Active Actions: 4 minutes (total) ♥ March in place, hands on hips.
♥ March in place, arms swing. ♥ March in place, arms push outward. ♥ Knee lift, arms push outward. ♥ Knee lift, arms push toward ceiling. ♥ Knee hop, arms push toward ceiling. ♥ Jog in place, arms push outward. ♥ Jog in place, arms push toward ceiling.
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Session 3 ♥ Teacher Directions (continued) GO Zone Actions 5. Measure Pulse for Active Heart Rate ♥ Count pulse for 6 seconds and multiply number by 10.
♥ Record number in Active box on graph. 6. Do Cool-down Actions: 2 minutes (total) ♥ Walk in place.
♥ Touch toes to ground, alternating feet. ♥ Walk in place. ♥ Touch heels to ground, alternating feet. 7. Measure Pulse for Cool-down Heart Rate ♥ Count pulse for 6 seconds and multiply number by 10.
♥ Record number in Cool-down box on graph.
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Session 3 ♥ Handout 3 ♥ Name Feel the Beat To find your pulse: Gently place the index finger and middle finger of one of your hands on the inside wrist of your other hand. Slide your two fingers toward the thumb side of your wrist. Don’t use your thumb because it has a pulse of its own. To measure your pulse: Count the number of beats you feel in 6 seconds, counting the first beat you feel as 0. (Example: 0-1-2-3-4-5-6-7-8) Multiply the number of beats you counted by 10. (Example: 8 beats x 10 = 80 beats per minute) Your answer is your heart beats per minute, which is your pulse. (Example: 80 beats per minute)
Pulse Check My Resting Heart Rate #1 My Resting Heart Rate #2
x 10
=
_____ beats per minute
x 10
=
_____ beats per minute
(number of beats)
(number of beats)
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Session 3 ♥ Handout 4
170 160 150
Pulse (beats per minute)
140 130 120 110 100 90 80 70 60 50
Resting
Warm-up Active Heart Rates
Levels of Intensity Low Intensity = Less than 120 beats per minute Moderate Intensity = 120–150 beats per minute Vigorous Intensity = More than 150 beats per minute
Cool-down
The FIT Formula helps you remember the best way to do physical activity:
F = Frequently Every day I = Intensity Feel some or all of the body cues T = Time A total of 60 minutes a day 68
Health Trek 3: Keep Moving! To maintain a healthy body weight, make a firm goal to be active and reduce sedentary activities like TV watching and playing video games. To reduce the risk of chronic diseases, adults should do physical activities at least 30 minutes a day almost every day. Kids should do them 60 minutes a day every day. Here are some suggestions: •
As a family, plan a regular program, and encourage each other to follow it.
•
Tell your friends about your goal and invite them to join you. They can help you stick to it.
•
Post a list of the benefits you hope to gain from doing physical activities.
•
Write one list of excuses your family might make for not doing the physical activities and another list of the ways you will overcome those excuses.
•
At the beginning of every week, write down the dates and times you will be physically active, what you will do, and who will do it with you.
•
Add variety to your physical activities by changing up your routine or doing the activities to music.
•
Congratulate family members for their efforts to be physically active.
•
Help family members meet their goal by offering to be active with them.
•
Don’t wait until all family members can be active at the same time. Plan a physical activity with those who can.
We promise to be physically active at least 30 minutes a day almost every day, starting on ______. (date) Signed:
Benefits of Physical Activity ♥ Improves general health; people who exercise regularly are sick less often ♥ Reduces stress and tension ♥ Improves your concentration, so you perform better at home, work, and school ♥ Increases strength and stamina ♥ Improves sleep ♥ Makes your heart stronger
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For some fun physical activity with your family or friends: • Take a walk to a park or a beach to play games and have a picnic lunch. • Go bike riding or skating. • Go on a nature walk. • Make a family project out of working in the yard or shoveling snow. • Take a dog for a walk. Remember to congratulate each other for being physically active. How to Fit Fitness into Your Day • Form a walking group at your job or school, and schedule walks before or after work or school, or during lunch. • Take the stairs instead of the elevator or escalator. • Ride a bike to school or work. • See how physically active you can be during breaks or recess. • Instead of watching TV or sitting at a computer, dance or do aerobic exercises to some lively music. • Use your creativity to make up an aerobic routine; then teach it to others. •
ADULTS: Start a noontime exercise program. Encourage co-workers, friends, or family members to participate.
Here’s what it takes to walk off some high-fat foods: FOOD Small chocolate chip cookie Bread with butter Bacon, 2 strips Doughnut T-bone steak Fried pork chop Cake with frosting
WALKING TIME 10 15 18 29 45 60 68
min. min. min. min. min. min. min.
If adults would keep eating the same amount of food they usually eat and start walking one mile every day, some of them could lose at least 10 pounds a year!
YES! We read Health Trek 3 and made a promise to be physically active. Check the adults on your home team for Health Trek 3:
Mom
Dad
Other ________________________
Student _______________________________________ Teacher _________________
______________________ ØDue date for return slipØ Health Trek 3
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Session 4 ♥ Pyramid of GO Eating
In this session, students will: 1. Explore MyPyramid to recognize that eating a variety of healthful foods in recommended amounts and doing physical activities will help their body stay in energy balance. 2. Apply the MyPyramid guidelines to their eating habits.* *Learning Objective
Outline: Session 4 Suggested Time
Activities
14
1. Introduction
Transparency 5
24
2. Worksheet
• Transparency 6A • Transparency 6B • Optional: Empty school milk carton • Transparency B
2
3. Summary
Audio/Visual
Student Materials • GO-SLOWWHOA List • Handout 5 • Handout 6A • Handout 6B • Handout 7
40 minutes
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Activity 1: Review Purpose: To explore MyPyramid to recognize that eating a variety of healthful foods in recommended amounts and doing physical activities will help their body stay in energy balance. A.
Have students take out their GO-SLOW-WHOA List. Ask how many sections are in the list. (Seven) Point out that the first five sections are considered food groups. The last two sections, Oils and Other, are not food groups, even though small amounts of oils should be part of everyone’s diet.
B. Ask students why they think it is important for them—and all people—to eat foods from the five food groups every day. (Different kinds of foods provide different kinds of nutrients like vitamins and minerals.) Point out that by eating foods from the five food groups, a person is more likely to get all the nutrients their body needs to stay healthy, feel good, and have lots of energy. C. Emphasize that even though people come in all shapes and sizes, it is important for everyone to eat meals regularly every day and to eat a variety of foods. D. Project Transparency 5: MyPyramid. Explain to students that this pyramid is a guide to help them remember to eat a variety of foods every day. Point out the six sections in the pyramid. Ask students to guess which is the Oils section. (The thinnest section, since Oils is not really a food group) Distribute Handout 5: MyPyramid, and tell students they are going to label their pyramid. Model writing the labels on the transparency as you go through the explanation below. • Let’s review: Why should you eat foods from each food group, or section, of the pyramid? (To get all the nutrients like vitamins and minerals that your body needs) • Let’s look at the different sections. Why do you think all the sections are not the same width? (You should eat more foods from some food groups than from others.)
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• Which section is the thinnest? (Third from the right) Turn the page sideways and write “Oils” in this section. Read the note at the bottom, and tell me if this information sounds familiar. (Yes; we learned about healthy and unhealthy oils in GO for Health4.) We will talk about oils in a later session. For now, just remember that Oils is not really a food group. • Which section is the widest? (Far left) Follow the dotted line to the rectangular-shaped box for that section. Write “Grains” as the label for this section. What kind of grains should you eat as often as possible? (Whole grains) • Which two sections are just about the same width and are not quite as wide as the Grains section? (Second from the left, and second from the right) Write “Vegetables” as the label for the section that is second from the left. It’s important to eat vegetables of different colors, especially dark-green and orange vegetables. That’s because vegetables of different colors provide you with different vitamins and minerals. • Write “Milk” as the label for the section that’s second from the right. The food group called “Milk and Dairy” in the GOSLOW-WHOA List is the same as the food group called “Milk” in the pyramid. What is the best kind of milk, or dairy, products to eat and drink? (Nonfat, or fat-free; low-fat, or 1%) • Which section is not quite as wide as the Vegetables and Milk sections? (Third from the left) Write “Fruit” as the label for this section. Remember that you can eat fruits that are fresh, frozen, dried, or canned. But if the fruit is not fresh, try to eat a kind that has not had sugar added to it. Also, there is something to keep in mind that you learned in Hearty Heart and Friends: 100% fruit juices are GO foods; but since they contain a lot of natural sugar, it’s best to drink only one small glass of fruit juice a day. • What do you think is the one remaining section? (Meat, Beans, and Eggs) The food group called “Meat, Beans, and Eggs” in the GO-SLOW-WHOA List is called “Meat and Beans” on the pyramid. Write “Meat and Beans” as the label. In GO for Health-4, you learned about healthful ways to prepare meat, chicken, turkey, and fish. What are some of those ways? (Baked, grilled, broiled; not fried)
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E. The labels under the pyramid should be filled in as follows: Grains Vegetables Fruits Milk Meat and Beans F.
Ask students what is on the side of the pyramid. (A person climbing stairs) Use the following dialogue box to expand on this concept. • Why do you think this is part of a food pyramid? (It’s a reminder for you to be active every day if possible.) • What’s an important idea you have learned in GO for Health that connects healthful eating and physical activity? (Energy balance: You’ll help your body stay in energy balance by doing physical activities and by eating healthful foods in amounts that provide about the same number of calories as your body needs.)
G. Tell students that they are now going to apply what they have learned about MyPyramid.
Activity 2: Worksheet Purpose: To apply the MyPyramid guidelines to their eating habits. A.
Project Transparency 6A: MyPyramid Worksheet – Part 1. Tell students that they are going to fill out their own worksheet. To demonstrate how this should be done, point out the example items shown in the Dinner section and Physical Activities section in the first column of Transparency 6A, and then use the Codes box at the bottom right to code the food items as follows: baked chicken–MB; cooked carrots–V; green beans–V; bread–G; milk–M.
B. Distribute Handout 6A: MyPyramid Worksheet – Part 1. Tell students to list everything they ate and drank at meals or for snacks and all the physical activities they did yesterday. Then have them code the food items. Inform students that they will have only a few minutes to do this. Monitor their work. C. On Transparency 6A, point out the Estimated Amount column. Fill in the following for the physical activities: 30 minutes for jogging; 15 minutes for sweeping. Tell students to fill in the estimated number of minutes they did each physical activity they listed on Handout 6A. Then ask, “How can we estimate the amount of a food or beverage?” Use the following explanation to explain
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how to estimate the amount of a food or beverage. If you have an empty milk carton available, show it to students instead of asking them to visualize it. • Visualize a carton of milk from the cafeteria. Imagine how much this milk carton can hold—whether it’s something liquid, like milk or juice, or something solid, like cooked beans. • The amount this milk carton can hold is 1 cup. You’ll use the unit of one cup to estimate amounts of foods you ate that are in the Vegetables, Fruits, and Milk food groups. Let’s look at some examples. D. Project Transparency 6B: MyPyramid Worksheet – Part 2. Go over the quantity information for Vegetables, Fruits, and Milk in the first column. Then, on Transparency 6A in the Estimated Amount column, fill in the following amounts for cooked carrots, green beans, and milk: cooked carrots–1/2 c.; green beans–1/2 c.; milk–1 c. Point out that, to save time, “c.” can be used as an abbreviation for “cup.” E. Explain that something else is used to estimate amounts for foods in the Grains and the Meat and Beans food groups. Ask students to define the word equivalent. (Something that is equal in amount, or quantity) Point out that, just as a cup is the unit used to estimate some foods, an ounce equivalent is the unit used to estimate foods in the Grains and the Meat and Beans food groups. Project Transparency 6B, and go over the quantity information for Grains and for Meat and Beans in the first column. F.
On Transparency 6A in the Estimated Amount column, fill in the following amounts for baked chicken and bread: baked chicken–2 oz. equiv.; bread [1 slice] = 1 oz. equiv. Point out that “oz. equiv.” can be used as an abbreviation for “ounce equivalent.”
G. Tell students to fill in the estimated amount for each food item they listed on Handout 6A. Monitor their work as needed. H. Demonstrate on Transparency 6B how students will complete Part 2 of their worksheet (Handout 6B). Using the Dinner items from Transparency 6A, calculate the estimated total amount for each food group. Fill in the following amounts in the Estimated Total Amount column of Transparency 6B: Grains–1 oz. equiv.; Vegetables–1 c.; Milk–1 c.; Meat and Beans–2 oz equiv. For the physical activities, fill in “45” in the Estimated Total Amount column.
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I.
Distribute Handout 6B: MyPyramid Worksheet – Part 2. Have students complete it using the estimated amounts they recorded on Handout 6A. Point out that they will do the calculations for all the food items and physical activities they listed. Suggest that they use the back of the page for calculating as needed. Monitor their work as needed.
J.
Tell students they will use the last column of Part 2 of the worksheet for an outside-of-class assignment: to get a personalized plan for eating and physical activity from a web site. Announce when and where they will do the assignment.
K. Distribute Handout 7: MyPyramid Plan. Explain that the image on the handout is what they will see when they go to the web page. Briefly go over the directions. Point out the NOTE at the bottom of the page, which encourages students to further explore the web site. Tell students to read this note when they do the assignment. Students whose weight is higher than may be healthy for their age and height will be navigated to an intermediate page. A note on this page suggests that the student consult a health care provider. From this page the student navigates to MyPyramid Plan. L.
Show Transparency B: MyPyramid Plan. Tell students that this is an example of what their personalized MyPyramid Plan will look like. Point out the parts of the plan as you explain the following. • Look at the middle column (ounces/cups) of the chart. Notice that the word “ounces” used in this chart refers to “equivalent ounces.” These are recommended amounts for a day. The amounts on your chart will be different because they’re for you. • Look at the information below the chart about grains and veggies. Read this information under your own chart because it will be different for you. • There is information about how much oil and extra fats and sugars you should eat in a day. • Finally, there is a recommendation about physical activity: get at least 60 minutes of physical activity most or all days—just as you learned from the FIT formula!
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M. Make sure students understand that they will fill out the Recommended Amount from MyPyramid Plan column of Part 2 of their worksheet (Handout 6B) with the food amounts shown on their MyPyramid Plan personalized chart from the web site. N. Inform students that the next session will begin with a brief discussion of their findings and a goal-setting. Encourage them to start thinking about one thing they can do to eat amounts of foods that are closer to the recommended amounts from their MyPyramid Plan. O. Finally, stress the importance of eating more or less the recommended number of ounce equivalents or cups of foods. Emphasize that by doing this they will find it easier to keep their body in energy balance. P.
Tell students to place their GO-SLOW-WHOA List in the left pocket of their GO for Health folder and the other handouts in the right pocket.
Activity 3: Summary Purpose: To review the main points of Session 4. A.
Emphasize the importance of eating a variety of healthful foods. Ask students what feature of the pyramid will help them remember this. (The pyramid is made up of several different sections.)
B. Ask students how the person climbing the stairs up MyPyramid relates to healthful eating. (Along with eating healthful foods that provide about the same number of calories that your body needs, doing physical activities helps your body stay in energy balance.) C. Encourage students to take one step at a time when they are making changes toward more healthful eating, rather than try to change everything all at once. As time permits, ask students for examples of small steps they could take. (Examples: eat more fresh fruit; eat a salad at a meal; eat fewer fried foods)
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Session 4 Handout 6A
♥ Name
MyPyramid Worksheet – Part 1 BREAKFAST _____________________________________ _____________________________________ _____________________________________ _____________________________________
Food Group* _____ _____ _____ _____
Estimated Amount ________________ ________________ ________________ ________________
LUNCH _____________________________________ _____________________________________ _____________________________________ _____________________________________
_____ _____ _____ _____
________________ ________________ ________________ ________________
SNACK _____________________________________ _____________________________________
_____ _____
________________ ________________
DINNER _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________
_____ _____ _____ _____ _____
________________ ________________ ________________ ________________ ________________
PHYSICAL ACTIVITIES _____________________________________ _____________________________________ _____________________________________
*Codes: G = Grains V = Vegetables F = Fruits M = Milk MB = Meat and Beans
________________ ________________ ________________ 79
Session 4 Transparency 6A MyPyramid Worksheet – Part 1 BREAKFAST _____________________________________ _____________________________________ _____________________________________ _____________________________________
Food Group* _____ _____ _____ _____
Estimated Amount ________________ ________________ ________________ ________________
LUNCH _____________________________________ _____________________________________ _____________________________________ _____________________________________
_____ _____ _____ _____
________________ ________________ ________________ ________________
SNACK _____________________________________ _____________________________________
_____ _____
________________ ________________
DINNER __Baked chicken_______________________ __Cooked carrots_______________________ __Green beans_________________________ __Bread_(1 slice)_______________________ __Milk________________________________
_____ _____ _____ _____ _____
________________ ________________ ________________ ________________ ________________
PHYSICAL ACTIVITIES ___Jogging____________________________ ___Sweeping__________________________ _____________________________________
*Codes: G = Grains V = Vegetables F = Fruits M = Milk MB = Meat and Beans
________________ ________________ ________________ 80
Session 4 ♥ Transparency B
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Session 4 Handout 6B
♥ Name
MyPyramid Worksheet – Part 2 Estimated Total Amount
Recommended Amount from MyPyramid Plan
_____ ounce equivalents
_____ ounce equivalents
_____ cups
_____ cups
_____ cups
_____ cups
_____ cups
_____ cups
_____ ounce equivalents
_____ ounce equivalents
_____ minutes
_____ minutes
FOOD GROUP Grains (G) Use ounce equivalents. Examples of an ounce equivalent: 1 slice of bread, 1 cup of ready-to-eat cereal, or ½ cup of cooked rice, cooked pasta, or cooked cereal.
Vegetables (V) Use cups. A milk carton from the cafeteria holds 1 cup.
Fruits (F) Use cups. A milk carton from the cafeteria holds 1 cup.
Milk (M) Use cups. A milk carton from the cafeteria holds 1 cup.
Meat and Beans (MB) Use ounce equivalents. Examples of an ounce equivalent: About two chicken nuggets, ¼ cup of cooked dried beans, 1 egg, 1 large spoonful of peanut butter, 1 small handful of nuts or seeds.
PHYSICAL ACTIVITIES
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Session 4 Transparency 6B MyPyramid Worksheet – Part 2 Estimated Total Amount
Recommended Amount from MyPyramid Plan
_____ ounce equivalents
_____ ounce equivalents
_____ cups
_____ cups
_____ cups
_____ cups
_____ cups
_____ cups
_____ ounce equivalents
_____ ounce equivalents
_____ minutes
_____ minutes
FOOD GROUP Grains (G) Use ounce equivalents. Examples of an ounce equivalent: 1 slice of bread, 1 cup of ready-to-eat cereal, or ½ cup of cooked rice, cooked pasta, or cooked cereal.
Vegetables (V) Use cups. A milk carton from the cafeteria holds 1 cup.
Fruits (F) Use cups. A milk carton from the cafeteria holds 1 cup.
Milk (M) Use cups. A milk carton from the cafeteria holds 1 cup.
Meat and Beans (MB) Use ounce equivalents. Examples of an ounce equivalent: About two chicken nuggets, ¼ cup of cooked dried beans, 1 egg, 1 large spoonful of peanut butter, 1 small handful of nuts or seeds.
PHYSICAL ACTIVITIES
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Session 4 ♥ Handout 7 ♥ Name MyPyramid Plan
DIRECTIONS: 1. Go to this web page: http://www.mypyramid.gov 2. Click on “MyPyramid Plan.” 3. Enter your information on the “MyPyramid Plan” web page. 4. Click on SUBMIT. 5. Read the information in the chart for your MyPyramid Plan. 6. In the column titled Recommended Amount from MyPyramid Plan on Part 2 of your worksheet (Handout 6B), write the ounces and cups information from your MyPyramid Plan chart on the web page. Write 60 as the recommended number of minutes of physical activity. 7. Compare the numbers in the column titled Recommended Amount from MyPyramid Plan with the numbers in the column titled Estimated Total Amount.
At another time, explore other features of the MyPyramid web site on your own. Get tips and more information about food groups by clicking on parts of your MyPyramid Plan. Also, click on “For Kids (6–11 yrs)” on the home page.
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Session 5 ♥ Bag a GO Lunch
In this session, students will: 1. Set a goal to change a health-related behavior: eat the amount of food in one food group that is recommended by their MyPyramid Plan.* 2. Evaluate a bag lunch and modify it so that it includes a variety of GO foods.* 3. Identify GO foods that are healthful choices for bag lunches.* 4. Discuss the homework program. *Learning Objective
Outline: Session 5 Suggested Time
Activities
8
1. Goal Setting
8
2. Discussion
Audio/Visual
• Transparency C • Transparency D Transparency D
16
3. Group Work
5
4. Homework
3
5. Summary
Student Materials • Handout 6B • Handout 8
Health Trek Scoreboard
• GO-SLOWWHOA List • Handout 5 • What’s in the Bag Directions (one per group)/Answer Key Health Trek 4 Handout 9
40 minutes
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Activity 1: Goal Setting Purpose: To set a goal to eat the amount of food in one food group recommended by their MyPyramid Plan. A.
Briefly review MyPyramid. Then ask the following questions. • What do the five major sections of the pyramid remind people to do? (To eat a variety of foods from the five food groups) • What’s the purpose of the personalized MyPyramid Plan? (To tell people the recommended amounts of foods in each food group they should eat) • Why should people try not to eat more than those recommended amounts? (By not eating more than those amounts, they’ll help their body stay in energy balance.) • Besides healthful eating, what else does MyPyramid remind people to do? (To be active every day, if possible, by doing moderate or vigorous physical activities)
B. Ask students to take out Handout 6B. Ask volunteers to report on the comparison of the amounts they recorded in the Estimated Total Amount column and in the Recommended Amount from MyPyramid Plan column. C. Ask students what they learned in the last session about taking one step at a time. (When you’re making changes toward more healthful eating, take one step at a time rather than try to change everything all at once.) Tell them they are going to put that idea into practice by setting a goal. D. Distribute Handout 8: GO for the Recommended Amounts. Remind students that when they set a goal, they decide what it is they want to do and when they want to do it, and then they try to do it when they said they would. E. Read, or have a student read, the goal statement. Then explain the procedure as follows: • Look at Handout 6B. Choose the two food groups you’re going to use in your goal setting. You might want to choose the two that show the greatest differences between the amounts in the two columns.
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F.
•
Write down these two food groups and the recommended amounts for them that you recorded from MyPyramid Plan on the web site. Your goal is to eat the recommended amount for one or both of those food groups during one day.
•
Write the date when you’ll have completed your goal; that “Goal Date” is ______________. [Give students the date of Session 6.]
•
Sign your name on the “My Signature” line to show that you’ll try to achieve your goal.
Have students place Handout 6B and Handout 8 in the right pocket of their GO for Health folder.
Activity 2: Discussion Purpose: To apply the idea of variety and healthful eating to bag lunches. A.
Tell students they are going to learn about a kind of bag lunch that will help them stay in energy balance. Explain that a bag lunch might be packed for a field trip, a picnic, a hike, or a car trip—and, of course, to eat at school.
B. Poll students to find out how many of them usually bring a bag lunch and how many usually eat a school lunch prepared in the cafeteria. Use the following dialogue box to point out the following: •
School lunches include a variety of foods from the five food groups in MyPyramid.
•
A bag lunch can include a variety of foods too. And you are about to get some practice planning this kind of lunch.
C. Project Transparency C. Read the definition of a GO/Variety bag lunch. Emphasize that this kind of bag lunch is the most healthful. D. Point to the lunch at the bottom of the transparency. Use it to demonstrate how students will determine whether a bag lunch is of the GO/Variety kind. Explain the procedure as follows:
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•
First, decide how many food items in the lunch are GO foods. Let’s write a G, S, or W in the first blank after each item. [Answers: Swiss cheese–S; 100% fruit juice–G; whole-wheat crackers–G; low-fat turkey–G; cucumber slices–G] Are more than half the foods GO foods? (Yes; 4 of the 5 are GO foods)
•
Next, decide which MyPyramid food group each food item is from. Let’s use the same codes you used for your MyPyramid Worksheet. [Answers: Swiss cheese–M (Milk group); 100% fruit juice–F (Fruits group); whole-wheat crackers–G (Grains group); low-fat turkey–MB (Meat and Beans group); cucumber slices–V (Vegetables group)] Are the foods from at least 4 out of the 5 food groups? (Yes)
•
Is this lunch a GO/Variety bag lunch? (Yes)
•
Now let’s look at other kinds of bag lunches that aren’t as healthful.
E. Project Transparency D, and read the definitions of the other kinds of bag lunches. Point to the bag lunch at the bottom as you explain the following:
F.
•
Let’s find out what kind of bag lunch this is.
•
Look at the first blank after each food item to see whether it’s a GO, SLOW, or WHOA food. Are more than half the foods GO foods? (No; 3 of the 6 foods are GO foods, which is half—but not more than half.)
•
Look at the second blank after each food item to see which MyPyramid food group it is from. Are the foods from at least 4 out of the 5 food groups? (Yes)
•
Which kind of bag lunch is this? (No GO/Variety)
Tell students that by using their GO-SLOW-WHOA List and what they have learned about MyPyramid, they can pack a great GO bag lunch containing a variety of GO foods.
Activity 3: Group Work Purpose: To evaluate a bag lunch and modify it so that it includes a variety of GO foods.
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A.
Tell students they are now going to evaluate a bag lunch. Explain the procedure as follows: •
You’ll work in groups to evaluate food items that could be in a bag lunch and decide which of the four kinds of bag lunches you’ve been given.
•
Then, as a group, you must decide how you can modify, or change, the food items so that the lunch will be a GO/Variety bag lunch. The leader of your group will write down the new items you name.
B. Project Transparency D again, and ask a volunteer to read the definition of a GO/Variety bag lunch. Stress to students that they must modify their bag lunch to fit this definition. C. Tell students they will use Handout 5: MyPyramid and their GO-SLOWWHOA List to modify their lunch. Ask them to take out these handouts. D. Remind students that foods listed in the Oils section and Other section of the GO-SLOW-WHOA List are not in the five food groups. E. Assign students to groups, and designate a leader for each group. Distribute a BAG LUNCH directions sheet to each group, and briefly go over the directions. Emphasize the information in step 3: (1) they can have no fewer than four and no more than six food items in the modified lunch, and (2) they must count each food item of a combination food as a separate item. As an example, explain that a tuna fish sandwich would consist of three items—bread, tuna, and mayonnaise. F.
Tell students approximately how long they have to do the activity. Monitor them as they work to make sure they have understood the directions.
G. If time permits, ask group representatives to briefly report on the kind of bag lunch their group was given and how they modified it to be a GO/Variety bag lunch. H. Congratulate students on their work. Have them place their GO-SLOWWHOA List in the left pocket of their GO for Health folder and Handout 5 in the right pocket.
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Activity 4: Homework Purpose: To be given recognition for participating in Health Trek 3 and to receive Health Trek 4. A.
Point to the Health Trek Scoreboard, and ask all students who turned in a completed Health Trek 3 return slip and have a checkmark under Health Trek 3 on the scoreboard to raise their hand. Congratulate these students.
B. Remind those students who have completed Health Trek 1, 2, and/or 3 but have not yet turned in the return slip to do so as soon as possible. C. Encourage those students who have not completed Health Trek 1, 2, and/or 3 to try to do so as soon as possible. Ask those students who are having problems doing the homework, or finding an adult to participate with them, to talk to you soon. D. Distribute Health Trek 4: MyPyramid. Point out that the tip sheet provides information on MyPyramid and guidelines for healthful eating. It also includes a game for home teams to play to review GO foods and GO activities. E. Instruct students to write their name and your name on the return slip on the front side of the tip sheet. Then have them turn it over and write the date you will teach Session 7 on the DATE DUE line. F.
Encourage students to complete the tip sheet with their parents as soon as they can.
G. Optional: Remind students that if they turn in at least four out of the six return slips they will receive a reward.
Activity 5: Summary Purpose: To review the main points of Session 5. A.
Point out that one step in breaking through barriers to GO eating is to gain knowledge. Expand on this as follows: • Now you know about MyPyramid and its reminders to be active, to eat a variety of foods, and to eat the amounts of foods in each food group that are recommended for you. • The next step in breaking through barriers is for you to put this knowledge into practice whenever possible—and this includes when you’re packing a bag lunch.
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B. Distribute Handout 9: Bag a GO Lunch. Encourage students to use this list for some great suggestions for GO bag lunches. Tell them to read this list before the next session and be ready to name the idea they liked best. Have them place Handout 9 in the right pocket of their GO for Health folder. C. Encourage students to meet their goal to eat the amount of food in one food group recommended by their MyPyramid Plan. Food items/supplies for the GO Breakfast activity in Session 6 should be arranged for and ordered in advance from your cafeteria manager or parent volunteer(s). (See GO Breakfast Activities section at the end of Session 6.)
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Session 5 ♥ Handout 8 ♥ Name GO for the Recommended Amounts
Eating the amounts of foods recommended by MyPyramid Plan will help my body stay in energy balance. During one day before the goal date, I will eat the recommended amount for one or both of these two food groups: Food Group
Recommended Amount
________________________
_______________
________________________ Session 3 ♥ Handout 6
_______________
♥ Name
I will achieve my goal by: ________________ (date) ___________________________ My Signature
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Session 5 ♥ Transparency C
The Best Kind of Bag Lunch
GO/Variety: ♦More
than half the foods are GO foods. ♦The foods are from at least 4 out of the 5 food groups.
slices of Swiss cheese box of 100% fruit juice whole-wheat crackers low-fat turkey cucumber slices
_______ _______ _______ _______ _______
_______ _______ _______ _______ _______
Codes: G = Grains V = Vegetables F = Fruits M = Milk MB = Meat and Beans 93
Session 5 ♥ Transparency D
No GO & No Variety:
More than half the foods are not GO foods. ♦ The foods are not from at least 4 out of the 5 food groups. ♦
Other Kinds of Bag Lunches No GO/No Variety:
More than half the foods are not GO foods. ♦ The foods are not from at least 4 out of the 5 food groups. ♦
GO/No Variety:
More than half the foods are GO foods. ♦ The foods are not from at least 4 out of the 5 food groups. ♦
cantaloupe low-fat string cheese regular potato chips peanut butter with added fat and sugar white bread box of raisins
___G___ ___G___ ___W___ ___S___
___F___ ___M___ ___G___ ___MB__
___S___ ___G___ ___G___ ___F___
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Session 5 ♥ What’s in the Bag? (directions for Group 1) 1. Here are the food items in your group’s bag lunch: • Cheddar cheese • Sweet roll
• Vanilla wafers • Whole milk
2. 9 Check the kind of bag lunch you think this is: F No GO/No Variety: (1) More than half the foods are not GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F GO/No Variety: (1) More than half the foods are GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F No GO/Variety: (1) More than half the foods are not GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid. F GO/Variety: (1) More than half the foods are GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid.
3. Discuss how your group could modify your bag lunch so that it is a
GO/Variety kind of bag lunch. Remember that you should have no fewer than 4 food items and no more than 6 food items. Remember that each food item of a combination food counts as a separate item.
4. Write the new food items below. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ 95
Session 5 ♥ What’s in the Bag? (directions for Group 2) 1. Here are the food items in your group’s bag lunch: • Low-fat string cheese • Low-fat, whole-grain
crackers
• Low-fat, 100% fruit juice-
sweetened yogurt • Fruit bar
2. 9 Check the kind of bag lunch you think this is: F No GO/No Variety: (1) More than half the foods are not GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F GO/No Variety: (1) More than half the foods are GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F No GO/Variety: (1) More than half the foods are not GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid. F GO/Variety: (1) More than half the foods are GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid.
3. Discuss how your group could modify your bag lunch so that it is a
GO/Variety kind of bag lunch. Remember that you should have no fewer than 4 food items and no more than 6 food items. Remember that each food item of a combination food counts as a separate item.
4. Write the new food items below. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ 96
Session 5 ♥ What’s in the Bag? (directions for Group 3) 1. Here are the food items in your group’s bag lunch: Sausage on a stick Peanut butter with added sugar • Baked beans • •
• • •
White bread Cheese puffs Doughnut
2. 9 Check the kind of bag lunch you think this is: F No GO/No Variety: (1) More than half the foods are not GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F GO/No Variety: (1) More than half the foods are GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F No GO/Variety: (1) More than half the foods are not GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid. F GO/Variety: (1) More than half the foods are GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid.
3. Discuss how your group could modify your bag lunch so that it is a
GO/Variety kind of bag lunch. Remember that you should have no fewer than 4 food items and no more than 6 food items. Remember that each food item of a combination food counts as a separate item.
4. Write the new food items below. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
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Session 5 ♥ What’s in the Bag? (directions for Group 4) 1. Here are the food items in your group’s bag lunch: • • • •
Bologna Swiss cheese White bread Fried french fries
Peaches canned in heavy syrup • Whole milk •
2. 9 Check the kind of bag lunch you think this is: F No GO/No Variety: (1) More than half the foods are not GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F GO/No Variety: (1) More than half the foods are GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F No GO/Variety: (1) More than half the foods are not GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid. F GO/Variety: (1) More than half the foods are GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid.
3. Discuss how your group could modify your bag lunch so that it is a
GO/Variety kind of bag lunch. Remember that you should have no fewer than 4 food items and no more than 6 food items. Remember that each food item of a combination food counts as a separate item.
4. Write the new food items below. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
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Session 5 ♥ What’s in the Bag? (directions for Group 5) 1. Here are the food items in your group’s bag lunch: • •
Baked tortilla chips Tuna canned in water
• •
Whole-wheat bread Graham crackers
2. 9 Check the kind of bag lunch you think this is: F No GO/No Variety: (1) More than half the foods are not GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F GO/No Variety: (1) More than half the foods are GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F No GO/Variety: (1) More than half the foods are not GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid. F GO/Variety: (1) More than half the foods are GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid.
3. Discuss how your group could modify your bag lunch so that it is a
GO/Variety kind of bag lunch. Remember that you should have no fewer than 4 food items and no more than 6 food items. Remember that each food item of a combination food counts as a separate item.
4. Write the new food items below. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
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Session 5 ♥ What’s in the Bag? (directions for Group 6) 1. Here are the food items in your group’s bag lunch: • •
Cheddar cheese slices Beef jerky
• •
Whole milk Sunflower seeds
2. 9 Check the kind of bag lunch you think this is: F No GO/No Variety: (1) More than half the foods are not GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F GO/No Variety: (1) More than half the foods are GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F No GO/Variety: (1) More than half the foods are not GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid. F GO/Variety: (1) More than half the foods are GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid.
3. Discuss how your group could modify your bag lunch so that it is a
GO/Variety kind of bag lunch. Remember that you should have no fewer than 4 food items and no more than 6 food items. Remember that each food item of a combination food counts as a separate item.
4. Write the new food items below. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
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Session 5 ♥ What’s in the Bag? (directions for Group 7) 1. Here are the food items in your group’s bag lunch: • Carrot sticks • Celery sticks
• Whole-wheat bagel • Box of 100% apple juice
2. 9 Check the kind of bag lunch you think this is: F No GO/No Variety: (1) More than half the foods are not GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F GO/No Variety: (1) More than half the foods are GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F No GO/Variety: (1) More than half the foods are not GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid. F GO/Variety: (1) More than half the foods are GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid.
3. Discuss how your group could modify your bag lunch so that it is a
GO/Variety kind of bag lunch. Remember that you should have no fewer than 4 food items and no more than 6 food items. Remember that each food item of a combination food counts as a separate item.
4. Write the new food items below. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
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Session 5 ♥ What’s in the Bag? (directions for Group 8) 1. Here are the food items in your group’s bag lunch: • Luncheon meat (ham) • White bread • Apple
• Chocolate cake with
frosting • Fried okra
2. 9 Check the kind of bag lunch you think this is: F No GO/No Variety: (1) More than half the foods are not GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F GO/No Variety: (1) More than half the foods are GO foods. (2) The foods are not from at least 4 out of the 5 food groups on MyPyramid. F No GO/Variety: (1) More than half the foods are not GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid. F GO/Variety: (1) More than half the foods are GO foods. (2) The foods are from at least 4 out of the 5 food groups on MyPyramid.
3. Discuss how your group could modify your bag lunch so that it is a
GO/Variety kind of bag lunch. Remember that you should have no fewer than 4 food items and no more than 6 food items. Remember that each food item of a combination food counts as a separate item.
4. Write the new food items below. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ 102
Session 5 ♥ What’s in the Bag? (Answer key for teachers) 1.
2.
3.
4.
5.
6.
7.
8.
Group 1 – No GO/No Variety • Cheddar cheese (milk, SLOW) • Sweet roll (grains, WHOA) • Vanilla wafers (grains, GO) • Whole milk (milk, WHOA) Group 2 – GO/No Variety • Low-fat string cheese (milk, GO) • Low-fat, whole-grain crackers (grains, GO) • Low-fat, 100% fruit juice-sweetened yogurt (milk, GO) • Fruit bar (grains, SLOW) Group 3 – No GO/No Variety • Sausage on a stick (meat & beans, WHOA) • Peanut butter with added sugar (meat & beans, SLOW) • Baked beans (meat & beans, SLOW) • White bread (grains, SLOW) • Cheese puffs (grains, WHOA) • Donut (grains, WHOA) Group 4 – No GO/Variety • Bologna (meat & beans, WHOA) • Swiss cheese (milk, SLOW) • White bread (grains, SLOW) • Fried french fries (vegetables, WHOA) • Peaches canned in heavy syrup (fruits, WHOA) • Whole milk (milk, WHOA) Group 5 – GO/No Variety • Baked tortilla chips (grains, GO) • Tuna canned in water (meat & beans, GO) • Whole-wheat bread (grains, GO) • Graham crackers (grains, GO) Group 6 – No GO/No Variety • Cheddar cheese slices (milk, SLOW) • Beef jerky (meat & beans, WHOA) • Whole milk (milk, WHOA) • Sunflower seeds (meat & beans, GO) Group 7 – GO/No Variety • Carrot sticks (vegetables, GO) • Celery sticks (vegetables, GO) • Whole-wheat bagel (grains, GO) • Box of 100% apple juice (fruits, GO) Group 8 – No GO/Variety • Luncheon meat – ham (meat & beans, SLOW) • White bread (grains, SLOW) • Apple (fruits, GO) • Chocolate cake with frosting (grains, WHOA) • Fried okra (vegetables, WHOA) 103
Session 5 ♥ Handout 9 ♥ Name Bag a GO Lunch 5 Pack raw veggies such as carrots, celery, zucchini, broccoli, green pepper, cauliflower, or jicama—and a small container of low-fat yogurt dip or low-fat salad dressing to dunk the veggies in. 5 Perk up your peanut butter sandwiches by adding sliced bananas, raisins, or dates. 5 Add something naturally sweet like fresh fruit, dried fruit, or fig bars made with fruit juice. 5 Use a variety of whole-grain foods from the Grains food group—like rye bagels, whole-wheat pita pockets, oatmealraisin muffins, or corn tortillas. 5 Try a sandwich made with low-fat sliced chicken or turkey luncheon meat, tuna packed in water, or canned salmon. 5 Pack extra crunch in your lunch with carrot sticks, celery sticks, baked tortilla chips, or pretzels. 5 Pack cinnamon graham crackers and a container of low-fat, plain yogurt. At lunchtime, crumble the crackers into the yogurt, stir, and enjoy!
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Health Trek 4: MyPyramid Want to know the number of calories and the amounts and types of foods you need daily? Go to www.MyPyramid.gov on the Internet, click on “My Pyramid Plan”, and enter your information. You can also get a personalized food guide. •
MyPyramid provides personalized information about the amounts of foods from the five food groups you should eat each day and encourages you to eat a variety of foods from the five groups. For example, from the Vegetable group you should eat lots of orange and dark green vegetables, as well as legumes and starchy vegetables.
•
Eating the recommended amounts will help your body stay in energy balance.
•
Besides healthful eating, MyPyramid reminds you to be physically active at least 30 minutes every day, whenever possible.
Go for GO Game Play a game to review GO foods and GO physical activities. More than 3 things belong to each category below. But the object of the game is to guess the 3 things printed on the other side of this page. (Don’t peek!) Give your team 1 point for each correct answer. 1. GO activities you play using a ball 2. Vegetables you can eat with the peeling on or off 3. Great GO drinks 4. GO activities that begin with the letter S 5. Foods that can be made with whole grains 6. Fruits that begin with the letter P 7. Dried fruits 8. Whole grains 9. GO activities you play on a team 10. GO foods from the Milk food group
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“GO and Variety” Bag Lunches Making and eating bag lunches that are the “GO and Variety” type is an important part of healthful eating. In a “GO and Variety” bag lunch — •
more than half the foods are GO foods
•
the foods are from at least 4 out of the 5 food groups in MyPyramid (Fruits; Vegetables; Grains; Milk; Meat and Beans)
Using the GO-SLOW-WHOA List from Health Trek 1 (and www.MyPyramid.gov, if possible), as a team explain why BAG LUNCH 1 is a “GO and Variety” bag lunch but BAG LUNCH 2 isn’t. Then make changes to BAG LUNCH 2 so that it will also be a “GO and Variety” bag lunch. BAG LUNCH 1
BAG LUNCH 2
Tuna sandwich – wholewheat bread, tuna canned in water, low-fat mayonnaise
BLT sandwich – white bread, bacon, lettuce, tomato, mayonnaise
Carrot sticks
Corn chips
Blueberries
Chocolate cookie
1% milk
Orange-flavored drink
GO for GO Game: Answer Key 1. baseball, volleyball, tennis 2. cucumber, squash, potato 3. 100% fruit juice, water, nonfat milk 4. swimming, skating, soccer 5. bread, cereal, tortilla
6. 7. 8. 9. 10.
peach, pineapple, papaya raisins, apricots, dates whole wheat, oats, brown rice basketball, volleyball, kickball 1% milk, low-fat plain yogurt, part-skim mozzarella cheese
YES! We read Health Trek 4, played the Go for GO Game, and talked about GO bag lunches. Check the adults on your home team for Health Trek 4:
Mom
Dad
Other _____________________________
Student _______________________________________ Teacher _____________________
______________________ ØDue date for return slipØ Health Trek 4
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Session 6 ♥ A Very Important Meal
In this session, students will: 1. Recognize that eating breakfast is essential to good health. 2. Eat and evaluate a breakfast composed of a variety of GO foods.* *Learning Objective
Outline: Session 6 Suggested Time
Activities
5
1. Goal Check
12
2. Discussion
22
3. Breakfast Preparation
1
4. Summary
Audio/Visual
Student Materials • Handout 8 • Handout 9 GO-SLOW-WHOA List Handout 10
40 minutes
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Activity 1: Goal Check Purpose: To receive social support for achieving their goal to eat the amount of food in one food group recommended by their MyPyramid Plan. A.
Ask students to take out Handout 8: GO for the Recommended Amounts. Tell students to raise their hand if they achieved their goal to eat the amount of food in one or two food groups recommended by their MyPyramid Plan. Congratulate these students by saying “WAY TO GO!”
B. As time permits, ask a few students who completed their goal to name the food group for which they ate the recommended amount of food. Encourage those students who did not achieve their goal to keep trying. C. Ask students to take out Handout 9: Bag a GO Lunch. Ask a few of them to name their favorite lunch on the list. Encourage all students to bag lunches that are made up of a variety of mostly GO foods. Remind them that this is one way to break through barriers to healthful eating. D. Announce that they are now going to turn their attention to another meal of the day—the most important one.
Activity 2: Discussion Purpose: To recognize that eating breakfast is essential to good health. A.
Ask students why it is important for them to eat a variety of foods every day. (They need the nutrients from foods in all five food groups in MyPyramid.)
B. Inform students that eating breakfast every day is the first step in making sure they get enough vitamins, minerals, carbohydrates, and protein to keep them healthy, help them feel good, and give them energy. Use the following dialogue box to discuss the importance of breakfast. • What does the word breakfast mean? (Break: to stop; fast: to not eat) • Since you don’t eat while you’re sleeping, it’s as if you are fasting. When you get up, you break your fast by eating breakfast.
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• Not eating breakfast is like starting out on a car trip with no gas in the gas tank. When you get up in the morning, your stomach, like the car, is running on empty. • When you eat breakfast, you add food to your stomach before you start out on your day’s journey. • Although people come in all shapes and sizes, it’s important for everyone to eat meals regularly every day—and breakfast is an essential meal for everyone. • The most healthful breakfasts, GO breakfasts, are made up of a variety of GO foods.
C. Point out that some breakfast foods are WHOA foods because they contain a lot of fat, sugar, or both. Tell students to pay careful attention to the following discussion of breakfast foods because in the next session they will use the information to modify less healthful breakfast menus so they will be more healthful. Have them take out their GO-SLOW-WHOA List and use the following dialogue box to expand on this discussion. • Turn to the Grains section and look at the Breads, Muffins, and Sweet Breads category. Why do you think croissants, sweet rolls, and doughnuts are in the WHOA column? (They contain a lot of fat and sugar.) These foods are okay to eat for breakfast once in a while. But which foods in this category should you eat most often? (Breads, rolls, bagels, etc. made with whole grains; corn tortillas) • In this list, where are breads, rolls, and bagels that are made with refined flour? (In the SLOW column) Why? (They’re more processed foods since the flour has been refined, which destroys a lot of the vitamins in the grain. Foods made with refined flour don’t provide as many vitamins as whole-grain products do.) • Look at the Cereals category. As you would expect, cereals with a lot of fat and sugar are in the WHOA column. But whole-grain, low-sugar cereals are GO foods. • How can you find out the amounts of sugar and fat in a food? (Read the food label.) Also, remember that you can use the food label and the list of ingredients to help you decide how processed a food as.
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• Turn to the Milk and Dairy section and look at the Milk category. Flavored milk, whether it’s whole milk or 2%, is a WHOA food. Why? (Because of the amount of sugar) What are more healthful alternatives to WHOA types of milk? (GO: fatfree or 1% milk; SLOW: plain 2% milk, flavored fat-free or 1% milk) • Turn to the Meat, Beans, and Eggs section. Bacon is a breakfast food. Why is it best to eat bacon only once in a while? (It’s a WHOA food because it contains a lot of fat.) • Many people eat eggs for breakfast. Eggs are a GO food. What is the WHOA way to prepare eggs? (Fried in margarine or some type of animal fat like butter or lard) This fits with what you have learned about healthful types of fats and oils. What are the most healthful types? (Vegetable oils and oils that stay liquid at room temperature) • Let’s review what you learned in GO for Health-4 about margarine. Most margarines contain trans fats. A trans fat is a processed fat. It’s the least healthful type of fat. It’s formed when healthful liquid vegetable oils are made into unhealthful solid fats by chemical processing. Eating too much trans fat can cause health problems. If a food label shows that the food contains “trans fats,” then it’s not a food you want to eat often. • Some people eat cereal bars, breakfast bars, granola bars, or fruit bars for a quick breakfast. Let’s see how healthful they are. Turn back to the Grains section and look at the Cookies/Cakes/Brownies category for cereal bars and fruit bars. Are they GO, SLOW, or WHOA? (SLOW) • When you’re choosing one of these bars, look at the list of ingredients to see if they contain “hydrogenated fat” or “partially hydrogenated fat.” You learned in GO for Health-4 that “hydrogenated fat” and “partially hydrogenated fat” are types of trans fats. Many of these quick-breakfast bars contain these types of trans fats; a few do not. When you can, try to choose a more healthful breakfast bar. D. Have students place their GO-SLOW-WHOA List in the left pocket of their GO for Health folder. Remind them that they will modify breakfast menus in the next session, but that now they are going to prepare, eat, and evaluate a GO breakfast. 110
FYI: See the FYI section of this manual for background information on Breakfast.
Activity 3: Breakfast Preparation Purpose: To prepare, taste, and evaluate a GO breakfast. A.
Give students time to wash their hands before this activity.
B. Explain to students that they will now have the chance to eat a GO breakfast. Choose from one of the three menus located at the end of this session. Tell them the menu for the breakfast. Then state the procedure for today’s session by explaining one of the following options: - Option #1: Arrange to take students to the cafeteria, where they will be served a GO breakfast. - Option #2: Arrange to take students to the cafeteria, where they will serve themselves a GO breakfast. - Option #3: Arrange to bring GO breakfast food items into your classroom, where students will serve themselves a GO breakfast. C. After students have finished eating, distribute Handout 10: A GO Breakfast. Instruct students to write down the ingredients of the breakfast and to explain in their own words why it was a GO breakfast. As time permits, have a few volunteers share their answers. D. If any time remains, ask students how they might change this breakfast to make it be different but still be a GO breakfast. E. Have students place Handout 10 in the right pocket of their GO for Health folder.
Activity 4: Summary Purpose: To review the main points of Session 6. A.
Use the following dialogue box to emphasize the importance of eating a healthful breakfast.
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• Eating breakfast gives you the energy to start your day feeling good. A GO breakfast will give you that energy and also help your body stay in energy balance. • Let’s review what a GO breakfast is. (It’s made up of foods from at least 3 out of the 5 food groups in MyPyramid, and more than half the foods are GO foods.) B. Point out that many foods served for breakfast in the cafeteria are GO foods. Encourage students who eat breakfast at school to identify and choose GO foods. For Session 7 you will need a copy of your school cafeteria’s weekly or monthly menu.
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Session 6 ♥ Handout 10 ♥ Name A GO Breakfast I ate the following foods for the GO breakfast at school: ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________
This was a GO breakfast because ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________.
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Guidelines for GO Breakfast Activity The following guidelines will help with organization and preparation of the GO Breakfast Activity. Coordinating this activity with the school cafeteria manager is recommended. However, if this is not possible, parent volunteers may be helpful in gathering the necessary ingredients and supplies. If the breakfast preparation activity will be coordinated with the cafeteria manager, please note the following guidelines.
1. Teachers need to meet at least four weeks prior to the GO breakfast activity to discuss the date they will be teaching the lesson. Ideally, all fifth grade teachers should schedule the GO breakfast activity on the same day so the cafeteria manager will have to place an order for the foods only once. 2. A teacher representative and cafeteria manager should meet four weeks prior to the GO breakfast activity to do the following: ♥ Discuss the GO breakfast activity and make any modifications or changes in the recipes that may be needed. Order forms for all fifth grade classrooms should be turned in to the cafeteria manager at this time. ♥ Discuss the procedures for picking up the ingredients and supplies from the cafeteria and returning them. ♥ Decide whether or not teachers need to send a reminder to the cafeteria manager before the breakfast preparation activity.
If you are not coordinating with the cafeteria manager, parent volunteers may find the following requisition worksheets helpful as well.
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GO Breakfast Sample Menus Menu #1 Menu items Spoon-size shredded-wheat cereal 1% low-fat milk Cut up fresh fruit (e.g. bananas, strawberries, blueberries)
Serving Size ¾ cup ½ pint ½ cup
Preparation instructions: Measure the cereal, milk, and fresh fruit into a bowl.
Menu #2 Menu items Spoon-size shredded-wheat cereal Whole-wheat, corn, or rice squares cereal Nuts (e.g. peanuts, pecans, walnuts) or sunflower seeds Plain, fat-free yogurt Cut up apples
Serving Size ¼ cup ¼ cup ¼ cup 1 cup ½ cup
Preparation instructions: Measure the cereals, nuts or sunflower seeds, yogurt, and cut up apples into a bowl. Mix carefully.
Menu #3 Menu items Eggs Whole-wheat toast 100% fruit juice
Serving Size 1 egg 1 slice ½ cup
Preparation instructions for eggs: 1. Spray electric skillet with non-stick spray and set to medium heat. 2. Crack eggs into a bowl and blend with a fork. 3. Pour blended eggs into the electric skillet. As soon as eggs begin to solidify, use a wooden spoon to scrape the eggs from the sides and bottom of the pan and fold them over into the middle. Repeat this action continuously, taking care not to burn the underside of the eggs or allow them to stick to the bottom of the pan, until all of the runny liquid has disappeared, but the eggs are still moist. 4. Serve the scrambled eggs with toast.
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Complete a copy of this form and attach to it a copy of the recipe your students will be preparing. Submit the completed form and recipe to your cafeteria manager or parent volunteer(s).
Menu #1 Requisition Form GO for Health – 5: Session 6 To:____________________________
From:___________________________
(Cafeteria Manager or Parent Volunteer)
(Teacher)
School:___________________ Room #:_______ # of Students:___
_____
Date Needed:_________________ _____________________ _____________ (Day) (Month) (Year) Day of Week:______________________ Time:__________________________ Ingredients/Supplies _____
spoon-size shredded-wheat cereal – ¾ cup/serving
_____
½ pint cartons of 1% low-fat milk – 1 cup/serving (½ pint carton = 1 cup)
_____
cut up fresh fruit (e.g., bananas, blueberries, strawberries) – ½ cup/serving
__2__
½-cup dry measuring cups
__2__
¼-cup dry measuring cups
__2__
1-cup liquid measuring cups
_____
cereal bowls – 1/person
_____
plastic spoons – 1/person
_____
paper napkins – 1/person Thank you!
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Complete a copy of this form and attach to it a copy of the recipe your students will be preparing. Submit the completed form and recipe to your cafeteria manager or parent volunteer(s).
Menu #2 Requisition Form GO for Health – 5: Session 6 To:____________________________
From:___________________________
(Cafeteria Manager or Parent Volunteer)
(Teacher)
School:___________________ Room #:_______ # of Students:___
_____
Date Needed:_________________ _____________________ _____________ (Day) (Month) (Year) Day of Week:______________________ Time:__________________________
Ingredients/Supplies _____
spoon-size shredded-wheat cereal – ¼ cup/serving
_____
whole-wheat, corn, or rice squares cereal – ¼ cup/serving
_____
nuts (e.g. peanuts, pecans, walnuts) or sunflower seeds – ¼ cup/serving
_____
plain, fat-free yogurt – 1 cup/serving
_____
cut up apples – ½ cup/serving
__2__
¼-cup dry measuring cups
__1__
1-cup dry measuring cups
__1__
½-cup dry measuring cups
_____
cereal bowls – 1/person
_____
plastic spoons – 1/person
_____
paper napkins – 1/person Thank you!
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Complete a copy of this form and attach to it a copy of the recipe your students will be preparing. Submit the completed form and recipe to your cafeteria manager or parent volunteer(s).
Menu #3 Requisition Form GO for Health – 5: Session 6 To:____________________________
From:___________________________
(Cafeteria Manager or Parent Volunteer)
(Teacher)
School:___________________ Room #:_______ # of Students:___
_____
Date Needed:_________________ _____________________ _____________ (Day) (Month) (Year) Day of Week:______________________ Time:__________________________ Eggs 1 egg Whole-wheat toast 1 slice 100% fruit juice ½ cup Ingredients/Supplies _____
eggs – 1 egg/serving
_____
whole-wheat bread – 1 slice/serving
_____
100% fruit juice – 6 fl. oz/serving
_____
electric skillet
_____
toaster
__1__
8 fl. oz liquid measuring cup
_____
plates – 1/person
_____
wooden spoon
_____
non-stick cooking spray
_____
plastic forks – 1/person
_____
paper napkins – 1/person Thank you!
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Session 7 ♥ Bright Ideas for Breakfast
In this session, students will: 1. Evaluate and modify breakfasts so that they include a variety of GO foods.* 2. Identify GO foods that are healthful choices for breakfast.* 3. Set a goal to change a health-related behavior: eat at least two breakfasts made up of a variety of GO foods.* 4. Discuss the homework program. *Learning Objective
Outline: Session 7 Suggested Time
Activities
20
1. Group Work
8
2. Checklist
Student Materials • GO-SLOW-WHOA List • Handout 11 Handout 12
6
3. Goal Setting
Handout 13
5
4. Homework
1
5. Summary
Audio/Visual • Transparency 11 • School cafeteria calendar
Health Trek Scoreboard
Health Trek 5
40 minutes
119
Activity 1: Group Work Purpose: To evaluate and modify breakfasts so that they include a variety of GO foods. A.
Review the importance of eating a healthful breakfast. Remind students that not eating breakfast is like starting out on a car trip with no gas in the gas tank.
SAY: • Breakfast gives your body fuel to start the day. And yet some people—kids, teenagers, and adults—don’t always eat breakfast. What excuses might they have for not eating it? (Not hungry; not enough time) • Not eating a healthful breakfast is a barrier to staying healthy. How could these people break through this barrier? (Eat a small breakfast made up of GO foods; eat something that is quick to prepare and eat, such as a low-fat, low-sugar cereal with fat-free or 1% milk and a piece of fruit) B. Tell students they are going to modify breakfasts to make them GO breakfasts. Explain that you are going to guide them to modify one breakfast before they work in groups to modify two other breakfasts. C. Project Transparency 11: Make It a GO and keep everything covered except the definition. Read, or have a student read, the definition of a GO breakfast. D. Uncover Breakfast #1. Point out that whole milk is being served with the sugar-coated regular granola. Ask what the beverage is and whether it is a GO, SLOW, or WHOA food. (2 glasses of orange juice; GO food since it is 100% fruit juice) E. Review what students learned about beverages in Hearty Heart and Friends using the dialogue box below. • The daily recommended amount is only one small glass because 100% fruit juices contain a lot of natural sugar. Natural sugar is more healthful than added sugar, but it has a lot of calories since it is sugar. When you limit fruit juice to one small glass a day, you’re helping your body stay in energy balance. 120
F.
Have students take out their GO-SLOW-WHOA List. Ask them to name beverages that are not GO. (Energy drinks, sports drinks, coffee drinks, fruitflavored drinks and fruit-juice drinks, etc.) Ask them why these are not GO beverages. (They do not contain nutrients; they contain a lot of sugar; some of them also contain caffeine.) Tell students to keep in mind this information about GO and WHOA beverages when they are modifying breakfasts.
G. Ask students how Breakfast #1 could be changed to fit the definition of a GO breakfast. (Possible answer: whole-grain, low-sugar cereal; 1% milk; lowfat muffin; 1 small glass of 100% orange juice) Make sure that more than half the foods are GO foods, and that the foods are from at least 3 out of the 5 food groups in MyPyramid. Draw a line through the original food items and write the replacement items on the lines to the right. H. Distribute Handout 11: Make It a GO. Explain the procedure as follows: • You’ll work in groups. • On the lines to the left under “Breakfast #2,” each student will write on their handout the food items that one student in the group ate and drank recently for a breakfast at home. • On the lines to the left under “Breakfast #3,” each student will write the food items that one student in the group ate and drank recently for a breakfast at school. If no student has eaten breakfast at school recently, use a menu from the cafeteria’s calendar as Breakfast #3. • As a group, you’ll decide how to modify Breakfast #2 and Breakfast #3 so that they are GO breakfasts. Each student should draw a line through the original food items then write the replacement items on their handout on the lines to the right. I.
Divide students into small groups. Tell them how long they will have to do the work. Monitor them as they work to make sure they have understood the assignment.
J.
As time permits, have a representative from each group announce one of their menus. Ask the other students to determine whether the modified breakfast meets the definition of a GO breakfast.
K. Congratulate students on their work. Have them place their GO-SLOWWHOA List in the left pocket of their GO for Health folder and Handout 11 in the right pocket. 121
FYI: See the FYI section of this manual for background information on Breakfast.
Activity 2: Checklist Purpose: To identify GO foods that are healthful choices for breakfast. A.
Distribute Handout 12: Bright Ideas for Breakfast to each student. Explain that this handout includes a variety of suggestions for tasty GO breakfasts.
B. Instruct students to read through the suggestions and then check the boxes next to the four they would most like to try. C. As time permits, discuss some of the suggestions that students checked. Encourage them to remember this list when they have the opportunity to make food choices for breakfast. Have students place Handout 12 in the right pocket of their GO for Health folder.
Activity 3: Goal Setting Purpose: To set a goal to eat at least two breakfasts of a variety made up of GO foods. A.
Tell students they are going to set a goal to eat GO breakfasts. Distribute Handout 13: Light Up Your Life . . . Eat a GO-al Breakfast. Read, or have a student read, the text in the goal box. Remind students that when they set a goal, they decide what it is they want to do and when they want to do it, and then they try to do it when they said they would.
B. Explain the procedure as follows:
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• Write the date when you’ll have completed your goal; that “Goal Date” is ______________. [Give students the date of Session 9.] • Sign your name on the “My Signature” line to show that you’ll try to achieve your goal. • Under the goal box, record the date of each GO breakfast you ate, the food items you ate and drank for each breakfast, and an explanation of why it was a GO breakfast. • Be specific about the food. For example, instead of simply writing cereal, write low-fat, low-sugar cereal. • Write each food item or ingredient on a separate line. For example, if you drank a fruit smoothie, you would write banana, strawberries, and fat-free milk each on a separate line. • Write all the food items you ate, even if they aren’t in one of the five food groups in MyPyramid. Remember that the food items in the Oils section and Other section of the GO-SLOW-WHOA List are not in the five food groups. For instance you would write down syrup and butter if you ate them with pancakes. But are they in one of the five food groups? (No; syrup is in the Other section and butter is in the Oils section.) • If you ate more than two GO breakfasts and want to also list the food items for them, use the back of the page. C. Encourage students to use Handout 12 and the GO foods in their GOSLOW-WHOA List when they need ideas for GO breakfasts. D. Have students place Handout 13 in the right pocket of their GO for Health folder.
Activity 4: Homework Purpose: To be given recognition for participating in Health Trek 4 and to receive Health Trek 5. A.
Point to the Health Trek Scoreboard, and ask all students who turned in a completed Health Trek 4 return slip and have a checkmark under Health Trek 4 on the scoreboard to raise their hand. Congratulate these students.
B. Remind those students who have completed Health Trek 1, 2, 3, and/or 4 but have not yet turned in the return slip to do so as soon as possible.
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C. Encourage those students who have not completed Health Trek 1, 2, 3, and/or 4 to try to do so as soon as possible. Ask those students who are having problems doing the homework, or finding an adult to participate with them, to talk to you soon. D. Distribute Health Trek 5: GO Breakfasts and GO Grocery Shopping. Point out that the tip sheet includes an activity to modify five WHOA breakfasts to make them GO breakfasts. It also provides information on healthful foods to choose when shopping for groceries. E. Instruct students to write their name and your name on the return slip on the front side of the tip sheet. Then have them turn it over and write the date you will teach Session 10 on the DATE DUE line. F.
Encourage students to complete the tip sheet with their parents as soon as they can.
G. Optional: Remind students that if they turn in at least four out of the six return slips they will receive a reward.
Activity 5: Summary Purpose: To review the main points of Session 7. A.
Tell students that it is all right to eat SLOW or WHOA foods like bacon and doughnuts once in a while, but a breakfast with mostly GO foods makes the most healthful kind of breakfast.
B. Urge students to break through two barriers to healthful eating: not eating GO foods for breakfast, and skipping breakfast altogether. Remind them to eat a GO breakfast every day so they will have the energy to start the day right. C. Ask students what their goal is. (To eat two GO breakfasts before Session 9) Emphasize that achieving this goal will help them practice making GO breakfasts an important part of their life.
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1) Before the next session, you will need to prepare food cards for a game by copying them (preferably onto card stock) and cutting them apart. You will also need to obtain a container that can hold 66 cards approximately 2” x 2-1/2.” 2) You may want to invite your school’s Child Nutrition Services cafeteria manager to be interviewed by your students. Students can prepare interview questions in advance about the breakfast and lunch foods served in the cafeteria. Topics might include: • • • • • •
how healthful the foods are what ingredients are in the foods which foods are low in fat and/or sugar which foods are whole-grain foods how processed certain foods are which foods contain trans fats (hydrogenated fat or partially hydrogenated fat)
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Session 7 ♥ Transparency 11 Make It a GO A GO Breakfast: More than half the foods are GO foods. The foods are from at least 3 out of the 5 food groups in MyPyramid.
BREAKFAST #1 sugar-coated regular granola whole milk high-fat muffin 2 glasses of 100% orange juice
BREAKFAST #2
BREAKFAST #3
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Session 7 ♥ Handout 11 ♥ Name Make It a GO A GO Breakfast: More than half the foods are GO foods. The foods are from at least 3 out of the 5 food groups in MyPyramid.
BREAKFAST #1 sugar-coated regular granola whole milk high-fat muffin 2 glasses of 100% orange juice
BREAKFAST #2
BREAKFAST #3
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Session 7 ♥ Handout 12 ♥ Name Bright Ideas for Breakfast 5 Eat a whole-grain, low-sugar cereal with fruit you like. 5 Cut a whole-wheat bagel in half. Spread each half with lowfat cream cheese and put slices of fruit on top. 5 Spread mashed pinto beans or kidney beans on a corn tortilla. Put part-skim mozzarella cheese on top and heat. If you like a spicier taco, add salsa or picante sauce. 5 Add one or more of the following to hot oatmeal: low-fat, low-sugar yogurt; fresh or dried fruits; nuts; cinnamon. 5 Spread peanut butter into a whole-wheat hot dog bun. Put a peeled banana, dried fruit, and a small amount of honey inside. Serve with a glass of low-fat milk. 5 Blend a cut-up banana with low-fat, low-sugar yogurt and low-fat milk or 100% fruit juice. Serve with oat bran muffins. 5 Heat up leftover spaghetti, lasagna, or pizza. 5 Combine low-fat cottage cheese with fresh peach slices or canned peaches packed in fruit juice. If you like, sprinkle cinnamon on top. 5 Split a whole-wheat English muffin in half, put tomato sauce and low-fat mozzarella cheese on each half, and heat until the cheese is melted.
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Session 7 ♥ Handout 13 ♥ Name Light Up Your Life . . . Eat a GO-al Breakfast I will eat at least 2 GO breakfasts* by ______________. (date) _________________________________ (My Signature) *A GO breakfast includes foods from at least 3 out of the 5 food groups in MyPyramid, and more than half of the foods are GO foods.
GO Breakfast 1
Date: _______________________
I ate: _______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
This was a GO breakfast because _______________________________________ __________________________________________________________________.
GO Breakfast 2
Date: _______________________
I ate: _______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
This was a GO breakfast because _______________________________________ __________________________________________________________________.
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Health Trek 5: GO Breakfasts / GO Grocery Shopping Change WHOA Breakfasts into GO Breakfasts! How do you know when a breakfast is a GO breakfast? More than half the foods are GO foods. The foods are from at least 3 out of the 5 food groups in MyPyramid (Grains, Vegetables, Fruits, Milk, Meat and Beans). As a home team, change these WHOA breakfasts into GO breakfasts. Use the GOSLOW-WHOA List from Health Trek 2 to help you choose GO foods. Suggested GO breakfasts are on the other side of this page. (Don’t peek!)
WHOA Breakfast 1.
GO Breakfast
• Sugar-coated cornflakes with whole milk • Mocha-flavored coffee drink with sugar and cream
2.
• 3-egg omelet with bacon and American cheese • Fried hash browns • 2% chocolate milk
3.
• Chocolate chip pancakes with maple syrup and butter • Orange-flavored drink (10% fruit juice)
4.
• Breakfast tacos made with white (refined) flour tortillas, chorizo and eggs (fried together), and American cheese • Cola-flavored soft drink
5.
• Glazed doughnuts • Café latte with sugar
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SHOP SMART…Watch what you put in your cart! Produce aisle/ juices sections – Choose fresh fruits and veggies; dried fruits with no added sugar; 100% fruit juice
Dairy section – Choose 1% or skim (nonfat) milk or soy milk; low-fat, plain or low-sugar yogurt; natural cheeses; eggs
Bakery – Choose whole-grain breads, rolls, tortillas, English muffins, and bagels
Cereal aisle – Choose whole-grain, low-sugar cereals; oatmeal; bulgur; lowfat granola
Frozen foods – Choose 100% fruit juice; frozen vegetables without sauce; frozen fruits without added sugar Canned foods/oils/dried beans aisles – Choose lowsodium canned vegetables, beans, and soups; dried beans; fruits packed in juice; vegetable oils and olive oil
Meat and fish sections – Choose fish and shellfish, chicken and turkey; lean meats
Chips/crackers/cookies aisles – Choose baked chips; pretzels; lowfat, whole-grain crackers; graham crackers; animal crackers; fig bars Read food labels – buy foods with 0g trans fat
“Change WHOA Breakfasts” activity: Suggested GO breakfasts 1. Whole-grain shredded-wheat cereal with 1% milk and sliced bananas 2. 2 scrambled eggs cooked in a pan with non-stick spray; whole-wheat toast; 1% milk 3. Whole-grain pancakes and fresh or frozen blueberries; 100% orange juice 4. Breakfast tacos made with corn tortillas, eggs scrambled in a pan with non-stick spray, and cheddar cheese; water 5. Natural peanut butter or almond butter on rye toast with raisins; green tea
YES! We read Health Trek 5 and changed WHOA breakfasts into GO breakfasts. Check the adults on your home team for Health Trek 5:
Mom
Dad
Other _____________________________
Student _______________________________________ Teacher _____________________
Health Trek 5
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Session 8 ♥ Plan of Action
In this session, students will: 1. Play an action game that reviews the concept of energy balance.* 2. Develop a plan of action and set a goal to change a health-related behavior: do three moderate or vigorous physical activities.* *Learning Objective
Outline: Session 8 Suggested Time 18
Activities 1. Action Game
20
2. Goal Setting: Plan of Action
2
3. Summary
Audio/Visual Food picture cards† Large container‡ Transparency 14A
Student Materials
Handout 14A
40 minutes †Prior to this session, prepare the food cards by copying them (preferably onto card stock) and cutting them apart. ‡The container needs to hold 66 cards approximately 2” x 2-1/2.”
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Activity 1: Action Game Purpose: To play an action game that reviews the concept of energy balance. A. Remind students that eating mostly GO foods, including at breakfast and in bag lunches, is important for helping their body stay in energy balance— and that it is also an important way to break through barriers to healthful eating. Ask them to name another way to keep their body in energy balance and, at the same time, break through barriers. Hint: It is something that does not involve food. (Doing physical activities) B.
Review the FIT formula with students using the dialogue box below. •
Let’s review what “FIT” stands for, since it gives us clues to the most healthful ways to do physical activities. What does the “F” stand for? (Frequently; you should do GO activities every day, or as often as possible)
•
The “I”? (Intensity; you should do GO activities with lots of energy and action, which means you will feel some or all of the body cues of a warm face, faster heartbeat, breathing harder, and sweating)
•
The “T”? (Time; you should do GO activities for a certain amount of time, which is a total of 60 minutes a day)
•
Practicing the FIT formula can help you break through some of the barriers to a healthy, active life.
C. Tell students they are going to play a game they may remember playing in GO for Health-4. Point out that the game demonstrates the idea of energy balance. Emphasize that they must listen carefully to the instructions. Hold up the container of the food cards and one food card. Explain the procedure using the following dialogue box.
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• This container is full of cards showing a picture and name of a food. Below the food name you’ll see the name of an exercise. You’ll also see the number of repetitions, or number of times, that everyone in the class will do the exercise when that card is drawn by a student. •
I’ll call on students to draw one card. The student will show the food to everyone and say what it is. The student will then announce the exercise and number of repetitions and lead the class in the exercise. After that, the student will take the food card back to their desk.
•
Everyone should pay close attention to the foods and the number of repetitions you have to do for them. See if you can figure out a pattern for the kinds of foods and the number of repetitions.
•
Do the exercises with “body control.” This means to watch out where all parts of your body are going and to not get into other students’ space. It also means to stay on your feet and not lose your balance.
D. As needed, briefly demonstrate (or have a student demonstrate) each exercise that students will be asked to do: arm circles, lunges in place, invisible jump rope, jog in place, jumping jacks, toe touches, knee lifts, march in place. E.
Have students play the game until all the food cards have been drawn, or as time allows.
F.
Afterward, ask students whether they saw a pattern in the kinds of foods and the number of repetitions. (Answer: GO foods are on the cards with only 5 repetitions; SLOW foods are on the cards with 10 repetitions; and WHOA foods are on the cards with 15 repetitions.) Verify this by asking students who drew a card with 5 repetitions to raise their hand. Ask these students to name the foods on the cards. Do the same for the cards having 10 and 15 repetitions.
G. Discuss why there are more repetitions on the SLOW and WHOA cards. (Answer: The WHOA foods have more calories—mostly from fat and added sugars. When you eat WHOA foods, for your body to use all those calories and stay in energy balance you will need to do more exercise..)
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H. Collect the cards that were drawn. Playing this game again after the GO for Health program is over will help students retain what they have learned about healthful eating.
Activity 2: Goal Setting Purpose: To develop a plan of action and set a goal to do three moderate or vigorous physical activities. A. Emphasize that in order to make physical activity a regular part of their life they should enjoy the GO activities they do. Explain that they will be less likely to get bored with physical activity if they do GO activities they enjoy or if they try new GO activities. B.
Point out that planning times and places to do GO activities will help them remember to make physical activity a regular part of their life—and that this is the purpose of the next activity.
C. Project Transparency 14A: An A-Mazing Plan of Action. Explain the procedure using the following dialogue box. •
A “plan of action” is an outline to help people achieve goals. Your plan of action is in the form of a maze with barriers, since barriers in real life sometimes make it complicated or difficult to achieve goals you’ve set. Completing a plan of action will help you set goals to do GO activities.
•
[Point to the center of the maze at the box labeled “My GO Activities.”] This is where you’ll list four GO activities you think you can do away from school before Session 10. [Give students the date of that session.]
•
You can list the same GO activity more than once. But do try to include a variety—indoor and outdoor activities; activities done on the weekend and activities done after school; activities done alone and activities done with others.
•
As you are making your plan of action, keep in mind that it’s best to do GO activities for a total of 60 minutes a day.
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D. Demonstrate the first step on Transparency 14A. Write the following activities on the four “GO Activity” lines in the “My GO Activities” box at the center of the maze: Raking Leaves; Biking; Swimming; Biking. E.
Distribute Handout 14A: An A-Mazing Plan of Action and Handout 14B: An A-Mazing Plan of Action (Extra Goals). Tell students they will work with only Handout 14A today. Instruct them to fill in the “GO Activity” lines. Stress that the four activities should be activities they are likely to do away from school; therefore, they should not include activities they might do during recess or in physical education class. Point to “Raking Leaves” on the transparency and emphasize that GO activities include things like raking leaves and sweeping floors.
F.
Point to the four goal boxes near the edges of the maze. Tell students they are to use these spaces to write down the goals of their plan of action. Stress that they should plan times and places that are realistic. Demonstrate this second step by saying the following and filling in the boxes for Goals 1 through 3 on Transparency 14A according to the following information: • Goal #1: I plan to rake leaves on [say an appropriate date] at home. I check that I’ll do this GO activity alone. • Goal #2: I plan to go swimming on [say an appropriate date] at the YMCA pool. I check that I’ll do this GO activity with a friend. • Goal #3: I plan to ride my bike on [say an appropriate date] at the park. I check that I’ll do this GO activity alone. • You will fill in only Goals #1, #2, and #3 today. You’ll leave Goal #4 as an extra goal that you can plan later if you don’t achieve one of the three goals you’ve planned.
G. Give students time to fill in their three goals. Monitor their work to be sure they understand the assignment. H. On Transparency 14A, point to the box for Goal #4 at the lower right. State that if they do not achieve one or more of their first three goals, they should set another goal in this space. I.
Demonstrate to students how they will later record whether or not they achieved a goal. Do this by tracing two of your three goals on Transparency 14A. [Refer to Transparency 14A: An A-Mazing Plan of Action (KEY) at the end of this session.] 136
a. Trace the maze from the box for Goal #1 all the way to the center of the maze and into the “Raking Leaves” area. Then check “I DID IT!” and fill in an appropriate date and “30” as the total number of minutes. b. Trace the maze from the box for Goal #2 to the box for Barrier #2. Stop there and fill in the barrier, that is, the reason you were unable to complete this goal, by writing “Y pool closed.” Check “I’ll make another goal!” c. Stress to students that they are not to trace the maze until they have completed or tried to complete each goal. Inform them that you will give them time to do this at the beginning of the next two sessions. J.
Have students place Handout 14A in the right pocket of their GO for Health folder.
Activity 3: Session Summary Purpose: To review the main points of Session 8. A. Ask students to name things they can do to help their body stay in energy balance. Supply the following as needed: • Do moderate and vigorous physical activities at least 60 minutes a day as often as possible. • Eat few foods high in fat and/or sugar. • Eat few foods that are less healthful after processing. • Eat moreGO foods than SLOW foods, and more SLOW foods than WHOA foods. B.
Stress to students that they are now working to achieve two goals. Ask volunteers to name them. (To eat three GO breakfasts; to do three GO activities) Remind them that in the next session there will be a goal check for their breakfast goal.
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Session 8 ♥ Food Cards for Action Game
GO Card #1
Apple
5-Second Jog in Place
Skim Milk
5 Toe Touches
Cherries
Grapes
5 Arm Circles
5 Lunges in Place
Low-fat Plain Yogurt
Low-fat String Cheese
5 Knee Lifts
5 Jumps on the Invisible Jump Rope
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GO Card #2
Whole-wheat, Low-sugar Cereal
5-Second Jog in Place
Natural Peanut Butter
1% Low-fat Milk
5 Jumping Jacks
Whole-wheat Toast
Raisins
5 Toe Touches
Eggs
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5 Knee Lifts
5-Second March in Place
5 Arm Circles
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GO Card #3
Tomatoes
Graham Crackers
Oatmeal
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5 Jumping Jacks
Shredded-wheat Cereal
5-Second Jog in Place
5 Arm Circles
Corn Tortilla
5 Toe Touches
5 Lunges in Place
Oatmeal
5 Jumps on the Invisible Jump Rope
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GO Card #4
Cucumber
5-Second Jog in Place
Low-fat Cottage Cheese
Banana
5 Jumping Jacks
Orange
Pineapple
5 Toe Touches
Broccoli
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5 Knee Lifts
5-Second March in Place
5 Arm Circles
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SLOW Card #1
2% Milk
Pancakes
2% Cottage Cheese
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10-Second Jog in Place
10 Arm Circles
Low-fat Muffin
Swiss Cheese
10 Toe Touches
10 Knee Lifts
10 Lunges in Place
Chocolate Skim Milk
10 Jumps on the Invisible Jump Rope
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SLOW Card #2
Toaster Pastry
French Toast
Peanut Butter with Added Sugar
QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
10-Second Jog in Place
Eggs Fried in Vegetable Oil
10 Jumping Jacks
Breakfast Taco Made with Refried Beans QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
10 Knee Lifts
10-Second March in Place
10 Toe Touches
Turkey Sausage
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10 Lunges in Place
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SLOW Card #3
Lean Ham
Baked Hash Browns
Vanilla Wafers
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10-Second Jog in Place
Raisins with Added Sugar
10 Arm Circles
Low-fat Mayonnaise
10 Toe Touches 10 Knee Lifts
10 Lunges in Place
Fruit Cocktail Canned in Light Syrup
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10 Jumps on the Invisible Jump Rope
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SLOW Card #4
Baked Potato with Butter
10-Second Jog in Place
Lean Ground Beef
Baked French Fries
10 Jumping Jacks Corn-on-the-Cob with Butter
10-Second March in Place
Cornbread
10 Toe Touches
Low-fat Granola
10 Arm Circles
10 Knee Lifts
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WHOA Card #1
Croissant
15-Second Jog in Place
Sweet Roll
Processed Cheese
15 Arm Circles
French Toast with Butter and Syrup
Whole Milk
15 Lunges in Place
Fried Hash Browns
15 Toe Touches 15 Knee Lifts
15 Jumps on the Invisible Jump Rope
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WHOA Card #2
Pudding Made with Whole Milk
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15-Second Jog in Place Sweet Rolls
Chocolatecovered Doughnut
Fried French Fries
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15 Jumping Jacks
Fried Chicken
15 Toe Touches
Milkshake
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15 Knee Lifts 15-Second March in Place
15 Lunges in Place
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WHOA Card #3
Chocolate Candies
Pie
Bacon QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
15 Jumping Jacks
Regular Hamburger
15 Arm Circles
Soft Drink
15 Toe Touches 15 Knee Lifts
15 Lunges in Place
Eggs Fried in Butter
15 Jumps on the Invisible Jump Rope
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Session 8 ♥ Transparency 14A An A-Mazing Plan of Action
149
Session 8 ♥ Transparency 14A–KEY An A-Mazing Plan of Action (KEY)
150
Session 8 ♥ Handout 14A ♥ Name An A-Mazing Plan of Action
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Session 9 ♥ GO for Health Options
In this session, students will: 1. Practice making healthful decisions by applying four options they can use to overcome barriers to doing GO activities and eating GO foods.* *Learning Objective
Outline: Session 9 Suggested Time
Activities
10
1. Goal Check
28
2. Group Work
2
3. Summary
Audio/Visual
Transparency 15
Student Materials • Handout 13 • Handout 14A Handout 15
40 minutes
152
Activity 1: Goal Check Purpose: To receive social support for achieving their goal to eat three GO breakfasts. A. Ask students to take out Handout 13: Light Up Your Life . . . Eat a GOal Breakfast. Tell them to raise their hand if they achieved their goal to eat three GO breakfasts. Congratulate these students by saying “WAY TO GO!” B.
As time permits, ask a few students who completed their goal to name the foods in one of the GO breakfasts they ate. Encourage those students who did not achieve their goal to keep trying.
C. Ask students to take out Handout 14A: An A-Mazing Plan of Action. Give them a few minutes to update their plan of action. As needed, remind them of the instructions: 1.
If they completed a goal, trace the maze from the goal box to the center of the maze, check “I DID IT!”, and fill in the date and total number of minutes.
2.
If they were unable to complete a goal, trace the maze from the goal box to the appropriate barrier box, fill in the barrier box, and check “I’ll make another goal.”
D. As time permits, have students name barriers they have encountered. E.
Have students place Handout 13 and Handout 14A in the right pocket of their GO for Health folder.
Activity 2: Group Work Purpose: To practice making healthful decisions by applying four options they can use to overcome barriers to doing GO activities and eating GO foods. A. Explain to students that it can be difficult to think of ways to overcome barriers to eating GO foods most of the time and to doing GO activities.
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B.
Emphasize that it can be particularly difficult to eat GO foods when they are eating some place other than home or school. Ask a few volunteers to name such places. (Examples: restaurant, friend’s house, mall, grandparents’ house, ball game, carnival)
C. Using the dialogue box below, briefly discuss why it is not always easy to eat GO foods when eating while not at home or school. • Name foods that many restaurants serve—especially fast food places or mall snack bars—that are not GO foods. (Examples: Fried hamburgers with bacon and double cheese; fried fish sandwiches; fried chicken nuggets; fried french fries; chips; pizza with sausage, pepperoni, and extra cheese toppings) • Name foods that friends or relatives serve that are not GO foods. (Examples: Fried foods, gravies, pie and ice cream, whole milk) • Name foods that are not GO foods that you buy at snack bars at the beach or swimming pool, or at ball games or other sporting events. (Examples: Hot dogs, chips, candy bars) • These are situations that really exist and that could be considered barriers to healthful eating.
D. Inform students that there are four GO for Health Options that may help them overcome some of these barriers—as well as any barriers they may be having in achieving the goals they set in their plan of action. As needed, define options as choices that can help them make decisions. E.
Project Transparency 15: GO for Health Options, and cover all but the first option. Point out that the text in bold for each option applies to physical activity. Read, or have a student read, the text that explains how the option can be applied when making decisions about eating or doing physical activity. Do the same for each of the other three options.
F.
Announce that there is a rap that can help them remember the four GO for Health Options. Uncover the rap at the bottom of the transparency. Rap it and then have students recite it a few times. [Notes to give the rap a syncopated rhythm: (1) Underlined words and syllables are the strong beats and should be given the most stress. (2) All lines include four strong beats except for the fourth line, which includes three. The fourth beat of the fourth line is the first beat of the following line.]
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CHOOSE or CHANGE or PLAN AHEAD Or DECIDE ON A LITTLE. That’s what I said! These four options, they’re the real thing To keep you in good shape during the— Spring, winter, summer, and fall, At home, in the park, at school, in the mall.
G. Distribute Handout 15: GO for Health Options. Encourage students to use these options when making GO for Health decisions about eating and physical activity. H. Tell students they are now going to practice using the GO for Health Options. Explain the procedure using the dialogue box below. • I will divide the class into small groups. Each group will be assigned one of the four options—CHOOSE, CHANGE, PLAN AHEAD, or DECIDE ON A LITTLE—to use to help your group make a GO for Health decision about either eating or physical activity. • I will describe a situation that could be a barrier to eating GO foods or to doing GO activities. • In your groups you will quietly discuss how you could use your assigned option to help you overcome the barrier. • Remember to look at the explanation of your option on Handout 15. This explanation can help you determine how to use the option to make a GO for Health decision. • I will then call on each group to name the option assigned to them and to tell how they used it to overcome the barrier. I.
Divide students into small groups, and assign each group one of the options. Announce the first situation: They are eating in a fast food restaurant. Explain that each group has to make a GO for Health decision about eating there. Inform groups how many minutes they have to reach their decision about how they could use their assigned option in this situation.
J.
After the time is up, call on group representatives to name their option and describe how they decided to apply it to the situation. (See Suggestions below.)
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Suggestions for the First Situation: • CHOOSE: Choose GO foods like a regular-size broiled hamburger, a side salad with low-fat dressing, low-fat milk, etc. • CHANGE: Change WHOA foods to GO or SLOW foods by taking the skin off the fried chicken, taking the cheese off the fish sandwich, taking the bacon off the hamburger, etc. • PLAN AHEAD: Pack a bag lunch or picnic of GO foods, rather than stop at a fast food restaurant; or choose a restaurant that they know offers a variety of GO foods they like to eat. • DECIDE ON A LITTLE: Eat only a small amount of a WHOA food like a sausage and pepperoni pizza or an ice cream sundae; or share a WHOA food like french fries with a friend or family member. K. Announce the second situation: They are visiting their aunt in her apartment. Explain that each group has to make a GO for Health decision about doing physical activity there. Repeat the same procedure. (See Suggestions below.) Suggestions for the Second Situation: • CHOOSE: Choose GO activities you could do alone or with your aunt, such as aerobic dancing, fast walking, or jogging. • CHANGE: Change a stroll with your aunt in the park or mall to moderate or vigorous walking; instead of sitting or lying still while watching TV, doing jumping jacks or sit-ups. • PLAN AHEAD: Arrange for times and places with your aunt that you could do GO activities during your visit; be sure to take along your swimsuit, tennis racquet, favorite aerobics music, etc. • DECIDE ON A LITTLE: Do at least a small amount of physical activity even if you don’t have opportunities to do GO activities for a long time. Climb stairs instead of taking an elevator; do aerobic dancing to music; jog in place or do jumping jacks during the commercials on TV. L.
Congratulate students on their work. Have them place Handout 15 in the right pocket of their GO for Health folder.
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Activity 3: Summary Purpose: To review the main points of Session 9. A. Summarize that sometimes it can be difficult to think of ways to break through the barriers they encounter that prevent healthful eating and physical activity. REVIEW: • There are barriers that can stop you from eating GO foods, such as the menu choices at fast food places. • There are also barriers that can stop you from doing GO activities, like not planning time to do them. B.
Emphasize that remembering the GO for Health Options of CHOOSE, CHANGE, PLAN AHEAD, and DECIDE ON A LITTLE can help them break through these barriers and make GO for Health decisions about eating and physical activity. Have students recite the rap with you. CHOOSE or CHANGE or PLAN AHEAD Or DECIDE ON A LITTLE. That’s what I said! These four options, they’re the real thing To keep you in good shape during the— Spring, winter, summer, and fall, At home, in the park, at school, in the mall.
C. Encourage students to continue working on their plan of action and their goal to do three GO activities. Remind them that there will be a goal check in the next session.
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Session 9 ♥ Transparency 15
GO for Health Options CHOOSE
Choose GO foods – or SLOW foods if there are no GO foods Choose GO activities
CHANGE
Change WHOA foods to GO foods or to SLOW foods Change low-intensity activities to GO activities
PLAN AHEAD
Take GO foods along or Stop at places where GO foods you like are served Arrange for times or places you know you can do GO activities or Take along things you’ll need to do GO activities
DECIDE ON A LITTLE
Eat just a small amount of a WHOA food Try to do at least a small amount of physical activity
CHOOSE or CHANGE or PLAN AHEAD Or DECIDE ON A LITTLE. That’s what I said! These four options, they’re the real thing To keep you in good shape during the— Spring, winter, summer, and fall, At home, in the park, at school, in the mall.
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Session 9 ♥ Handout 15 ♥ Name
GO for Health Options CHOOSE
Choose GO foods – or SLOW foods if there are no GO foods Choose GO activities
CHANGE
Change WHOA foods to GO foods or to SLOW foods Change low-intensity activities to GO activities
PLAN AHEAD
Take GO foods along or Stop at places where GO foods you like are served Arrange for times or places you know you can do GO activities or Take along things you’ll need to do GO activities
DECIDE ON A LITTLE
Eat just a small amount of a WHOA food Try to do at least a small amount of physical activity
CHOOSE or CHANGE or PLAN AHEAD Or DECIDE ON A LITTLE. That’s what I said! These four options, they’re the real thing To keep you in good shape during the— Spring, winter, summer, and fall, At home, in the park, at school, in the mall.
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Session 10 ♥ Building Blocks
In this session, students will: 1. Review the four options they can use to overcome barriers to doing GO activities and eating GO foods. 2. Analyze a problem that prevents people their age from eating GO foods or doing GO activities, and apply the GO for Health Options by writing advice letters to these people.* 3. Discuss the homework program. * Learning Objective
Outline: Session 10 Suggested Time 6
Activities 1. Goal Check
27
2. Group Work
5
3. Homework
2
4. Summary
Audio/Visual
Health Trek Scoreboard
Student Materials Handout 14A • Handout 15 • Tell It to Tillie letters (one per group) Health Trek 6
40 minutes
160
Activity 1: Goal Check Purpose: To receive social support for achieving their physical activity goal, and to report some of the GO activities they did. A.
Ask students to take out Handout 14A: An A-mazing Plan of Action. Give them a few minutes to do the final update on their plan of action. As needed, remind them of the instructions: 1.
If they completed a goal, trace the maze from the goal box to the center of the maze, check “I DID IT!”, and fill in the date and total number of minutes.
2.
If they were unable to complete a goal, trace the maze from the goal box to the appropriate barrier box, fill in the barrier box, and check “I’ll make another goal.”
B. Tell students to raise their hand if they achieved their goal to do three GO activities. Congratulate these students by saying “WAY TO GO!” C. As time permits, ask a few students who completed their goal to name a GO activity they did and any barriers they encountered. Encourage those students who did not achieve their goal to keep trying. D. Have students place Handout 14A in the right pocket of their GO for Health folder.
Activity 2: Group Work Purpose: To analyze a problem that prevents people their age from eating GO foods or doing GO activities, and to apply the GO for Health Options by writing advice letters to these people. A.
Set the stage for this activity using the following dialogue box. • Remember Tillie Tellstar, the intergalactic reporter from Planet Strongheart? Well, she also writes a special GO for Health advice column called Tell It to Tillie for a newspaper on Planet Strongheart.
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• What do you think Tillie’s advice column is about? [As needed, explain that Tillie gives helpful suggestions or recommendations to people who write to her about their barriers to healthful eating and physical activity.] • Tillie has been so overloaded with letters from her readers that she does not have time to answer all of them—and she needs your help! She needs you to answer some of the letters using good GO for Health advice. • What did you learn in the last session that you can use as a guide when answering the letters? (GO for Health Options) B. Ask students to take out Handout 15: GO for Health Options and recite the Options Rap with you: CHOOSE or CHANGE or PLAN AHEAD Or DECIDE ON A LITTLE. That’s what I said! These four options, they’re the real thing To keep you in good shape during the— Spring, winter, summer, and fall, At home, in the park, at school, in the mall.
C. Show students the TELL IT TO TILLIE letters they will help Tillie answer. Explain the assignment using the dialogue box below. • You will work in small groups. Your job will be to decide what advice to give to a reader who wrote Tillie a letter asking for help. You can assume that all of Tillie’s readers who wrote the letters are more or less your age. • Read and discuss the letter assigned to your group. • As a group, decide how the GO for Health Option checked at the end of your letter could be used to help the reader break through the barrier and make a GO for Health decision about eating or physical activity.
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• Be sure that your advice is as detailed as possible. For example, do not just say “CHOOSE something else to eat,” but instead name specific foods they could eat. Do not just say “PLAN AHEAD to do GO activities,” but instead explain the specific preparation and activities they could do. Also, be sure your advice is positive and realistic. • As a group, compose the letter. It should be in the form of a friendly letter. The student I assign as recorder will write the letter on the lines provided. Then all the group members should sign their name. D. Divide the class into small groups, and distribute one TELL IT TO TILLIE letter to each group. If you have more than twelve groups, give the same letter to more than one group. Designate a recorder in each group. E. Encourage students to use handouts from past sessions to help them decide what advice to give in their letter, including the following: FIT Formula, GO-SLOW-WHOA List, Bag a GO Lunch, Bright Ideas for Breakfast. F.
Tell students they will present their TELL IT TO TILLIE letter and their advice letter to the class. Inform them how long they have to compose the advice letter, and stress that they should work quietly and efficiently. Monitor groups as they work to be sure they have understood the assignment.
G. Optional: Encourage students who finish their advice letter early to write an additional letter explaining how another GO for Health Option could be used to break through the barrier described in the letter. H. When students have finished, either choose two members from each group or have groups choose two members who will read the letters aloud. I.
For each group, have one member read their TELL IT TO TILLIE letter (but not the GO for Health Option assigned to their group) and the other member read their advice letter. Discuss each group’s advice letter, as time permits using questions from the dialogue box below.
• Which GO for Health Option do you think was used in the advice letter? • Was the advice realistic? Positive? • Do you think the advice given will help the reader break through the barrier they wrote about? Why or why not?
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J.
Continue until every group has had a chance to read their TELL IT TO TILLIE letter and advice letter to the class.
K. Optional: Collect students’ work and post it in the classroom or hallway.
Activity 3: Homework Purpose: To be given recognition for participating in Health Trek 5 and to receive Health Trek 6. A.
Point to the Health Trek Scoreboard, and ask all students who turned in a completed Health Trek 5 return slip and have a checkmark under Health Trek 5 on the scoreboard to raise their hand. Congratulate these students.
B. Remind those students who have completed Health Trek 1, 2, 3, 4, and/or 5 but have not yet turned in the return slip to do so as soon as possible. C. Encourage those students who have not completed Health Trek 1, 2, 3, 4, and/or 5 to try to do so as soon as possible. Ask those students who are having problems doing the homework, or finding an adult to participate with them, to talk to you soon. D. Distribute Health Trek 6: Eating Out Options. Point out that the tip sheet provides information on healthful options for eating out at restaurants. It also includes an activity to list two of the GO for Health Options you could use when choosing foods at a favorite restaurant. E. Instruct students to write their name and your name on the return slip on the front side of the tip sheet. Then have them turn it over and write the date you will teach Session 12 on the DATE DUE line. F.
Encourage students to complete the tip sheet with their parents as soon as they can.
G. Optional: Remind students that if they turn in at least four out of the six return slips they will receive a reward.
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Activity 4: Summary Purpose: To review the main points of Session 10. A.
Congratulate again those students who completed their plan of action goals.
B. Suggest that all students continue to plan times when they can enjoy doing GO activities. Encourage them to try new GO activities if they do not like the ones they are doing so they can prevent getting bored with physical activity. C. Congratulate students on all the great recommendations for healthful eating and physical activity they included in their advice letters. Emphasize the following tips.
In Session 11, students will present role plays involving situations about healthful eating or physical activity that people their age could experience. Videotaping the role plays can be very effective, and the results can be shown long after the program has ended as reinforcement of the GO for Health-5 messages. If you choose to videotape the role plays, you will need to make arrangements for the necessary equipment.
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Session 10 ♥ Letter 1 (Group Directions) Dear Tillie, I’m on the swim team at our neighborhood community center. I have practice for two hours after school every Monday, Wednesday, and Friday. I really enjoy swimming, and I know this is a great GO activity. When I get out of the pool and wipe off, I’m wiped out and need something to eat in a hurry. The only foods available at the community center are candy bars and chips in the vending machines. So what else can I do but buy those WHOA foods? Sincerely,
I GO for the WHOA
Use the GO for Health Option of:
;
CHOOSE CHANGE PLAN AHEAD DECIDE ON A LITTLE
Dear I GO for the WHOA,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 166
Session 10 ♥ Letter 2 (Group Directions) Dear Tillie, I just love to do outside GO activities like biking, skating, and running. But when it’s raining outside, what can I do? It’s boring just sitting and watching TV. But I sure can’t bike or skate or run around in my house! Sincerely,
It’s Raining, It’s Pouring, and Indoors Is Boring
Use the GO for Health Option of:
;
CHOOSE CHANGE PLAN AHEAD DECIDE ON A LITTLE
Dear It’s Raining, It’s Pouring, and Indoors Is Boring,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
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Session 10 ♥ Letter 3 (Group Directions) Dear Tillie, Once a week my family and I eat dinner at a fast food restaurant called Golden Starches. I love this place! I always order a super-duper double burger with cheese and bacon, a large fries, and a jumbo shake. I know I shouldn’t be eating all this stuff every week, but it’s always what I want once I get there. Tillie, how can I go to the Golden Starches and have a good time, a good meal, and feel good about what I eat? Sincerely,
What I Want Is What I Get
Use the GO for Health Option of:
;
CHOOSE CHANGE PLAN AHEAD DECIDE ON A LITTLE
Dear What I Want Is What I Get,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 168
Session 10 ♥ Letter 4 (Group Directions) Dear Tillie, My family and I often go to my grandma’s house for Sunday dinner, and she always serves her favorite Sunday meal of fried chicken, mashed potatoes with lots of gravy, buttered corn, buttered rolls, and peaches with ice cream. Grandma loves to see us eating her cooking, and it’s so good that I always end up eating too much! I know all about GO foods. But Grandma doesn’t cook many GO foods. So what can I do except eat what she cooks? Sincerely,
What’s a Grandchild to Do
Use the GO for Health Option of:
;
CHOOSE CHANGE PLAN AHEAD DECIDE ON A LITTLE
Dear What’s a Grandchild to Do,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 169
Session 10 ♥ Letter 5 (Group Directions) Dear Tillie, I have to stay in the house after school until my parents get home from work. I can’t do any GO activities outside. So every day I have to just sit and play old video games. I’m not allowed to have any friends over either. What can I do, Tillie? Yours truly,
Home Alone Too
Use the GO for Health Option of:
;
CHOOSE CHANGE PLAN AHEAD DECIDE ON A LITTLE
Dear Home Alone Too,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
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Session 10 ♥ Letter 6 (Group Directions) Dear Tillie, When I get home from school, I’m so hungry I could eat my math book. Ha! Then I’d really have problems! Anyway, I usually run into the kitchen, look through the cabinets and refrigerator—and for the next hour I eat things like cookies, chips, and ice cream. Of course, when it comes time for dinner, I’m usually not hungry. My mom is threatening to put locks on the cabinets and refrigerator. What can I do, Tillie? I’m always starved after school, and dinner seems a long time away! Sincerely,
Starvin’ Marvin
Use the GO for Health Option of:
;
CHOOSE CHANGE PLAN AHEAD DECIDE ON A LITTLE
Dear Starvin’ Marvin,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 171
Session 10 ♥ Letter 7 (Group Directions) Dear Tillie, Every Tuesday night my Uncle Joe takes my sister and me to Papa Pepper’s Pizza Palace. Uncle Joe loves pizza, and he always orders Papa Pepper’s biggest pizza with lots of pepperoni and sausage and extra cheese. And for dessert he always buys us the Pizza Palace special— three scoops of ice cream. Uncle Joe is a really great guy, Tillie, but I wish he’d order some GO foods once in awhile. One time, I did try suggesting another place we could eat. But Uncle Joe loves Papa Pepper’s. What can I do? Yours truly,
Just Say GO Uncle Joe
Use the GO for Health Option of:
Dear Just Say GO, Uncle Joe,
;
CHOOSE CHANGE PLAN AHEAD DECIDE ON A LITTLE
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 172
Session 10 ♥ Letter 8 (Group Directions) Dear Tillie, I really get a kick out of soccer! I’m the captain of a team that plays all summer and fall. But when soccer is over, I go from being the fastest one on the team to being a couch potato. The only plan of action I have then is to sit around planning next season’s soccer strategies. What’s a good soccer player to do, Tillie? Sincerely,
No Plan of Action
Use the GO for Health Option of:
;
CHOOSE CHANGE PLAN AHEAD DECIDE ON A LITTLE
Dear No Plan of Action,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 173
Session 10 ♥ Letter 9 (Group Directions) Dear Tillie, I go to day camp during the summer, and I have to take along my own bag lunch. I never can decide what to pack in that bag, Tillie, so I just throw in a couple of candy bars, some chips, and a box of juice. I’m really sick of this lunch, but I don’t know what else to do. Sincerely,
My Bag is a Drag
Use the GO for Health Option of:
;
CHOOSE CHANGE PLAN AHEAD DECIDE ON A LITTLE
Dear My Bag is a Drag,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
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Session 10 ♥ Letter 10 (Group Directions) Dear Tillie, I often go to my neighbor Mrs. Rogers’ house after school. She always gives me snacks, and they’re usually WHOA snacks. She puts out a big plate of sugar cookies or a piece of cake with thick frosting or a big bowl of ice cream or . . . well, you get the picture. The trouble is that I don’t want to hurt Mrs. Rogers’ feelings, so I always eat whatever it is! Tillie, what can I do? Yours truly,
Trouble in Mrs. Rogers’ Neighborhood
Use the GO for Health Option of:
;
CHOOSE CHANGE PLAN AHEAD DECIDE ON A LITTLE
Dear Trouble in Mrs. Rogers’ Neighborhood,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 175
Session 10 ♥ Letter 11 (Group Directions) Dear Tillie, I know I should do more GO activities, but I just don’t seem to have the time. I always have something to do after school. I have music lessons, Scouts, homework, and taking care of my little brother. So you can see, Tillie, that it really is impossible for me to do physical activities! Right? Yours truly,
There’s No Time for GO Time
Use the GO for Health Option of:
;
CHOOSE CHANGE PLAN AHEAD DECIDE ON A LITTLE
Dear There’s No Time for GO Time,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
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Session 10 ♥ Letter 12 (Group Directions) Dear Tillie, I know I should do GO activities, and I really love to do things outside. But my problem is that I’m not any good at sports. Maybe that’s why I don’t like them. Also, I can’t go bike riding because I don’t own a bike. I guess GO activities just aren’t meant for me! Sincerely,
No Good at GO
Use the GO for Health Option of:
;
CHOOSE CHANGE PLAN AHEAD DECIDE ON A LITTLE
Dear No Good at GO,
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
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Health Trek 6: Eating Out Options Many families often eat meals away from home because the adults are working and don’t have a lot of time for shopping and preparing food at home. Meals at restaurants often have more calories, fat, and added sugars than meals cooked at home. This is a barrier that can prevent your family from eating GO foods. To help you break through this barrier, keep in mind the following GO for Health Options.
GO for Health Options CHOOSE
Choose GO foods – or SLOW foods if there are no GO foods Examples: Choose GO foods like a regular-size broiled hamburger, a pizza with veggies (instead of extra cheese or meat), a side salad with low-fat dressing, or low-fat milk.
CHANGE
Change WHOA foods to GO foods or to SLOW foods Examples: Take the bacon off the hamburger; take the skin off the chicken.
PLAN AHEAD
Take GO foods along
DECIDE ON A LITTLE
or
Stop at places where GO foods you like are served Examples: Pack a bag lunch or picnic of GO foods, rather than stop at a fast food restaurant; choose a restaurant that you know offers a variety of GO foods you like to eat. Eat just a small amount of a WHOA food Examples: Buy a small order of french fries instead of a large order; eat only 2 slices of pizza instead of 3 or 4 slices; share a WHOA food such as an ice cream sundae with a friend or family member.
Turn the page over to learn how to RAP your options!
Home Team Goal: Name a restaurant your family enjoys going to: ____________________________________________________________________ List 2 of the GO for Health Options you’ll use when choosing foods at this restaurant: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
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CHOOSE or CHANGE or PLAN AHEAD Or DECIDE ON A LITTLE. That’s what I said! These four options, they’re the real thing To keep you in good shape during the— Spring, winter, summer, and fall, At home, in the park, at school, in the mall. READ THESE TIPS FOR MORE EATING OUT OPTIONS •
Many restaurants serve large portions of food. Consider this: Split one entrée with another family member or friend and then each of you order a small vegetable salad.
•
Order a beverage made without added sugar, such as water, unsweetened iced tea, or 100% fruit juice.
•
If you go to the salad bar, load up on fresh vegetables and fruit, and select foods that provide healthy types of fat, such as hard-boiled eggs, nuts, sesame seeds, and vinaigrette salad dressings made with olive oil. Watch out for foods containing unhealthy fats, such as shredded cheese, regular salad dressing, croutons, bacon bits, ham strips, and prepared salads such as potato, macaroni, or pasta.
•
Look for key GO words in descriptions of foods on the menu—such as baked, broiled, steamed, and whole-grain.
•
Instead of putting butter on foods like bread and potatoes, use olive oil.
•
Take a walk around the block after dinner!
Congratulate each other when you make healthy food choices!
YES! We read Health Trek 6 and named two of the GO for Health Options we’ll use at a restaurant. Check the adults on your home team for Health Trek 6:
Mom
Dad
Other _____________________________
Student _______________________________________ Teacher _____________________
______________________ ØDue date for return slipØ Health Trek 6
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Session 11 ♥ Play Out the Options
In this session, students will: 1. Analyze a situation involving healthful eating and/or physical activity, apply the GO for Health Options, and prepare a role play about the situation.* 2. Present a role play about a situation involving healthful eating and/or physical activity.* *Learning Objective
Outline: Session 11 Suggested Time 22
Activities
Audio/Visual
1. Group Work
Transparency 15
16
2. Presentations
Optional: Equipment for videotaping
2
3. Summary
Student Materials
Role Play group directions sheet (one per group)
40 minutes
180
Activity 1: Group Work Purpose: To analyze a situation involving healthful eating and/or physical activity, apply the GO for Health Options, and prepare a role play about the situation. A.
Remind students of the helpful letters they wrote for Tillie Tellstar’s advice column during the last session. Emphasize that they wrote some great advice for healthful eating and physical activity.
B. Ask students if they can say the Options Rap without seeing it. Lead them in saying it together. (Use Transparency 15: GO for Health Options as needed.) CHOOSE or CHANGE or PLAN AHEAD Or DECIDE ON A LITTLE. That’s what I said! These four options, they’re the real thing To keep you in good shape during the— Spring, winter, summer, and fall, At home, in the park, at school, in the mall.
C. Announce to students that they are going to work in small groups to practice using the GO for Health Options in a role play, which they will prepare and present to the class. As needed, explain that a role play is a kind of play in which people make up lines and act out what they might do in a given situation. Explain the procedure using the following dialogue box. • Preparing a role play gives you the chance to think about your options in a certain situation and helps you decide which options to use. • Presenting a role play gives you the chance to actually practice using one or more of your options. • I will give a directions sheet to each group leader. The leader will write down the group members’ names and then read aloud the role play situation assigned to your group. • Your group will use the situation to create a role play about students making a GO for Health decision to eat healthful foods, to do physical activity, or to do both. Your group leader should then check the GO for Health decision you are going to act out.
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• As a group, you should decide which of the four GO for Health Options would be the best one to use for your situation. You can decide to use more than one option. Your group leader should check each option you are using and then read the role play directions aloud. • Everyone in your group must be in the role play. • Work quietly to prepare and practice your role play so you do not disturb the other groups. D. Assign students to groups, and designate group leaders. Distribute a different ROLE PLAY directions sheet to each group. (If you have more than twelve groups, give the same role play to more than one of them.) Inform students how long they have to prepare their role play. E. Encourage students to use handouts from past sessions as they prepare their role play, including the following: FIT Formula, GO-SLOW-WHOA List, Bag a GO Lunch, Bright Ideas for Breakfast. F.
Monitor groups as they work to make sure they have understood the assignment. Optional: Encourage groups who finish preparing their role play early to choose another option for their situation and prepare a different role play.
Activity 2: Presentations Purpose: To present a prepared role play about a situation involving healthful eating and/or physical activity. A.
Explain the procedure for presenting the role plays using the following dialogue box. • The group leader should set the scene for the role play. • Each group should remember to perform their role play so that everybody in the class can see and hear it. No one in the group should say which GO for Health option was selected. Afterward, the other students will guess. • Students watching the role play should be polite and not talk or practice their own role play during that time. 182
• Everyone should listen carefully to each role play to determine which of the GO for Health Options was used for the situation. B. Call on each group to present their role play. (Optional: Videotape the role plays.) Ask for applause after each presentation. Then discuss each role play, as time permits using the questions in the following dialogue box. • Which GO for Health Option(s) was used for the situation? • Do you think the option(s) was the best one? Why or why not? • Do you think the options(s) would work for you and your friends or family members in a similar situation? Why or why not?
Activity 3: Summary Purpose: To review the main points of Session 11. A.
Congratulate students on the interesting role plays they presented.
B. Emphasize that decisions about healthful eating and physical activity are not always easy to make, but that they can be made easier by remembering the four GO for Health Options: CHOOSE – CHANGE – PLAN AHEAD – DECIDE ON A LITTLE. C. As time permits, ask students which GO for Health Options they think will be easier and which will be harder to apply in real life. Have them explain their responses. Prior to Session 12, you will need to (1) put up the barrier bricks you saved from Session 1, (2) fill out students’ Congratulations certificates for having completed the program, and (3) if you are awarding rewards for participation in the Health Trek program, determine which students will receive them for having turned in at least four out of the six return slips.
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Session 11 ♥ Role Play 1 (Group Directions) Members of your group:
(group leader)
Your role play situation: You’re all on a committee that is
planning the class party at the end of the school year.
Check the GO for Health decision your group will make in your role play:
To eat healthful foods
To do physical activity
To eat healthful foods and do physical activity Check at least one of the GO for Health Options your group will use to help you make your GO for Health decision:
CHOOSE
CHANGE
PLAN AHEAD
DECIDE ON A LITTLE
Directions:
Everyone in your group must be in your role play.
Your role play must end with a GO for Health decision to eat healthful foods, to do physical activity or to do both of these.
Prepare and practice your role play quietly so you don’t disturb other groups.
The leader of your group should briefly introduce your role play before you present it to the class. But neither the leader nor anyone else in the group should say the GO for Health Option(s) you used.
Be sure everyone in the class can see and hear your role play presentation.
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Session 11 ♥ Role Play 2 (Group Directions) Members of your group:
(group leader)
Your role play situation: In the summer you often go to the
swimming pool together. You always take along money to buy things to eat at the snack bar.
Check the GO for Health decision your group will make in your role play:
To eat healthful foods
To do healthful physical activity
To eat healthful foods and do physical activity Check at least one of the GO for Health Options your group will use to help you make your GO for Health decision:
CHOOSE
CHANGE
PLAN AHEAD
DECIDE ON A LITTLE
Directions:
Everyone in your group must be in your role play.
Your role play must end with a GO for Health decision to eat healthful foods, to do physical activity or to do both of these.
Prepare and practice your role play quietly so you don’t disturb other groups.
The leader of your group should briefly introduce your role play before you present it to the class. But neither the leader nor anyone else in the group should say the GO for Health Option(s) you used.
Be sure everyone in the class can see and hear your role play presentation. 185
Session 11 ♥ Role Play 3 (Group Directions) Members of your group:
(group leader)
Your role play situation: You’re all part of the same family.
You’re tired of eating cereal every morning so you decide to skip breakfast. Check the GO for Health decision your group will make in your role play:
To eat healthful foods
To do healthful physical activity
To eat healthful foods and do physical activity Check at least one of the GO for Health Options your group will use to help you make your GO for Health decision:
CHOOSE
CHANGE
PLAN AHEAD
DECIDE ON A LITTLE
Directions:
Everyone in your group must be in your role play.
Your role play must end with a GO for Health decision to eat healthful foods, to do physical activity or to do both of these.
Prepare and practice your role play quietly so you don’t disturb other groups.
The leader of your group should briefly introduce your role play before you present it to the class. But neither the leader nor anyone else in the group should say the GO for Health Option(s) you used.
Be sure everyone in the class can see and hear your role play presentation. 186
Session 11 ♥ Role Play 4 (Group Directions) Members of your group:
(group leader)
Your role play situation: You’re all part of the same family.
You’re on a three-hour car trip. It gets very tiring just sitting. Your mom stops at a highway rest stop when you’re halfway there. Check the GO for Health decision your group will make in your role play:
To eat healthful foods
To do healthful physical activity
To eat healthful foods and do physical activity Check at least one of the GO for Health Options your group will use to help you make your GO for Health decision:
CHOOSE
CHANGE
PLAN AHEAD
DECIDE ON A LITTLE
Directions:
Everyone in your group must be in your role play.
Your role play must end with a GO for Health decision to eat healthful foods, to do physical activity or to do both of these.
Prepare and practice your role play quietly so you don’t disturb other groups.
The leader of your group should briefly introduce your role play before you present it to the class. But neither the leader nor anyone else in the group should say the GO for Health Option(s) you used.
Be sure everyone in the class can see and hear your role play presentation. 187
Session 11 ♥ Role Play 5 (Group Directions) Members of your group:
(group leader)
Your role play situation: It’s a rainy Saturday again so you all
decide to get together for the afternoon.
Check the GO for Health decision your group will make in your role play:
To eat healthful foods
To do healthful physical activity
To eat healthful foods and do physical activity Check at least one of the GO for Health Options your group will use to help you make your GO for Health decision:
CHOOSE
CHANGE
PLAN AHEAD
DECIDE ON A LITTLE
Directions:
Everyone in your group must be in your role play.
Your role play must end with a GO for Health decision to eat healthful foods, to do physical activity or to do both of these.
Prepare and practice your role play quietly so you don’t disturb other groups.
The leader of your group should briefly introduce your role play before you present it to the class. But neither the leader nor anyone else in the group should say the GO for Health Option(s) you used.
Be sure everyone in the class can see and hear your role play presentation.
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Session 11 ♥ Role Play 6 (Group Directions)
Members of your group:
(group leader)
Your role play situation: You’re all part of the same family,
and you’re spending the weekend with your grandparents. Check the GO for Health decision your group will make in your role play:
To eat healthful foods
To do healthful physical activity
To eat healthful foods and do physical activity Check at least one of the GO for Health Options your group will use to help you make your GO for Health decision:
CHOOSE
CHANGE
PLAN AHEAD
DECIDE ON A LITTLE
Directions:
Everyone in your group must be in your role play.
Your role play must end with a GO for Health decision to eat healthful foods, to do physical activity or to do both of these.
Prepare and practice your role play quietly so you don’t disturb other groups.
The leader of your group should briefly introduce your role play before you present it to the class. But neither the leader nor anyone else in the group should say the GO for Health Option(s) you used.
Be sure everyone in the class can see and hear your role play presentation. 189
Session 11 ♥ Role Play 7 (Group Directions) Members of your group:
(group leader)
Your role play situation: You all go to a fast-food place for
lunch on a Saturday afternoon.
Check the GO for Health decision your group will make in your role play:
To eat healthful foods
To do healthful physical activity
To eat healthful foods and do physical activity Check at least one of the GO for Health Options your group will use to help you make your GO for Health decision:
CHOOSE
CHANGE
PLAN AHEAD
DECIDE ON A LITTLE
Directions:
Everyone in your group must be in your role play.
Your role play must end with a GO for Health decision to eat healthful foods, to do physical activity or to do both of these.
Prepare and practice your role play quietly so you don’t disturb other groups.
The leader of your group should briefly introduce your role play before you present it to the class. But neither the leader nor anyone else in the group should say the GO for Health Option(s) you used.
Be sure everyone in the class can see and hear your role play presentation.
190
Session 11 ♥ Role Play 8 (Group Directions) Members of your group:
(group leader)
Your role play situation: Today, like every day, you all stop at
the convenience store on the corner on your way home from school.
Check the GO for Health decision your group will make in your role play:
To eat healthful foods
To do healthful physical activity
To eat healthful foods and do physical activity Check at least one of the GO for Health Options your group will use to help you make your GO for Health decision:
CHOOSE
CHANGE
PLAN AHEAD
DECIDE ON A LITTLE
Directions:
Everyone in your group must be in your role play.
Your role play must end with a GO for Health decision to eat healthful foods, to do physical activity or to do both of these.
Prepare and practice your role play quietly so you don’t disturb other groups.
The leader of your group should briefly introduce your role play before you present it to the class. But neither the leader nor anyone else in the group should say the GO for Health Option(s) you used.
Be sure everyone in the class can see and hear your role play presentation. 191
Session 11 ♥ Role Play 9 (Group Directions) Members of your group:
(group leader)
Your role play situation: It’s a nice spring day so you all
decide to play in the park and have a picnic.
Check the GO for Health decision your group will make in your role play:
To eat healthful foods
To do healthful physical activity
To eat healthful foods and do physical activity Check at least one of the GO for Health Options your group will use to help you make your GO for Health decision:
CHOOSE
CHANGE
PLAN AHEAD
DECIDE ON A LITTLE
Directions:
Everyone in your group must be in your role play.
Your role play must end with a GO for Health decision to eat healthful foods, to do physical activity or to do both of these.
Prepare and practice your role play quietly so you don’t disturb other groups.
The leader of your group should briefly introduce your role play before you present it to the class. But neither the leader nor anyone else in the group should say the GO for Health Option(s) you used.
Be sure everyone in the class can see and hear your role play presentation. 192
Session 11 ♥ Role Play 10 (Group Directions) Members of your group:
(group leader)
Your role play situation: You’re in the mall together. It’s just
about lunch time.
Check the GO for Health decision your group will make in your role play:
To eat healthful foods
To do healthful physical activity
To eat healthful foods and do physical activity Check at least one of the GO for Health Options your group will use to help you make your GO for Health decision:
CHOOSE
CHANGE
PLAN AHEAD
DECIDE ON A LITTLE
Directions:
Everyone in your group must be in your role play.
Your role play must end with a GO for Health decision to eat healthful foods, to do physical activity or to do both of these.
Prepare and practice your role play quietly so you don’t disturb other groups.
The leader of your group should briefly introduce your role play before you present it to the class. But neither the leader nor anyone else in the group should say the GO for Health Option(s) you used.
Be sure everyone in the class can see and hear your role play presentation. 193
Session 11 ♥ Role Play 11 (Group Directions) Members of your group:
(group leader)
Your role play situation: You’re going on a field trip to the
zoo tomorrow. Your teacher has told you to pack a bag lunch to take. Check the GO for Health decision your group will make in your role play:
To eat healthful foods
To do healthful physical activity
To eat healthful foods and do physical activity Check at least one of the GO for Health Options your group will use to help you make your GO for Health decision:
CHOOSE
CHANGE
PLAN AHEAD
DECIDE ON A LITTLE
Directions:
Everyone in your group must be in your role play.
Your role play must end with a GO for Health decision to eat healthful foods, to do physical activity or to do both of these.
Prepare and practice your role play quietly so you don’t disturb other groups.
The leader of your group should briefly introduce your role play before you present it to the class. But neither the leader nor anyone else in the group should say the GO for Health Option(s) you used.
Be sure everyone in the class can see and hear your role play presentation. 194
Session 11 ♥ Role Play 12 (Group Directions) Members of your group:
(group leader)
Your role play situation: You’re all on a committee that is in
charge of planning the activities and supper for your Scout troop’s campout.
Check the GO for Health decision your group will make in your role play:
To eat healthful foods
To do healthful physical activity
To eat healthful foods and do physical activity Check at least one of the GO for Health Options your group will use to help you make your GO for Health decision:
CHOOSE
CHANGE
PLAN AHEAD
DECIDE ON A LITTLE
Directions:
Everyone in your group must be in your role play.
Your role play must end with a GO for Health decision to eat healthful foods, to do physical activity or to do both of these.
Prepare and practice your role play quietly so you don’t disturb other groups.
The leader of your group should briefly introduce your role play before you present it to the class. But neither the leader nor anyone else in the group should say the GO for Health Option(s) you used.
Be sure everyone in the class can see and hear your role play presentation. 195
Activity 1: Group Work Purpose: To review the barriers to healthful eating and physical activity discussed in Session 1 and plan specific ways to overcome them. NOTE: Prior to this activity, you will need to put up the barrier bricks you saved from Session 1. A.
Point to the barriers to healthful eating and physical activity that students wrote down on paper bricks in Session 1. 1.
Ask students to think back over the activities they have participated in during this program.
2.
Explain that they have practiced many ways to overcome the barriers they identified during the first GO for Health-5 session. Remind them of the advice letters they wrote, the role plays they presented, the plans of action they made, and the goals they achieved.
B. Tell them it is now time to show that they can successfully break through those barriers by taking down this wall brick by brick. C. Point to one barrier brick. EXAMPLE: I go to a lot of ball games in the summer, and the only foods sold there are things like hot dogs and chips. 1.
Explain how you could overcome this barrier to healthful eating. (Example: I will plan ahead and pack a few snacks like air-popped popcorn, baked tortilla chips, and graham crackers.)
2.
Remove that barrier brick from the wall and tear it apart.
D. Divide the class into small groups. Using the dialogue box below, instruct students to spend a few minutes in their group discussing the barrier bricks.
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• Look at each barrier and identify a specific way you think you could break through it. • Do not simply say “We could do more physical activity” or “We could eat more healthful food.” Instead, give examples of exactly what you could do or eat. • Discuss as many of the barriers as you can. E. Call on a representative from a group to go to the wall and point to one brick for which their group identified a way to overcome that barrier. (It may or may not be one that that group added to the wall during the first session.) F.
Ask the representative to share the way to overcome the barrier that their group identified, then to remove that barrier brick from the wall, tear it apart, and hand it to you. (To save time, you may prefer to tear apart the bricks yourself.)
G. Repeat this procedure until all the bricks have been removed by the students and/or you. H. Congratulate students on breaking through all the barriers.
Activity 2: Goal Setting Purpose: To set long-term goals to eat healthful foods and to do moderate and vigorous physical activities. A.
Ask students if they know what a time capsule is. Explain the attributes of a time capsule using the dialogue box below. • A time capsule is a container for objects or information about the present day that is buried for the purpose of being examined some time in the future. • Sometimes a time capsule is placed in the cornerstone of a building during construction. It contains things like current newspapers and magazines; lists of people who worked on the building; and even documents identifying future plans and goals of the people, company, or organization involved with the building.
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B. Announce to students that they are now going to complete a special time capsule of their own. C. Distribute Handout 16: Time Capsule, and stress that this is individual work. Explain the procedure using the dialogue box below. • First, fill in the lines for today’s date, for what you are wearing, and for some of your favorite things. • Next, fill in the lines to explain your physical activity and eating goals for the future, barriers you might run into, and how you will break through those barriers. • Be sure to write down specific things in your Time Capsule. Do not simply write “I’m wearing a dress” or “I will eat GO foods.” Instead, describe your clothes and identify specific foods you will eat. • Finally, sign your GO for Health decision about healthful eating and physical activity. D. As time permits, ask a few students to read their Time Capsule aloud. You may want to save the Time Capsules and return them to students near the end of the school year. At that time, they can check whether their “favorites” have changed and whether they are continuing to achieve the goals they recorded. Then they can take home their Time Capsule and do another goal check on their own a few months later. If you choose to do this, jot down a reminder in your planning book or on your calendar.
Activity 3: Program Wrap-up Purpose: To review the main points of the GO for Health-5 program and receive recognition for their efforts in the homework and classroom programs. A.
Remind students that breaking through barriers was the major theme of the GO for Health-5 program. Summarize using the dialogue box below.
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• You have discovered many ways to help you break through barriers that keep you from regularly doing physical activity and eating healthful foods. • Breaking through these barriers can help you live a healthy, active life in which you feel good, look healthy, and have the energy to do things you enjoy. B. Using the following dialogue box, review that the word FIT is a formula to help them remember the best way to do physical activity. • What does the F in FIT stand for? (F = frequently; do physical activities every day) • The I? (I = intensity; do physical activities that are moderate or vigorous in intensity level [heart rate is at least 120 beats per minute], that involve a lot of energy and action, and that make you feel some or all of the body cues) • The T? (T = time; a total of 60 minutes a day) C. Remind students that even though people come in all shapes and sizes, healthful eating is important for everyone. Continue reviewing the main points of the GO for Health-5 program using the dialogue box below. • It is important to think about the foods you eat and drink. Which types or categories of foods should you try to eat most often? (GO foods, which are foods that are lowest in fat, sugar, or both, and are the least processed) Remember to try to eat more GO foods than SLOW foods and more SLOW foods than WHOA foods. • What can you do to help your body stay in energy balance? (Eat about the same number of calories as your body needs. By doing this—along with regularly doing physical activities—your body grows without gaining too much weight.)
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• Think about MyPyramid. What are the five food groups in the pyramid? (Fruits, Vegetables, Grains, Milk, and Meat and Beans) • What did you learn from MyPyramid about eating a variety of foods? (It’s best to eat foods from the five food groups every day since different kinds of foods provide different kinds of nutrients like vitamins and minerals.) • Remember that even though the GO for Health program is ending, you can keep using your GO-SLOW-WHOA List to help you make healthful food choices. D. Emphasize that remembering the GO for Health Options can help them break through barriers to healthful eating and doing physical activity. Ask students to name the four options. (CHOOSE; CHANGE; PLAN AHEAD; DECIDE ON A LITTLE) Lead them in saying the rap together. CHOOSE or CHANGE or PLAN AHEAD or DECIDE ON A LITTLE. That’s what I said! These four options, they’re the real thing To keep you in good shape during the— Spring, winter, summer, and fall, At home, in the park, at school, in the mall.
E. Announce to students that it is time to conclude the Health Trek homework program. Point to the Health Trek Scoreboard, and ask all students who turned in a completed Health Trek 6 return slip and have a checkmark under Health Trek 6 on the scoreboard to raise their hand. 1. Ask all students who received one, two, or three checkmarks on the scoreboard to stand, and congratulate those students. 2. Ask all students who received four or five checkmarks on the scoreboard to stand, and congratulate those students. 3. Ask all students who received six checkmarks on the scoreboard to stand, and congratulate those students. 4. Optional: Award a small reward to each student who received four, five, or six checkmarks on the scoreboard. 200
F.
Ask for a round of applause for students’ participation in Health Trek.
G. Encourage students who have unfinished Health Trek tip sheets at home to still complete them with their parents, even though the program is finished. H. Distribute a CONGRATULATIONS certificate for the classroom program to all students. Explain that this certificate is designed as a message of congratulations from Tillie Tellstar. Read, or have a student read, Tillie’s message on the card. I.
Congratulate students on their participation in GO for Health-5: Breaking Through Barriers, and ask for a round of applause.
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Session 12 ♥ Breaking Through Barriers
In this session, students will: 1. Review the barriers to healthful eating and physical activity discussed in Session 1 and plan specific ways to overcome them.* 2. Set long-term goals to eat healthful foods and do moderate and vigorous physical activities.* 3. Review the main points of the GO for Health-5 program and receive recognition for their efforts in the homework and classroom programs. *Learning Objective
Outline: Session 12 Suggested Time
Activities
18
1. Group Work
10
2. Goal Setting
12
3. Program Wrap-up
Audio/Visual
Student Materials
Barrier bricks† • Handout 16A • Handout 16B Congratulations certificates‡ Optional: Rewards‡
40 minutes †Prior to this session, you will need to put up the barrier bricks you saved from Session 1. ‡Prior to this session, you will need to (1) fill out students’ Congratulations certificates for having completed the classroom program and (2) if you are awarding rewards for participation in the Health Trek program, determine which students will receive them for having turned in at least four out of the six return slips.
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Session 12 ♥ Handout 16A ♥ Name Time Capsule 1. Today is ____________, ______________. Day
Date
2. Today I’m wearing ______________________________________________ _____________________________________________________________.
3. My favorite
school subject: _____________________________________ book: ____________________________________________ TV show:
_______________________________________
4. In the future, I will do moderate and vigorous physical activities, such as _______________________________________________________________ _______________________________________________________________ ___________________________________________________________. One barrier I might run into is _______________________________________________________________ _______________________________________________________________ ___________________________________________________________. But I can break through this barrier by _______________________________________________________________ _______________________________________________________________ ___________________________________________________________.
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Session 12 ♥ Handout 16B ♥ Name Time Capsule (continued) 5. In the future, I will eat more GO foods than SLOW foods and more SLOW foods than WHOA foods. I plan to eat foods such as _______________________________________________________________ _______________________________________________________________ ___________________________________________________________. One barrier I might run into is _______________________________________________________________ _______________________________________________________________ ___________________________________________________________. But I can break through this barrier by _______________________________________________________________ _______________________________________________________________ ___________________________________________________________.
Now, as I end GO for Health-5, I make this decision: I, ______________________________________, will continue to regularly do GO activities and eat a variety of GO foods. I will remember to use the GO for Health Options of CHOOSE, CHANGE, PLAN AHEAD, and DECIDE ON A LITTLE to help me feel good, look healthy, and have the energy to do things I enjoy! ______________________________________ Signature 204
on successfully completing GO for Health–5. Date Student’s Name School Remember to keep doing your best to break through barriers to healthful eating and physical activity. Good luck! Your Strongheart friend,
Tillie Tellstar
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por haber terminado con éxito GO for Health–5. Fecha Nombre del estudiante Escuela
Acuérdate de seguir haciendo todo lo posible para superar las barreras que te impidan comer de forma saludable y de practicar las actividades físicas. ¡Buena suerte! Tu amiga de Corazonfuerte,
Tillie Tellstar
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For Your Information This FYI section provides background information on several major topics emphasized throughout the curriculum. The information provided may also assist you in responding to question from your students and their parents. The FYI pages are not intended to be read to your students.
Index
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
Eat Smart School Meal Program ..................................... 208 Fiber ................................................................................ 208 Sugar ............................................................................... 210 Fat ................................................................................... 212 Sodium ............................................................................ 214 Fruits and Vegetables ...................................................... 215 Whole Grains ................................................................... 217 Beverages ....................................................................... 218 GO-SLOW-WHOA Foods ................................................ 220 The Importance of Physical Activity ................................. 221 MyPyramid ....................................................................... 223 Start Your Day with Breakfast.......................................... 225 The Dietary Guidelines for Americans ............................. 226
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FYI: Eat Smart School Meal Program The school breakfast and lunch programs play a vital role in a healthy school environment. In addition to providing at least one-half of students’ daily nutrition, the school breakfast and lunch programs can also serve as a model for healthful eating by giving students the opportunity and encouraging them to select healthy foods. Child Nutrition Services (CNS) programs plan menus that meet the requirements of the U.S. Department of Agriculture’s (USDA) National School Lunch and Breakfast Programs and Competitive Foods Policies. These guidelines are updated periodically by the USDA to reflect the current Dietary Guidelines for Americans. These rules establish specific minimum standards for calories and key nutrients for meals. The regulations require that breakfast meals are ¼ of the Recommended Dietary Allowance (RDA) and lunch meals are 1/3 of the RDA for calories, protein, vitamin A, vitamin C, iron, and calcium. In addition, all school meals must contain 30 percent or less of total calories from fat and less than 10 percent of calories from saturated fat, when averaged over a school week. In addition to the federal guidelines, individual states and school districts may have other specific food policies that must be followed. A key component of the CATCH program is the coordination of healthy messages between the cafeteria, home, and classroom. CNS staff participating in the CATCH Eat Smart School Meal Program are encouraged to connect with teachers and parents to give consistent health messages to children. For example, CNS staff can assist with the preparation of healthy snacks prepared in the classroom. Or, teachers can help promote the school meals by encouraging students to try the fruits and vegetables served at breakfast or lunch. Nutrition or health tips can be included as part of the menu and sent home to parents. Whatever the strategy, the important message is to include the CNS staff in the coordinated school health effort.
FYI: Fiber Recent public attention has focused on the importance of fiber in our diets. Most Americans consume only about half the amount of fiber they need each day. What is fiber? Fiber is the part of a plant that your body can’t digest or absorb. Since fibers are not digested, fiber adds very few calories to the diet. Fiber is usually divided into two categories: soluble (dissolves in water) and insoluble (does not dissolve in water). Most plants have a combination of both soluble and insoluble fibers. Soluble fiber:
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• Lowers cholesterol • Helps control blood sugar levels Foods that contain soluble fiber include oranges, strawberries, apples, vegetables, dried beans and peas, nuts, seeds, brown rice, oat bran, barley bran, rice bran, and psyllium. Insoluble fiber: • Helps maintain regularity by increasing the movement of material through the digestive system • May prevent colon cancer Foods that contain insoluble fiber include whole-grain breads and cereals, wheat bran, corn bran, potatoes, skins of fruits and vegetables, and nuts. Why is a high-fiber diet important? A high-fiber diet can: • reduce blood cholesterol • help manage blood sugar • help prevent obesity • lessen the risk of developing chronic diseases such as cancer, heart disease, and Type 2 diabetes • prevent gastrointestinal disorders • promote normal bowel function How much fiber should people eat? • For adults, groups such as the National Cancer Institute and the American Dietetic Association recommend 20 to 35 grams of fiber per day. • For children ages 2 to 18, experts recommend the “age + 5 rule.” For instance, a 4-year-old should consume 9 grams of fiber per day (4 years of age + 5 = 9 grams of fiber). • To meet their changing needs, children need more fiber as they grow. Using the above formula will help to increase children’s fiber intake gradually.
Now that you know why fiber is so important, you’ll want to increase the amount you consume! Helpful tips: • Eating foods that naturally contain fiber is the best and safest way to increase fiber in the diet. • Fiber intake should be increased gradually to minimize symptoms of bloating, cramping, or gas. • Since fiber “holds water,” more water should be consumed with increased fiber intake.
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• •
• • • • • • • • • • •
MyPyramid (located at www.mypyramid.gov) suggests that at least 3 ounces of whole grains be eaten every day. Eat 1 or more servings of fruit (either fresh, frozen, canned, or dried) at each meal. Eat fruits for snacks and desserts. Unpeeled apples, pears, and peaches, as well as oranges, bananas, raisins, and prunes, are high in fiber. Eat 1 or more servings of vegetables at lunch and dinner. Broccoli, Brussels sprouts, carrots, cauliflower, corn, peas, potatoes, spinach, winter squash, and sweet potatoes are all high in fiber. Eat at least 1 serving of high-fiber cereal each day. Look for cereals that have 2 or more grams of dietary fiber per serving, such as those that contain bran or dried fruit. Eat at least 1 serving of the following foods at each meal: whole-grain bread, brown rice, whole-grain pasta, or legumes. Look for bread with whole-wheat flour or whole grains listed as the first or second ingredient. Choose brown or wild rice and whole-grain pasta. Snack on popcorn (without butter) instead of chips. Eat fruits and vegetables with the skin on. Wash them first. Choose whole fruits over juice. Use canned or cooked beans as a topping for salads. Try pinto, red, kidney, or black beans as a filling for tacos or burritos. Substitute whole-grain flour for a portion (about one third to one half) of the flour in baked goods.
FYI: Sugar Current research suggests an association between sugar-sweetened drinks/ candies/other sweetened foods containing few other nutrients and poor diet, excess caloric intake, and dental carries in children. While there is no Recommended Dietary Allowance for sugar intake, in 2003 over 30 international experts stated in a report that the total of free sugars should not account for more than 10% of the energy intake in a healthy diet (Table 6, page 56 of the WHO Technical Report Series 916, Diet, Nutrition and the Prevention of Chronic Diseases). Simple sugar comes in several forms. Sucrose is common table sugar; it is refined from sugar cane or sugar beets. Fructose is the sugar found in fruit and honey. Lactose is sugar that naturally occurs in milk. Maltose, from malt, is in beer and is also used to flavor milkshakes. When eaten by humans, all of these sugars are ultimately turned into another sugar, glucose, which supplies energy.
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Refined simple sugar refers to the kind of sugar that has been extracted from plants and then processed to remove some pigments and flavorings so that it is pure and has a white appearance. Some people think brown-colored sugars are more healthful than refined sugar. This is a misconception. Honey, molasses, brown sugar, maple syrup, raw sugar, sorghum, and turbinado sugar are simple sugars that are predominately sucrose—with the exception of honey, which contains more pure fructose. None of these types of sugars contributes a significant amount of any vitamins or minerals to a person’s diet. Simple sugars are added to processed foods. On food labels, sugar might be listed as glucose, corn syrup, dextrose, dextrins, invert sugar, high fructose corn syrup, molasses, honey, or corn syrup. High fructose corn syrup, an increasingly common food additive, is manufactured by the chemical breakdown of cornstarch and is a combination of glucose, fructose, and small amounts of other sugars. It is used extensively in soft drinks, canned foods, and many other processed foods. All simple sugars have the same number of calories: approximately 4 calories per gram, or 16 calories per teaspoon. When foods contain simple sugars but few (if any) other nutrients, the foods are said to provide “empty calories.” A diet high in simple sugars (that is, empty calories) is not a healthful diet for anyone, especially children, for several reasons. First, children can consume only a limited amount of food in the course of a day. Because children are growing so rapidly, the calories they consume need to be nutrient-rich. Adequate amounts of protein, iron, calcium, and other nutrients are needed for growth and development, and these nutrients are often not present in high-sugar foods. Secondly, children need to develop healthful eating habits. They need to begin choosing and eating a wide variety of foods, including fruits, vegetables, grains, and low-fat dairy and meat products. Thirdly, high-sugar foods can cause cavities, especially if these foods are sticky or consumed frequently throughout the day. Finally, many high-sugar desserts, such as ice cream, cakes, cookies, and pies, are also high in fat. It isn’t necessary to completely eliminate sugar from a child’s diet. In addition to nutrients, children need adequate calories to grow and develop. Active children need calories to meet energy demands. If a child begins eating a diet that is lower in fat, the total amount of calories in the diet will decrease. Because of a child’s need for adequate calories, occasional high-sugar, lower-fat foods are acceptable to include in the diet. As with most nutritional advice, moderation is the key in determining how much sugar should be included. Too much sugar may mean that nutrient needs are not met, while too little sugar may mean that adequate calories are not available. Note that, contrary to popular belief, there are no scientifically conducted studies from reputable institutions that show a direct link between sugar consumption
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and hyperactivity, psychological problems, behavioral problems, or learning disorders.
FYI: Fat Fat is an important macronutrient in foods. Examples of dietary fats include butter, margarine, lard, and vegetable oils. Excess consumption of fat has been linked with the development of many chronic diseases such as heart disease, diabetes, and cancer. Because of this, dietary guidelines emphasize diets low in fat. Teaching children to consume diets low in fat may reduce their risk of chronic diseases later in life. In addition, because children tend to maintain their food patterns over time, it is important to teach these behaviors at a young age. Are there different types of dietary fat? There are three types of dietary fat: saturated, trans, and unsaturated. Unsaturated fat can be further classified as either polyunsaturated or monounsaturated. Together, these types of fat equal total fat. Saturated fat • Foods that contain saturated fat include meats such as beef and pork. Poultry, fish, and shellfish also contain some saturated fat, but less than beef and pork. • Other animal products such as butter, lard, cheese, whole milk, ice cream, and cream contain saturated fat. • Saturated fat is concentrated in the fat that surrounds meat and in the white streaks of fat in the muscle of meat (marbling). • A few vegetable oils—coconut, palm kernel, and palm—are high in saturated fat. • Most saturated fats are solid at room temperature. • Saturated fat raises LDL blood cholesterol (called “bad cholesterol”) levels, which increases the risk of coronary heart disease. Trans fat • Trans fat is created by manipulating the chemical structure of fats so that the food products that contain them will have a longer shelf-life. • Foods that often contain trans fat include processed foods such as french fries, doughnuts, cakes, cookies, chips, and crackers. • Some ingredients in processed foods, such as shortening, margarine, and partially hydrogenated or hydrogenated oils, may contain trans fat. • Trans fat raises LDL blood cholesterol levels and decreases HDL blood cholesterol (called “good cholesterol”), which increases the risk of coronary heart disease. • Government labeling laws require that the amount of trans fat in a serving be listed on a separate line under saturated fat on the Nutrition Facts food
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•
label. However, trans fat does not have to be listed if the total fat in a food is less than 0.5 gram (or 1/2 gram) per serving and no claims are made about fat, fatty acids or cholesterol content. If it is not listed, a footnote will be added stating that the food is "not a significant source of trans fat. Food manufacturers are allowed to list amounts of trans fat with less than 0.5 gram (1/2 g) as 0 (zero) on the Nutrition Facts panel. As a result, some products that list 0 gram trans fat on the label, while the ingredient list will have "shortening" or "partially hydrogenated vegetable oil" on it. This means the food contains less than 0.5 g of trans fat per serving.
Unsaturated (polyunsaturated and monounsaturated) fat • Unsaturated fats can be either polyunsaturated or monounsaturated. • Polyunsaturated fats: o are found in foods such as grain products, soybeans, and fish o are also found in plant oils such as safflower, corn, soybean, cottonseed, sesame, and sunflower oils • Monounsaturated fats: o are found in foods such as nuts and avocados o are also found in oils such as olive, canola, flaxseed, sesame, and peanut oils • Polyunsaturated fats are considered “healthy fats” and are required nutrients for the body. • Polyunsaturated fats can help lower blood cholesterol levels when substituted for saturated fat or trans fat. Dietary cholesterol • While cholesterol is needed for normal body function, your liver makes enough to meet your body’s needs. Therefore, you do not need to eat any cholesterol. • Dietary cholesterol is found in egg yolks, dairy products, organ meats, poultry, fish, and shellfish. • Cholesterol is virtually nonexistent in plant-based foods. What affects your blood cholesterol levels? • The most important dietary influences on your blood cholesterol are saturated fat, trans fat, and total fat. • Consumption of dietary cholesterol has a much smaller effect on your blood cholesterol. • One of the goals of a cholesterol-lowering diet is to eat less saturated and trans fats. • Lowering blood cholesterol slows fatty buildup in the walls of the arteries and reduces the risk of heart disease. How much fat do people really need? • For children over the age of 2 and for adults, the recommended level of fat intake is 25–35% of total calories from fat. For example, if a child eats a
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• • •
2,000 calorie diet, the average recommended number of grams of fat is 68 grams. Currently, most American children get about 35–36% of their calories from fat. Experts suggest lowering children’s saturated fat intake to less than 10% of calories and decreasing trans fat to zero, or as low as possible. These recommendations are the same as those for adults.
How can you decrease fat consumption? • Eat fewer foods high in total fat (especially those higher in saturated fat) by choosing fish, poultry without the skin, and the leanest meats more often. • Use less butter, cream or cheese sauces, and gravies. • Bake, broil, grill, or microwave instead of frying. • Switch to low-fat, skim, or non-fat dairy products. • Replace part of the saturated fat you might consume with an unsaturated fat by using olive, canola, or vegetable oils rather than butter or shortening. • Choose foods higher in complex carbohydrates (starch and fiber) as substitutes for foods higher in fat by eating more fruits, vegetables, and whole-grain foods.
FYI: Sodium Sodium is a chemical element that is present in foods, mainly in the form of sodium chloride, or salt. Processed foods and beverages containing sodium chloride (salt) are the primary sources of sodium in people’s diets. Studies have shown that only 10% of the salt most people consume comes from the natural salt content of foods, 15% from salt added during cooking or at the table, and fully 75% from salt added during processing. Therefore, the highest sodium intakes are normally associated with a diet high in processed foods, and the lowest intakes are associated with a diet emphasizing fruits, vegetables, and legumes. Most of the sodium in processed foods is added to preserve and/or flavor them. Salt is the major source of sodium added to these foods. Sodium is also found in many other ingredients used in food processing, such as baking powder, baking soda, monosodium glutamate (MSG), and other preservatives, sweeteners, and emulsifiers that contain the word sodium in their name. Major food sources of sodium are table salt; cured meats (ham, bacon, sausage, frankfurters, luncheon meats); cheese; olives; pickles; frozen and canned meat, fish entrées and dinners; canned and dried soups; commercial pasta, noodle, and potato dishes; salted snacks; gravy mixes; and canned and frozen vegetables with sauces.
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Many people eat more sodium than their body needs. The minimum requirement for healthy elementary-aged children is about 400 to 500 milligrams a day. The current guideline for sodium intake is to consume less than 2,300 milligrams of sodium per day, which is equivalent to approximately 1 teaspoon of salt. Some people can reduce their chances of developing high blood pressure, or hypertension, by consuming less salt. High blood pressure is one of the most serious diseases in the United States. It is a major risk factor both for heart disease and stroke, which are two of the most frequent causes of death among Americans. At present, there is no way to predict who might develop high blood pressure from eating too much salt. In fact, sodium is only one of many factors that can lead to hypertension. However, there is a good chance that cutting down on sodium may help prevent the rise in blood pressure with age. Consuming less salt or sodium is not harmful and can be recommended for the healthy, normal person. Therefore, health professionals have recommended that people choose and prepare foods with less salt. The following information can be used to decrease your consumption of sodium: • Use salt sparingly in cooking or at the table. Taste your food before you add salt. Use spices and herbs as seasonings instead of salt. • When planning meals, consider the following: o Fresh and plain frozen vegetables are generally lower in sodium than canned vegetables. o Fresh, frozen, and canned fruits and fruit juices are low in sodium. o Milk and yogurt are lower in sodium than most cheeses. o Fresh meat, poultry, and fish are lower in sodium than most canned and processed ones. o Most frozen dinners and combination dishes, packaged seasoning mixes, canned soups, and salad dressings contain a lot of sodium. Condiments such as soy and other sauces, pickles, and olives also contain a great deal of sodium. • Eat salted snacks such as chips, crackers, pretzels, and nuts sparingly. • Check labels for the amount of sodium in foods. Choose those lower in sodium most of the time. • If you remember that 1 teaspoon of salt provides your suggested daily limit (2,300 milligrams) of sodium, you can estimate the amount of sodium that you add to food during cooking and preparation.
FYI: Fruits and Vegetables Fruits and vegetables are important in the diet for many reasons, including: • They provide a wide variety of vitamins and minerals. • They provide energy. • They are a good source of fiber.
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They are very low in calories and contain little or no fat. They contain phytochemicals and antioxidants that help reduce the risk of chronic diseases, including cancer and heart disease. Eating a low-fat diet that includes many fruits and vegetables can reduce a person’s risk of becoming obese. They taste great!
Since healthy eating behaviors are developed at a young age and these behaviors continue into adulthood, children should be encouraged to eat adequate amounts of fruits and vegetables each day. According to the national guidelines, which can be found on the MyPyramid website at www.mypyramid.gov, elementary school-aged children should consume between 1 and 2 cups of fruit and between 1½ and 3 cups of vegetables per day, depending on their age and activity level. More precise recommendations for both adults and children can be obtained by visiting the MyPyramid website. Many people do not eat fruits and vegetables because they think it is too difficult to prepare them, and they want something quick and easy. Actually, preparing and eating fruits and vegetables can be very simple—and tasty! Here are some quick and easy ways to get your recommended intake: • Add fresh fruit to cereal, waffles, or pancakes. • Add veggies to an omelet. • Use fresh fruit as a topping for low-fat frozen yogurt. • Drink a glass of 100% fruit or vegetable juice. • Prepare a vegetable stir-fry. • Steam fresh vegetables and toss them with cooked pasta. • When ordering pizza, ask for fruit and/or veggie toppings (pineapple, tomatoes, green peppers, mushrooms, onions). • Make a fruit smoothie by blending fresh fruit, low-fat frozen yogurt, and ice. • Add vegetables to dinner entrées such as lasagna, casseroles, tacos, and spaghetti sauce. • Try tasty dips with raw fruit and vegetables. • Grab a piece of fruit on the go! There are hundreds of different types of fruits and vegetables. Each time you go to the supermarket, pick out a few you’ve never tried before. Adding more fruits and vegetables to your diet will give you a great variety of new foods while also giving your body many health benefits.
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FYI: Whole Grains Consuming whole-grain foods is a great and nutritious way to satisfy your hunger. Whole grains are sources of important nutrients, including dietary fiber, several B vitamins (thiamin, niacin, riboflavin, and folate) and minerals (iron, magnesium, and selenium). Fiber-containing foods such as whole grains provide the feeling of fullness at the cost of fewer calories. There are additional health benefits to eating whole grains. They help to lower cholesterol, manage blood sugar, and promote normal bowel function, thereby reducing the risk of many chronic diseases such as coronary heart disease, diabetes, and colon cancer. The two categories of grains are whole grains and refined grains. Whole grains contain all three parts of the grain: the bran, the germ, and the endosperm (or seed). Examples of whole grains include: • • • • •
Whole wheat Barley Brown rice Bulgur Corn
• • • • • •
Whole oats Quinoa Rye Amaranth Buckwheat Millet
• •
Spelt Whole oats/ oatmeal/ rolled oats
In the ingredients list on a food label, look for the words whole or whole-grain in front of the grain ingredient name (for example, whole-wheat). The closer the whole grain is to the beginning of the ingredients list, the more whole grains that food product contains. Refined grains have been milled. The milling process does give the grains a finer texture and extends the food products’ shelf-life. However, milling removes many important nutrients—the bran and germ, along with much of the fiber, B vitamins, and iron. If the food product is “enriched,” certain B vitamins and iron may have been added back. Yet fiber seldom is added back to refined grains. Examples of refined grains include: • •
White flour White rice
•
White bread
•
De-germed cornmeal
Some other refined grains listed on packaging may sound like they are whole grains because of the words used to identify them. The refined grains listed below are not whole grains:
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• •
Stone-ground 100% wheat
• •
Cracked wheat Seven-grain
• • •
Multigrain Pumpernickel Wheat flour
The amount of grains you need depends on your age, sex, and level of physical activity. The USDA recommends that at least half of the grains you consume come from whole grains. For more information on the amount of grains your body needs, you can visit www.mypyramid.gov. Tips to help you eat whole grains: • Choose a quick, easy-to-cook whole-grain cereal for breakfast. • Pour some dry, bite-size whole-grain cereal in a small bag to eat when it is time for a snack. • Try whole-grain snack chips, such as baked tortilla chips. • Pop popcorn with no added salt, butter, or sugar. • Choose whole-grain breads, bagels, pasta, pita pockets, and rolls. • Try adding whole grains to mixed dishes, such as using whole-grain pasta in a pasta dish. • Freeze leftover cooked brown rice, bulgur, or barley and heat it up later on for an easy dish.
FYI: Beverages Beverages are a significant component of the diet. The food industry offers a wide variety of beverages, as well as many options of container sizes, which can make choosing a healthy beverage seem complicated. A list of the most common beverages with information about each is listed below. Water Water is usually the best beverage choice. Water is calorie-free, inexpensive and readily available. Not drinking enough water can lead to dehydration. Water has important functions in the body such as regulating body temperature, dissolving and carrying nutrients to cells, lubricating joints, flushing out toxins from the body and keeping the body tissues moist. How much water do adults and children need? • Daily recommendation: o Men: 8–13 cups of water o Women: 8–9 cups of water o Children: 6–8 cups of water • Drink enough water so that you rarely feel thirsty. • If you’re drinking enough water, your urine should be colorless to slightly yellow. • Water needs can increase with exercise, or in a hot or humid climate.
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Milk Milk is a nutritious beverage that supplies protein, calcium and vitamin D, all of which are necessary for the growth of strong bones and teeth. For children who are allergic to milk or are lactose intolerant, fortified soy milk provides equivalent amounts of these three nutrients. Flavored milks, milkshakes, floats, milk-based coffee, and ice cream drinks should be limited. These drinks have added sugars and/or fats leading to the intake of excess calories and weight gain. How much milk do adults and children need? • Young children up to 8 years old should drink 2 cups per day. • Older children and adults should drink 3 cups per day.
100% Fruit Juice 100% fruit juice is a nutritious beverage but consumption should be limited because of the high natural sugar content. How much 100% fruit juice do adults and children need? • Children 1-6 years old – 4 to 6 ounces per day • Children 7 to 18 years old – 8 to 12 ounces per day • Adults – less than half of the daily recommended amount of fruit
Soft Drinks, Sports Drinks, Juice Drinks and Other Sugar-Sweetened Beverages The intake of sugar-sweetened beverages, such as soft drinks (sodas), sports drinks, and juice drinks has increased among children and adults. Most of these beverages contain a large amount of sugar and provide little or no beneficial nutrients. Beverages that contain a lot of sugar can lead to excess calorie consumption and weight gain. These beverages are not necessary components of a diet and should be considered as part of a discretionary calorie allowance. Discretionary calories are the balance of calories remaining in a person’s “energy allowance” after meeting nutrient needs for a day. Most people have an allowance of only 100–300 extra calories each day. To find out how many calories you need each day, visit www.mypyramid.gov. Sports drinks are appropriate to consume after exercise lasting more than an hour, especially when accompanied by excess sweating. The glucose, sodium and potassium in sports drinks can help replace electrolytes that are lost from the body after heavy exercise.
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Diet soft drinks are not recommended for children. Diet soft drinks do not contain any fat or sugar; however, they provide no beneficial nutrients. They also contain artificial sweeteners, which the Food and Drug Administration (FDA) recommends limiting in children. Adults can include them in their daily beverage routine as long as consumption of these drinks doesn’t displace their water needs.
Caffeinated Beverages Beverages that contain caffeine are not recommended for children. Caffeinated beverages consumed regularly may replace nutritious foods and beverages in children’s diets. Soft drinks, as already mentioned, should be limited in children’s diets, along with coffee and tea. Adults can enjoy low-calorie coffee and tea, made with moderate amounts of low-fat milk and/or a sweetener.
FYI: GO-SLOW-WHOA Foods The CATCH GO-SLOW-WHOA list is a tool to guide children and families toward making healthy food choices. The overall message is that although all foods can be included in the diet, a healthy diet consists of more GO foods than SLOW foods, and more SLOW foods than WHOA foods. GO foods include mostly fruits, 100% fruit juices, vegetables, whole grains, lean meats, and low-fat dairy products. These GO foods are low in fat and/or sugar, and/or they are less processed. SLOW foods are higher in fat and/or sugar and/or are more processed than GO foods. WHOA foods are highest in fat and/or sugar, and/or are the most processed. Although the quantity of a food is not specifically considered when determining whether it is GO, SLOW, or WHOA, it is important to note that many foods can become WHOA foods if eaten in large quantities. The GO-SLOW-WHOA list is not a list of “good” and “bad” foods, nor should children be taught that there are “good” foods and “bad” foods. Any food can be eaten as long as the frequency of eating it, as well as serving size, is considered. The purpose of the GO-SLOW-WHOA list is to educate and to encourage positive choices toward eating healthful foods. Since GO food choices aren’t always available to children at home, making healthful choices whenever possible should be encouraged. The manner in which a food is prepared and served, as well as the amount of fat, sugar, fiber, sodium and/or processing, affects where on the list a food will be placed. In many cases, a food is listed in at least two places, each with a different method of preparation. For example: •
The placement of chicken on the list is determined by the presence of the skin and also by the preparation method. Baked, grilled, or broiled chicken
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•
•
•
without skin is in the GO section; baked, grilled, or broiled chicken with skin is in the SLOW section; and fried chicken is in the WHOA section. The placement of vegetables is determined by the fat added to the food. Fresh and frozen vegetables served without added fat are in the GO section; vegetables served with added fat are in the SLOW section; and fried vegetables are in the WHOA section. The placement of milk is determined by the amount of fat and sugar. Nonfat, skim, and 1% plain milk are in the GO section, but when sugar is added they move to the SLOW section. Plain 2% and whole milk are in the SLOW section, but when sugar is added they move to the WHOA section. The placement of bread is determined by the amount of fat and processing. Less processed, low-fat, whole-grain breads are in the GO section. More processed, low-fat white breads are in the SLOW section. More processed, high-fat breads, such as croissants and doughnuts, are in the WHOA section.
There may be a question about where to place combination foods or foods not listed. For combination foods, each ingredient can be examined for its placement on the GO-SLOW-WHOA list. For example, spaghetti may have some type of meat such as ground beef or ground turkey, tomato sauce, and pasta. If the ground beef is extra lean or if the cooked ground beef was drained and rinsed, and if the pasta is whole-grain, then the spaghetti would be a GO food. For pizza, if the crust is whole-wheat, the cheese is low-fat, and the topping is a vegetable, then the pizza would be a GO food. In other cases, the preparation method must also be considered. For example, if a food is low in fat and is served fresh with no added fat, it is probably a GO food. However, if it is prepared by frying, it is a WHOA food.
FYI: The Importance of Physical Activity Physical activity, or exercise, is one of the best things children and adults can do to stay fit, healthy, and feeling great. Increasingly, many adults and children do not get the exercise they need. Americans today are more sedentary than ever. Television, video games, computers, the Internet, and sedentary jobs have made people sit more and move less. In fact, it has been estimated that many children will watch 5,000 hours of TV before entering first grade! This is a serious problem since inactivity is a major predictor of obesity and other chronic diseases such as heart disease and diabetes. Why should children and adults be physically active? Physical activity does all of the following: • Burns calories • Relieves stress • Helps increase lean body mass (muscle) and decrease fat
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• • • • • • •
Builds strong bones and strengthens the heart Speeds up the metabolism—which means that more calories are burned, even while the body is at rest Can help to prevent obesity, heart disease, and diabetes Makes people look and feel better Helps children develop coordination and stamina Helps children focus and pay better attention at school Is associated with higher academic test scores
Variety is important in exercise. Ideally, aerobic activities such as running, swimming, skating, kickboxing, biking, jump roping, or dancing should be combined with anaerobic activities such as weight training. When both types of activities are included, fat burning and muscle building are both occurring. Everyday activities such as sweeping, vacuuming, gardening, or walking up and down stairs also count as exercise. Allowing children time to participate in play that includes physical activity not only develops fine and gross motor movements; it also engages their mind in problem solving, negotiations, autonomous thinking, imagination, and flexibility. How much and what types of exercise should adults and children get? • Children should exercise for at least 60 minutes on most days of the week. • Adults should exercise at least 30 minutes at a moderate to vigorous intensity (at a minimum, regular-paced walking) on most days of the week. • Stretching the muscles before and after exercising can help to prevent injuries. What can you do to get started? • Find several activities you enjoy doing. • Make a plan to exercise. Schedule time for physical activity several days a week. Get all the equipment together you might need, such as shoes, knee pads, rollerblades, work-out clothes, soccer balls, etc. • If you’re having trouble getting motivated, try to find an exercise partner. • Start slowly and work your way up. If you overdo it, you may injure yourself or feel defeated from unrealistic goals. For example, start out by taking a brisk walk; then work your way up to jogging or running. • Try to get the whole family involved in physical activity. Plan an activity for the family once a week, such as an afternoon at the park. • Most importantly, have fun!
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FYI: MyPyramid The Food Guide Pyramid that was developed in 1992 has now been replaced by the MyPyramid Food Guidance System, which can be found at www.mypyramid.gov. This system translates the 2005 Dietary Guidelines into individualized, detailed assessments of food intake and physical activity level. MyPyramid strives to assist individuals to make smart choices from every food group, find balance between food and physical activity, and get the most nutrition out of the foods they eat. There are four main themes of MyPyramid: • Variety - Eat foods from all food groups and subgroups. • Proportionality - Eat more of some foods (fruits, vegetables, whole grains, fat-free or low-fat milk products), and less of others (foods high in saturated or trans fats, added sugars, cholesterol, salt, and alcohol). • Moderation - Choose forms of foods that limit intake of saturated or trans fats, added sugars, cholesterol, salt, and alcohol. • Activity - Be physically active every day.
The MyPyramid symbol represents healthy eating and physical activity. The six sections of the pyramid represent the five different food groups plus oils/fats: grains (orange), vegetables (green), fruits (red), milk (blue), meat and beans (purple), and oils/fats (yellow). The sections get narrow toward the top to depict that certain foods in each group should be eaten less often than other foods. The foods included toward the base of the pyramid have fewer solid fats and added sugars, and should therefore be eaten in greater quantities. The width of the six food groups also shows approximately which food groups should be selected more often than others. For example, the grains group is much larger than the meat and beans group, which shows that more grains need to be eaten each day to meet nutrient requirements. The following list of food groups gives basic information on which foods belong in each group and how servings are measured. More precise recommendations for both adults and children can be obtained by visiting the MyPyramid website at www.mypyramid.gov. There, personal information, including age, activity level, and gender, can be entered. Then recommendations tailored to the person’s needs will be given. These recommendations include a daily calorie allowance and
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the number of servings from each food group needed to meet calorie and nutrient needs. Grains Group • Make half your grains whole. o Eat more whole-grain varieties of cereals, breads, crackers, rice, and pasta. Vegetables Group • Vary your veggies. o Eat more dark green veggies like broccoli, spinach, and other dark leafy greens. o Eat more orange veggies like carrots and sweet potatoes. • Any vegetable or 100% vegetable juice counts as a vegetable. Vegetables may be raw, cooked, fresh, frozen, canned, or dried. Fruits Group • Focus on fruits. o Eat a variety of fruits. o Choose fresh, frozen, canned, or dried fruits. o Drink no more than 6 ounces of 100% fruit juice per day. • Any fresh, canned, frozen, or dried fruit or 100% fruit juice counts as a fruit. Milk Group • Get your calcium-rich foods. o Choose low-fat or fat-free options when you consume milk, yogurt, and other milk products. o If you don’t or can’t consume milk, choose lactose-free products or other calcium sources, such as fortified foods and beverages. Meat and Beans Group • Go lean with protein. o Choose low-fat or lean meats and poultry. o Bake, broil, or grill instead of fry. o Vary your protein routine. Choose more fish, nuts, and seeds. Eat more dry beans and peas like pinto beans, kidney beans, and lentils. Oils •
Choose fats from sources of monounsaturated and polyunsaturated fatty acids, such as fish, nuts, seeds, and vegetable oils.
MyPyramid is very flexible. Each group contains a wide range of servings so that all kinds of people can use it as a guide. MyPyramid can fit easily into every type of diet and lifestyle. Just remember to use the basic guidelines of variety, proportionality, moderation, and activity . . . and enjoy!
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FYI: Start your Day with Breakfast Imagine trying to drive somewhere without gas in your car. This would be hard to do. That is how your body feels when you start your morning without breakfast. Food is the fuel your body needs to keep you going throughout the day. Many people skip breakfast because they aren’t hungry or they’re in a rush. What many people don’t know is that breakfast is the most important meal of the day. The word breakfast literally means “breaking the fast.” When you wake up in the morning, your body has gone 8 to 12 hours without anything to eat. You need to fuel up to start the day off right! Why is breakfast so important for children? • Hunger can decrease the ability to concentrate. • Morning hunger can reduce muscle coordination and problem-solving skills. • Children who eat breakfast are more alert and do better on school tests than children who don’t eat breakfast. • Children who don’t eat breakfast are tardy or absent more than children who do eat breakfast. • Children who eat breakfast are less likely to be overweight. Eating breakfast is also important for adults. Breakfast foods often provide many important nutrients that breakfast skippers might not be able to make up later in the day. Eating breakfast can also help with weight control. Skipping breakfast causes more hunger at lunch time and an increased possibility of overeating. As positive role-models, adults who eat breakfast are more likely to influence their children to eat breakfast. Breakfast doesn’t have to be a home-cooked meal. You can grab a breakfast on the go and still get the nutrition you need to start the day off right. Nor does breakfast have to be traditional—as long as you’re eating something nutritious. You can even eat a sandwich or some leftovers from the night before. Try to include at least two of the food groups in your breakfast. For example, you could have a piece of fruit and a bowl of cereal, or toast with a glass of milk or fruit juice. Here are some quick and easy breakfast ideas: • High-fiber cereal with skim milk and topped with fruit • Toaster waffles topped with low-fat yogurt and fruit • Peanut butter and sliced bananas on whole-wheat toast, and a glass of 1% milk • Breakfast smoothie—low-fat yogurt, fruit, and ice mixed in a blender • Bagel topped with low-fat cheese, and a glass of 100% vegetable juice • Low-fat cottage cheese and pear slices in pita (pocket) bread • Leftovers—cold pizza, spaghetti, tacos, and a glass of soy milk
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• • •
Scrambled eggs and salsa rolled in a whole-wheat tortilla, and a glass of 100% fruit juice English muffin topped with low-fat ham and tomato slices Low-fat cereal bar and a piece of fruit
FYI: The Dietary Guidelines for Americans The Dietary Guidelines for Americans are developed jointly by the Departments of Health and Human Services (DHHS) and Agriculture (USDA), and are updated every 5 years. They provide recommendations based on current scientific knowledge about how diet may reduce risk for major chronic diseases and how a healthful diet may improve nutrition. The guidelines form the basis of federal programs related to food and nutrition education. As of the time of publication of this manual, the most recent version was the sixth edition, released on January 12, 2005. A complete report can be found at http://www.health.gov/dietaryguidelines/. A synopsis of the report is outlined below. Get the most nutrition out of your calories. The number of calories you need each day depends on your age, activity level, and whether you’re trying to gain, maintain, or lose weight. Choose the most nutritionally rich foods you can from each food group each day—those packed with vitamins, minerals, fiber, and other nutrients but lower in calories. Pick foods like fruits, vegetables, whole grains, and fat-free or low-fat milk more often. Choose fewer foods with added saturated fat, trans fat, cholesterol, sugars, salt, and alcohol. If you use up your calorie allowance on a few high-calorie items, you probably won’t get the full range of vitamins and nutrients your body needs to be healthy. Find your balance between food and physical activity. Regular physical activity is important for your overall health and fitness. It also helps you control body weight by balancing the calories you take in as food with the calories you expend each day. • Engage in regular physical activity and reduce sedentary activities to promote health, psychological well-being, and a healthy body weight. • Be physically active for at least 30 minutes most days of the week. • Increasing the intensity or the amount of time you’re physically active can have even greater health benefits and may be needed to control body weight. About 60 minutes a day may be needed to prevent weight gain. • Achieve physical fitness by including cardiovascular conditioning, stretching, and resistance exercises. • Children and teenagers should be physically active for 60 minutes every day, or most days of the week.
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Mix up your choices within each food group. • Focus on fruits. Eat a variety of fresh, frozen, canned, and dried fruits for most of your fruit choices. Limit 100% fruit juice to 1 glass per day. • Vary your veggies. Eat more vegetables, especially dark green veggies (such as broccoli, kale, and other dark leafy greens) and orange veggies (such as carrots, sweet potatoes, pumpkin, and winter squash). • Get your calcium-rich foods. Consume 3 cups of low-fat or fat-free milk, or an equivalent amount of low-fat yogurt and/or low-fat cheese (1½ ounces of cheese equals 1 cup of milk) every day. Children ages 2 to 8 need 2 cups of milk. If you don’t or can’t consume milk, choose lactose-free milk products and/or calcium-fortified foods and beverages. • Make half your grains whole. Eat at least 3 ounces of whole-grain cereals, breads, crackers, rice, or pasta every day. One ounce is about 1 slice of bread, 1 cup of breakfast cereal, or ½ cup of cooked rice or pasta. Examples of whole grains include: whole-wheat flour, bulgur (cracked wheat), oatmeal, whole cornmeal and brown rice. • Go lean with protein. Vary your protein choices with more fish, beans, peas, nuts, and seeds. Choose lean meats and poultry. Bake, broil, or grill instead of fry. Know your fats. • Consume foods low in saturated fat, trans fat, and cholesterol. (Note that on a food label, less than 5% daily value is low.) Most of the fats you eat should be monounsaturated or polyunsaturated. • Keep total fat intake between 20% to 35% of total calories. Don’t sugarcoat it. Since sugars contribute calories with few, if any, nutrients, look for foods and beverages low in added sugars. Read the ingredients list and make sure that added sugars are not one of the first few ingredients. Some names for added sugars (caloric sweeteners) include sucrose, glucose, high fructose corn syrup, corn syrup, maple syrup, and fructose. Reduce sodium (salt) and increase potassium. Consume less than 2,300 milligrams of sodium (approximately 1 teaspoon of salt) per day. Choose and prepare foods with little salt. Consume potassium-rich foods, such as fruits and vegetables. About alcohol. Those who choose to drink alcoholic beverages should do so sensibly and in moderation. Moderation is defined as the consumption of up to 1 drink per day for women and up to 2 drinks per day for men. Play it safe with food. Know how to prepare, handle, and store food safely to keep you and your family safe.
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• • • •
Clean your hands, food contact surfaces, and fruits and vegetables. Separate raw, cooked, and ready-to-eat foods while shopping, preparing, or storing. Cook meat, poultry, and fish to safe internal temperatures to kill microorganisms. Chill perishable foods promptly and thaw foods properly.
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Sesión 1 ♥ Hoja de trabajo 1 ♥ Nombre Mensaje de Tillie Un día Lavonne, Daniel, Marcus y Marie trabajaban con unos problemas de matemáticas en la computadora de la clase. Lavonne: Oigan, ¿qué pasa? ¡Acabo de perder mi problema de matemáticas! Daniel:
¿No lo habías guardado?
Lavonne: Claro que sí. Pero . . . ¡escuchen! La computadora está haciendo un ruido raro. Marcus:
¡Está zumbando!
Daniel:
¡Parece que está eructando!
Marie:
¡Está lanzando destellos!
Lavonne: ¡Está haciendo gárgaras! Todos:
¡Es Tillie Tellstar!
Tillie:
¡Exacto! ¡No se imaginan el trabajo que me costó comunicarme con ustedes!
Marie:
¿Cómo entraste a la pantalla de nuestra computadora?
Tillie:
No fue nada fácil. Creo que contraje algún virus en el camino. ¡Achís!
Marcus:
¿Por qué viniste, Tillie?
Tillie:
¿Recuerdan que el año pasado entrevisté a algunos niños de su clase, antes que ustedes empezaran Hacia la buena salud?
Marcus:
Sí. 229
Tillie:
Bueno, me han pedido que haga una continuación del artículo que escribí, para averiguar cómo les va a todos ustedes, ya que están en quinto grado.
Marie:
¿Cómo nos va? No entiendo. ¿De qué hablas?
Tillie:
Sus hábitos en cuanto a la alimentación saludable y a la actividad física, por supuesto.
Lavonne: Tillie, a veces siento como si esos hábitos ya se me hubieran ido. Tillie:
¿Qué quieres decir, Lavonne?
Lavonne: Bueno, creo que el año pasado aprendí muchísimo acerca de comer alimentos GO y practicar actividades GO. Pero con el tiempo es cada vez más difícil seguir haciendo estas cosas. Tillie:
¿Qué ha sido lo más difícil?
Lavonne: Sobre todo, tratar de comer bocadillos GO. Es difícil limitarse a los alimentos bajos en grasa y azúcar cuando por todas partes hay tantos chips, helados y dulces. Tillie:
¡Parece que limitarse en ese sentido es un gran problema!
Marcus:
Sí, lo es. A mí me gusta patinar a la pista. Pero ahí se encuentran sólo máquinas vendedoras. Supongo que podría llevar algún bocadillo al lugar, pero es más fácil comer cosas de las máquinas.
Daniel:
Creo que yo estaría bien si no comiera tanto de un alimento WHOA.
Marie:
A veces se me olvida lo de los alimentos GO, SLOW y WHOA . . . y cuando lo recuerdo, pues ya me comí el alimento y es muy tarde para hacer otra cosa.
Tillie:
Que tengan paciencia. Se necesita tiempo para cambiar las viejas costumbres y para saber cómo enfrentar cosas como máquinas vendedoras y bocadillos WHOA, que se 230
encuentran a cada rato. ¿Qué me cuentan de las actividades GO? ¿Están todavía en marcha, o ya se fueron? Marie:
De vez en cuando doy una caminata.
Daniel:
Francamente, prefiero ver la tele. Pero sí me gusta CATCH P.E. en la escuela.
Tillie:
El verano pasado, ¿qué hiciste, Daniel?
Daniel:
Fui un gran teleadicto –en inglés se dice couch potato, una papa que nunca se levanta del sofá.
Tillie:
Pues, ese tipo de papa no es muy saludable. ¿Y tú, Marcus?
Marcus:
Estuve en un equipo de fútbol en primavera y en verano, me divertí mucho. Pero no jugamos al fútbol en otoño ni en invierno.
Tillie:
Parece que todos ustedes tienen ciertas barreras que les impiden practicar actividades GO y comer alimentos GO. Creo que voy a poder escribir un artículo muy interesante. Será mejor que me ponga a trabajar, porque tengo mucho que hacer y ––
Marie:
¡Chispas! ¿Qué le pasó a la computadora?
Lavonne: ¡No sé! Hizo un blip. Luego la pantalla se puso en blanco en cuanto Tillie dijo que era mejor ponerse a trabajar porque tenía mucho que hacer. Daniel:
A propósito de “mucho que hacer”, será mejor que nos pongamos a trabajar y volvamos a comer alimentos GO y a practicar actividades GO.
Marcus:
De acuerdo. Pero, ¿cómo vamos a hacerlo?
Marie:
Si pudiéramos entender de qué barreras hablaba Tillie, tal vez sabríamos qué nos faltaba hacer.
Daniel:
Buena idea –quizás. Pero, oigan, ¿qué son “barreras”? 231
GO, SLOW, or WHOA? Cards
Paleta hecha con jugo de fruta, con azúcar agregada
Palomitas de maíz, con mantequilla agregada
Pepino
Cereal bajo en azúcar y hecho con granos integrales
Quimbombó (okra) frito 1
Pan tostado francés 2
Requesón bajo en grasa
Frijoles refritos
Leche baja en grasa, con sabor a chocolate
Huevos Tasajo o cecina de res (beef jerky)
Queso crema 4
3 Aceite de oliva
Agua
Rociador vegetal
Refresco regular
Margarina
Té, sin dulcificante 5
6
Papas fritas
Pasas, sin azúcar agregada
Calabacitas
Paleta hecha con jugo de fruta, con azúcar agregada
Duraznos enlatados con almíbar no espeso 7
Rollos (roll-ups) de fruta 8
[Type text] 232
GO, SLOW, or WHOA? Cards
Arroz blanco
Galletas tipo graham
Pan dulce
Wafles
Tostaditas horneadas
Brownies 10
9 Arroz frito
Leche del 2%
Tostaditas
Pudín hecho con leche del 2%
Tortilla hecha con trigo integral
Yogurt bajo en grasa, sin sabor
11
12
Nueces pacanas
Trocitos (nuggets) de pollo, fritos
Atún enlatado en aceite
Carne molida extra magra
Camarones fritos
Pollo horneado, con piel 14
13 Crema de cacahuate, con azúcar y grasa agregadas
Hotdogs bajos en grasa
Guisantes tipo black-eyed
Pavo para sandwiches, bajo en grasa
Bistec
Tocino 15 16
Go for Health 5 – Session 2
233
GO , SLOW, or WHOA? Cards
Manteca vegetal
Polvo de ajo
Aceite de oliva
Aceitunas
Aguacate
Bebida energética 18
17 Té descafeinado, sin dulcificante Bebida con sabor a fruta
Higos deshidratados, con azúcar agregada Peras enlatadas con almíbar espeso
Salsa catsup 19
Nectarina 20
Champiñones fritos
Galletas bajas en grasa
Pimiento dulce
Donas
Papa al horno, con mantequilla agregada
Tortillas de maíz 22
21 Palomitas de maíz reventadas por aire caliente
Leche de soya fortificada, baja en grasa
Panecillo tipo biscuit
Pudín con sabor a chocolate, hecho con leche del 1%
Barra de fruta Malteada (milkshake) 23 24
Go for Health 5 – Session 2
234
GO , SLOW, or WHOA? Cards
Queso procesado
Salmón (pescado) a la parrilla
Queso natural, semidescremado
Carne molida magra
Yogurt bajo en grasa, con azúcar agregada
Hamburguesa regular 26
25 Jamón
Jugo de manzana 100% natural
Tofu
Piña enlatada con almíbar espeso
Tocino canadiense
Papas fritas, cocinadas en el horno 27
Go for Health 5 – Session 2
28
235
GO , SLOW, or WHOA? Cards (Answer Sheet for Teachers) Card 1 Paleta hecha con jugo de fruta, con azúcar agregada – S Pepino – G Quimbombó (okra) frito – W Card 2 Palomitas de maíz, con mantequilla agregada – W Cereal bajo en azúcar y hecho con granos integrales –G Pan tostado francés – S Card 3 Requesón bajo en grasa – G Leche baja en grasa, con sabor a chocolate – S Queso crema – W Card 4 Frijoles refritos – S Huevos – G Tasajo o cecina de res (beef jerky) – W Card 5 Aceite de oliva – S Rociador vegetal – G Margarina – W Card 6 Agua – G Refresco regular – W Té, sin dulcificante – S Card 7 Papas fritas – W Calabacitas – G Duraznos enlatados con almíbar no espeso – S Card 8 Pasas, sin azúcar agregada – G Paleta hecha con jugo de fruta, con azúcar agregada – S Rollos (roll-ups) de fruta – W Card 9 Arroz blanco – S Pan dulce – W Tostaditas horneadas – G Card 10 Galletas tipo graham– G Wafles – S Brownies – W Go for Health 5 – Session 2
236
Card 11 Arroz frito – W Tostaditas – S Tortilla hecha con trigo integral – G Card 12 Leche del 2% – S Pudín hecho con leche del 2% – W Yogurt bajo en grasa, sin sabor – G Card 13 Nueces pacanas – G Atún enlatado en aceite – S Camarones fritos – W Card 14 Trocitos (nuggets) de pollo, fritos – W Carne molida extra magra – G Pollo horneado, con piel – S Card 15 Crema de cacahuate, con azúcar y grasa agregadas – S Guisantes tipo black-eyed – G Bistec – W Card 16 Hotdogs bajos en grasa – S Pavo para sandwiches, bajo en grasa – G Tocino – W Card 17 Manteca vegetal – W Aceite de oliva – S Aguacate – G Card 18 Polvo de ajo – G Aceitunas – S Bebida energética – W Card 19 Té descafeinado, sin dulcificante – G Bebida con sabor a fruta – W Salsa catsup – S Card 20 Higos deshidratados, con azúcar agregada – S Peras enlatadas con almíbar espeso – W Nectarina – G
Go for Health 5 – Session 2
237
Card 21 Champiñones fritos – W Pimiento dulce – G Papa al horno, con mantequilla agregada – S Card 22 Galletas bajas en grasa – S Donas – W Tortillas de maíz – G Card 23 Palomitas de maíz reventadas por aire caliente – G Panecillo tipo biscuit – W Barra de fruta– S Card 24 Leche de soya fortificada, baja en grasa – G Pudín de chocolate, hecho con leche del 1% – S Malteada (milkshake) – W Card 25 Queso procesado – W Queso natural, semidescremado – G Yogurt bajo en grasa, con azúcar agregada – S Card 26 Salmón (pescado) a la parrilla– G Carne molida magra – S Hamburguesa regular – W Card 27 Jamón – W Tofu – G Tocino canadiense – S Card 28 Jugo de manzana 100% natural – G Piña enlatada con almíbar espeso – W Papas fritas, cocinadas en el horno – S
Go for Health 5 – Session 2
238
Sesión 3 ♥ Hoja de trabajo 3 ♥ Nombre Siente los latidos Para encontrarte el pulso: Ligeramente pon los dedos índice y medio de una mano en el interior de la muñeca de la otra. Desliza los dos dedos hacia el lado de la muñeca más cercano al pulgar.
No uses el pulgar (en vez del dedo índice o medio)
porque tiene pulso propio. Para tomarte el pulso:
Cuenta el número de latidos que sientas durante 6 segundos, contando como 0 el primer latido que sientas. (Ejemplo: 0-1-2-3-4-5-6-7-8) Multiplica por 10 el número de latidos que hayas contado. (Ejemplo: 8 latidos x 10 = 80 latidos por minuto) La solución es tu pulso, o sea, el número de latidos del corazón por minuto. (Ejemplo: 80 latidos por minuto)
Verificación del pulso Mi ritmo cardiaco en reposo #1 Mi ritmo cardiaco en reposo #2
x 10 = _____ latidos por minuto (número de latidos)
x 10 = _____ latidos por minuto (número de latidos)
239
Sesión 3 ♥ Hoja de trabajo 4
170 160
Pulso (latidos por minuto)
150 140 130 120 110 100 90 80 70 60 50
En reposo
Calentamiento
Activo
Ritmos Cardiacos
Niveles de intensidad Intensidad baja = Menos de 120 latidos por minuto Intensidad moderada = 120–150 latidos por minuto Intensidad vigorosa = Más de 150 latidos por minuto
Recuperación
Recuerda la Fórmula FIT (buena condición física) para la mejor actividad física: Todos los días F = Frecuente: Sentir algunos o todos los I = Intensidad: indicios corporales 60 minutos por día, en total T = Tiempo:
240
Sesión 4 Hoja de trabajo 6A
♥ Nombre
Hoja de trabajo para MiPirámide– Parte 1 DESAYUNO _____________________________________ _____________________________________ _____________________________________ _____________________________________
Grupo alimenticio* _____ _____ _____ _____
Cantidad estimada ________________ ________________ ________________ ________________
ALMUERZO _____________________________________ _____________________________________ _____________________________________ _____________________________________
_____ _____ _____ _____
________________ ________________ ________________ ________________
BOCADILLO _____________________________________ _____________________________________
_____ _____
________________ ________________
CENA _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________
_____ _____ _____ _____ _____
________________ ________________ ________________ ________________ ________________
ACTIVIDADES FÍSICAS _____________________________________ _____________________________________ _____________________________________
_____ _____ _____
________________ ________________ ________________
*Códigos: G = Granos V = Verduras F = Frutas M = Productos lácteos MB = Carne y frijoles
241
Sesión 4 Hoja de trabajo 6B
♥ Nombre
Hoja de trabajo para MiPirámide– Parte 2 Cantidad total estimada
Cantidad recomendada por el Plan MiPirámide
GRUPO ALIMENTICIO Granos (G)
_____ equivalentes
_____ equivalentes
_____ tazas
_____ tazas
_____ tazas
_____ tazas
_____ tazas
_____ tazas
_____ equivalentes
_____ equivalentes
en onzas
en onzas
Usa equivalentes en onzas. Ejemplos de un equivalente en onzas: 1 rebanada de pan; 1 taza de cereal no cocido; o 1/2 taza de arroz cocido, pasta cocida o cereal cocido.
Verduras (V) Usa tazas. Un cartón de leche (de la cafetería) contiene 1 taza.
Frutas (F) Usa tazas. Un cartón de leche (de la cafetería) contiene 1 taza.
Productos lácteos (M) Usa tazas. Un cartón de leche (de la cafetería) contiene 1 taza.
Carne y frijoles (MB)
en onzas
en onzas
Usa equivalentes en onzas. Ejemplos de un equivalente en onzas: aproximadamente dos trocitos (nuggets) de pollo; 1/4 taza de frijoles secos cocidos; 1 huevo; 1 cucharada grande de crema de cacahuate; un manojo pequeño de nueces o semillas.
ACTIVIDADES FÍSICAS
_____ minutos
_____ minutos
242
Sesión 5 ♥ ¿Qué hay en la bolsa? (Instrucciones al Grupo 1) 1. Estos alimentos están en el almuerzo en bolsa que tiene su grupo: • Queso tipo • Pan dulce
2.
cheddar
• Galletas de vainilla • Leche entera
9 Marquen el tipo de almuerzo en bolsa que creen que lo es:
F No GO/No Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/No Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F No GO/Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide.
3.
Hablen en grupo de cómo pueden convertir su almuerzo en bolsa en uno que sea del tipo GO/Variado. Recuerden que hay que tener un mínimo de 4 alimentos y un máximo de 6 alimentos. Recuerden que cada parte de un alimento combinado cuenta
como un alimento individual.
4. Escriban los nuevos alimentos. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
243
Sesión 5 ♥ ¿Qué hay en la bolsa? (Instrucciones al Grupo 2) 1. Estos alimentos están en el almuerzo en bolsa que tiene su grupo: • Queso tipo
string bajo en
grasa • Galletas saladas hechas con granos integrales y bajas en grasa
2.
• Yogurt bajo en grasa,
endulzado con jugo de fruta 100% natural • Barra de fruta
9 Marquen el tipo de almuerzo en bolsa que creen que lo es:
F No GO/No Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/No Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F No GO/Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide.
3.
Hablen en grupo de cómo pueden convertir su almuerzo en bolsa en uno que sea del tipo GO/Variado. Recuerden que hay que tener un mínimo de 4 alimentos y un máximo de 6 alimentos. Recuerden que cada parte de un alimento combinado cuenta
como un alimento individual.
4. Escriban los nuevos alimentos. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
244
Sesión 5 ♥ ¿Qué hay en la bolsa? (Instrucciones al Grupo 3) 1. Estos alimentos están en el almuerzo en bolsa que tiene su grupo: Salchica en un palito Crema de cacahuate, con azúcar agregada • Frijoles al horno • •
2.
• • •
Pan blanco Puffs a sabor queso Dona
9 Marquen el tipo de almuerzo en bolsa que creen que lo es:
F No GO/No Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/No Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F No GO/Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide.
3.
Hablen en grupo de cómo pueden convertir su almuerzo en bolsa en uno que sea del tipo GO/Variado. Recuerden que hay que tener un mínimo de 4 alimentos y un máximo de 6 alimentos. Recuerden que cada parte de un alimento combinado cuenta
como un alimento individual.
4. Escriban los nuevos alimentos. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
245
Sesión 5 ♥ ¿Qué hay en la bolsa? (Instrucciones al Grupo 4) 1. Estos alimentos están en el almuerzo en bolsa que tiene su grupo: • • • •
2.
Salchica tipo bologna Queso suizo Pan blanco Papas fritas
Duraznos enlatados con almíbar espeso • Leche entera •
9 Marquen el tipo de almuerzo en bolsa que creen que lo es:
F No GO/No Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/No Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F No GO/Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide.
3.
Hablen en grupo de cómo pueden convertir su almuerzo en bolsa en uno que sea del tipo GO/Variado. Recuerden que hay que tener un mínimo de 4 alimentos y un máximo de 6 alimentos. Recuerden que cada parte de un alimento combinado cuenta
como un alimento individual.
4. Escriban los nuevos alimentos. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
246
Sesión 5 ♥ ¿Qué hay en la bolsa? (Instrucciones al Grupo 5) 1. Estos alimentos están en el almuerzo en bolsa que tiene su grupo: • •
2.
Tostaditas horneadas Atún enlatado en agua
• •
Pan hecho con trigo integral Galletas tipo graham
9 Marquen el tipo de almuerzo en bolsa que creen que lo es:
F No GO/No Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/No Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F No GO/Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide.
3.
Hablen en grupo de cómo pueden convertir su almuerzo en bolsa en uno que sea del tipo GO/Variado. Recuerden que hay que tener un mínimo de 4 alimentos y un máximo de 6 alimentos. Recuerden que cada parte de un alimento combinado cuenta
como un alimento individual.
4. Escriban los nuevos alimentos. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
247
Sesión 5 ♥ ¿Qué hay en la bolsa? (Instrucciones al Grupo 6) 1. Estos alimentos están en el almuerzo en bolsa que tiene su grupo:
2.
•
Rebanadas de queso tipo
•
Tasajo o cecina de res (beef jerky)
cheddar
• •
Leche entera Semillas de girasol
9 Marquen el tipo de almuerzo en bolsa que creen que lo es:
F No GO/No Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/No Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F No GO/Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide.
3.
Hablen en grupo de cómo pueden convertir su almuerzo en bolsa en uno que sea del tipo GO/Variado. Recuerden que hay que tener un mínimo de 4 alimentos y un máximo de 6 alimentos. Recuerden que cada parte de un alimento combinado cuenta
como un alimento individual.
4. Escriban los nuevos alimentos. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
248
Sesión 5 ♥ ¿Qué hay en la bolsa? (Instrucciones al Grupo 7) 1. Estos alimentos están en el almuerzo en bolsa que tiene su grupo: • Trocitos de zanahoria • Trocitos de apio • Bagel hecho con trigo
• Cajita de jugo de manzana
100% natural
integral
2.
9 Marquen el tipo de almuerzo en bolsa que creen que lo es:
F No GO/No Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/No Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F No GO/Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide.
3.
Hablen en grupo de cómo pueden convertir su almuerzo en bolsa en uno que sea del tipo GO/Variado. Recuerden que hay que tener un mínimo de 4 alimentos y un máximo de 6 alimentos. Recuerden que cada parte de un alimento combinado cuenta
como un alimento individual.
4. Escriban los nuevos alimentos. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________
249
Sesión 5 ♥ ¿Qué hay en la bolsa? (Instrucciones al Grupo 8) 1. Estos alimentos están en el almuerzo en bolsa que tiene su grupo: • Jamón para sandwiches • Pan blanco • Manzana
2.
• Pastel de chocolate con
escarcha • Quimbombó (okra) frito
9 Marquen el tipo de almuerzo en bolsa que creen que lo es:
F No GO/No Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/No Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos no son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F No GO/Variado: (1) Más de la mitad de los alimentos no son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide. F GO/Variado: (1) Más de la mitad de los alimentos son alimentos GO. (2) Los alimentos son de por lo menos 4 de los 5 grupos alimenticios de MiPirámide.
3.
Hablen en grupo de cómo pueden convertir su almuerzo en bolsa en uno que sea del tipo GO/Variado. Recuerden que hay que tener un mínimo de 4 alimentos y un máximo de 6 alimentos. Recuerden que cada parte de un alimento combinado cuenta
como un alimento individual.
4. Escriban los nuevos alimentos. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ 250
Sesión 5 ♥ ¿Qué hay en la bolsa? (Answer key for teachers) 1.
2.
3.
4.
5.
6.
7.
Grupo 1 – No GO/No Variado • Queso tipo cheddar (productos lácteos, SLOW) • Pan dulce (granos, WHOA) • Galletas de vainilla (granos, GO) • Leche entera (productos lácteos, WHOA) Grupo 2 – GO/No Variado • Queso tipo string bajo en grasa (productos lácteos, GO) • Galletas saladas hechas con granos integrales y bajas en grasa (granos, GO) • Yogurt bajo en grasa, endulzado con jugo de fruta 100% natural (productos lácteos, GO) • Barra de fruta (granos, SLOW) Grupo 3 – No GO/No Variado • Salchicha en un palito (carnes y frijoles, WHOA) • Crema de cacahuate, con azúcar agregada (carnes y frijoles, SLOW) • Frijoles al horno (carnes y frijoles, SLOW) • Pan blanco (granos, SLOW) • Puffs a sabor queso (granos, WHOA) • Dona (granos, WHOA) Grupo 4 – No GO/Variado • Salchicha tipo bologna (carnes y frijoles, WHOA) • Queso suizo (productos lácteos, SLOW) • Pan blanco (granos, SLOW) • Papas fritas (verduras, WHOA) • Duraznos enlatados con almíbar espeso (frutas, WHOA) • Leche entera (productos lácteos, WHOA) Grupo 5 – GO/No Variado • Tostaditas horneadas (granos, GO) • Atún enlatado en agua (carnes y frijoles, GO) • Pan hecho con trigo integral (granos, GO) • Galletas tipo graham (granos, GO) Grupo 6 – No GO/No Variado • Rebanadas de queso tipo cheddar (productos lácteos, SLOW) • Tasajo o cecina de res (beef jerky) (carnes y frijoles, WHOA) • Leche entera (productos lácteos, WHOA) • Semillas de girasol (carnes y frijoles, GO) Grupo 7 – GO/No Variado • Trocitos de zanahoria (verduras, GO) • Trocitos de apio (verduras, GO) • Bagel hecho con trigo integral (granos, GO) • Cajita de jugo de manzana 100% natural (frutas, GO)
251
8.
Grupo 8 – No GO/Variado • Jamón para sandwiches (carnes y frijoles, SLOW) • Pan blanco (granos, SLOW) • Manzana (frutas, GO) • Pastel de chocolate con escarcha (granos, WHOA) • Quimbombó (okra) frito (verduras, WHOA)
252
253
Sesión 5 ♥ Hoja de trabajo 8 ♥ Nombre ¡Lánzate hacia las cantidades recomendadas!
Comer las cantidades de alimentos recomendadas por el Plan MiPirámide ayudará a que mi cuerpo se mantenga en un equilibrio de energía. Antes de la fecha indicada abajo, durante un día voy a comer las cantidades recomendadas para uno, o los dos, de los siguientes grupos alimenticios: Grupo alimenticio
Cantidad recomendada
________________________
_______________
Session 3 ♥ Handout 6 ________________________
♥ Name
_______________
Voy a lograr mi meta para: _______________ (fecha) ___________________________ Mi firma
254
Sesión 5 ♥ Hoja de trabajo 9 ♥ Nombre Ideas para almuerzos GO en bolsa 5 Pon en tu bolsa trocitos de verduras crudas –como zanahoria, apio, calabacita, brócoli, pimiento dulce verde, coliflor o jícama, y también, en un recipiente pequeño, una salsa hecha con yogurt bajo en grasa o un aderezo para ensalada bajo en grasa, para sopear las verduras. 5 Adorna un sandwich de crema de cacahuate agregándole pasas, dátiles o rebanadas de plátano. 5 Pon en tu bolsa algo que sea dulce de forma natural – como fruta fresca o deshidratada, o galletas rellenas de higo y hechas con jugo de fruta. 5 Usa variados alimentos hechos con granos integrales del grupo alimenticio Granos –como bagels de centeno, pan tipo pita hecho con trigo integral, muffins hechos con avena y pasas, o tortillas de maíz. 5 Prueba un sandwich hecho con rebanadas de pollo o de pavo, bajo en grasa, para sandwiches; con atún enlatado en agua; o con salmón en lata. 5 Pon en tu bolsa alimentos crujientes –como trocitos de zanahoria o de apio, pretzels o tostaditas horneadas. 5 Pon en tu bolsa galletas tipo graham con canela, y un recipiente pequeño de yogurt bajo en grasa sin sabor. A la hora de comer, desmigaja las galletas en el yogurt, remuévelo un poco y gózalo.
255
Sesión 6 ♥ Hoja de trabajo 10 ♥ Nombre Un desayuno GO Tomé los siguientes alimentos en el desayuno GO en la escuela: ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
Fue un desayuno GO porque _______________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________.
256
Sesión 7 ♥ Hoja de trabajo 12 ♥ Nombre Ideas brillantes para el desayuno F Come un cereal hecho con granos integrales y bajo en azúcar, acompañado de una fruta que te guste. F Corta en mitades un bagel hecho con trigo integral. Unta queso crema bajo en grasa en cada mitad, y ponle rebanadas de fruta encima. F En una tortilla de maíz unta frijoles pintos o porotos machacados. Ponle encima queso mozzarella semidescremado y caliéntala. Si prefieres un taco más picante, échale salsa picante. F A la avena caliente échale una o más de las siguientes cosas: yogurt bajo en grasa y en azúcar, fruta fresca o deshidratada, nueces, canela. F Unta crema de cacahuate en un bollo para hotdog hecho con trigo integral. Ponle adentro un plátano entero pelado, fruta deshidratada y un poco de miel. Sírvelo con leche baja en grasa. F Mezcla un plátano picado con yogurt bajo en grasa y en azúcar, y con un jugo de fruta 100% natural o leche baja en grasa. Sírvelo con panecillos hechos con salvado de avena. F Recalienta sobras de espagueti, lasaña o de pizza. F Mezcla requesón bajo en grasa con rebanadas de durazno fresco o con duraznos enlatados con almíbar espeso. Si quieres, échale canela encima. F Corta en mitades un mollete inglés hecho con trigo integral. Ponles salsa de tomate y queso mozzarella semidescremado encima. Caliéntalos hasta que se derrita el queso.
257
Sesión 7 ♥ Hoja de trabajo 13 ♥ Nombre Ilumina tu vida . . . Toma un desayuno GO Voy a tomar por lo menos 2 desayunos GO* para ______________. (fecha)
_________________________________ (Mi firma) *Un desayuno GO se compone de alimentos de por los menos 3 de los 5 grupos alimenticios de MiPirámide, y más de la mitad de los alimentos son alimentos GO.
Desayuno GO #1
Fecha: _____________________
Tomé: _______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Éste fue un desayuno GO porque ______________________________________ _________________________________________________________________.
Desayuno GO #2
Fecha: _____________________
Tomé: _______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Éste fue un desayuno GO porque ______________________________________ _________________________________________________________________.
258
Sesión 9 ♥ Hoja de trabajo 15 ♥ Nombre
Opciones “Hacia la salud” ESCOGER
Escoge alimentos GO – o alimentos SLOW si ningunos alimentos GO están disponibles Escoge actividades GO
CONVERTIR
Convierte alimentos WHOA en alimentos GO o SLOW Convierte actividades de baja intensidad en actividades GO
PLANEAR BIEN
Llévate alimentos GO
o
Ve a los restaurantes en donde es seguro que se ofrecen alimentos GO que te gusten Programa horas o lugares en los que es seguro que puedes practicar actividades GO
o
Llévate las cosas necesarias para practicar actividades GO OPTAR POR UN POCO
Toma sólo una pequeña cantidad de un alimento WHOA Trata de practicar por lo menos una pequeña cantidad de una actividad física
ESCOGER, CONVERTIR, PLANEAR BIEN u OPTAR POR UN POCO— Estas opciones te pueden ayudar a mantener el cuerpo sano. Por eso aplícalas en todo lugar y en cada estación del año. 259
Sesión 10 ♥ Carta 1 (Instrucciones al grupo) Querida Tillie, Estoy en el equipo de natación del centro comunitario de nuestro vecindario. Los lunes, miércoles y viernes voy a un entrenamiento después de la escuela. Me encanta nadar y sé que es una super buena actividad GO. Cuando salgo de la alberca y me seco, me siento agotado y tengo que comer algo muy pronto. Los únicos alimentos que están disponibles en el centro comunitario son dulces y chips en las máquinas vendedoras. ¿Qué puedo hacer sino comprar esos alimentos WHOA? Atentamente,
Hacia WHOA voy yo, en vez de GO
Usen la Opción “Hacia la salud” de:
;
ESCOGER CONVERTIR PLANEAR BIEN OPTAR POR UN POCO
Querido Hacia WHOA voy yo, en vez de GO,
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ 260
Sesión 10 ♥ Carta 2 (Instrucciones al grupo) Querida Tillie, Me encantan las actividades GO al aire libre –como montar en bicicleta, patinar y correr. Pero cuando llueve, ¿qué puedo hacer? Es tan aburrido estar sentado en el sofá viendo la tele. ¡Pero es obvio que no puedo montar en bicicleta, ni patinar, ni correr dentro de la casa! Atentamente,
Qué aburrida es la vida cuando llueve
Usen la Opción “Hacia la salud” de: ;
ESCOGER CONVERTIR PLANEAR BIEN OPTAR POR UN POCO
Querido Qué aburrida es la vida cuando llueve,
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________
261
Sesión 10 ♥ Carta 3 (Instrucciones al grupo) Querida Tillie, Una vez a semana mi familia y yo cenamos en un restaurante de comida rápida que se llama Golden Starches. ¡Me encanta ese lugar! De costumbre ordeno una hamburguesa de doble carne con queso y tocino, una porción grande de papas fritas y una malteada extra grande. Sé que no debería comer esa comida cada semana, pero cada vez que llegue al lugar ordeno lo que se me antoja. Tillie, explícame cómo puedo ir a Golden Starches y divertirme –y al mismo tiempo comer de una manera saludable. Atentamente,
Lo que se me antoja es lo que ordeno
Usen la Opción “Hacia la salud” de: ;
ESCOGER CONVERTIR PLANEAR BIEN OPTAR POR UN POCO
Querida Lo que se me antoja es lo que ordeno,
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ _________________________________________ 262
Sesión 10 ♥ Carta 4 (Instrucciones al grupo) Querida Tillie, Casi todos los domingos mi familia y yo vamos a cenar con mi abuelita. Ella siempre nos sirve sus platillos favoritos –pollo frito, puré de papa con mucha salsa de carne, maíz con mantequilla, panecillos untados de mantequilla, y duraznos con helado. A mi abuelita le encanta vernos comer sus platillos, y la comida está tan sabrosa que siempre acabo comiendo demasiado. Sé todo lo de alimentos GO, pero mi abuelita prepara muy pocos de ésos. ¿Qué puedo hacer sino comer lo que ella nos sirve? Atentamente,
Qué puede hacer una nieta
Usen la Opción “Hacia la salud” de:
;
ESCOGER CONVERTIR PLANEAR BIEN OPTAR POR UN POCO
Querida Qué puede hacer una nieta,
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ 263
Sesión 10 ♥ Carta 5 (Instrucciones al grupo) Querida Tillie, Cuando regreso a casa de la escuela, estoy obligado a quedarme adentro hasta que lleguen mis padres de su trabajo. No puedo practicar ningunas actividades GO al aire libre. Por eso, día tras día me encuentro sentado jugando juegos de video ya pasados de moda. Tampoco me permiten invitar a amigos a mi casa. Tillie, ¿qué puedo hacer? Atentamente,
A solas en casa
Usen la Opción “Hacia la salud” de:
;
ESCOGER CONVERTIR PLANEAR BIEN OPTAR POR UN POCO
Querido A solas en casa,
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________
264
Sesión 10 ♥ Carta 6 (Instrucciones al grupo) Querida Tillie, Cuando llego a casa de la escuela, tengo tanta hambre que se me hace que podría comer mi libro de matemáticas. ¡Ja! ¡De veras estaría yo en un apuro! Bueno, mi rutina es llegar corriendo a la cocina, ver lo que hay en los gabinetes y el refrigerador –y luego paso una hora comiéndome cosas como galletas, chips y helado. Claro que a la hora de cenar ya no tengo hambre. Mi mamá me ha amenazado con poner candados a los gabinetes y al refrigerador. ¿Qué puedo hacer, Tillie? Cuando llego a casa tengo muchísima hambre –y falta muchísimo tiempo para cenar. Atentamente,
Jaime el hambriento
Usen la Opción “Hacia la salud” de: ;
ESCOGER CONVERTIR PLANEAR BIEN OPTAR POR UN POCO
Querido Jaime el hambriento,
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ 265
Sesión 10 ♥ Carta 7 (Instrucciones al grupo) Querida Tillie, Cada martes mi tío José nos lleva a la Pizzería de Piero Pierino. A mi tío le encanta la pizza, y siempre ordena la pizza más grande con pepperoni, salchicha y queso extra. Para postre siempre nos compra la especialidad –tres cucharadas de helado. Tío José es muy amable, Tillie, pero de vez en cuando me gustaría que él ordenara unos alimentos GO. Una vez le propuse ir a otro restaurante. Pero dijo que no, que prefería la Pizzería de Piero Pierino. ¿Qué puedo hacer? Atentamente,
Un poco de GO, Tío
Usen la Opción “Hacia la salud” de:
;
ESCOGER CONVERTIR PLANEAR BIEN OPTAR POR UN POCO
Querido Un poco de GO, Tío,
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________
266
Sesión 10 ♥ Carta 8 (Instrucciones al grupo) Querida Tillie, ¡Soy loca para el fútbol! Soy capitana de un equipo que juega durante el verano y el otoño. Pero, cuando termina la temporada de fútbol, dejo de ser la más rápida del equipo y me convierto en una persona que siempre está tirada en el sofá. A partir de ese momento, el único plan de acción que tengo es el de planear estrategias de fútbol para la próxima temporada. Tillie, ¿qué le aconsejas a una futbolista? Atentamente,
Sin plan de acción
Usen la Opción “Hacia la salud” de:
;
ESCOGER CONVERTIR PLANEAR BIEN OPTAR POR UN POCO
Querida Sin plan de acción,
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ _________________________________________
267
Sesión 10 ♥ Carta 9 (Instrucciones al grupo) Querida Tillie, En verano voy a un campamento de día, y tengo que llevar un almuerzo en bolsa. No es nada fácil decidir qúe llevar en la bolsa, por eso le pongo unas barras de chocolate, chips y una cajita de jugo. Estoy harta de este almuerzo, pero no sé qué más puedo llevar. Atentamente,
Qué aburrido es mi almuerzo Usen la Opción “Hacia la salud” de: ;
ESCOGER CONVERTIR PLANEAR BIEN OPTAR POR UN POCO
Querida Qué aburrido es mi almuerzo,
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________
268
Sesión 10 ♥ Carta 10 (Instrucciones al grupo) Querida Tillie, Después de la escuela, muchas veces voy a la casa de mi vecina, la señora Reyes. Ella siempre me sirve bocadillos, y más sí que no son bocadillos WHOA. Me da muchas galletas de azúcar o un trozo de tarta escarchada o una porción grandísima de helado o . . . pues, ya ves cómo es, ¿no? El problema es que no quiero ofenderla, por eso, siempre tomo lo que me sirve. ¿Qué puedo hacer, Tillie? Atentamente,
Problemas en el vecindario
Usen la Opción “Hacia la salud” de:
;
ESCOGER CONVERTIR PLANEAR BIEN OPTAR POR UN POCO
Querido Problemas en el vecindario,
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________
269
Sesión 10 ♥ Carta 11 (Instrucciones al grupo) Querida Tillie, Sé que necesito practicar más actividades GO, pero no tengo suficiente tiempo como hacerlo. Siempre hay algo que hacer después de la escuela –tomo clases de música, soy Scout, tengo tarea, y debo cuidar a mi hermanito. Tillie, ya lo ves –es imposible incluir actividades físicas en mi horario. ¿No crees? Atentamente,
No hay tiempo para el tiempo GO
Usen la Opción “Hacia la salud” de:
;
ESCOGER CONVERTIR PLANEAR BIEN OPTAR POR UN POCO
Querido No hay tiempo para el tiempo GO,
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________
270
Sesión 10 ♥ Carta 12 (Instrucciones al grupo) Querida Tillie, Sé que es importante practicar actividades GO, y me encanta hacer cosas al aire libre. Pero hay un problema –no tengo ni la más mínima habilidad atlética. Quizá por eso no me gustan los deportes. Tampoco puedo hacer paseos en bicicleta porque no tengo una. Se me hace que no soy destinada a practicar las actividades GO. Atentamente,
Lo de GO no es para mí
Usen la Opción “Hacia la salud” de: ;
ESCOGER CONVERTIR PLANEAR BIEN OPTAR POR UN POCO
Querida Lo de GO no es para mí,
__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________
271
Sesión 11 ♥ Juego de roles 1 (Instrucciones al grupo) Miembros del grupo:
_______________________ (líder) _______________________ _______________________ _______________________
Escenario del juego de roles: Ustedes son parte de un comité que va a planear la fiesta para su clase al final del año escolar.
Marca la decisión “Hacia la salud” que su grupo tomará en su juego de roles:
Comer alimentos saludables
Practicar una actividad física
Comer alimentos saludables y además practicar una actividad física Marca por lo menos una de las Opciones “Hacia la salud” que su grupo empleará para ayudarles a tomar su decisión “Hacia la salud”:
ESCOGER
PLANEAR BIEN
CONVERTIR
OPTAR POR UN POCO Instrucciones:
Todos los estudiantes de su grupo deben tomar parte en el juego de roles.
Su juego de roles debe terminar con una decisión “Hacia la salud” sobre comer alimentos saludables o practicar una actividad física o ambas cosas.
Deben preparar y practicar su juego de roles sin hacer ruido, para no distraer a otros grupos.
El (La) líder de su grupo debe brevemente introducir su juego de roles antes que lo presenten a la case. Pero ni el (la) líder ni otro estudiante del grupo debe decir cuál fue la Opción “Hacia la salud” que hayan empleado.
Asegúrense de que todos en la clase puedan ver y oír su presentación.
272
Sesión 11 ♥ Juego de roles 2 (Instrucciones al grupo) Miembros del grupo:
_______________________ (líder) _______________________ _______________________ _______________________
Escenario del juego de roles: En verano, con frecuencia
ustedes van en grupo a la alberca. Siempre se llevan dinero para comprar algo que comer en la barra de bocadillos.
Marca la decisión “Hacia la salud” que su grupo tomará en su juego de roles:
Comer alimentos saludables
Practicar una actividad física
Comer alimentos saludables y además practicar una actividad física Marca por lo menos una de las Opciones “Hacia la salud” que su grupo empleará para ayudarles a tomar su decisión “Hacia la salud”:
ESCOGER
PLANEAR BIEN
CONVERTIR
OPTAR POR UN POCO Instrucciones:
Todos los estudiantes de su grupo deben tomar parte en el juego de roles.
Su juego de roles debe terminar con una decisión “Hacia la salud” sobre comer alimentos saludables o practicar una actividad física o ambas cosas.
Deben preparar y practicar su juego de roles sin hacer ruido, para no distraer a otros grupos.
El (La) líder de su grupo debe brevemente introducir su juego de roles antes que lo presenten a la case. Pero ni el (la) líder ni otro estudiante del grupo debe decir cuál fue la Opción “Hacia la salud” que hayan empleado.
Asegúrense de que todos en la clase puedan ver y oír su presentación.
273
Sesión 11 ♥ Juego de roles 3 (Instrucciones al grupo) Miembros del grupo:
_______________________ (líder) _______________________ _______________________ _______________________
Escenario del juego de roles: Ustedes son miembros de la misma familia. Se han aburrido de comer cereal cada mañana, así que deciden no desayunar.
Marca la decisión “Hacia la salud” que su grupo tomará en su juego de roles:
Comer alimentos saludables
Practicar una actividad física
Comer alimentos saludables y además practicar una actividad física Marca por lo menos una de las Opciones “Hacia la salud” que su grupo empleará para ayudarles a tomar su decisión “Hacia la salud”:
ESCOGER
PLANEAR BIEN
CONVERTIR
OPTAR POR UN POCO Instrucciones:
Todos los estudiantes de su grupo deben tomar parte en el juego de roles.
Su juego de roles debe terminar con una decisión “Hacia la salud” sobre comer alimentos saludables o practicar una actividad física o ambas cosas.
Deben preparar y practicar su juego de roles sin hacer ruido, para no distraer a otros grupos.
El (La) líder de su grupo debe brevemente introducir su juego de roles antes que lo presenten a la case. Pero ni el (la) líder ni otro estudiante del grupo debe decir cuál fue la Opción “Hacia la salud” que hayan empleado.
Asegúrense de que todos en la clase puedan ver y oír su presentación.
274
Sesión 11 ♥ Juego de roles 4 (Instrucciones al grupo) Miembros del grupo:
_______________________ (líder) _______________________ _______________________ _______________________
Escenario del juego de roles: Ustedes son miembros de la
misma familia. Ya llevan tres horas viajando en auto. Se han cansado de no poder hacer nada. A medio camino su mamá se para en un área de descanso en la carretera.
Marca la decisión “Hacia la salud” que su grupo tomará en su juego de roles:
Comer alimentos saludables
Practicar una actividad física
Comer alimentos saludables y además practicar una actividad física Marca por lo menos una de las Opciones “Hacia la salud” que su grupo empleará para ayudarles a tomar su decisión “Hacia la salud”:
ESCOGER
PLANEAR BIEN
CONVERTIR
OPTAR POR UN POCO Instrucciones:
Todos los estudiantes de su grupo deben tomar parte en el juego de roles.
Su juego de roles debe terminar con una decisión “Hacia la salud” sobre comer alimentos saludables o practicar una actividad física o ambas cosas.
Deben preparar y practicar su juego de roles sin hacer ruido, para no distraer a otros grupos.
El (La) líder de su grupo debe brevemente introducir su juego de roles antes que lo presenten a la case. Pero ni el (la) líder ni otro estudiante del grupo debe decir cuál fue la Opción “Hacia la salud” que hayan empleado.
Asegúrense de que todos en la clase puedan ver y oír su presentación.
275
Sesión 11 ♥ Juego de roles 5 (Instrucciones al grupo) Miembros del grupo:
_______________________ (líder) _______________________ _______________________ _______________________
Escenario del juego de roles: Es sábado y está lloviendo. Ustedes deciden pasar la tarde juntos.
Marca la decisión “Hacia la salud” que su grupo tomará en su juego de roles:
Comer alimentos saludables
Practicar una actividad física
Comer alimentos saludables y además practicar una actividad física Marca por lo menos una de las Opciones “Hacia la salud” que su grupo empleará para ayudarles a tomar su decisión “Hacia la salud”:
ESCOGER
PLANEAR BIEN
CONVERTIR
OPTAR POR UN POCO Instrucciones:
Todos los estudiantes de su grupo deben tomar parte en el juego de roles.
Su juego de roles debe terminar con una decisión “Hacia la salud” sobre comer alimentos saludables o practicar una actividad física o ambas cosas.
Deben preparar y practicar su juego de roles sin hacer ruido, para no distraer a otros grupos.
El (La) líder de su grupo debe brevemente introducir su juego de roles antes que lo presenten a la case. Pero ni el (la) líder ni otro estudiante del grupo debe decir cuál fue la Opción “Hacia la salud” que hayan empleado.
Asegúrense de que todos en la clase puedan ver y oír su presentación.
276
Sesión 11 ♥ Juego de roles 6 (Instrucciones al grupo) Miembros del grupo:
_______________________ (líder) _______________________ _______________________ _______________________
Escenario del juego de roles: Ustedes son miembros de la
misma familia. Van a pasar el fin de semana con sus abuelos.
Marca la decisión “Hacia la salud” que su grupo tomará en su juego de roles:
Comer alimentos saludables
Practicar una actividad física
Comer alimentos saludables y además practicar una actividad física Marca por lo menos una de las Opciones “Hacia la salud” que su grupo empleará para ayudarles a tomar su decisión “Hacia la salud”:
ESCOGER
PLANEAR BIEN
CONVERTIR
OPTAR POR UN POCO Instrucciones:
Todos los estudiantes de su grupo deben tomar parte en el juego de roles.
Su juego de roles debe terminar con una decisión “Hacia la salud” sobre comer alimentos saludables o practicar una actividad física o ambas cosas.
Deben preparar y practicar su juego de roles sin hacer ruido, para no distraer a otros grupos.
El (La) líder de su grupo debe brevemente introducir su juego de roles antes que lo presenten a la case. Pero ni el (la) líder ni otro estudiante del grupo debe decir cuál fue la Opción “Hacia la salud” que hayan empleado.
Asegúrense de que todos en la clase puedan ver y oír su presentación.
277
Sesión 11 ♥ Juego de roles 7 (Instrucciones al grupo) Miembros del grupo:
_______________________ (líder) _______________________ _______________________ _______________________
Escenario del juego de roles: Un sábado, a la hora de
almorzar ustedes van a un restaurante de comida rápida.
Marca la decisión “Hacia la salud” que su grupo tomará en su juego de roles:
Comer alimentos saludables
Practicar una actividad física
Comer alimentos saludables y además practicar una actividad física Marca por lo menos una de las Opciones “Hacia la salud” que su grupo empleará para ayudarles a tomar su decisión “Hacia la salud”:
ESCOGER
PLANEAR BIEN
CONVERTIR
OPTAR POR UN POCO Instrucciones:
Todos los estudiantes de su grupo deben tomar parte en el juego de roles.
Su juego de roles debe terminar con una decisión “Hacia la salud” sobre comer alimentos saludables o practicar una actividad física o ambas cosas.
Deben preparar y practicar su juego de roles sin hacer ruido, para no distraer a otros grupos.
El (La) líder de su grupo debe brevemente introducir su juego de roles antes que lo presenten a la case. Pero ni el (la) líder ni otro estudiante del grupo debe decir cuál fue la Opción “Hacia la salud” que hayan empleado.
Asegúrense de que todos en la clase puedan ver y oír su presentación.
278
Sesión 11 ♥ Juego de roles 8 (Instrucciones al grupo) Miembros del grupo:
_______________________ (líder) _______________________ _______________________ _______________________
Escenario del juego de roles: Hoy, como todos los días, en el camino de la escuela a sus casas ustedes se paran en la tienda de la esquina.
Marca la decisión “Hacia la salud” que su grupo tomará en su juego de roles:
Comer alimentos saludables
Practicar una actividad física
Comer alimentos saludables y además practicar una actividad física Marca por lo menos una de las Opciones “Hacia la salud” que su grupo empleará para ayudarles a tomar su decisión “Hacia la salud”:
ESCOGER
PLANEAR BIEN
CONVERTIR
OPTAR POR UN POCO Instrucciones:
Todos los estudiantes de su grupo deben tomar parte en el juego de roles.
Su juego de roles debe terminar con una decisión “Hacia la salud” sobre comer alimentos saludables o practicar una actividad física o ambas cosas.
Deben preparar y practicar su juego de roles sin hacer ruido, para no distraer a otros grupos.
El (La) líder de su grupo debe brevemente introducir su juego de roles antes que lo presenten a la case. Pero ni el (la) líder ni otro estudiante del grupo debe decir cuál fue la Opción “Hacia la salud” que hayan empleado.
Asegúrense de que todos en la clase puedan ver y oír su presentación.
279
Sesión 11 ♥ Juego de roles 9 (Instrucciones al grupo) Miembros del grupo:
_______________________ (líder) _______________________ _______________________ _______________________
Escenario del juego de roles: Como es un bonito día de
primavera, ustedes deciden ir al parque para jugar y hacer un picnic.
Marca la decisión “Hacia la salud” que su grupo tomará en su juego de roles:
Comer alimentos saludables
Practicar una actividad física
Comer alimentos saludables y además practicar una actividad física Marca por lo menos una de las Opciones “Hacia la salud” que su grupo empleará para ayudarles a tomar su decisión “Hacia la salud”:
ESCOGER
PLANEAR BIEN
CONVERTIR
OPTAR POR UN POCO Instrucciones:
Todos los estudiantes de su grupo deben tomar parte en el juego de roles.
Su juego de roles debe terminar con una decisión “Hacia la salud” sobre comer alimentos saludables o practicar una actividad física o ambas cosas.
Deben preparar y practicar su juego de roles sin hacer ruido, para no distraer a otros grupos.
El (La) líder de su grupo debe brevemente introducir su juego de roles antes que lo presenten a la case. Pero ni el (la) líder ni otro estudiante del grupo debe decir cuál fue la Opción “Hacia la salud” que hayan empleado.
Asegúrense de que todos en la clase puedan ver y oír su presentación.
280
Sesión 11 ♥ Juego de roles 10 (Instrucciones al grupo) Miembros del grupo:
_______________________ (líder) _______________________ _______________________ _______________________
Escenario del juego de roles: Ustedes están en el mall. Es la
hora de comer.
Marca la decisión “Hacia la salud” que su grupo tomará en su juego de roles:
Comer alimentos saludables
Practicar una actividad física
Comer alimentos saludables y además practicar una actividad física Marca por lo menos una de las Opciones “Hacia la salud” que su grupo empleará para ayudarles a tomar su decisión “Hacia la salud”:
ESCOGER
PLANEAR BIEN
CONVERTIR
OPTAR POR UN POCO Instrucciones:
Todos los estudiantes de su grupo deben tomar parte en el juego de roles.
Su juego de roles debe terminar con una decisión “Hacia la salud” sobre comer alimentos saludables o practicar una actividad física o ambas cosas.
Deben preparar y practicar su juego de roles sin hacer ruido, para no distraer a otros grupos.
El (La) líder de su grupo debe brevemente introducir su juego de roles antes que lo presenten a la case. Pero ni el (la) líder ni otro estudiante del grupo debe decir cuál fue la Opción “Hacia la salud” que hayan empleado.
Asegúrense de que todos en la clase puedan ver y oír su presentación.
281
Sesión 11 ♥ Juego de roles 11 (Instrucciones al grupo) Miembros del grupo:
_______________________ (líder) _______________________ _______________________ _______________________
Escenario del juego de roles: Mañana ustedes van a hacer
una excursión escolar al zoológico. Su maestro les dice que se preparen un almuerzo en bolsa para la excursión.
Marca la decisión “Hacia la salud” que su grupo tomará en su juego de roles:
Comer alimentos saludables
Practicar una actividad física
Comer alimentos saludables y además practicar una actividad física Marca por lo menos una de las Opciones “Hacia la salud” que su grupo empleará para ayudarles a tomar su decisión “Hacia la salud”:
ESCOGER
PLANEAR BIEN
CONVERTIR
OPTAR POR UN POCO Instrucciones:
Todos los estudiantes de su grupo deben tomar parte en el juego de roles.
Su juego de roles debe terminar con una decisión “Hacia la salud” sobre comer alimentos saludables o practicar una actividad física o ambas cosas.
Deben preparar y practicar su juego de roles sin hacer ruido, para no distraer a otros grupos.
El (La) líder de su grupo debe brevemente introducir su juego de roles antes que lo presenten a la case. Pero ni el (la) líder ni otro estudiante del grupo debe decir cuál fue la Opción “Hacia la salud” que hayan empleado.
Asegúrense de que todos en la clase puedan ver y oír su presentación.
282
Sesión 11 ♥ Juego de roles 12 (Instrucciones al grupo) Miembros del grupo:
_______________________ (líder) _______________________ _______________________ _______________________
Escenario del juego de roles: Ustedes son parte de un comité que está encargado de planear las actividades y la cena para un cámping que va a hacer su tropa de Scouts.
Marca la decisión “Hacia la salud” que su grupo tomará en su juego de roles:
Comer alimentos saludables
Practicar una actividad física
Comer alimentos saludables y además practicar una actividad física Marca por lo menos una de las Opciones “Hacia la salud” que su grupo empleará para ayudarles a tomar su decisión “Hacia la salud”:
ESCOGER
PLANEAR BIEN
CONVERTIR
OPTAR POR UN POCO Instrucciones:
Todos los estudiantes de su grupo deben tomar parte en el juego de roles.
Su juego de roles debe terminar con una decisión “Hacia la salud” sobre comer alimentos saludables o practicar una actividad física o ambas cosas.
Deben preparar y practicar su juego de roles sin hacer ruido, para no distraer a otros grupos.
El (La) líder de su grupo debe brevemente introducir su juego de roles antes que lo presenten a la case. Pero ni el (la) líder ni otro estudiante del grupo debe decir cuál fue la Opción “Hacia la salud” que hayan empleado.
Asegúrense de que todos en la clase puedan ver y oír su presentación.
283
por haber terminado con éxito GO for Health–5. Fecha Nombre del estudiante Escuela
Acuérdate de seguir haciendo todo lo posible para superar las barreras que te impiden comer de forma saludable y de practicar las actividades físicas. ¡Buena suerte! Tu amiga de Corazónfuerte,
Tillie Tellstar
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Sesión 12 ♥ Hoja de trabajo 16A ♥ Nombre Cápsula de tiempo 1. Hoy es ____________, ______________. Día
Fecha
2. Hoy me he puesto ______________________________________________ _____________________________________________________________.
3. Mis preferidos:
materia de estudio ______________________________ libro __________________________________________ programa de tele ________________________________
4. En el futuro, voy a practicar actividades físicas moderadas y vigorosas, como _______________________________________________________________ _______________________________________________________________ ___________________________________________________________. Una barrera con la que puedo tropezar es ____________________________ _______________________________________________________________ _______________________________________________________________ ______________________________________________________________. Pero puedo superar esta barrera si ________________________________ _______________________________________________________________ _______________________________________________________________ ______________________________________________________________.
285
Sesión 12 ♥ Hoja de trabajo 16B ♥ Nombre Cápsula de tiempo (continúa) 5. En el futuro, voy a tomar más alimentos GO que alimentos SLOW, y más alimentos SLOW que alimentos WHOA. Me propongo tomar alimentos como _______________________________________________________________ _______________________________________________________________ ______________________________________________________________. Una barrera con la que puedo tropezar es ____________________________ _______________________________________________________________ _______________________________________________________________ ______________________________________________________________. Pero puedo superar esta barrera si ________________________________ _______________________________________________________________ _______________________________________________________________ ______________________________________________________________.
Ahora, a punto de terminar Hacia la salud-5, tomo esta decisión: Yo, ______________________________________, voy a seguir practicando actividades GO con regularidad y comiendo variados alimentos GO. Me acordaré de aprovechar las Opciones “Hacia la salud” de ESCOGER, CONVERTIR, PLANEAR BIEN y OPTAR POR UN POCO, que me servirán para que me sienta bien, me vea sano(a) y tenga la energía necesaria para hacer las cosas que disfruto. ______________________________________ Firma 286
Enfoque coordinado sobre la salud del niño (CATCH) Lista de alimentos GO–SLOW–WHOA Introducción La Lista de alimentos GO–SLOW–WHOA sirve para orientar a niños y sus familias en la selección de alimentos saludables. La idea general es que todo alimento puede incluirse en una dieta sana y que una dieta sana se compone de más alimentos GO que alimentos SLOW, y más alimentos SLOW que alimentos WHOA. • Los alimentos GO incluyen frutas, verduras, alimentos hechos con granos integrales, carnes magras y productos lácteos más bajos en grasa. Los alimentos GO son más bajos en grasa o azúcar, o las dos, y/o son alimentos integrales (es decir, menos procesados). • Los alimentos SLOW contienen más grasa o azúcar, o las dos, y/o son más procesados que los alimentos GO. • Los alimentos WHOA tienen el mayor contenido de grasa o azúcar, o las dos, y/o son los más procesados. Los alimentos son clasificados en comparación con otros del mismo grupo alimenticio. Es importante notar que muchos alimentos pueden llegar a ser alimentos WHOA si se toman en grandes cantidades. La Lista de alimentos GO–SLOW–WHOA no incluye alimentos en combinación, tales como sándwiches o pizzas, porque cada ingrediente es un alimento GO, SLOW o WHOA. Por ejemplo, una pizza se compone de la corteza, salsa, queso y cubiertas. Estos ingredientes pertenecen a más de una categoría. Para determinar si la pizza es una pizza GO, SLOW o WHOA, hay que tomar en cuenta todos los ingredientes. Abajo se ven ejemplos de un menú para desayuno y otro para almuerzo, que demuestran comidas balanceadas.
Desayuno GO Avena Avena sin azúcar agregada (GO) Azúcar morena (WHOA) Arándanos frescos (GO) Leche del 1% (GO) Almuerzo GO Sándwich con pavo Pan hecho con trigo integral (GO) Pavo bajo en grasa (GO) Mostaza (GO) Queso americano (WHOA) Tomate (GO) Lechuga (GO) Chips de papitas, horneadas (SLOW) Duraznos enlatados sin azúcar agregada (GO) Leche descremada (GO)
287
VERDURAS
Verduras
•
GO Toda verdura fresca, congelada o enlatada, sin azúcar o grasa agregada
• •
Jugo de verduras
•
SLOW Verduras con aceite, mantequilla, margarina o salsa de un queso bajo en grasa agregado Papas fritas y papas tipo hash browns cocinadas en el horno
• •
WHOA Verduras rebozadas y fritas Papas fritas; papas tipo hash browns fritas
100% jugo de verduras
Algunos ejemplos de verduras son : espárragos, aguacate, brotes de soya/soja (bean sprouts), remolachas/betabeles, repollo chino (bok choy), brócoli, col de Bruselas, repollo/col, zanahorias, coliflor, apio, chayote, hojas verdes de berza (collard greens), maíz, pepinos, berenjena, ajo, ejotes/habichuelas, jícama, col rizada (kale), lechuga, champiñones, hojas verdes de mostaza (mustard greens), nopalitos, quimbombó (okra), cebollas, chirivía, chícharos/guisantes, chiles y pimientos (pimiento dulce, jalapeño, poblano, etcétera), papas, calabaza (squash y pumpkin), camotes, espinacas, raíz de taro, tomatillos, tomates/jítomates, hojas verdes de nabo, nabos, yuca/mandioca, calabacitas
FRUTAS
Frutas
•
Jugo de fruta
• •
Frutas deshidratadas/ Fruit leather (concentrado de fruta en puré)
•
•
GO Toda fruta fresca, congelada o enlatada, sin azúcar o grasa agregada Jugo de fruta 100% natural Paletas y licuados hechos con jugo de fruta 100% natural Frutas deshidratadas (como pasas de uva, higos, dátiles, chabacanos/albaricoques, ciruelas pasas) Fruit leather de fruta 100% natural
• • • • • •
SLOW Frutas enlatadas con almíbar no espeso Frutas con azúcar agregada Sorbete Paletas y licuados hechos con jugo de fruta y con azúcar agregada Frutas deshidratadas con azúcar agregada Fruit leather de fruta con azúcar agregada
•
WHOA Frutas enlatadas con almíbar espeso
•
Rollos (roll-ups) de fruta
Algunos ejemplos de frutas son: manzanas, chabacanos/albaricoques, plátanos/bananas, zarzamoras, arándanos, melón cantaloupe, cerezas, higos, toronjas, uvas, melón honeydew, kiwis, naranjas chinas, limones, limas, mangos, nectarinas, naranjas, papayas, duraznos/melocotones, peras, placamineros, piña, ciruelas, granadas, frutas “estrella”, fresas, naranjas mandarinas, sandía
288
GRANOS
Panes/Panecillos (Muffins)/Pan dulce
•
•
GO Pan, panecillos, bollos, bagels, tortillas, y pan tipo pita, hechos con granos integrales Tortillas de maíz
Pasta
•
Pasta hecha con granos integrales
Arroz
•
Arroz integral (marrón)
Cereales para desayunos
•
Cereales bajos en azúcar y hechos con granos integrales – cocidos y no cocidos (p. ej.: avena tostada, trigo desmenuzado, hojuelas de avena, muesli) Trigo búlgaro Galletas saladas bajas en grasa y hechas con granos integrales Tostaditas horneadas
Galletas saladas
• •
Chips
•
Galletas/Pasteles/Brownies
• •
Palomitas de maíz
•
Galletas en forma de animales, hechas con granos integrales Galletas tipo graham
Palomitas reventadas por aire caliente
• • • • • • • • • • • • •
SLOW Pan, panecillos, bollos, bagels, tortillas, y pan tipo pita, hechos con harina blanca (refinada) Pan de maíz Panecillos (muffins) bajos en grasa Wafles Hotcakes/panqueques Pan tostado francés Pasta regular (hecha con harina refinada) Pasta de huevo Arroz blanco Tortitas de arroz inflado Granola baja en grasa Avena instantánea Cereales bajos en azúcar y hechos con granos refinados
• • • • •
WHOA Medialunas/cuernitos Panecillos tipo biscuit Pan dulce Donas Panecillos (muffins) altos en grasa
•
Sopas instantáneas con fideos, más altas en grasa
•
Arroz frito
•
Cereales altos en azúcar y hechos con granos refinados – cocidos y no cocidos Granola regular
•
•
Galletas saladas bajas en grasa y hechas con granos refinados
•
Galletas saladas altas en grasa
• • • •
Tostaditas Chips de papitas horneadas Pretzels Galletas en forma de animales, hechas con granos refinados Galletas de vainilla Galletas bajas en grasa Barras de cereal/fruta Pasteles bajos en grasa Palomitas bajas en grasa
• •
Chips de papitas regulares Otros chips (p. ej.: puffs de queso, chips de maíz) Galletas altas en grasa y azúcar Pasteles altos en grasa y azúcar Brownies
• • • • •
• • • • • •
Palomitas con mantequilla agregada Palomitas con sabor (p. ej.: caramelo, queso) Palomitas tipo kettle
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PRODUCTOS LÁCTEOS
Leche
Yogurt
• • • • • • •
Queso
• • • •
Postres lácteos
GO Leche sin grasa (descremada) Leche de soya sin grasa Leche del 1% Leche de soya del 1% Leche en polvo, descremada Yogurt, sin grasa o bajo en grasa, sin sabor o endulzado con jugo de fruta 100% natural Bebidas de yogurt, sin grasa o bajas en grasa y sin azúcar agregada Queso natural semidescremado Queso tipo string bajo en grasa Requesón bajo en grasa (1%) Queso de soya/soja bajo en grasa
SLOW • Leche del 2% • Leche de soya del 2% • Leche sin grasa (descremada) o del 1%, con sabor • Leche de soya sin grasa (descremada) o del 1%, con sabor • Yogurt, sin grasa o bajo en grasa y con azúcar agregada • Bebidas de yogurt, sin grasa o bajas en grasa y con azúcar agregada • • • • • • • • • •
Quesos naturales (como Colby, Cheddar, suizo) Requesón (2%-grasa reducida) Queso ricotta (semidescremado) Salsa de queso baja en grasa Queso procesado bajo en grasa Queso de soya/soja Queso crema bajo en grasa Yogurt congelado sin grasa o bajo en grasa Helado bajo en grasa Pudín hecho con leche descremada o del 1%
• • • • • •
• • • • • • • • • •
WHOA Leche entera (sin or con sabor) Leche del 2%, con sabor Leche de soya del 2%, con sabor Malteadas (milkshakes) Yogurt hecho con leche entera Bebidas de yogurt hecho con leche entera
Queso procesado Queso crema Salsa de queso Queso ricotta (de leche entera) Requesón (de leche entera)
Helado Pudín hecho con leche entera o del 2% Pay de queso Yogurt congelado Gelato (helado estilo italiano)
290
Frijoles y guisantes secos
• • •
Nueces y pepitas
• •
• • Huevos
• • •
Pescado
•
Aves de corral
• •
CARNES, FRIJOLES Y HUEVOS GO SLOW • Frijoles con tocino o jamón Frijoles (como pintos, negros, rojos) sin tocino o jamón • Frijoles con puerco (pork and beans) Frijoles refritos, sin grasa • Frijoles al horno (baked beans) Guisantes tipo black-eyed, • Frijoles refritos guisantes majados, garbanzos, • Falafel lentejas Hummus • Crema de cacahuate/maní y de otras Cacahuates/maníes, nueces, con azúcar y grasa almendras, pacanas, nueces agregadas de nogal, anarcardos, pistachos Pepitas de calabaza o de girasol Crema de cacahuate/maní y de otras nueces (natural) • Huevos fritos en aceite vegetal Huevos enteros Claras de huevo Sustituto de huevo Pescado y mariscos – horneados, asados o a la parrilla (p. ej.: salmón, bagre, camarones, cangrejo, langosta) Atún enlatado en agua Pollo o pavo sin piel (horneado, asado o a la parrilla)
• • • • •
Carne de res
• • •
Cortes de res magros (p. ej.: round roast, bistec round, lomo bajo (sirloin), filete (tenderloin) Carne molida extra magra Carne molida, escurrida y enjuagada
• • •
WHOA
•
Huevos fritos en mantequilla, manteca animal, margarina, grasa de tocino, o tocino salado/pella salada Pescado, mariscos y “palitos” de pescado – fritos
Pescado, mariscos y “palitos” de pescado – empanizados y horneados Atún enlatado en aceite
•
Pollo o pavo con piel (horneado, asado o a la parrilla) Pollo o pavo, empanizado y horneado Trocitos de pollo (nuggets), horneados Pollo o pavo, magro y molido Carne molida magra Hamburguesas magras o bajas en grasa
• •
Pollo frito Trocitos de pollo (nuggets), fritos
•
Cortes regulares de res (p. ej.: pecho (brisket), bistec T-bone, espaldilla (chuck roast) Carne molida regular Tasajo/cecina Hamburguesas regulares Costillas
• • • •
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CARNES, FRIJOLES Y HUEVOS (CONTINÚA)
Puerco
•
Otros alimentos que proporcionan proteína
• • •
Carnes procesadas
• •
GO Cortes magros de puerco (p. ej.: filete, chuletas sin grasa)
• •
Tofu Tempeh “Hamburguesa” de verduras (veggie burger) Carne de venado Carnes para sándwiches (pollo, pavo, jamón), sin grasa o bajas en grasa
• • •
SLOW Jamón magro Tocino canadiense
Carnes para sándwiches (pollo, pavo, jamón), regulares Hot dogs bajos en grasa Salchicha de pavo o de pollo
• • • •
WHOA Cortes magros de puerco más altos en grasa (p. ej.:, roast, espalda, jamón) Costillas Tocino Jarrete Chicharrones
• • • • • • • •
Hot dogs Pepperoni Salchicha Tasajo/cecina de res Salchicha tipo bologna Salami Chorizo Pastrami
• • • • • • • • •
WHOA Mantequilla Margarina Manteca animal Tocino salado/pella salada Manteca vegetal Salsa de carne (gravy) Mayonesa Crema agria Aderezo para ensaladas, alto en grasa
•
ACEITES
Aceites
Alimentos ricos en aceites
•
GO Rociador vegetal
•
• • • • •
SLOW Aceites vegetales (como el de oliva, canola, cacahuate/maní, soya/soja, maíz, semilla de algodón, safflower o girasol) Salsa de carne (gravy), sin grasa o baja en grasa Mayonesa, sin grasa o baja en grasa Crema agria, sin grasa o baja en grasa Aderezo para ensaladas, sin grasa o bajo en grasa Aderezo para ensaladas hecho de aceite y vinagre
292
OTROS ALIMENTOS
Hierbas y especias
• • •
GO Aliños sin sal (como polvo de ajo o de cebella) Hierbas frescas (como ajo o jengibre) Hierbas frescas o secas (como albahaca, romero o cilantro)
Dulcificantes/ Edulcorantes/ Dulces
Bebidas
Condimentos
• • •
• •
Agua Agua con gas Té descafeinado, sin dulcificante
Mostaza Hojuelas de mantequilla
SLOW
• •
Jarabe ligero (light) Edulcorantes (artificiales)
•
Té sin dulcificante
WHOA • • •
Sal Aliños con sal o sodio Glutamato monosódico (MSG)
• • • • • • • •
Azúcar Azúcar morena Dulces de chocolate Caramelos Gelatina con dulcificante Miel Jarabe Refrescos/sodas (regulares y de dieta) Bebidas con azúcar agregada Té con dulcificante; bebidas con té y dulcificante Bebidas con café Bebidas deportivas Bebidas con sabor a frutas Bebidas con jugo de frutas Bebidas energéticas Encurtidos
• •
• • • •
Mermelada Jalea Aceitunas Salsa catsup
• • • • • •
293
Cantidades diarias recomendadas según la edad*
Grupo alimenticio Verduras Frutas Granos
Productos lácteos
Carne, frijoles y huevos
Aceites Otro
Cantidad recomendada para niños de 4 a 8 años de edad
Cantidad recomendada para niños de 9 a 13 años de edad
1½ tazas 1–1½ tazas 4–5 equivalentes en onzas (1 equivalente en onzas equivale a: 1 rebanada de pan, 5–7 galletas saladas, ½ taza de avena cocida, 1 taza de cereal no cocido, ½ taza de arroz cocido, 3 tazas de palomitas de maíz, reventadas) 2 tazas (1 taza de queso duro equivale a: 1½ onzas) 3–4 equivalentes en onzas (1 equivalente en onzas equivale a: ¼ taza de frijoles cocidos, 1 onza de carne, 1 huevo) 4 cucharaditas Ninguna
2–2½ tazas** 1½ tazas 5–6 equivalentes en onzas***
3 tazas
5 equivalentes en onzas
5 cucharaditas Ninguna
* www.MyPyramid.gov ** Niñas – 2 tazas; Niños – 2 ½ tazas *** Niñas – 5 equivalentes en onzas; Niños – 6 equivalentes en onzas
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Componente familiar
Viaje de salud…Continúa la jornada Estimado(a) estudiante de quinto grado de Go for Health-5 y sus padres, Bienvenidos al programa para la familia llamado Viaje de Salud…Continúa la jornada, el cual es parte de Go for Health-5. Durante este programa recibirán seis hojas de consejos, que los ayudarán a derribar barreras contrarias a una vida sana y a hacer que la alimentación sana y la actividad física sean habituales en sus vidas. Les pedimos que trabajen juntos, como “equipo de casa”, que se compone del (la) estudiante de quinto grado y sus padres. (Si el padre o la madre no pueden participar en este programa, otro adulto o hermano(a) mayor puede hacerlo en su lugar.) Por favor, lean en equipo las hojas de consejos para el Viaje de salud.
Instrucciones para Viaje de salud-1 •
Al contestar las preguntas de ¡A verificar!, descubran algunas barreras contrarias a una vida sana, que pueda tener su familia.
•
Completen la actividad Las 5 barreras principales contrarias a una vida sana anotando las barreras que su familia descubra, después de haber respondido a las preguntas.
•
Llenen el talón de devolución, que está al pie de la hoja; despréndanlo o recórtenlo con cuidado siguiendo la línea punteada; y que el (la) estudiante lo entregue a su maestro(a) titular CATCH.
•
Pongan las preguntas de ¡A verificar! en un lugar donde toda la familia las pueda ver. Las preguntas pueden servirles como recordatorio de modos de mantenerse en buena salud.
Cada vez que el (la) estudiante entregue un talón de devolución que indique que conjuntamente ustedes hayan completado la hoja de consejos, su maestro(a) tomará nota de ello en un cuadro especial en el salón de clase. Los maestros(as) han animado a cada estudiante de quinto grado a entregar todos los talones de devolución. Gracias por participar en Viaje de Salud…Continúa la jornada.
¡BUENA SUERTE Y BUENA SALUD!
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Viaje de salud 1: Enfrentarse a las barreras ¡A verificar! ¿Va su equipo de casa por buen camino en cuanto a sus hábitos de
alimentación y de actvidad física? Para cada pregunta, encierren una respuesta en un círculo. ¿Con qué frecuencia hacen ustedes lo siguiente? 3 = A menudo
2 = A veces
1 = Raras veces
1. ¿Beber y cocinar con leche sin grasa/descremada o del 1%, o leche de soya, o leche de arroz –en vez de leche entera o del 2%?
3 2 1
2. ¿Practicar una actividad física, como caminar, hacer jogging, montar en bicicleta, nadar, practicar yoga o levantar pesas?
3 2 1
3. ¿Comer una fruta y/o verdura en las comidas y como bocadillos?
3 2 1
4. ¿Cocinar usando grasas más saludables, como aceite vegetal o de oliva –en vez de manteca vegetal, margarina, mantequilla o manteca de puerco?
3 2 1
5. ¿Irse por la escalera –en vez de tomar el ascensor o escalera mecánica?
3 2 1
6. ¿Comer alimentos asados, horneados o a la parrilla –en vez de fritos?
3 2 1
7. ¿Ir de un lugar a otro caminando o montando en bicicleta?
3 2 1
8. ¿Comer una porción pequeña de un plato principal o de un postre –en vez de una porción grande?
3 2 1
9. ¿Hacer un precalentamiento antes de practicar una actividad física, y una recuperación después?
3 2 1
10. ¿Tomar agua –en vez de un refresco o bebida deportiva o energética?
3 2 1
11. ¿Comer alimentos de granos integrales, como arroz integral o pan hecho con un grano integral –en vez de alimentos de granos refinados, como arroz blanco y pan blanco?
3 2 1
12. ¿Dar una caminata juntos?
3 2 1
13. En el cine, ¿escoger una caja pequeña de palomitas de maíz –en vez de una grande?
3 2 1
14. ¿Practicar una actividad física –en vez de jugar videojuegos o ver la tele?
3 2 1
15. ¿Comer un cereal para desayunos hecho con un grano integral y de poca azúcar –en vez de un cereal muy azucarado?
3 2 1
16. ¿Comer una verdura que nunca hayan probado antes?
3 2 1
Sumen los números encerrados y anoten el total aquí:
_________
Si respondieron “Raras veces” a cualquiera de estas preguntas, pregúntense “por qué?” En familia, identifiquen algunas de sus barreras contrarias a formas de conducta sanas, y luego hagan una lista de ellas al reverso de esta hoja. INTERPRETACIÓN DE SU CALIFICACIÓN 36–48 ¡Adelante con sus esfuerzos! Hacen bien en comer alimentos saludables y de porciones razonables, y también en practicar actividades físicas con regularidad. 25–35 ¡Van por buen camino! A menudo escogen alimentos más bajos en grasa, y en general ustedes están físicamente activos. 16–24 ¡Cuidado! Repasen las preguntas para descubrir cómo pueden hacer cambios a fin de comer alimentos más bajos en grasa y/o azúcar, y de practicar actividades físicas más a menudo.
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LOS FUNDAMENTOS DE UNA VIDA SANA •
Coman diversas frutas y verduras cada día. Coman por lo menos una fruta o verdura en cada comida y en la hora de comer un bocadillo.
•
Cuando comen granos –por ejemplo, pan o arroz– al menos la mitad de las veces escojan granos integrales, como el trigo integral, avena, centeno, cebada o arroz integral.
•
Cada día tomen tres tazas de leche descremada o del 1%, leche de soya, leche de arroz, o yogurt bajo en grasa sin azúcar agregada.
•
Al escoger y preparar carnes, aves de corral, pescado o frijoles secos, que sus elecciones sean magras o bajas en grasa.
•
Escojan y preparen alimentos que contengan pocas azúcares agregadas.
•
Utilicen grasas más saludables, como aceite vegetal o de oliva –en vez de manteca vegetal, margarina, mantequilla o manteca de puerco.
•
Practiquen actividades físicas por lo menos 30 minutos casi diariamente (para niños: 60 minutos diariamente). Además, consuman la cantidad de calorías recomendadas para su estatura, peso, edad y nivel de actividad. (Para información sobre cuántas calorías y cuántos alimentos de cada grupo alimenticio deberían tomar, consulten www.mypyramid.gov)
•
Entre las actividades físicas que practiquen, incluyan actividades aeróbicas, ejercicios de estiramiento y el levantamiento de pesas.
•
No usen el tabaco. Las 5 barreras principales contrarias a una vida sana, para NUESTRO EQUIPO DE CASA
La buena alimentación no significa renunciar a todos los alimentos procesados o los que son altos en grasa y en azúcar. Una buena norma es la “Regla del 80%”: Si comen alimentos saludables el 80% del tiempo, a veces (el 20% del tiempo) pueden comer alimentos procesados y/o alimentos con más alto contenido de grasa y de azúcar.
1.
________________________
2.
________________________
3.
________________________
4.
________________________
5.
________________________
¡SÍ! Leímos Viaje de salud 1, completamos la lista de verificación y anotamos algunas barreras.
Indica los adultos en tu equipo de casa para Viaje de salud 1:
Madre
Padre
Otro ____________________
Estudiante _______________________________ Maestro(a) ______________________
______________________ ØFecha a devolver Ø Viaje de salud 1 297
Viaje de salud 2: Equilibrio de energía y la alimentación sana EQUILIBRIO DE ENERGÍA Calorías que se usan Calorías que se usan = energía que su cuerpo necesita: • • •
Calorías que se consumen Calorías que se consumen = los alimentos que se comen
Para el crecimiento Para la respiración y el bombeo de la sangre Para practicar actividades físicas
•
La alimentación más sana es la de comer la misma cantidad de calorías de lo que el cuerpo necesita. Esto ayuda al cuerpo a mantenerse en un equilibrio de energía.
•
Si comemos menos calorías que el cuerpo utiliza, con el paso del tiempo es posible que adelgacemos.
•
Si comemos más calorías que el cuerpo necesita, con el paso del tiempo es posible que aumentemos demasiado de peso, porque esas calorías que sobren se nos acumulan en el cuerpo en forma de grasa. Si engordamos demasiado, no podemos movernos tan bien como antes y tal vez se nos aumente el riesgo de contraer enfermedades crónicas como diabetes, cáncer y enfermedades cardiovasculares.
GO > SLOW > WHOA ¿Cómo pueden ustedes mantener el cuerpo en un equilibrio de energía? 1. Practiquen actividades físicas por lo menos 30 minutos casi diariamente [60 minutos diariamente, si eres niño(a)], y 2. Coman más alimentos GO que alimentos SLOW, y más alimentos SLOW que alimentos WHOA. (La Lista de Alimentos GO-SLOW-WHOA está adjunta a esta hoja de consejos.) Los alimentos GO son los que contienen la menor cantidad de grasa y/o azúcar y son los menos procesados. Ejemplo: leche del 1% o leche de soya (baja en grasa y sin azúcares agregadas) Los alimentos SLOW son los que contienen una mayor cantidad de grasa y/o azúcar y son más procesados que los alimentos GO. Ejemplo: leche del 2% (mayor contenido de grasa) o del 1% sabor a chocolate (contiene azúcares agregadas) Los alimentos WHOA son los que contienen la mayor cantidad de grasa y/o azúcar y son los más procesados. Ejemplo: leche entera (el mayor contenido de grasa) o la del 2% sabor a chocolate (mayor contenido de grasa; contiene azúcares agregadas) Meta de nuestro equipo de casa: Vamos a comer, como bocadillos, estos alimentos GO, en vez de alimentos WHOA, 2 veces a semana durante las 2 próximas semanas: ____________________________________________________________
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Identificar alimentos GO leyendo etiquetas En la etiqueta de un alimento, la lista de ingredientes indica los ingredientes, en orden decreciente, utilizados en su producción. Leer la etiqueta les ayudará a determinar si el alimento es un alimento GO. •
Los alimentos GO no contienen ninguna azúcar agregada (como miel o almíbar de maíz rico en fructosa) o ninguna grasa trans (aceites vegetales hidrogenados o parcialmente hidrogenados).
•
Los alimentos GO son hechos con granos integrales (como trigo integral, centeno, avena y cebada). Alimento GO: Leche del 1% baja en grasa
Alimento SLOW: Leche del 1% baja en grasa, sabor a chocolate
Porción = 1 taza Calorías = 100 Grasa total = 2.5g Azúcares = 11g
Porción = 1 taza Calorías = 170 Grasa total = 2.5g Azúcares = 27g
Ingredientes: Leche baja en grasa, Vitamina A Palmitate y Vitamina D3.
Ingredientes: Leche baja en grasa, Almíbar de maíz rico en fructosa, Fécula, Cacao alkalizado, Sal, Carragenina, Goma guar, Saborizantes artificiales, Vitamina A Palmitate y Vitamina D3.
Busquen granos integrales cuando compren cereales, pastas, pan y arroz. Alimentos GO con granos Harina de trigo integral Pan de trigo integral Tortillas de trigo integral Arroz integral y arroz silvestre Cereales para desayunos de granos integrales (como O’s tostadas, hojuelas de trigo integral) Palomitas de maíz Tallarines y fideos de trigo integral
Alimentos SLOW o WHOA con granos Harina de trigo Pan blanco Tortillas de harina refinada Arroz blanco Algunos cereales para desayunos, no cocidos (como hojuelas de maíz) Galletas saladas Tallarines y fideos de trigo refinado
Por supuesto, ¡en las frutas y verduras frescas –alimentos muy saludables– no se encuentran etiquetas!
¡SÍ! Leímos Viaje de salud 2 y fijamos la meta de comer alimentos GO como bocadillos.
Indica los adultos en tu equipo de casa para Viaje de salud 2:
Madre
Padre
Otro ____________________
Estudiante _______________________________ Maestro(a) ______________________
______________________ ØFecha a devolver Ø Viaje de salud 2 299
Viaje de salud 3: ¡Manténganse activos! Para mantenerse en un peso saludable, propónganse la meta de estar activos y de reducir las actividades sedentarias, tales como ver la tele y jugar juegos de video. Para reducir el riesgo de las enfermedades crónicas, se recomienda que los adultos practiquen actividades físicas por lo menos 30 minutos casi diariamente, y los niños 60 minutos diariamente. Algunas sugerencias: • • • • • • • • •
En familia, planeen un programa regular y anímense entre sí para seguirlo. Hablen de su meta con sus amigos e invítenlos a participar. Ellos pueden ayudar a ustedes a ser fiel a su propósito. Hagan una lista de los beneficios que esperen obtener de practicar las actividades físicas. Hagan una lista de excusas que podrían dar en contra de practicar las actividades físicas, y otra lista de modos de superar esas excusas. Al principio de cada semana, anoten las fechas y horas en que estarán físicamente activos, lo que harán y con quién. Pongan variedad en las actividades físicas cambiando su rutina o practicándolas al ritmo de alguna música. Feliciten a miembros de la familia cuando estén físicamente activos. Ayuden a miembros de la familia a lograr su meta ofreciendo a acompañarlos cuando hagan una actividad física. No esperen hasta que todos puedan estar físicamente activos al mismo tiempo. Planeen alguna actividad física con los que estén disponibles.
Nosotros prometemos estar físicamente activos por lo menos 30 minutos por día, casi diariamente, a partir del ____________________ (fecha). Firmas:
Beneficios de la actividad física ♥
Mejora la salud general; la gente que hace ejercicio con regularidad se enferma con menos frecuencia
♥
Reduce el estrés y la tensión
♥
Mejora su concentración, de modo que su rendimiento es mejor en el hogar, el trabajo y en la escuela
♥
Aumenta la fuerza y resistencia
♥
Mejora el sueño
♥
Fortalece el corazón
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Para disfrutar de la actividad física con su familia o amigos: • • • • •
Vayan a pie a un parque o playa para jugar juegos y hacer un picnic. Den un paseo en bicicleta o en patines. Den una caminata por la naturaleza. Trabajen en familia en el jardín o para quitar nieve. Saquen a pasear a un perro.
Acuérdense a felicitarse unos a otros por estar físicamente activos. Cómo “acondicionar” la buena condición física en su horario del día • Formen un grupo para caminatas en su trabajo o en la escuela, y prográmenlas antes o después de horas o durante el almuerzo. • Suban y bajen por las escaleras en vez del ascensor o escalera mecánica. • Vayan a la escuela o al trabajo en bicicleta. • Hagan el esfuerzo de estar físicamente activos durante los descansos. • Pongan en su casa alguna música alegre, y bailen en vez de ver la tele. • Inventen una rutina aeróbica, luego enséñensela a otras personas. • ADULTS: Inicien un programa de ejercicios de mediodía. Animen a compañeros de trabajo, amigos o familiares a participar. Esto es lo que se necesita para que una caminata queme las calorías de unos alimentos altos en grasa: Alimento Galleta chica con briznas de chocolate Pan con mantequilla Tocino, 2 tiras Dona Bistec tipo T-bone Chuleta de puerco, frita Pastel escarchado
Duración de la caminata 10 min. 15 18 29 45 60 68
min. min. min. min. min. min.
Si los adultos siguieran comiendo la misma cantidad de alimentos que acostumbran comer y dieran una caminata diaria de una milla, ¡algunos podrían rebajar al menos 10 libras por año!
¡SÍ! Leímos Viaje de salud 3 y prometimos estar físicamente.
Indica los adultos en tu equipo de casa para Viaje de salud 3:
Madre
Padre
Otro ____________________
Estudiante _______________________________ Maestro(a) ______________________
______________________ ØFecha a devolver Ø Viaje de salud 3
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Viaje de salud 4: MiPirámide ¿Quisieran saber cuántas calorías y las cantidades y tipos de comida que necesitan cada día? Vayan a www.MyPyramid.gov/sp-index.html . Hagan clic en “Plan de MiPirámide” e ingresen sus datos. Ahí pueden conseguir también una evaluación personalizada de su ingesta de alimentos. •
“MiPirámide” les ofrece información personalizada acerca de las cantidades de alimentos de los cinco grupos alimenticios que deberían comer cada día, y les alienta que coman una variedad de alimentos de esos cinco grupos. Por ejemplo, del grupo de Verduras, se recomienda comer varias verduras anaranjadas y las de un verde oscuro, además de las legumbres y las verduras con fécula.
•
Comer las cantidades recomendadas ayudará al cuerpo a mantenerse en un equilibrio de energía.
•
Además de la alimentación sana, “MiPirámide” nos recuerda estar físicamente activos por lo menos 30 minutos diariamente, cuando sea posible.
Juego: Láncense hacia lo de GO Jueguen un juego para repasar alimentos GO y actividades físicas GO. Más de 3 cosas corresponden a cada categoría que está a continuación. Sin embargo, el objetivo del juego es adivinar las 3 cosas específicas que se encuentran al reverso de esta hoja. (¡No las miren antes de adivinar!) Dense a su equipo 1 punto para cada respuesta correcta. 1. Actividades GO que se practican usando una pelota o balón 2. Verduras que se pueden comer con o sin la cáscara 3. Fabulosas bebidas GO 4. Actividades GO que empiezan con la letra B 5. Alimentos que se pueden fabricar de granos integrales 6. Frutas que comienzan con la letra P 7. Frutas deshidratadas 8. Granos integrales 9. Actividades GO que se practican en una cancha o pista 10. Alimentos GO del grupo alimenticio “Leche”
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El almuerzo en bolsa “GO y variado” Preparar y comer almuerzos en bolsa del tipo “GO y variado” es una parte importante de la alimentación sana. En el almuerzo en bolsa del tipo “GO y variado” — •
más de la mitad de los alimentos son alimentos GO
•
los alimentos se encuentran en por lo menos 4 de los 5 grupos alimenticios de MiPirámide (Frutas, Verduras, Granos, Leche, Carnes/Frijoles)
Usando la Lista GO-SLOW-WHOA de Viaje de salud 1 (y, si es posible, www.MyPyramid.gov), expliquen por qué ALMUERZO 1 es un almuerzo en bolsa “GO y variado” pero ALMUERZO 2 no lo es. Luego, háganle cambios al ALMUERZO 2 para convertirlo en un almuerzo en bolsa “GO y variado”. ALMUERZO 1
ALMUERZO 2
Sandwich de atún – pan hecho con trigo integral, atún enlatado en agua, mayonesa baja en grasa
Sandwich “BLT” – pan blanco, tocino, lechuga, tomate, mayonesa
Trozos de zanahoria
Chips de maíz
Arándanos
Galleta de chocolate
Leche del 1%
Bebida con sabor a naranja
Láncense hacia lo de GO: Solución 1. 2. 3. 4. 5.
fútbol (sóccer), vólibol, tenis pepino, calabacita, papa jugo de frutas 100% natural, agua, leche descremada bailar, béisbol, básquetbol pan, cereal, tortilla
6. 7. 8.
pera, papaya, piña pasas, chabacanos, dátiles trigo integral, avena, arroz integral
9. 10.
básquetbol, vólibol, kickball leche del 1%, yogurt bajo en grasa y sin sabor, queso mozzarella semidescremado
¡SÍ! Leímos Viaje de salud 4, jugamos “Láncense hacia lo de GO” y hablamos sobre los almuerzos en bolsa del tipo “GO y variado”. Indica los adultos en tu equipo de casa para Viaje de salud 4:
Madre
Padre
Otro ____________________
Estudiante _______________________________ Maestro(a) ______________________
______________________ ØFecha a devolver Ø Viaje de salud 4 303
Viaje de salud 5: Desayunos GO / Compra de alimentos GO ¡Conviertan desayunos WHOA en desayunos GO! ¿Cómo saben si un desayuno es un desayuno GO? Más de la mitad de los alimentos son alimentos GO. Los alimentos se encuentran en por lo menos 3 de los 5 grupos alimenticios de MiPirámide (Granos, Verduras, Frutas, Leche, Carnes/Frijoles). En equipo, conviertan estos desayunos WHOA en desayunos GO. Usen la Lista GOSLOW-WHOA, que se encuentra en Viaje de salud 2, como ayuda en escoger alimentos GO. Unas sugerencias para desayunos GO están al reverso de esta hoja. (¡No las miren
de antemano!)
Desayuno WHOA 1.
2.
3.
4.
5.
Desayuno GO
• Hojuelas de maíz escarchadas con azúcar, con leche entera • Bebida cafeinada sabor a moca, con azúcar y crema • Omelette de 3 huevos con tocino y queso americano • Papas tipo hash browns, fritas • Leche del 2% sabor a chocolate • Panqueques hechos con trocitos de chocolate, con jarabe de maple y mantequilla • Bebida sabor a naranja (10% jugo de fruta) • Tacos para desayuno hechos con tortillas de harina blanca (refinada), chorizo y huevos (fritos juntos), y queso americano • Refresco con sabor a cola • Donas glaseadas • Café tipo latte con azúcar
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Hagan compras inteligentes Secciones de jugos/ hortalizas – Escojan frutas y verduras frescas; frutas deshidratadas sin azúcar agregada; jugos de fruta 100% naturales
Sección de productos lácteos – Escojan leche descremada o del 1%, o leche de soya; yogurt baja en grasa, sin sabor o con poca azúcar; quesos naturales; huevos
Panadería – Escojan pan, panecillos, tortillas, bagels y molletes tipo inglés hechos con granos integrales
Pasillo de cereales – Escojan cereales hechos con granos integrales y con poca azúcar; avena; trigo búlguro; granola baja en grasa
Alimentos congelados – Escojan jugos de fruta 100% naturales; verduras congeladas sin ninguna salsa; frutas congeladas sin azúcar agregada
Pasillos de aceites/alimentos enlatados/frijoles secos –Escojan frijoles, verduras y sopas enlatadas bajas en sodio; frijoles secos; frutas enlatadas en su jugo; aceites vegetales y aceite de oliva
Pasillos de chips/bizcochos/galletas saladas – Escojan chips horneados; pretzels; galletas tipo graham; galletas saladas hechas con granos integrales y bajas en grasa Lean las etiquetas de alimentos – compren alimentos que contengan 0g de grasa trans
Secciones de carnes/pescado – Escojan pescado y mariscos; pollo y pavo; carnes magras
Actividad “Conviertan desayunos WHOA”: Sugerencias para desayunos GO 1. 2. 3. 4. 5.
Cereal desmenuzado hecho con un grano integral, con leche del 1% y un plátano en rebanadas 2 huevos revueltos, cocinados en una sartén usando un rocío vegetal; pan tostado hecho con trigo integral; leche del 1% Panqueques hechos con arándanos frescos o congelados; jugo de naranja 100% natural Tacos para desayuno hecho con tortillas de maíz, huevos revueltos en una sartén usando un rocío vegetal, y queso tipo cheddar; agua Pan tostado de centeno, untado de mantequilla natural de cacahuate o de almendra, con pasas encima; té verde
¡SÍ! Leímos Viaje de salud 5 y convertimos desayunos WHOA en desayunos GO.
Indica los adultos en tu equipo de casa para Viaje de salud 5:
Madre
Padre
Otro ____________________
Estudiante _______________________________ Maestro(a) ______________________
______________________ ØFecha a devolver Ø Viaje de salud 5 305
Viaje de salud 6: Opciones para comer fuera Muchas familias comen fuera de la casa a menudo porque los adultos trabajan y no se disponen del tiempo suficiente como para comprar alimentos y prepararlos en casa. En muchos casos las comidas en restaurantes contienen más calorías, más grasa y más azúcares agregadas de lo que contienen las comidas preparadas en casa. Esto es una barrera que puede impedir que su familia coma alimentos GO. Para superar esta barrera, tengan en cuenta las Opciones “Hacia la salud”. (Véanse al reverso de esta hoja para aprender a recitar sus opciones.)
Opciones “Hacia la salud” ESCOGER
Escojan alimentos GO – o alimentos SLOW si ningunos alimentos GO están disponibles Ejemplos: Escojan alimentos GO –como una hamburguesa a la parrilla de tamaño regular; una pizza con cubierta de verduras (en vez de cubierta de queso extra o de carne); una ensalada con un aderezo bajo en grasa, como plato de acompañamiento; leche baja en grasa.
CONVERTIR
Conviertan alimentos WHOA en alimentos GO o SLOW Ejemplos: Quítenle el tocino a una hamburguesa y la piel al pollo.
PLANEAR BIEN
Llévense alimentos GO
o
Vayan a los restaurantes en donde es seguro que se ofrecen alimentos GO que les gusten Ejemplos: Prepárense un almuerzo en bolsa o un picnic que se componga de alimentos GO, en vez de ir a un restaurante de comida rápida; escojan un restaurante en donde es seguro que se ofrecen diversos alimentos GO que les guste comer. OPTAN POR UN POCO
Tomen sólo una pequeña cantidad de un alimento WHOA Ejemplos: Cómpranse una orden pequeña de papas fritas en lugar de una grande; coman sólo 2 trozos de pizza en lugar de 3 ó 4 trozos; compartan un alimento WHOA –como un sundae de helado– con un amigo o familiar.
Meta de su equipo de casa: Anoten un restaurante que les guste: _________________________________________________________________ Anoten 2 de las Opciones “Hacia la salud” que ustedes van a emplear al pedir alimentos en este restaurante: _________________________________________________________________ _________________________________________________________________
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ESCOGER, CONVERTIR, PLANEAR BIEN u OPTAR POR UN POCO— Estas opciones te pueden ayudar a mantener el cuerpo sano. Por eso aplícalas en todo lugar y en cada estación del año. MÁS OPCIONES PARA CUANDO SE COME FUERA: • En muchos restaurantes se sirven porciones grandes de comida. Dos amigos o familiares pueden compartir un platillo principal y luego cada uno puede pedir una pequeña ensalada de verduras como plato de acompañamiento. • Pidan una bebida sin azúcar agregada –como agua, té helado no endulzado o un jugo de fruta 100% natural. • Si se sirven del mostrador de ensaladas, tomen muchas frutas y verduras frescas, y seleccionen alimentos que contengan tipos saludables de grasa – por ejemplo, huevos duros, nueces, semillas de girasol o de ajonjolí, y aderezos tipo vinagreta a base de aceite de oliva. Eviten alimentos que contengan grasas no saludables –como el queso rallado, aderezos no bajos en grasa, cubitos de pan tostado, tocino picado, tiras de jamón y ensaladas preparadas como las de papa, macarrón o pasta. • En descripciones de platillos en el menú, busquen palabras que indiquen alimentos GO –por ejemplo, baked (al horno), grilled (asado), steamed (al vapor) y whole-grain (hecho con granos integrales). • Limiten la cantidad de mantequilla que les pongan a alimentos como pan y papas. En lugar de ella, pónganles aceite de oliva. • ¡Hagan un paseo después de comer! ¡Felicítense mutuamente cuando elijan alimentos saludables!
¡SÍ! Leímos Viaje de salud 6 y anotamos dos de las Opciones “Hacia la salud” que vamos a emplear en un restaurante.
Indica los adultos en tu equipo de casa para Viaje de salud 6:
Madre
Padre
Otro ____________________
Estudiante _______________________________ Maestro(a) ______________________
______________________ ØFecha a devolver Ø Viaje de salud 6 307