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The Healthy Eating and Active Time Club Curriculum
Teaching Children to Live Well
by Christina Economos, Jessica Collins, Sonya Irish Hauser, Erin Hennessy, David Hudson, Erin M. Boyd Kappelhof, Sandra Klemmer, Claire Kozower and Lori Marcotte
136 Pages
Early elementary years are perfect for instilling healthy habits in children—and The Healthy Eating and Active Time Club Curriculum: Teaching Children to Live Well offers you the resources and tools you need to instill those healthy habits.
The text helps children understand what a healthy diet is and how to stay physically active every day. The children learn how to make healthier nutrition and activity choices, and they discover how healthy eating and regular physical activity keep them feeling their best.
The Healthy Eating and Active Time Club Curriculum: Teaching Children to Live Well comes with a web resource that contains two sections. The first section supplies many reproducibles, including activity and food cards, worksheets, separate activity books for grades 1 to 3, and Cool Moves, which are warm-up and cool-down exercises for use in the classroom. This section also offers a chart that details how the curriculum meets Massachusetts state education standards (which have incorporated the common core standards) in English language arts; math; comprehensive health; history and social science; arts; and science, technology, and engineering.
The second section of the web resource contains a detailed book called After-School HEAT Club Curriculum. This web book reinforces the print book’s material and contains lessons and activities for after-school programs that extend the classroom learning and bring that learning to life. These activities include art projects, active games, food activities (including using healthy recipes), and ways to educate the entire family about healthy living.
The Healthy Eating and Active Time Club: Teaching Children to Live Well and its accompanying resources offer an array of tools for teachers:
• Grade-specific activity books on the web resource, allowing you to print out materials that you need for each lesson
• Extensions that connect the book’s content to physical education, library, and art
• Academic connections that help you incorporate the contents into comprehensive health, math, science and technology, language arts, social studies, and art lessons
• Background information that gives you everything you need to know and teach the lessons (including objectives, preparation, materials, and key talking points)
• A Go Green section in each lesson that helps you incorporate environmental messages into the lesson, if you so choose
The Healthy Eating and Active Time Club: Teaching Children to Live Well is a multifaceted resource that will help you engage students with activities that teach valuable lessons and life skills. Through this resource, students will learn the value of increasing their consumption of fruits, vegetables, low-fat milk, and whole grains; decrease their intake of foods high in saturated fat and sugar; and increase their time in physical activity. They will also learn how to decrease their screen time while discovering how to engage in environmentally friendly practices.
The Healthy Eating and Active Time Club: Teaching Children to Live Well is a win–win for you and your students.
Unit 1. Introduction to Nutrition and Physical Activity
Show students what the HEAT Club is all about—healthy eating and active time! In this unit students learn what makes up a healthy diet—using MyPlate as a guide—and how to stay physically active every day. What’s more, they learn how healthy eating and active time support health and keep us feeling our best.
Unit 2. Making Healthy Nutrition and Physical Activity Choices Every Day
The class has learned what it means to eat smart and play hard—now help them apply it! This unit prepares students to make healthier choices every day, whether by choosing nutritious snacks to fuel an active day or planning a MyPlate meal for their family.
Extensions 1. Supplemental Art Activities
Use healthy eating and active time to inspire each student’s inner artist. This art supplement provides hands-on, creative activities that reinforce HEAT Club messages in art class.
Extensions 2. Events and Resources for Library Connections
Bring the HEAT Club to your school library! This supplement identifies healthy living events in each month and provides reading lists and other resources to help school librarians reinforce HEAT Club concepts.
Extensions 3. Creative Ideas and Resources for PE Teachers
Hit the gym with the HEAT Club! This supplement provides PE teachers with ideas for reinforcing HEAT Club concepts through games, goal setting, and celebration of national events related to health.
Extensions 4. After-School Connections
Learn more about the After-School HEAT Club Curriculum, available in the accompanying web resource by using the password available in the book. This resource gives after-school leaders and participants opportunities to engage in healthy cooking activities, active games, and HEAT Club–inspired creative arts. The full curriculum is available in the web resource.
Christina Economos is an internationally known expert in the field of childhood obesity prevention. Her research efforts focus on large-scale community-based participatory interventions with potential for scalability. Christina served as the principal investigator for Shape Up Somerville, which demonstrated a reduction in undesirable weight gain among elementary school students in an ethnically and socioeconomically diverse urban community.
Jessica Collins is a recognized public health leader in Massachusetts and a sought-after speaker at national events. She leads multisector collaborations to address emerging public health issues through sustainable systems changes. Jessica served as the project manager for Shape Up Somerville and director of the BEST Oral Health program, both of which are recognized nationally.
Sonya Irish Hauser is a professor and researcher in nutrition science. Her research and academic interests focus on community approaches to obesity prevention and novel methods of health promotion. Her research efforts have included rigorous testing of the HEAT Club curriculum in after-school programs across the United States.
Erin Hennessy is a behavioral scientist with advanced training in nutrition. Her research interests focus on the multilevel influences of eating and activity behavior among at-risk families. She has worked on several federal- and foundation-funded community-based interventions, including Shape Up Somerville. Dr. Hennessy has won numerous awards for her research, including those from the National Institutes of Health, Centers for Disease Control and Prevention, and New Balance Foundation.
David Hudson is an expert in sustaining healthy communities, worksites, and schools through changes in policy, systems, and physical infrastructure. David served both as senior researcher coordinator and director of Shape up Somerville in collaboration with partners for those who live, work, and visit the city.
Erin Boyd Kappelhof is a registered dietitian who specializes in international nutrition communications. She primarily helps food and health organizations and companies define and disseminate their science-based messages to health professionals, consumers, and other audiences.
Sandra Klemmer is a clinical dietitian and also has a private nutrition practice. With an interest in health behavior change, Sandy was a staff member of the Shape Up Somerville project, and she explored the health behaviors of college students as a research assistant for the Tufts Longitudinal Health Study.
Claire Kozower has focused her career on the intersection of sustainable agriculture, nutrition, and community food security. She has many years of experience in nonprofit organic vegetable farms in the Northeast, including working on education staff, assisting with farm production, and serving as executive director. Her role with Shape Up Somerville included coordinating a farm-to-school program, school food service systems and infrastructure improvements, professional development and wellness opportunities for food service personnel, nutrition education for students and families, and after-school curriculum design and implementation.
Lori Marcotte is a curriculum developer who designs and implements comprehensive programs that aim to improve nutrition and phhysical activity behaviors in school-aged children. Her contributions reach students in the classroom as well as in out-of-school settings.
Introducing students to the HEAT Club
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car.
Lesson 1
HEAT Club Kickoff
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car. By making healthy choices, students feed their bodies and their minds.
The class will also experience the benefits of regular movement through the Cool Moves included in the lesson (and in all subsequent lessons). They will begin to under- stand that physical activity uses the fuel provided by the food they eat and can also leave them energized.
As you welcome students to the HEAT club, gather information from the class about their views on healthy eating and active time. As an example, you can create a web of answers and questions to be answered as you work your way through the program (see figure 1.1).
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_a_Main.jpg
Objectives
- Know the goals of the HEAT Club.
- Learn simple stretches.
- Understand that healthy bodies need to move and be fueled by healthy foods in order to grow, play, and learn.
- Identify healthy foods and activities.
Preparation
Read about the background of the HEAT Club in appendix A.
Materials (WR)
Activity books (one per student)
Cool Moves (WR)
- Hug Yourself Stretch—Standing up, students cross their arms and wrap them around their bodies as far as they can stretch. Then they turn the upper body to the right and left. Continue for 20 seconds. They then recross arms so the other arm is on top. Repeat the stretch for 20 seconds.
- Ostrich Stretch—Students stand with legs straight and bend over at the waist (as far as they can comfortably go) to try to touch their toes (imitating an ostrich sticking its head in the sand). They stay in this position for 5 seconds. Repeat three to five times. Remind students not to hold their breath or lock their knees during the stretch.
Refer to the web resource to learn more Cool Moves.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_b_Main.jpg
Key Talking Points
- The HEAT in HEAT Club stands for healthy eating and active time. The lessons and activities we do as part of the HEAT Club show us ways to eat smart and play hard.
- Cool Moves give us active breaks during the school day. Moving energizes us so we can focus on learning.
- Our bodies are healthy and happy when we move them and when we feed them healthy foods.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves; tell them that throughout the year they will do Cool Moves to stay active during class.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Together, brainstorm a list of healthy foods and a list of active-time activities. Write students' ideas on the board. Remind students that during active time, their bodies are moving.
- Invite students to decorate the cover of their activity books with pictures of themselves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children
- At this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: Healthy Eating, Active Time. Ask them to write down at least one example under each of these categories: healthy eating, not-so-healthy eating, active time, and inactive time. Students may work together to come up with ideas.
- Write each of the four categories on the board, and record students' responses. Are there more items under healthy eating and active time, or under not-so- healthy eating and inactive time? Discuss.
- Remind students that when they choose healthy foods their bodies get energy and nutrients to grow, play, and learn. Explain that we all need to include active time in our days because moving our bodies helps us build strong muscles, bones, lungs, and hearts. Being active can also help us feel more energized throughout the day. For instance, students might feel more awake after going for a walk (explored further in lesson 7).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: HEAT Club Brainstorm! Divide the class into groups of four or five. Instruct half the groups to brainstorm and record a list of healthy foods and the other half to brainstorm and record a list of active-time activities.
- Remind students that when they move their bodies, they build strong muscles, bones, lungs, and hearts. Food provides them with the fuel and energy they need to grow, learn, and play.
- Invite students to share their lists. Create one large list on the board of healthy foods and active-time activities. If necessary, help the class identify foods or activities that do not belong on the list (e.g., French fries or playing video games).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
(2nd, 3rd) Extension Activity: HEAT Club Survey
- 1. Instruct students to interview five other students and ask them about their favor- ite healthy foods and physical activities.
- As the class shares results, create a chart to illustrate the different foods and activities that people enjoy. Identify the most popular choices and discuss.
Go Green Connection
- The HEAT Club will teach you ways to take care of your body, but we should also always consider ways to take care of our planet. Throughout this curriculum, we will provide simple tips for you and your students to pitch in and be environmen- tally friendly.
- Taking care of our bodies and taking care of the environment often go hand in hand. Just as eating too much junk food can harm our bodies, putting too much junk (trash) into our communities can harm the environment. In this activity, we learned about reducing the amount of not-so-healthy foods we put into our bodies.
- What are some not-so-healthy things we put into the environment? How can we reduce them? (Example: using a cloth towel instead of a paper towel)
- See appendix B for more ideas on going green.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Teach your students the nuances of carbohydrate
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss.
Lesson 12
Sugar
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss. All types of carbohydrate break down into sugar, which is then taken into the cells for energy. Carbohydrate is present in virtually all foods except proteins such as meat, poultry, fish, and oils and fat. Carbohydrate is necessary in the diet; it is the only source of energy that the brain will use. Grains, fruits, vegetables, and dairy are natural sources of sugar, and these foods also provide many important nutrients for the body. Foods high in simple sugar, such as candy, jelly, and sugar-sweetened beverages, provide only empty calories (calories with no vitamins or minerals). Sugary foods typically take the place of healthier alternatives, such as drinking soda instead of water.
Learning the nuances of carbohydrate is too complicated for most first-graders. Instead, they will learn to identify foods that have a lot of sugar and to recognize that sweets can be enjoyed every once in a while but that their growing bodies need better foods with more nutrients in order to grow strong. Students in grades 2 and 3 will calculate the amount of sugar in various foods (soft drinks, cookies, sugar-added versus low-sugar cereals, and doughnuts) and measure out teaspoons of sugar for more dramatic results.
Objectives
- Identify sources of added sugar in their diets.
- Understand that four grams of sugar equals one teaspoon.
- Understand that some healthy foods, such as fruit, naturally contain sugars along with other nutrients such as vitamins and minerals.
Materials (WR)
- Activity books
- Sugar, teaspoons, plates, food labels from a variety of sugary foods (and a lower-sugar example, if desired, such as flavored yogurt vs. plain yogurt or chocolate milk vs. plain milk)
Cool Moves (WR)
Tableside Dancing—With music playing softly in the background, students skip in place eight times to the beat of the music. Mix it up by having them hop and march in place. Then ask them to turn slightly to the left and (pretend) to kick a ball three times with the right foot. Then tell them to do a whole-body shimmy down and up. They then repeat by turning slightly to the right and kicking with the left foot. Once everyone has practiced all the movements, tell them to practice their routines until they can perform them without help. Extend the activity by asking students to come up with new moves to include.
Refer to the web resource (WR) to learn more Cool Moves.
Key Talking Points
- Sweets and foods with a lot of added sugar taste good but usually lack the nutri ents (vitamins and minerals) we need to make our bodies strong.
- Sweetened foods should be saved for special occasions.
- It is better to choose foods that are naturally sweet, such as fruit, because these foods also have nutrients (vitamins and minerals) that our bodies can use.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64a_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Direct students to page 19 of the activity book: What Do You Eat? For each meal or snack, have them circle the foods they like to eat. Then write the list of foods on the board and tally the responses to identify the most popular foods for each meal.
- Discuss the most popular foods. To which MyPlate groups do these belong? To which MyPlate groups do the less-popular foods belong? Are there items that do not fit into a MyPlate group?
- Explain to students that sweets and foods with a lot of added sugar (e.g., cakes, candy, soda) are “sometimes” foods. There is no place for them in MyPlate because even though they taste good, our bodies don't want or need a lot of these types of foods.
- Remind the class that though sweets taste good and can be fun to eat, they offer few nutrients for our bodies. Eating too much of these foods can give our body more energy than it needs, which can create an energy imbalance. Refer to lesson 10 in unit 1 (Energy Balance) as a reminder.
- Create a list of healthy alternatives (such as fruits or yogurt) that are naturally sweet and have nutrients that our bodies need to grow strong and healthy. Brain- storm strategies for enjoying healthier sweets. We can add berries to oatmeal or whole-grain cereal instead of choosing sugary cereal. We can add bananas to a peanut butter sandwich instead of jelly. We can add fruit to plain yogurt instead of choosing flavored yogurt. We can make a fruit salad using many fruits.
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- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some sugary foods and discuss where they fit in MyPlate. Can they tell you why we should save these foods for special occasions? Remind the class that foods with a lot of added sugar usually provide few or no vitamins or minerals. There is no place for sweets on MyPlate because our bodies do not want or need them to stay healthy. Sweets are considered “sometimes” foods.
- To make this lesson interactive, ask the class to measure out teaspoons of sugar on a plate to illustrate how much sugar is in different foods. As a reference, four grams of sugar equal one teaspoon. Or use sugar packets instead of pouring teaspoons of sugar. One sugar packet equals one teaspoon (four grams). Taping the packets into a chain makes for a powerful visual aid.
Examples:
- There are 16 grams of sugar in a toaster pastry (4 teaspoons or packets), so a pack of two toaster pastries has 8 teaspoons or packets of sugar.
- There are 20 grams of sugar (5 teaspoons or packets) in many pudding cups.
- There are 32 grams of sugar (8 teaspoons or packets) in a 4-ounce chocolate chip muffin.
- There are 37 grams of sugar (9-1/4 teaspoons or packets) in a 20-ounce sports drink. Use the food labels you (or students) brought from home for additional examples. This activity is a great way to reinforce math skills.
- Direct students to pages 23 and 24 of the activity book: How Much Sugar? Students will indicate the amount of sugar in each food. Remind them that four grams of sugar is equal to one teaspoon.
- Explain that “sometimes” foods such as soda, candy, cake, and sports drinks (and “juice” drinks that are not 100 percent juice) contain a lot of added sugar. “Added sugar” means just what it sounds like: Sugar is added to a food to make it sweeter. Some foods are naturally sweet; they don't need added sugar to taste sweet. Can students name foods that are naturally sweet? Examples include most fruits and some vegetables, such as sweet potatoes and bell peppers. Ask the class why it might be better to choose these naturally sweet foods over foods with added sugar. Explain that naturally sweet foods come with fiber and many other nutrients that work to keep the body healthy. Foods with added sugar tend not to have these same nutrients. Treats such as ice cream, candy, and soda are fun to eat once in a while, but if we eat too much of them we can fill up on these foods and miss out on the foods we need to be healthy and strong.
- Close the lesson by encouraging students to substitute naturally sweet foods for foods with added sugar. Challenge them to try a substitution in their lunches, after-school snacks, or after-dinner desserts.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some foods that contain sugar (students will likely name various types of sweets and candy). Ask them if they can think of other foods with sugar.
- Explain that some foods, such as sweets, sodas, and sports drinks, have sugar added to them. Other foods such as fruits or milk naturally contain sugar. Ask students which types of foods they think we should choose—foods with added sugar, or foods that are naturally sweet. Ask them to explain why.
- Emphasize that naturally sweet foods are better choices because along with sugar they also contain vitamins, minerals, and sometimes fiber—all good things! Foods with added sugar usually don't offer these same nutrients.
- Direct students to page 31 of the activity book: Find the Sugar! Start with the label for chocolate cake and highlight the line for sugars.
- Repeat for other foods. Compare labels and rank foods from the least amount of sugar to the most. Look again and identify other differences (for example, point out the vitamins and minerals and note that some foods have these nutrients whereas others do not). What can students tell you about these differences?
- Instruct students to turn to pages 32 and 33 of the activity book: How Much Sugar? Explain that they will calculate the amount of sugar in various foods. Tell the class that four grams of sugar equal one teaspoon.
- Explain that sugar is found naturally in some foods. Berries, grapes, and other fruits are naturally sweet. There is even some sugar in plain white milk. We don't need to avoid these sources of sugar because these foods offer many other important nutrients. Explain to students that they can make smart choices by using the nutrition labels on packaged foods to find options that are lower in sugar. This is a good thing to do when choosing a breakfast cereal, for example.
- When we eat smart, we choose naturally sweet foods such as fruits over foods with added sugar. Challenge students to try a substitution in their lunches, after- school snacks, or after-dinner desserts. Remind them that it's OK to enjoy a sweet treat once in a while but that they should emphasize foods that are rich in nutrients.
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Extension Activity
Ask students to bring in empty cereal boxes. Pass the boxes around the room, and ask students to use the Nutrition Facts panel to record the amount of sugar per serving, in each type. As a class, discuss which cereals seem like the better choices.
Go Green Connection
- Whole foods (foods with nothing added or taken away and that haven't changed much since leaving the garden or farm) are better for you and better for the environment.
- Choose whole foods that are naturally sweet, such as fresh fruit, rather than processed foods with added sugar, such as some juices.
- Processed foods can have more sugar than natural foods and often have more packaging, which creates more waste.
- Compare the packaging for foods that are naturally sweet, such as fresh fruit, with that of processed sweet foods, such as fruit roll-ups.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Introducing students to the HEAT Club
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car.
Lesson 1
HEAT Club Kickoff
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car. By making healthy choices, students feed their bodies and their minds.
The class will also experience the benefits of regular movement through the Cool Moves included in the lesson (and in all subsequent lessons). They will begin to under- stand that physical activity uses the fuel provided by the food they eat and can also leave them energized.
As you welcome students to the HEAT club, gather information from the class about their views on healthy eating and active time. As an example, you can create a web of answers and questions to be answered as you work your way through the program (see figure 1.1).
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_a_Main.jpg
Objectives
- Know the goals of the HEAT Club.
- Learn simple stretches.
- Understand that healthy bodies need to move and be fueled by healthy foods in order to grow, play, and learn.
- Identify healthy foods and activities.
Preparation
Read about the background of the HEAT Club in appendix A.
Materials (WR)
Activity books (one per student)
Cool Moves (WR)
- Hug Yourself Stretch—Standing up, students cross their arms and wrap them around their bodies as far as they can stretch. Then they turn the upper body to the right and left. Continue for 20 seconds. They then recross arms so the other arm is on top. Repeat the stretch for 20 seconds.
- Ostrich Stretch—Students stand with legs straight and bend over at the waist (as far as they can comfortably go) to try to touch their toes (imitating an ostrich sticking its head in the sand). They stay in this position for 5 seconds. Repeat three to five times. Remind students not to hold their breath or lock their knees during the stretch.
Refer to the web resource to learn more Cool Moves.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_b_Main.jpg
Key Talking Points
- The HEAT in HEAT Club stands for healthy eating and active time. The lessons and activities we do as part of the HEAT Club show us ways to eat smart and play hard.
- Cool Moves give us active breaks during the school day. Moving energizes us so we can focus on learning.
- Our bodies are healthy and happy when we move them and when we feed them healthy foods.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves; tell them that throughout the year they will do Cool Moves to stay active during class.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Together, brainstorm a list of healthy foods and a list of active-time activities. Write students' ideas on the board. Remind students that during active time, their bodies are moving.
- Invite students to decorate the cover of their activity books with pictures of themselves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children
- At this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: Healthy Eating, Active Time. Ask them to write down at least one example under each of these categories: healthy eating, not-so-healthy eating, active time, and inactive time. Students may work together to come up with ideas.
- Write each of the four categories on the board, and record students' responses. Are there more items under healthy eating and active time, or under not-so- healthy eating and inactive time? Discuss.
- Remind students that when they choose healthy foods their bodies get energy and nutrients to grow, play, and learn. Explain that we all need to include active time in our days because moving our bodies helps us build strong muscles, bones, lungs, and hearts. Being active can also help us feel more energized throughout the day. For instance, students might feel more awake after going for a walk (explored further in lesson 7).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: HEAT Club Brainstorm! Divide the class into groups of four or five. Instruct half the groups to brainstorm and record a list of healthy foods and the other half to brainstorm and record a list of active-time activities.
- Remind students that when they move their bodies, they build strong muscles, bones, lungs, and hearts. Food provides them with the fuel and energy they need to grow, learn, and play.
- Invite students to share their lists. Create one large list on the board of healthy foods and active-time activities. If necessary, help the class identify foods or activities that do not belong on the list (e.g., French fries or playing video games).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
(2nd, 3rd) Extension Activity: HEAT Club Survey
- 1. Instruct students to interview five other students and ask them about their favor- ite healthy foods and physical activities.
- As the class shares results, create a chart to illustrate the different foods and activities that people enjoy. Identify the most popular choices and discuss.
Go Green Connection
- The HEAT Club will teach you ways to take care of your body, but we should also always consider ways to take care of our planet. Throughout this curriculum, we will provide simple tips for you and your students to pitch in and be environmen- tally friendly.
- Taking care of our bodies and taking care of the environment often go hand in hand. Just as eating too much junk food can harm our bodies, putting too much junk (trash) into our communities can harm the environment. In this activity, we learned about reducing the amount of not-so-healthy foods we put into our bodies.
- What are some not-so-healthy things we put into the environment? How can we reduce them? (Example: using a cloth towel instead of a paper towel)
- See appendix B for more ideas on going green.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Teach your students the nuances of carbohydrate
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss.
Lesson 12
Sugar
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss. All types of carbohydrate break down into sugar, which is then taken into the cells for energy. Carbohydrate is present in virtually all foods except proteins such as meat, poultry, fish, and oils and fat. Carbohydrate is necessary in the diet; it is the only source of energy that the brain will use. Grains, fruits, vegetables, and dairy are natural sources of sugar, and these foods also provide many important nutrients for the body. Foods high in simple sugar, such as candy, jelly, and sugar-sweetened beverages, provide only empty calories (calories with no vitamins or minerals). Sugary foods typically take the place of healthier alternatives, such as drinking soda instead of water.
Learning the nuances of carbohydrate is too complicated for most first-graders. Instead, they will learn to identify foods that have a lot of sugar and to recognize that sweets can be enjoyed every once in a while but that their growing bodies need better foods with more nutrients in order to grow strong. Students in grades 2 and 3 will calculate the amount of sugar in various foods (soft drinks, cookies, sugar-added versus low-sugar cereals, and doughnuts) and measure out teaspoons of sugar for more dramatic results.
Objectives
- Identify sources of added sugar in their diets.
- Understand that four grams of sugar equals one teaspoon.
- Understand that some healthy foods, such as fruit, naturally contain sugars along with other nutrients such as vitamins and minerals.
Materials (WR)
- Activity books
- Sugar, teaspoons, plates, food labels from a variety of sugary foods (and a lower-sugar example, if desired, such as flavored yogurt vs. plain yogurt or chocolate milk vs. plain milk)
Cool Moves (WR)
Tableside Dancing—With music playing softly in the background, students skip in place eight times to the beat of the music. Mix it up by having them hop and march in place. Then ask them to turn slightly to the left and (pretend) to kick a ball three times with the right foot. Then tell them to do a whole-body shimmy down and up. They then repeat by turning slightly to the right and kicking with the left foot. Once everyone has practiced all the movements, tell them to practice their routines until they can perform them without help. Extend the activity by asking students to come up with new moves to include.
Refer to the web resource (WR) to learn more Cool Moves.
Key Talking Points
- Sweets and foods with a lot of added sugar taste good but usually lack the nutri ents (vitamins and minerals) we need to make our bodies strong.
- Sweetened foods should be saved for special occasions.
- It is better to choose foods that are naturally sweet, such as fruit, because these foods also have nutrients (vitamins and minerals) that our bodies can use.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64a_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Direct students to page 19 of the activity book: What Do You Eat? For each meal or snack, have them circle the foods they like to eat. Then write the list of foods on the board and tally the responses to identify the most popular foods for each meal.
- Discuss the most popular foods. To which MyPlate groups do these belong? To which MyPlate groups do the less-popular foods belong? Are there items that do not fit into a MyPlate group?
- Explain to students that sweets and foods with a lot of added sugar (e.g., cakes, candy, soda) are “sometimes” foods. There is no place for them in MyPlate because even though they taste good, our bodies don't want or need a lot of these types of foods.
- Remind the class that though sweets taste good and can be fun to eat, they offer few nutrients for our bodies. Eating too much of these foods can give our body more energy than it needs, which can create an energy imbalance. Refer to lesson 10 in unit 1 (Energy Balance) as a reminder.
- Create a list of healthy alternatives (such as fruits or yogurt) that are naturally sweet and have nutrients that our bodies need to grow strong and healthy. Brain- storm strategies for enjoying healthier sweets. We can add berries to oatmeal or whole-grain cereal instead of choosing sugary cereal. We can add bananas to a peanut butter sandwich instead of jelly. We can add fruit to plain yogurt instead of choosing flavored yogurt. We can make a fruit salad using many fruits.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some sugary foods and discuss where they fit in MyPlate. Can they tell you why we should save these foods for special occasions? Remind the class that foods with a lot of added sugar usually provide few or no vitamins or minerals. There is no place for sweets on MyPlate because our bodies do not want or need them to stay healthy. Sweets are considered “sometimes” foods.
- To make this lesson interactive, ask the class to measure out teaspoons of sugar on a plate to illustrate how much sugar is in different foods. As a reference, four grams of sugar equal one teaspoon. Or use sugar packets instead of pouring teaspoons of sugar. One sugar packet equals one teaspoon (four grams). Taping the packets into a chain makes for a powerful visual aid.
Examples:
- There are 16 grams of sugar in a toaster pastry (4 teaspoons or packets), so a pack of two toaster pastries has 8 teaspoons or packets of sugar.
- There are 20 grams of sugar (5 teaspoons or packets) in many pudding cups.
- There are 32 grams of sugar (8 teaspoons or packets) in a 4-ounce chocolate chip muffin.
- There are 37 grams of sugar (9-1/4 teaspoons or packets) in a 20-ounce sports drink. Use the food labels you (or students) brought from home for additional examples. This activity is a great way to reinforce math skills.
- Direct students to pages 23 and 24 of the activity book: How Much Sugar? Students will indicate the amount of sugar in each food. Remind them that four grams of sugar is equal to one teaspoon.
- Explain that “sometimes” foods such as soda, candy, cake, and sports drinks (and “juice” drinks that are not 100 percent juice) contain a lot of added sugar. “Added sugar” means just what it sounds like: Sugar is added to a food to make it sweeter. Some foods are naturally sweet; they don't need added sugar to taste sweet. Can students name foods that are naturally sweet? Examples include most fruits and some vegetables, such as sweet potatoes and bell peppers. Ask the class why it might be better to choose these naturally sweet foods over foods with added sugar. Explain that naturally sweet foods come with fiber and many other nutrients that work to keep the body healthy. Foods with added sugar tend not to have these same nutrients. Treats such as ice cream, candy, and soda are fun to eat once in a while, but if we eat too much of them we can fill up on these foods and miss out on the foods we need to be healthy and strong.
- Close the lesson by encouraging students to substitute naturally sweet foods for foods with added sugar. Challenge them to try a substitution in their lunches, after-school snacks, or after-dinner desserts.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some foods that contain sugar (students will likely name various types of sweets and candy). Ask them if they can think of other foods with sugar.
- Explain that some foods, such as sweets, sodas, and sports drinks, have sugar added to them. Other foods such as fruits or milk naturally contain sugar. Ask students which types of foods they think we should choose—foods with added sugar, or foods that are naturally sweet. Ask them to explain why.
- Emphasize that naturally sweet foods are better choices because along with sugar they also contain vitamins, minerals, and sometimes fiber—all good things! Foods with added sugar usually don't offer these same nutrients.
- Direct students to page 31 of the activity book: Find the Sugar! Start with the label for chocolate cake and highlight the line for sugars.
- Repeat for other foods. Compare labels and rank foods from the least amount of sugar to the most. Look again and identify other differences (for example, point out the vitamins and minerals and note that some foods have these nutrients whereas others do not). What can students tell you about these differences?
- Instruct students to turn to pages 32 and 33 of the activity book: How Much Sugar? Explain that they will calculate the amount of sugar in various foods. Tell the class that four grams of sugar equal one teaspoon.
- Explain that sugar is found naturally in some foods. Berries, grapes, and other fruits are naturally sweet. There is even some sugar in plain white milk. We don't need to avoid these sources of sugar because these foods offer many other important nutrients. Explain to students that they can make smart choices by using the nutrition labels on packaged foods to find options that are lower in sugar. This is a good thing to do when choosing a breakfast cereal, for example.
- When we eat smart, we choose naturally sweet foods such as fruits over foods with added sugar. Challenge students to try a substitution in their lunches, after- school snacks, or after-dinner desserts. Remind them that it's OK to enjoy a sweet treat once in a while but that they should emphasize foods that are rich in nutrients.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64b_Main.jpg
Extension Activity
Ask students to bring in empty cereal boxes. Pass the boxes around the room, and ask students to use the Nutrition Facts panel to record the amount of sugar per serving, in each type. As a class, discuss which cereals seem like the better choices.
Go Green Connection
- Whole foods (foods with nothing added or taken away and that haven't changed much since leaving the garden or farm) are better for you and better for the environment.
- Choose whole foods that are naturally sweet, such as fresh fruit, rather than processed foods with added sugar, such as some juices.
- Processed foods can have more sugar than natural foods and often have more packaging, which creates more waste.
- Compare the packaging for foods that are naturally sweet, such as fresh fruit, with that of processed sweet foods, such as fruit roll-ups.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Introducing students to the HEAT Club
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car.
Lesson 1
HEAT Club Kickoff
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car. By making healthy choices, students feed their bodies and their minds.
The class will also experience the benefits of regular movement through the Cool Moves included in the lesson (and in all subsequent lessons). They will begin to under- stand that physical activity uses the fuel provided by the food they eat and can also leave them energized.
As you welcome students to the HEAT club, gather information from the class about their views on healthy eating and active time. As an example, you can create a web of answers and questions to be answered as you work your way through the program (see figure 1.1).
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_a_Main.jpg
Objectives
- Know the goals of the HEAT Club.
- Learn simple stretches.
- Understand that healthy bodies need to move and be fueled by healthy foods in order to grow, play, and learn.
- Identify healthy foods and activities.
Preparation
Read about the background of the HEAT Club in appendix A.
Materials (WR)
Activity books (one per student)
Cool Moves (WR)
- Hug Yourself Stretch—Standing up, students cross their arms and wrap them around their bodies as far as they can stretch. Then they turn the upper body to the right and left. Continue for 20 seconds. They then recross arms so the other arm is on top. Repeat the stretch for 20 seconds.
- Ostrich Stretch—Students stand with legs straight and bend over at the waist (as far as they can comfortably go) to try to touch their toes (imitating an ostrich sticking its head in the sand). They stay in this position for 5 seconds. Repeat three to five times. Remind students not to hold their breath or lock their knees during the stretch.
Refer to the web resource to learn more Cool Moves.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_b_Main.jpg
Key Talking Points
- The HEAT in HEAT Club stands for healthy eating and active time. The lessons and activities we do as part of the HEAT Club show us ways to eat smart and play hard.
- Cool Moves give us active breaks during the school day. Moving energizes us so we can focus on learning.
- Our bodies are healthy and happy when we move them and when we feed them healthy foods.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves; tell them that throughout the year they will do Cool Moves to stay active during class.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Together, brainstorm a list of healthy foods and a list of active-time activities. Write students' ideas on the board. Remind students that during active time, their bodies are moving.
- Invite students to decorate the cover of their activity books with pictures of themselves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children
- At this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: Healthy Eating, Active Time. Ask them to write down at least one example under each of these categories: healthy eating, not-so-healthy eating, active time, and inactive time. Students may work together to come up with ideas.
- Write each of the four categories on the board, and record students' responses. Are there more items under healthy eating and active time, or under not-so- healthy eating and inactive time? Discuss.
- Remind students that when they choose healthy foods their bodies get energy and nutrients to grow, play, and learn. Explain that we all need to include active time in our days because moving our bodies helps us build strong muscles, bones, lungs, and hearts. Being active can also help us feel more energized throughout the day. For instance, students might feel more awake after going for a walk (explored further in lesson 7).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: HEAT Club Brainstorm! Divide the class into groups of four or five. Instruct half the groups to brainstorm and record a list of healthy foods and the other half to brainstorm and record a list of active-time activities.
- Remind students that when they move their bodies, they build strong muscles, bones, lungs, and hearts. Food provides them with the fuel and energy they need to grow, learn, and play.
- Invite students to share their lists. Create one large list on the board of healthy foods and active-time activities. If necessary, help the class identify foods or activities that do not belong on the list (e.g., French fries or playing video games).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
(2nd, 3rd) Extension Activity: HEAT Club Survey
- 1. Instruct students to interview five other students and ask them about their favor- ite healthy foods and physical activities.
- As the class shares results, create a chart to illustrate the different foods and activities that people enjoy. Identify the most popular choices and discuss.
Go Green Connection
- The HEAT Club will teach you ways to take care of your body, but we should also always consider ways to take care of our planet. Throughout this curriculum, we will provide simple tips for you and your students to pitch in and be environmen- tally friendly.
- Taking care of our bodies and taking care of the environment often go hand in hand. Just as eating too much junk food can harm our bodies, putting too much junk (trash) into our communities can harm the environment. In this activity, we learned about reducing the amount of not-so-healthy foods we put into our bodies.
- What are some not-so-healthy things we put into the environment? How can we reduce them? (Example: using a cloth towel instead of a paper towel)
- See appendix B for more ideas on going green.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Teach your students the nuances of carbohydrate
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss.
Lesson 12
Sugar
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss. All types of carbohydrate break down into sugar, which is then taken into the cells for energy. Carbohydrate is present in virtually all foods except proteins such as meat, poultry, fish, and oils and fat. Carbohydrate is necessary in the diet; it is the only source of energy that the brain will use. Grains, fruits, vegetables, and dairy are natural sources of sugar, and these foods also provide many important nutrients for the body. Foods high in simple sugar, such as candy, jelly, and sugar-sweetened beverages, provide only empty calories (calories with no vitamins or minerals). Sugary foods typically take the place of healthier alternatives, such as drinking soda instead of water.
Learning the nuances of carbohydrate is too complicated for most first-graders. Instead, they will learn to identify foods that have a lot of sugar and to recognize that sweets can be enjoyed every once in a while but that their growing bodies need better foods with more nutrients in order to grow strong. Students in grades 2 and 3 will calculate the amount of sugar in various foods (soft drinks, cookies, sugar-added versus low-sugar cereals, and doughnuts) and measure out teaspoons of sugar for more dramatic results.
Objectives
- Identify sources of added sugar in their diets.
- Understand that four grams of sugar equals one teaspoon.
- Understand that some healthy foods, such as fruit, naturally contain sugars along with other nutrients such as vitamins and minerals.
Materials (WR)
- Activity books
- Sugar, teaspoons, plates, food labels from a variety of sugary foods (and a lower-sugar example, if desired, such as flavored yogurt vs. plain yogurt or chocolate milk vs. plain milk)
Cool Moves (WR)
Tableside Dancing—With music playing softly in the background, students skip in place eight times to the beat of the music. Mix it up by having them hop and march in place. Then ask them to turn slightly to the left and (pretend) to kick a ball three times with the right foot. Then tell them to do a whole-body shimmy down and up. They then repeat by turning slightly to the right and kicking with the left foot. Once everyone has practiced all the movements, tell them to practice their routines until they can perform them without help. Extend the activity by asking students to come up with new moves to include.
Refer to the web resource (WR) to learn more Cool Moves.
Key Talking Points
- Sweets and foods with a lot of added sugar taste good but usually lack the nutri ents (vitamins and minerals) we need to make our bodies strong.
- Sweetened foods should be saved for special occasions.
- It is better to choose foods that are naturally sweet, such as fruit, because these foods also have nutrients (vitamins and minerals) that our bodies can use.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64a_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Direct students to page 19 of the activity book: What Do You Eat? For each meal or snack, have them circle the foods they like to eat. Then write the list of foods on the board and tally the responses to identify the most popular foods for each meal.
- Discuss the most popular foods. To which MyPlate groups do these belong? To which MyPlate groups do the less-popular foods belong? Are there items that do not fit into a MyPlate group?
- Explain to students that sweets and foods with a lot of added sugar (e.g., cakes, candy, soda) are “sometimes” foods. There is no place for them in MyPlate because even though they taste good, our bodies don't want or need a lot of these types of foods.
- Remind the class that though sweets taste good and can be fun to eat, they offer few nutrients for our bodies. Eating too much of these foods can give our body more energy than it needs, which can create an energy imbalance. Refer to lesson 10 in unit 1 (Energy Balance) as a reminder.
- Create a list of healthy alternatives (such as fruits or yogurt) that are naturally sweet and have nutrients that our bodies need to grow strong and healthy. Brain- storm strategies for enjoying healthier sweets. We can add berries to oatmeal or whole-grain cereal instead of choosing sugary cereal. We can add bananas to a peanut butter sandwich instead of jelly. We can add fruit to plain yogurt instead of choosing flavored yogurt. We can make a fruit salad using many fruits.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some sugary foods and discuss where they fit in MyPlate. Can they tell you why we should save these foods for special occasions? Remind the class that foods with a lot of added sugar usually provide few or no vitamins or minerals. There is no place for sweets on MyPlate because our bodies do not want or need them to stay healthy. Sweets are considered “sometimes” foods.
- To make this lesson interactive, ask the class to measure out teaspoons of sugar on a plate to illustrate how much sugar is in different foods. As a reference, four grams of sugar equal one teaspoon. Or use sugar packets instead of pouring teaspoons of sugar. One sugar packet equals one teaspoon (four grams). Taping the packets into a chain makes for a powerful visual aid.
Examples:
- There are 16 grams of sugar in a toaster pastry (4 teaspoons or packets), so a pack of two toaster pastries has 8 teaspoons or packets of sugar.
- There are 20 grams of sugar (5 teaspoons or packets) in many pudding cups.
- There are 32 grams of sugar (8 teaspoons or packets) in a 4-ounce chocolate chip muffin.
- There are 37 grams of sugar (9-1/4 teaspoons or packets) in a 20-ounce sports drink. Use the food labels you (or students) brought from home for additional examples. This activity is a great way to reinforce math skills.
- Direct students to pages 23 and 24 of the activity book: How Much Sugar? Students will indicate the amount of sugar in each food. Remind them that four grams of sugar is equal to one teaspoon.
- Explain that “sometimes” foods such as soda, candy, cake, and sports drinks (and “juice” drinks that are not 100 percent juice) contain a lot of added sugar. “Added sugar” means just what it sounds like: Sugar is added to a food to make it sweeter. Some foods are naturally sweet; they don't need added sugar to taste sweet. Can students name foods that are naturally sweet? Examples include most fruits and some vegetables, such as sweet potatoes and bell peppers. Ask the class why it might be better to choose these naturally sweet foods over foods with added sugar. Explain that naturally sweet foods come with fiber and many other nutrients that work to keep the body healthy. Foods with added sugar tend not to have these same nutrients. Treats such as ice cream, candy, and soda are fun to eat once in a while, but if we eat too much of them we can fill up on these foods and miss out on the foods we need to be healthy and strong.
- Close the lesson by encouraging students to substitute naturally sweet foods for foods with added sugar. Challenge them to try a substitution in their lunches, after-school snacks, or after-dinner desserts.
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- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some foods that contain sugar (students will likely name various types of sweets and candy). Ask them if they can think of other foods with sugar.
- Explain that some foods, such as sweets, sodas, and sports drinks, have sugar added to them. Other foods such as fruits or milk naturally contain sugar. Ask students which types of foods they think we should choose—foods with added sugar, or foods that are naturally sweet. Ask them to explain why.
- Emphasize that naturally sweet foods are better choices because along with sugar they also contain vitamins, minerals, and sometimes fiber—all good things! Foods with added sugar usually don't offer these same nutrients.
- Direct students to page 31 of the activity book: Find the Sugar! Start with the label for chocolate cake and highlight the line for sugars.
- Repeat for other foods. Compare labels and rank foods from the least amount of sugar to the most. Look again and identify other differences (for example, point out the vitamins and minerals and note that some foods have these nutrients whereas others do not). What can students tell you about these differences?
- Instruct students to turn to pages 32 and 33 of the activity book: How Much Sugar? Explain that they will calculate the amount of sugar in various foods. Tell the class that four grams of sugar equal one teaspoon.
- Explain that sugar is found naturally in some foods. Berries, grapes, and other fruits are naturally sweet. There is even some sugar in plain white milk. We don't need to avoid these sources of sugar because these foods offer many other important nutrients. Explain to students that they can make smart choices by using the nutrition labels on packaged foods to find options that are lower in sugar. This is a good thing to do when choosing a breakfast cereal, for example.
- When we eat smart, we choose naturally sweet foods such as fruits over foods with added sugar. Challenge students to try a substitution in their lunches, after- school snacks, or after-dinner desserts. Remind them that it's OK to enjoy a sweet treat once in a while but that they should emphasize foods that are rich in nutrients.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64b_Main.jpg
Extension Activity
Ask students to bring in empty cereal boxes. Pass the boxes around the room, and ask students to use the Nutrition Facts panel to record the amount of sugar per serving, in each type. As a class, discuss which cereals seem like the better choices.
Go Green Connection
- Whole foods (foods with nothing added or taken away and that haven't changed much since leaving the garden or farm) are better for you and better for the environment.
- Choose whole foods that are naturally sweet, such as fresh fruit, rather than processed foods with added sugar, such as some juices.
- Processed foods can have more sugar than natural foods and often have more packaging, which creates more waste.
- Compare the packaging for foods that are naturally sweet, such as fresh fruit, with that of processed sweet foods, such as fruit roll-ups.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Introducing students to the HEAT Club
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car.
Lesson 1
HEAT Club Kickoff
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car. By making healthy choices, students feed their bodies and their minds.
The class will also experience the benefits of regular movement through the Cool Moves included in the lesson (and in all subsequent lessons). They will begin to under- stand that physical activity uses the fuel provided by the food they eat and can also leave them energized.
As you welcome students to the HEAT club, gather information from the class about their views on healthy eating and active time. As an example, you can create a web of answers and questions to be answered as you work your way through the program (see figure 1.1).
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_a_Main.jpg
Objectives
- Know the goals of the HEAT Club.
- Learn simple stretches.
- Understand that healthy bodies need to move and be fueled by healthy foods in order to grow, play, and learn.
- Identify healthy foods and activities.
Preparation
Read about the background of the HEAT Club in appendix A.
Materials (WR)
Activity books (one per student)
Cool Moves (WR)
- Hug Yourself Stretch—Standing up, students cross their arms and wrap them around their bodies as far as they can stretch. Then they turn the upper body to the right and left. Continue for 20 seconds. They then recross arms so the other arm is on top. Repeat the stretch for 20 seconds.
- Ostrich Stretch—Students stand with legs straight and bend over at the waist (as far as they can comfortably go) to try to touch their toes (imitating an ostrich sticking its head in the sand). They stay in this position for 5 seconds. Repeat three to five times. Remind students not to hold their breath or lock their knees during the stretch.
Refer to the web resource to learn more Cool Moves.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_b_Main.jpg
Key Talking Points
- The HEAT in HEAT Club stands for healthy eating and active time. The lessons and activities we do as part of the HEAT Club show us ways to eat smart and play hard.
- Cool Moves give us active breaks during the school day. Moving energizes us so we can focus on learning.
- Our bodies are healthy and happy when we move them and when we feed them healthy foods.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves; tell them that throughout the year they will do Cool Moves to stay active during class.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Together, brainstorm a list of healthy foods and a list of active-time activities. Write students' ideas on the board. Remind students that during active time, their bodies are moving.
- Invite students to decorate the cover of their activity books with pictures of themselves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children
- At this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: Healthy Eating, Active Time. Ask them to write down at least one example under each of these categories: healthy eating, not-so-healthy eating, active time, and inactive time. Students may work together to come up with ideas.
- Write each of the four categories on the board, and record students' responses. Are there more items under healthy eating and active time, or under not-so- healthy eating and inactive time? Discuss.
- Remind students that when they choose healthy foods their bodies get energy and nutrients to grow, play, and learn. Explain that we all need to include active time in our days because moving our bodies helps us build strong muscles, bones, lungs, and hearts. Being active can also help us feel more energized throughout the day. For instance, students might feel more awake after going for a walk (explored further in lesson 7).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: HEAT Club Brainstorm! Divide the class into groups of four or five. Instruct half the groups to brainstorm and record a list of healthy foods and the other half to brainstorm and record a list of active-time activities.
- Remind students that when they move their bodies, they build strong muscles, bones, lungs, and hearts. Food provides them with the fuel and energy they need to grow, learn, and play.
- Invite students to share their lists. Create one large list on the board of healthy foods and active-time activities. If necessary, help the class identify foods or activities that do not belong on the list (e.g., French fries or playing video games).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
(2nd, 3rd) Extension Activity: HEAT Club Survey
- 1. Instruct students to interview five other students and ask them about their favor- ite healthy foods and physical activities.
- As the class shares results, create a chart to illustrate the different foods and activities that people enjoy. Identify the most popular choices and discuss.
Go Green Connection
- The HEAT Club will teach you ways to take care of your body, but we should also always consider ways to take care of our planet. Throughout this curriculum, we will provide simple tips for you and your students to pitch in and be environmen- tally friendly.
- Taking care of our bodies and taking care of the environment often go hand in hand. Just as eating too much junk food can harm our bodies, putting too much junk (trash) into our communities can harm the environment. In this activity, we learned about reducing the amount of not-so-healthy foods we put into our bodies.
- What are some not-so-healthy things we put into the environment? How can we reduce them? (Example: using a cloth towel instead of a paper towel)
- See appendix B for more ideas on going green.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Teach your students the nuances of carbohydrate
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss.
Lesson 12
Sugar
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss. All types of carbohydrate break down into sugar, which is then taken into the cells for energy. Carbohydrate is present in virtually all foods except proteins such as meat, poultry, fish, and oils and fat. Carbohydrate is necessary in the diet; it is the only source of energy that the brain will use. Grains, fruits, vegetables, and dairy are natural sources of sugar, and these foods also provide many important nutrients for the body. Foods high in simple sugar, such as candy, jelly, and sugar-sweetened beverages, provide only empty calories (calories with no vitamins or minerals). Sugary foods typically take the place of healthier alternatives, such as drinking soda instead of water.
Learning the nuances of carbohydrate is too complicated for most first-graders. Instead, they will learn to identify foods that have a lot of sugar and to recognize that sweets can be enjoyed every once in a while but that their growing bodies need better foods with more nutrients in order to grow strong. Students in grades 2 and 3 will calculate the amount of sugar in various foods (soft drinks, cookies, sugar-added versus low-sugar cereals, and doughnuts) and measure out teaspoons of sugar for more dramatic results.
Objectives
- Identify sources of added sugar in their diets.
- Understand that four grams of sugar equals one teaspoon.
- Understand that some healthy foods, such as fruit, naturally contain sugars along with other nutrients such as vitamins and minerals.
Materials (WR)
- Activity books
- Sugar, teaspoons, plates, food labels from a variety of sugary foods (and a lower-sugar example, if desired, such as flavored yogurt vs. plain yogurt or chocolate milk vs. plain milk)
Cool Moves (WR)
Tableside Dancing—With music playing softly in the background, students skip in place eight times to the beat of the music. Mix it up by having them hop and march in place. Then ask them to turn slightly to the left and (pretend) to kick a ball three times with the right foot. Then tell them to do a whole-body shimmy down and up. They then repeat by turning slightly to the right and kicking with the left foot. Once everyone has practiced all the movements, tell them to practice their routines until they can perform them without help. Extend the activity by asking students to come up with new moves to include.
Refer to the web resource (WR) to learn more Cool Moves.
Key Talking Points
- Sweets and foods with a lot of added sugar taste good but usually lack the nutri ents (vitamins and minerals) we need to make our bodies strong.
- Sweetened foods should be saved for special occasions.
- It is better to choose foods that are naturally sweet, such as fruit, because these foods also have nutrients (vitamins and minerals) that our bodies can use.
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http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Direct students to page 19 of the activity book: What Do You Eat? For each meal or snack, have them circle the foods they like to eat. Then write the list of foods on the board and tally the responses to identify the most popular foods for each meal.
- Discuss the most popular foods. To which MyPlate groups do these belong? To which MyPlate groups do the less-popular foods belong? Are there items that do not fit into a MyPlate group?
- Explain to students that sweets and foods with a lot of added sugar (e.g., cakes, candy, soda) are “sometimes” foods. There is no place for them in MyPlate because even though they taste good, our bodies don't want or need a lot of these types of foods.
- Remind the class that though sweets taste good and can be fun to eat, they offer few nutrients for our bodies. Eating too much of these foods can give our body more energy than it needs, which can create an energy imbalance. Refer to lesson 10 in unit 1 (Energy Balance) as a reminder.
- Create a list of healthy alternatives (such as fruits or yogurt) that are naturally sweet and have nutrients that our bodies need to grow strong and healthy. Brain- storm strategies for enjoying healthier sweets. We can add berries to oatmeal or whole-grain cereal instead of choosing sugary cereal. We can add bananas to a peanut butter sandwich instead of jelly. We can add fruit to plain yogurt instead of choosing flavored yogurt. We can make a fruit salad using many fruits.
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- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some sugary foods and discuss where they fit in MyPlate. Can they tell you why we should save these foods for special occasions? Remind the class that foods with a lot of added sugar usually provide few or no vitamins or minerals. There is no place for sweets on MyPlate because our bodies do not want or need them to stay healthy. Sweets are considered “sometimes” foods.
- To make this lesson interactive, ask the class to measure out teaspoons of sugar on a plate to illustrate how much sugar is in different foods. As a reference, four grams of sugar equal one teaspoon. Or use sugar packets instead of pouring teaspoons of sugar. One sugar packet equals one teaspoon (four grams). Taping the packets into a chain makes for a powerful visual aid.
Examples:
- There are 16 grams of sugar in a toaster pastry (4 teaspoons or packets), so a pack of two toaster pastries has 8 teaspoons or packets of sugar.
- There are 20 grams of sugar (5 teaspoons or packets) in many pudding cups.
- There are 32 grams of sugar (8 teaspoons or packets) in a 4-ounce chocolate chip muffin.
- There are 37 grams of sugar (9-1/4 teaspoons or packets) in a 20-ounce sports drink. Use the food labels you (or students) brought from home for additional examples. This activity is a great way to reinforce math skills.
- Direct students to pages 23 and 24 of the activity book: How Much Sugar? Students will indicate the amount of sugar in each food. Remind them that four grams of sugar is equal to one teaspoon.
- Explain that “sometimes” foods such as soda, candy, cake, and sports drinks (and “juice” drinks that are not 100 percent juice) contain a lot of added sugar. “Added sugar” means just what it sounds like: Sugar is added to a food to make it sweeter. Some foods are naturally sweet; they don't need added sugar to taste sweet. Can students name foods that are naturally sweet? Examples include most fruits and some vegetables, such as sweet potatoes and bell peppers. Ask the class why it might be better to choose these naturally sweet foods over foods with added sugar. Explain that naturally sweet foods come with fiber and many other nutrients that work to keep the body healthy. Foods with added sugar tend not to have these same nutrients. Treats such as ice cream, candy, and soda are fun to eat once in a while, but if we eat too much of them we can fill up on these foods and miss out on the foods we need to be healthy and strong.
- Close the lesson by encouraging students to substitute naturally sweet foods for foods with added sugar. Challenge them to try a substitution in their lunches, after-school snacks, or after-dinner desserts.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some foods that contain sugar (students will likely name various types of sweets and candy). Ask them if they can think of other foods with sugar.
- Explain that some foods, such as sweets, sodas, and sports drinks, have sugar added to them. Other foods such as fruits or milk naturally contain sugar. Ask students which types of foods they think we should choose—foods with added sugar, or foods that are naturally sweet. Ask them to explain why.
- Emphasize that naturally sweet foods are better choices because along with sugar they also contain vitamins, minerals, and sometimes fiber—all good things! Foods with added sugar usually don't offer these same nutrients.
- Direct students to page 31 of the activity book: Find the Sugar! Start with the label for chocolate cake and highlight the line for sugars.
- Repeat for other foods. Compare labels and rank foods from the least amount of sugar to the most. Look again and identify other differences (for example, point out the vitamins and minerals and note that some foods have these nutrients whereas others do not). What can students tell you about these differences?
- Instruct students to turn to pages 32 and 33 of the activity book: How Much Sugar? Explain that they will calculate the amount of sugar in various foods. Tell the class that four grams of sugar equal one teaspoon.
- Explain that sugar is found naturally in some foods. Berries, grapes, and other fruits are naturally sweet. There is even some sugar in plain white milk. We don't need to avoid these sources of sugar because these foods offer many other important nutrients. Explain to students that they can make smart choices by using the nutrition labels on packaged foods to find options that are lower in sugar. This is a good thing to do when choosing a breakfast cereal, for example.
- When we eat smart, we choose naturally sweet foods such as fruits over foods with added sugar. Challenge students to try a substitution in their lunches, after- school snacks, or after-dinner desserts. Remind them that it's OK to enjoy a sweet treat once in a while but that they should emphasize foods that are rich in nutrients.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64b_Main.jpg
Extension Activity
Ask students to bring in empty cereal boxes. Pass the boxes around the room, and ask students to use the Nutrition Facts panel to record the amount of sugar per serving, in each type. As a class, discuss which cereals seem like the better choices.
Go Green Connection
- Whole foods (foods with nothing added or taken away and that haven't changed much since leaving the garden or farm) are better for you and better for the environment.
- Choose whole foods that are naturally sweet, such as fresh fruit, rather than processed foods with added sugar, such as some juices.
- Processed foods can have more sugar than natural foods and often have more packaging, which creates more waste.
- Compare the packaging for foods that are naturally sweet, such as fresh fruit, with that of processed sweet foods, such as fruit roll-ups.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Introducing students to the HEAT Club
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car.
Lesson 1
HEAT Club Kickoff
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car. By making healthy choices, students feed their bodies and their minds.
The class will also experience the benefits of regular movement through the Cool Moves included in the lesson (and in all subsequent lessons). They will begin to under- stand that physical activity uses the fuel provided by the food they eat and can also leave them energized.
As you welcome students to the HEAT club, gather information from the class about their views on healthy eating and active time. As an example, you can create a web of answers and questions to be answered as you work your way through the program (see figure 1.1).
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_a_Main.jpg
Objectives
- Know the goals of the HEAT Club.
- Learn simple stretches.
- Understand that healthy bodies need to move and be fueled by healthy foods in order to grow, play, and learn.
- Identify healthy foods and activities.
Preparation
Read about the background of the HEAT Club in appendix A.
Materials (WR)
Activity books (one per student)
Cool Moves (WR)
- Hug Yourself Stretch—Standing up, students cross their arms and wrap them around their bodies as far as they can stretch. Then they turn the upper body to the right and left. Continue for 20 seconds. They then recross arms so the other arm is on top. Repeat the stretch for 20 seconds.
- Ostrich Stretch—Students stand with legs straight and bend over at the waist (as far as they can comfortably go) to try to touch their toes (imitating an ostrich sticking its head in the sand). They stay in this position for 5 seconds. Repeat three to five times. Remind students not to hold their breath or lock their knees during the stretch.
Refer to the web resource to learn more Cool Moves.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_b_Main.jpg
Key Talking Points
- The HEAT in HEAT Club stands for healthy eating and active time. The lessons and activities we do as part of the HEAT Club show us ways to eat smart and play hard.
- Cool Moves give us active breaks during the school day. Moving energizes us so we can focus on learning.
- Our bodies are healthy and happy when we move them and when we feed them healthy foods.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves; tell them that throughout the year they will do Cool Moves to stay active during class.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Together, brainstorm a list of healthy foods and a list of active-time activities. Write students' ideas on the board. Remind students that during active time, their bodies are moving.
- Invite students to decorate the cover of their activity books with pictures of themselves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children
- At this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: Healthy Eating, Active Time. Ask them to write down at least one example under each of these categories: healthy eating, not-so-healthy eating, active time, and inactive time. Students may work together to come up with ideas.
- Write each of the four categories on the board, and record students' responses. Are there more items under healthy eating and active time, or under not-so- healthy eating and inactive time? Discuss.
- Remind students that when they choose healthy foods their bodies get energy and nutrients to grow, play, and learn. Explain that we all need to include active time in our days because moving our bodies helps us build strong muscles, bones, lungs, and hearts. Being active can also help us feel more energized throughout the day. For instance, students might feel more awake after going for a walk (explored further in lesson 7).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: HEAT Club Brainstorm! Divide the class into groups of four or five. Instruct half the groups to brainstorm and record a list of healthy foods and the other half to brainstorm and record a list of active-time activities.
- Remind students that when they move their bodies, they build strong muscles, bones, lungs, and hearts. Food provides them with the fuel and energy they need to grow, learn, and play.
- Invite students to share their lists. Create one large list on the board of healthy foods and active-time activities. If necessary, help the class identify foods or activities that do not belong on the list (e.g., French fries or playing video games).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
(2nd, 3rd) Extension Activity: HEAT Club Survey
- 1. Instruct students to interview five other students and ask them about their favor- ite healthy foods and physical activities.
- As the class shares results, create a chart to illustrate the different foods and activities that people enjoy. Identify the most popular choices and discuss.
Go Green Connection
- The HEAT Club will teach you ways to take care of your body, but we should also always consider ways to take care of our planet. Throughout this curriculum, we will provide simple tips for you and your students to pitch in and be environmen- tally friendly.
- Taking care of our bodies and taking care of the environment often go hand in hand. Just as eating too much junk food can harm our bodies, putting too much junk (trash) into our communities can harm the environment. In this activity, we learned about reducing the amount of not-so-healthy foods we put into our bodies.
- What are some not-so-healthy things we put into the environment? How can we reduce them? (Example: using a cloth towel instead of a paper towel)
- See appendix B for more ideas on going green.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Teach your students the nuances of carbohydrate
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss.
Lesson 12
Sugar
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss. All types of carbohydrate break down into sugar, which is then taken into the cells for energy. Carbohydrate is present in virtually all foods except proteins such as meat, poultry, fish, and oils and fat. Carbohydrate is necessary in the diet; it is the only source of energy that the brain will use. Grains, fruits, vegetables, and dairy are natural sources of sugar, and these foods also provide many important nutrients for the body. Foods high in simple sugar, such as candy, jelly, and sugar-sweetened beverages, provide only empty calories (calories with no vitamins or minerals). Sugary foods typically take the place of healthier alternatives, such as drinking soda instead of water.
Learning the nuances of carbohydrate is too complicated for most first-graders. Instead, they will learn to identify foods that have a lot of sugar and to recognize that sweets can be enjoyed every once in a while but that their growing bodies need better foods with more nutrients in order to grow strong. Students in grades 2 and 3 will calculate the amount of sugar in various foods (soft drinks, cookies, sugar-added versus low-sugar cereals, and doughnuts) and measure out teaspoons of sugar for more dramatic results.
Objectives
- Identify sources of added sugar in their diets.
- Understand that four grams of sugar equals one teaspoon.
- Understand that some healthy foods, such as fruit, naturally contain sugars along with other nutrients such as vitamins and minerals.
Materials (WR)
- Activity books
- Sugar, teaspoons, plates, food labels from a variety of sugary foods (and a lower-sugar example, if desired, such as flavored yogurt vs. plain yogurt or chocolate milk vs. plain milk)
Cool Moves (WR)
Tableside Dancing—With music playing softly in the background, students skip in place eight times to the beat of the music. Mix it up by having them hop and march in place. Then ask them to turn slightly to the left and (pretend) to kick a ball three times with the right foot. Then tell them to do a whole-body shimmy down and up. They then repeat by turning slightly to the right and kicking with the left foot. Once everyone has practiced all the movements, tell them to practice their routines until they can perform them without help. Extend the activity by asking students to come up with new moves to include.
Refer to the web resource (WR) to learn more Cool Moves.
Key Talking Points
- Sweets and foods with a lot of added sugar taste good but usually lack the nutri ents (vitamins and minerals) we need to make our bodies strong.
- Sweetened foods should be saved for special occasions.
- It is better to choose foods that are naturally sweet, such as fruit, because these foods also have nutrients (vitamins and minerals) that our bodies can use.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64a_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Direct students to page 19 of the activity book: What Do You Eat? For each meal or snack, have them circle the foods they like to eat. Then write the list of foods on the board and tally the responses to identify the most popular foods for each meal.
- Discuss the most popular foods. To which MyPlate groups do these belong? To which MyPlate groups do the less-popular foods belong? Are there items that do not fit into a MyPlate group?
- Explain to students that sweets and foods with a lot of added sugar (e.g., cakes, candy, soda) are “sometimes” foods. There is no place for them in MyPlate because even though they taste good, our bodies don't want or need a lot of these types of foods.
- Remind the class that though sweets taste good and can be fun to eat, they offer few nutrients for our bodies. Eating too much of these foods can give our body more energy than it needs, which can create an energy imbalance. Refer to lesson 10 in unit 1 (Energy Balance) as a reminder.
- Create a list of healthy alternatives (such as fruits or yogurt) that are naturally sweet and have nutrients that our bodies need to grow strong and healthy. Brain- storm strategies for enjoying healthier sweets. We can add berries to oatmeal or whole-grain cereal instead of choosing sugary cereal. We can add bananas to a peanut butter sandwich instead of jelly. We can add fruit to plain yogurt instead of choosing flavored yogurt. We can make a fruit salad using many fruits.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some sugary foods and discuss where they fit in MyPlate. Can they tell you why we should save these foods for special occasions? Remind the class that foods with a lot of added sugar usually provide few or no vitamins or minerals. There is no place for sweets on MyPlate because our bodies do not want or need them to stay healthy. Sweets are considered “sometimes” foods.
- To make this lesson interactive, ask the class to measure out teaspoons of sugar on a plate to illustrate how much sugar is in different foods. As a reference, four grams of sugar equal one teaspoon. Or use sugar packets instead of pouring teaspoons of sugar. One sugar packet equals one teaspoon (four grams). Taping the packets into a chain makes for a powerful visual aid.
Examples:
- There are 16 grams of sugar in a toaster pastry (4 teaspoons or packets), so a pack of two toaster pastries has 8 teaspoons or packets of sugar.
- There are 20 grams of sugar (5 teaspoons or packets) in many pudding cups.
- There are 32 grams of sugar (8 teaspoons or packets) in a 4-ounce chocolate chip muffin.
- There are 37 grams of sugar (9-1/4 teaspoons or packets) in a 20-ounce sports drink. Use the food labels you (or students) brought from home for additional examples. This activity is a great way to reinforce math skills.
- Direct students to pages 23 and 24 of the activity book: How Much Sugar? Students will indicate the amount of sugar in each food. Remind them that four grams of sugar is equal to one teaspoon.
- Explain that “sometimes” foods such as soda, candy, cake, and sports drinks (and “juice” drinks that are not 100 percent juice) contain a lot of added sugar. “Added sugar” means just what it sounds like: Sugar is added to a food to make it sweeter. Some foods are naturally sweet; they don't need added sugar to taste sweet. Can students name foods that are naturally sweet? Examples include most fruits and some vegetables, such as sweet potatoes and bell peppers. Ask the class why it might be better to choose these naturally sweet foods over foods with added sugar. Explain that naturally sweet foods come with fiber and many other nutrients that work to keep the body healthy. Foods with added sugar tend not to have these same nutrients. Treats such as ice cream, candy, and soda are fun to eat once in a while, but if we eat too much of them we can fill up on these foods and miss out on the foods we need to be healthy and strong.
- Close the lesson by encouraging students to substitute naturally sweet foods for foods with added sugar. Challenge them to try a substitution in their lunches, after-school snacks, or after-dinner desserts.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some foods that contain sugar (students will likely name various types of sweets and candy). Ask them if they can think of other foods with sugar.
- Explain that some foods, such as sweets, sodas, and sports drinks, have sugar added to them. Other foods such as fruits or milk naturally contain sugar. Ask students which types of foods they think we should choose—foods with added sugar, or foods that are naturally sweet. Ask them to explain why.
- Emphasize that naturally sweet foods are better choices because along with sugar they also contain vitamins, minerals, and sometimes fiber—all good things! Foods with added sugar usually don't offer these same nutrients.
- Direct students to page 31 of the activity book: Find the Sugar! Start with the label for chocolate cake and highlight the line for sugars.
- Repeat for other foods. Compare labels and rank foods from the least amount of sugar to the most. Look again and identify other differences (for example, point out the vitamins and minerals and note that some foods have these nutrients whereas others do not). What can students tell you about these differences?
- Instruct students to turn to pages 32 and 33 of the activity book: How Much Sugar? Explain that they will calculate the amount of sugar in various foods. Tell the class that four grams of sugar equal one teaspoon.
- Explain that sugar is found naturally in some foods. Berries, grapes, and other fruits are naturally sweet. There is even some sugar in plain white milk. We don't need to avoid these sources of sugar because these foods offer many other important nutrients. Explain to students that they can make smart choices by using the nutrition labels on packaged foods to find options that are lower in sugar. This is a good thing to do when choosing a breakfast cereal, for example.
- When we eat smart, we choose naturally sweet foods such as fruits over foods with added sugar. Challenge students to try a substitution in their lunches, after- school snacks, or after-dinner desserts. Remind them that it's OK to enjoy a sweet treat once in a while but that they should emphasize foods that are rich in nutrients.
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Extension Activity
Ask students to bring in empty cereal boxes. Pass the boxes around the room, and ask students to use the Nutrition Facts panel to record the amount of sugar per serving, in each type. As a class, discuss which cereals seem like the better choices.
Go Green Connection
- Whole foods (foods with nothing added or taken away and that haven't changed much since leaving the garden or farm) are better for you and better for the environment.
- Choose whole foods that are naturally sweet, such as fresh fruit, rather than processed foods with added sugar, such as some juices.
- Processed foods can have more sugar than natural foods and often have more packaging, which creates more waste.
- Compare the packaging for foods that are naturally sweet, such as fresh fruit, with that of processed sweet foods, such as fruit roll-ups.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Introducing students to the HEAT Club
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car.
Lesson 1
HEAT Club Kickoff
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car. By making healthy choices, students feed their bodies and their minds.
The class will also experience the benefits of regular movement through the Cool Moves included in the lesson (and in all subsequent lessons). They will begin to under- stand that physical activity uses the fuel provided by the food they eat and can also leave them energized.
As you welcome students to the HEAT club, gather information from the class about their views on healthy eating and active time. As an example, you can create a web of answers and questions to be answered as you work your way through the program (see figure 1.1).
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Objectives
- Know the goals of the HEAT Club.
- Learn simple stretches.
- Understand that healthy bodies need to move and be fueled by healthy foods in order to grow, play, and learn.
- Identify healthy foods and activities.
Preparation
Read about the background of the HEAT Club in appendix A.
Materials (WR)
Activity books (one per student)
Cool Moves (WR)
- Hug Yourself Stretch—Standing up, students cross their arms and wrap them around their bodies as far as they can stretch. Then they turn the upper body to the right and left. Continue for 20 seconds. They then recross arms so the other arm is on top. Repeat the stretch for 20 seconds.
- Ostrich Stretch—Students stand with legs straight and bend over at the waist (as far as they can comfortably go) to try to touch their toes (imitating an ostrich sticking its head in the sand). They stay in this position for 5 seconds. Repeat three to five times. Remind students not to hold their breath or lock their knees during the stretch.
Refer to the web resource to learn more Cool Moves.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_b_Main.jpg
Key Talking Points
- The HEAT in HEAT Club stands for healthy eating and active time. The lessons and activities we do as part of the HEAT Club show us ways to eat smart and play hard.
- Cool Moves give us active breaks during the school day. Moving energizes us so we can focus on learning.
- Our bodies are healthy and happy when we move them and when we feed them healthy foods.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves; tell them that throughout the year they will do Cool Moves to stay active during class.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Together, brainstorm a list of healthy foods and a list of active-time activities. Write students' ideas on the board. Remind students that during active time, their bodies are moving.
- Invite students to decorate the cover of their activity books with pictures of themselves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children
- At this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: Healthy Eating, Active Time. Ask them to write down at least one example under each of these categories: healthy eating, not-so-healthy eating, active time, and inactive time. Students may work together to come up with ideas.
- Write each of the four categories on the board, and record students' responses. Are there more items under healthy eating and active time, or under not-so- healthy eating and inactive time? Discuss.
- Remind students that when they choose healthy foods their bodies get energy and nutrients to grow, play, and learn. Explain that we all need to include active time in our days because moving our bodies helps us build strong muscles, bones, lungs, and hearts. Being active can also help us feel more energized throughout the day. For instance, students might feel more awake after going for a walk (explored further in lesson 7).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: HEAT Club Brainstorm! Divide the class into groups of four or five. Instruct half the groups to brainstorm and record a list of healthy foods and the other half to brainstorm and record a list of active-time activities.
- Remind students that when they move their bodies, they build strong muscles, bones, lungs, and hearts. Food provides them with the fuel and energy they need to grow, learn, and play.
- Invite students to share their lists. Create one large list on the board of healthy foods and active-time activities. If necessary, help the class identify foods or activities that do not belong on the list (e.g., French fries or playing video games).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
(2nd, 3rd) Extension Activity: HEAT Club Survey
- 1. Instruct students to interview five other students and ask them about their favor- ite healthy foods and physical activities.
- As the class shares results, create a chart to illustrate the different foods and activities that people enjoy. Identify the most popular choices and discuss.
Go Green Connection
- The HEAT Club will teach you ways to take care of your body, but we should also always consider ways to take care of our planet. Throughout this curriculum, we will provide simple tips for you and your students to pitch in and be environmen- tally friendly.
- Taking care of our bodies and taking care of the environment often go hand in hand. Just as eating too much junk food can harm our bodies, putting too much junk (trash) into our communities can harm the environment. In this activity, we learned about reducing the amount of not-so-healthy foods we put into our bodies.
- What are some not-so-healthy things we put into the environment? How can we reduce them? (Example: using a cloth towel instead of a paper towel)
- See appendix B for more ideas on going green.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Teach your students the nuances of carbohydrate
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss.
Lesson 12
Sugar
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss. All types of carbohydrate break down into sugar, which is then taken into the cells for energy. Carbohydrate is present in virtually all foods except proteins such as meat, poultry, fish, and oils and fat. Carbohydrate is necessary in the diet; it is the only source of energy that the brain will use. Grains, fruits, vegetables, and dairy are natural sources of sugar, and these foods also provide many important nutrients for the body. Foods high in simple sugar, such as candy, jelly, and sugar-sweetened beverages, provide only empty calories (calories with no vitamins or minerals). Sugary foods typically take the place of healthier alternatives, such as drinking soda instead of water.
Learning the nuances of carbohydrate is too complicated for most first-graders. Instead, they will learn to identify foods that have a lot of sugar and to recognize that sweets can be enjoyed every once in a while but that their growing bodies need better foods with more nutrients in order to grow strong. Students in grades 2 and 3 will calculate the amount of sugar in various foods (soft drinks, cookies, sugar-added versus low-sugar cereals, and doughnuts) and measure out teaspoons of sugar for more dramatic results.
Objectives
- Identify sources of added sugar in their diets.
- Understand that four grams of sugar equals one teaspoon.
- Understand that some healthy foods, such as fruit, naturally contain sugars along with other nutrients such as vitamins and minerals.
Materials (WR)
- Activity books
- Sugar, teaspoons, plates, food labels from a variety of sugary foods (and a lower-sugar example, if desired, such as flavored yogurt vs. plain yogurt or chocolate milk vs. plain milk)
Cool Moves (WR)
Tableside Dancing—With music playing softly in the background, students skip in place eight times to the beat of the music. Mix it up by having them hop and march in place. Then ask them to turn slightly to the left and (pretend) to kick a ball three times with the right foot. Then tell them to do a whole-body shimmy down and up. They then repeat by turning slightly to the right and kicking with the left foot. Once everyone has practiced all the movements, tell them to practice their routines until they can perform them without help. Extend the activity by asking students to come up with new moves to include.
Refer to the web resource (WR) to learn more Cool Moves.
Key Talking Points
- Sweets and foods with a lot of added sugar taste good but usually lack the nutri ents (vitamins and minerals) we need to make our bodies strong.
- Sweetened foods should be saved for special occasions.
- It is better to choose foods that are naturally sweet, such as fruit, because these foods also have nutrients (vitamins and minerals) that our bodies can use.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64a_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Direct students to page 19 of the activity book: What Do You Eat? For each meal or snack, have them circle the foods they like to eat. Then write the list of foods on the board and tally the responses to identify the most popular foods for each meal.
- Discuss the most popular foods. To which MyPlate groups do these belong? To which MyPlate groups do the less-popular foods belong? Are there items that do not fit into a MyPlate group?
- Explain to students that sweets and foods with a lot of added sugar (e.g., cakes, candy, soda) are “sometimes” foods. There is no place for them in MyPlate because even though they taste good, our bodies don't want or need a lot of these types of foods.
- Remind the class that though sweets taste good and can be fun to eat, they offer few nutrients for our bodies. Eating too much of these foods can give our body more energy than it needs, which can create an energy imbalance. Refer to lesson 10 in unit 1 (Energy Balance) as a reminder.
- Create a list of healthy alternatives (such as fruits or yogurt) that are naturally sweet and have nutrients that our bodies need to grow strong and healthy. Brain- storm strategies for enjoying healthier sweets. We can add berries to oatmeal or whole-grain cereal instead of choosing sugary cereal. We can add bananas to a peanut butter sandwich instead of jelly. We can add fruit to plain yogurt instead of choosing flavored yogurt. We can make a fruit salad using many fruits.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some sugary foods and discuss where they fit in MyPlate. Can they tell you why we should save these foods for special occasions? Remind the class that foods with a lot of added sugar usually provide few or no vitamins or minerals. There is no place for sweets on MyPlate because our bodies do not want or need them to stay healthy. Sweets are considered “sometimes” foods.
- To make this lesson interactive, ask the class to measure out teaspoons of sugar on a plate to illustrate how much sugar is in different foods. As a reference, four grams of sugar equal one teaspoon. Or use sugar packets instead of pouring teaspoons of sugar. One sugar packet equals one teaspoon (four grams). Taping the packets into a chain makes for a powerful visual aid.
Examples:
- There are 16 grams of sugar in a toaster pastry (4 teaspoons or packets), so a pack of two toaster pastries has 8 teaspoons or packets of sugar.
- There are 20 grams of sugar (5 teaspoons or packets) in many pudding cups.
- There are 32 grams of sugar (8 teaspoons or packets) in a 4-ounce chocolate chip muffin.
- There are 37 grams of sugar (9-1/4 teaspoons or packets) in a 20-ounce sports drink. Use the food labels you (or students) brought from home for additional examples. This activity is a great way to reinforce math skills.
- Direct students to pages 23 and 24 of the activity book: How Much Sugar? Students will indicate the amount of sugar in each food. Remind them that four grams of sugar is equal to one teaspoon.
- Explain that “sometimes” foods such as soda, candy, cake, and sports drinks (and “juice” drinks that are not 100 percent juice) contain a lot of added sugar. “Added sugar” means just what it sounds like: Sugar is added to a food to make it sweeter. Some foods are naturally sweet; they don't need added sugar to taste sweet. Can students name foods that are naturally sweet? Examples include most fruits and some vegetables, such as sweet potatoes and bell peppers. Ask the class why it might be better to choose these naturally sweet foods over foods with added sugar. Explain that naturally sweet foods come with fiber and many other nutrients that work to keep the body healthy. Foods with added sugar tend not to have these same nutrients. Treats such as ice cream, candy, and soda are fun to eat once in a while, but if we eat too much of them we can fill up on these foods and miss out on the foods we need to be healthy and strong.
- Close the lesson by encouraging students to substitute naturally sweet foods for foods with added sugar. Challenge them to try a substitution in their lunches, after-school snacks, or after-dinner desserts.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some foods that contain sugar (students will likely name various types of sweets and candy). Ask them if they can think of other foods with sugar.
- Explain that some foods, such as sweets, sodas, and sports drinks, have sugar added to them. Other foods such as fruits or milk naturally contain sugar. Ask students which types of foods they think we should choose—foods with added sugar, or foods that are naturally sweet. Ask them to explain why.
- Emphasize that naturally sweet foods are better choices because along with sugar they also contain vitamins, minerals, and sometimes fiber—all good things! Foods with added sugar usually don't offer these same nutrients.
- Direct students to page 31 of the activity book: Find the Sugar! Start with the label for chocolate cake and highlight the line for sugars.
- Repeat for other foods. Compare labels and rank foods from the least amount of sugar to the most. Look again and identify other differences (for example, point out the vitamins and minerals and note that some foods have these nutrients whereas others do not). What can students tell you about these differences?
- Instruct students to turn to pages 32 and 33 of the activity book: How Much Sugar? Explain that they will calculate the amount of sugar in various foods. Tell the class that four grams of sugar equal one teaspoon.
- Explain that sugar is found naturally in some foods. Berries, grapes, and other fruits are naturally sweet. There is even some sugar in plain white milk. We don't need to avoid these sources of sugar because these foods offer many other important nutrients. Explain to students that they can make smart choices by using the nutrition labels on packaged foods to find options that are lower in sugar. This is a good thing to do when choosing a breakfast cereal, for example.
- When we eat smart, we choose naturally sweet foods such as fruits over foods with added sugar. Challenge students to try a substitution in their lunches, after- school snacks, or after-dinner desserts. Remind them that it's OK to enjoy a sweet treat once in a while but that they should emphasize foods that are rich in nutrients.
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Extension Activity
Ask students to bring in empty cereal boxes. Pass the boxes around the room, and ask students to use the Nutrition Facts panel to record the amount of sugar per serving, in each type. As a class, discuss which cereals seem like the better choices.
Go Green Connection
- Whole foods (foods with nothing added or taken away and that haven't changed much since leaving the garden or farm) are better for you and better for the environment.
- Choose whole foods that are naturally sweet, such as fresh fruit, rather than processed foods with added sugar, such as some juices.
- Processed foods can have more sugar than natural foods and often have more packaging, which creates more waste.
- Compare the packaging for foods that are naturally sweet, such as fresh fruit, with that of processed sweet foods, such as fruit roll-ups.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Introducing students to the HEAT Club
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car.
Lesson 1
HEAT Club Kickoff
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car. By making healthy choices, students feed their bodies and their minds.
The class will also experience the benefits of regular movement through the Cool Moves included in the lesson (and in all subsequent lessons). They will begin to under- stand that physical activity uses the fuel provided by the food they eat and can also leave them energized.
As you welcome students to the HEAT club, gather information from the class about their views on healthy eating and active time. As an example, you can create a web of answers and questions to be answered as you work your way through the program (see figure 1.1).
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_a_Main.jpg
Objectives
- Know the goals of the HEAT Club.
- Learn simple stretches.
- Understand that healthy bodies need to move and be fueled by healthy foods in order to grow, play, and learn.
- Identify healthy foods and activities.
Preparation
Read about the background of the HEAT Club in appendix A.
Materials (WR)
Activity books (one per student)
Cool Moves (WR)
- Hug Yourself Stretch—Standing up, students cross their arms and wrap them around their bodies as far as they can stretch. Then they turn the upper body to the right and left. Continue for 20 seconds. They then recross arms so the other arm is on top. Repeat the stretch for 20 seconds.
- Ostrich Stretch—Students stand with legs straight and bend over at the waist (as far as they can comfortably go) to try to touch their toes (imitating an ostrich sticking its head in the sand). They stay in this position for 5 seconds. Repeat three to five times. Remind students not to hold their breath or lock their knees during the stretch.
Refer to the web resource to learn more Cool Moves.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_b_Main.jpg
Key Talking Points
- The HEAT in HEAT Club stands for healthy eating and active time. The lessons and activities we do as part of the HEAT Club show us ways to eat smart and play hard.
- Cool Moves give us active breaks during the school day. Moving energizes us so we can focus on learning.
- Our bodies are healthy and happy when we move them and when we feed them healthy foods.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves; tell them that throughout the year they will do Cool Moves to stay active during class.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Together, brainstorm a list of healthy foods and a list of active-time activities. Write students' ideas on the board. Remind students that during active time, their bodies are moving.
- Invite students to decorate the cover of their activity books with pictures of themselves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children
- At this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: Healthy Eating, Active Time. Ask them to write down at least one example under each of these categories: healthy eating, not-so-healthy eating, active time, and inactive time. Students may work together to come up with ideas.
- Write each of the four categories on the board, and record students' responses. Are there more items under healthy eating and active time, or under not-so- healthy eating and inactive time? Discuss.
- Remind students that when they choose healthy foods their bodies get energy and nutrients to grow, play, and learn. Explain that we all need to include active time in our days because moving our bodies helps us build strong muscles, bones, lungs, and hearts. Being active can also help us feel more energized throughout the day. For instance, students might feel more awake after going for a walk (explored further in lesson 7).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: HEAT Club Brainstorm! Divide the class into groups of four or five. Instruct half the groups to brainstorm and record a list of healthy foods and the other half to brainstorm and record a list of active-time activities.
- Remind students that when they move their bodies, they build strong muscles, bones, lungs, and hearts. Food provides them with the fuel and energy they need to grow, learn, and play.
- Invite students to share their lists. Create one large list on the board of healthy foods and active-time activities. If necessary, help the class identify foods or activities that do not belong on the list (e.g., French fries or playing video games).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
(2nd, 3rd) Extension Activity: HEAT Club Survey
- 1. Instruct students to interview five other students and ask them about their favor- ite healthy foods and physical activities.
- As the class shares results, create a chart to illustrate the different foods and activities that people enjoy. Identify the most popular choices and discuss.
Go Green Connection
- The HEAT Club will teach you ways to take care of your body, but we should also always consider ways to take care of our planet. Throughout this curriculum, we will provide simple tips for you and your students to pitch in and be environmen- tally friendly.
- Taking care of our bodies and taking care of the environment often go hand in hand. Just as eating too much junk food can harm our bodies, putting too much junk (trash) into our communities can harm the environment. In this activity, we learned about reducing the amount of not-so-healthy foods we put into our bodies.
- What are some not-so-healthy things we put into the environment? How can we reduce them? (Example: using a cloth towel instead of a paper towel)
- See appendix B for more ideas on going green.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Teach your students the nuances of carbohydrate
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss.
Lesson 12
Sugar
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss. All types of carbohydrate break down into sugar, which is then taken into the cells for energy. Carbohydrate is present in virtually all foods except proteins such as meat, poultry, fish, and oils and fat. Carbohydrate is necessary in the diet; it is the only source of energy that the brain will use. Grains, fruits, vegetables, and dairy are natural sources of sugar, and these foods also provide many important nutrients for the body. Foods high in simple sugar, such as candy, jelly, and sugar-sweetened beverages, provide only empty calories (calories with no vitamins or minerals). Sugary foods typically take the place of healthier alternatives, such as drinking soda instead of water.
Learning the nuances of carbohydrate is too complicated for most first-graders. Instead, they will learn to identify foods that have a lot of sugar and to recognize that sweets can be enjoyed every once in a while but that their growing bodies need better foods with more nutrients in order to grow strong. Students in grades 2 and 3 will calculate the amount of sugar in various foods (soft drinks, cookies, sugar-added versus low-sugar cereals, and doughnuts) and measure out teaspoons of sugar for more dramatic results.
Objectives
- Identify sources of added sugar in their diets.
- Understand that four grams of sugar equals one teaspoon.
- Understand that some healthy foods, such as fruit, naturally contain sugars along with other nutrients such as vitamins and minerals.
Materials (WR)
- Activity books
- Sugar, teaspoons, plates, food labels from a variety of sugary foods (and a lower-sugar example, if desired, such as flavored yogurt vs. plain yogurt or chocolate milk vs. plain milk)
Cool Moves (WR)
Tableside Dancing—With music playing softly in the background, students skip in place eight times to the beat of the music. Mix it up by having them hop and march in place. Then ask them to turn slightly to the left and (pretend) to kick a ball three times with the right foot. Then tell them to do a whole-body shimmy down and up. They then repeat by turning slightly to the right and kicking with the left foot. Once everyone has practiced all the movements, tell them to practice their routines until they can perform them without help. Extend the activity by asking students to come up with new moves to include.
Refer to the web resource (WR) to learn more Cool Moves.
Key Talking Points
- Sweets and foods with a lot of added sugar taste good but usually lack the nutri ents (vitamins and minerals) we need to make our bodies strong.
- Sweetened foods should be saved for special occasions.
- It is better to choose foods that are naturally sweet, such as fruit, because these foods also have nutrients (vitamins and minerals) that our bodies can use.
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- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Direct students to page 19 of the activity book: What Do You Eat? For each meal or snack, have them circle the foods they like to eat. Then write the list of foods on the board and tally the responses to identify the most popular foods for each meal.
- Discuss the most popular foods. To which MyPlate groups do these belong? To which MyPlate groups do the less-popular foods belong? Are there items that do not fit into a MyPlate group?
- Explain to students that sweets and foods with a lot of added sugar (e.g., cakes, candy, soda) are “sometimes” foods. There is no place for them in MyPlate because even though they taste good, our bodies don't want or need a lot of these types of foods.
- Remind the class that though sweets taste good and can be fun to eat, they offer few nutrients for our bodies. Eating too much of these foods can give our body more energy than it needs, which can create an energy imbalance. Refer to lesson 10 in unit 1 (Energy Balance) as a reminder.
- Create a list of healthy alternatives (such as fruits or yogurt) that are naturally sweet and have nutrients that our bodies need to grow strong and healthy. Brain- storm strategies for enjoying healthier sweets. We can add berries to oatmeal or whole-grain cereal instead of choosing sugary cereal. We can add bananas to a peanut butter sandwich instead of jelly. We can add fruit to plain yogurt instead of choosing flavored yogurt. We can make a fruit salad using many fruits.
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- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some sugary foods and discuss where they fit in MyPlate. Can they tell you why we should save these foods for special occasions? Remind the class that foods with a lot of added sugar usually provide few or no vitamins or minerals. There is no place for sweets on MyPlate because our bodies do not want or need them to stay healthy. Sweets are considered “sometimes” foods.
- To make this lesson interactive, ask the class to measure out teaspoons of sugar on a plate to illustrate how much sugar is in different foods. As a reference, four grams of sugar equal one teaspoon. Or use sugar packets instead of pouring teaspoons of sugar. One sugar packet equals one teaspoon (four grams). Taping the packets into a chain makes for a powerful visual aid.
Examples:
- There are 16 grams of sugar in a toaster pastry (4 teaspoons or packets), so a pack of two toaster pastries has 8 teaspoons or packets of sugar.
- There are 20 grams of sugar (5 teaspoons or packets) in many pudding cups.
- There are 32 grams of sugar (8 teaspoons or packets) in a 4-ounce chocolate chip muffin.
- There are 37 grams of sugar (9-1/4 teaspoons or packets) in a 20-ounce sports drink. Use the food labels you (or students) brought from home for additional examples. This activity is a great way to reinforce math skills.
- Direct students to pages 23 and 24 of the activity book: How Much Sugar? Students will indicate the amount of sugar in each food. Remind them that four grams of sugar is equal to one teaspoon.
- Explain that “sometimes” foods such as soda, candy, cake, and sports drinks (and “juice” drinks that are not 100 percent juice) contain a lot of added sugar. “Added sugar” means just what it sounds like: Sugar is added to a food to make it sweeter. Some foods are naturally sweet; they don't need added sugar to taste sweet. Can students name foods that are naturally sweet? Examples include most fruits and some vegetables, such as sweet potatoes and bell peppers. Ask the class why it might be better to choose these naturally sweet foods over foods with added sugar. Explain that naturally sweet foods come with fiber and many other nutrients that work to keep the body healthy. Foods with added sugar tend not to have these same nutrients. Treats such as ice cream, candy, and soda are fun to eat once in a while, but if we eat too much of them we can fill up on these foods and miss out on the foods we need to be healthy and strong.
- Close the lesson by encouraging students to substitute naturally sweet foods for foods with added sugar. Challenge them to try a substitution in their lunches, after-school snacks, or after-dinner desserts.
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- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some foods that contain sugar (students will likely name various types of sweets and candy). Ask them if they can think of other foods with sugar.
- Explain that some foods, such as sweets, sodas, and sports drinks, have sugar added to them. Other foods such as fruits or milk naturally contain sugar. Ask students which types of foods they think we should choose—foods with added sugar, or foods that are naturally sweet. Ask them to explain why.
- Emphasize that naturally sweet foods are better choices because along with sugar they also contain vitamins, minerals, and sometimes fiber—all good things! Foods with added sugar usually don't offer these same nutrients.
- Direct students to page 31 of the activity book: Find the Sugar! Start with the label for chocolate cake and highlight the line for sugars.
- Repeat for other foods. Compare labels and rank foods from the least amount of sugar to the most. Look again and identify other differences (for example, point out the vitamins and minerals and note that some foods have these nutrients whereas others do not). What can students tell you about these differences?
- Instruct students to turn to pages 32 and 33 of the activity book: How Much Sugar? Explain that they will calculate the amount of sugar in various foods. Tell the class that four grams of sugar equal one teaspoon.
- Explain that sugar is found naturally in some foods. Berries, grapes, and other fruits are naturally sweet. There is even some sugar in plain white milk. We don't need to avoid these sources of sugar because these foods offer many other important nutrients. Explain to students that they can make smart choices by using the nutrition labels on packaged foods to find options that are lower in sugar. This is a good thing to do when choosing a breakfast cereal, for example.
- When we eat smart, we choose naturally sweet foods such as fruits over foods with added sugar. Challenge students to try a substitution in their lunches, after- school snacks, or after-dinner desserts. Remind them that it's OK to enjoy a sweet treat once in a while but that they should emphasize foods that are rich in nutrients.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64b_Main.jpg
Extension Activity
Ask students to bring in empty cereal boxes. Pass the boxes around the room, and ask students to use the Nutrition Facts panel to record the amount of sugar per serving, in each type. As a class, discuss which cereals seem like the better choices.
Go Green Connection
- Whole foods (foods with nothing added or taken away and that haven't changed much since leaving the garden or farm) are better for you and better for the environment.
- Choose whole foods that are naturally sweet, such as fresh fruit, rather than processed foods with added sugar, such as some juices.
- Processed foods can have more sugar than natural foods and often have more packaging, which creates more waste.
- Compare the packaging for foods that are naturally sweet, such as fresh fruit, with that of processed sweet foods, such as fruit roll-ups.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Introducing students to the HEAT Club
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car.
Lesson 1
HEAT Club Kickoff
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car. By making healthy choices, students feed their bodies and their minds.
The class will also experience the benefits of regular movement through the Cool Moves included in the lesson (and in all subsequent lessons). They will begin to under- stand that physical activity uses the fuel provided by the food they eat and can also leave them energized.
As you welcome students to the HEAT club, gather information from the class about their views on healthy eating and active time. As an example, you can create a web of answers and questions to be answered as you work your way through the program (see figure 1.1).
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_a_Main.jpg
Objectives
- Know the goals of the HEAT Club.
- Learn simple stretches.
- Understand that healthy bodies need to move and be fueled by healthy foods in order to grow, play, and learn.
- Identify healthy foods and activities.
Preparation
Read about the background of the HEAT Club in appendix A.
Materials (WR)
Activity books (one per student)
Cool Moves (WR)
- Hug Yourself Stretch—Standing up, students cross their arms and wrap them around their bodies as far as they can stretch. Then they turn the upper body to the right and left. Continue for 20 seconds. They then recross arms so the other arm is on top. Repeat the stretch for 20 seconds.
- Ostrich Stretch—Students stand with legs straight and bend over at the waist (as far as they can comfortably go) to try to touch their toes (imitating an ostrich sticking its head in the sand). They stay in this position for 5 seconds. Repeat three to five times. Remind students not to hold their breath or lock their knees during the stretch.
Refer to the web resource to learn more Cool Moves.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_b_Main.jpg
Key Talking Points
- The HEAT in HEAT Club stands for healthy eating and active time. The lessons and activities we do as part of the HEAT Club show us ways to eat smart and play hard.
- Cool Moves give us active breaks during the school day. Moving energizes us so we can focus on learning.
- Our bodies are healthy and happy when we move them and when we feed them healthy foods.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves; tell them that throughout the year they will do Cool Moves to stay active during class.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Together, brainstorm a list of healthy foods and a list of active-time activities. Write students' ideas on the board. Remind students that during active time, their bodies are moving.
- Invite students to decorate the cover of their activity books with pictures of themselves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children
- At this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: Healthy Eating, Active Time. Ask them to write down at least one example under each of these categories: healthy eating, not-so-healthy eating, active time, and inactive time. Students may work together to come up with ideas.
- Write each of the four categories on the board, and record students' responses. Are there more items under healthy eating and active time, or under not-so- healthy eating and inactive time? Discuss.
- Remind students that when they choose healthy foods their bodies get energy and nutrients to grow, play, and learn. Explain that we all need to include active time in our days because moving our bodies helps us build strong muscles, bones, lungs, and hearts. Being active can also help us feel more energized throughout the day. For instance, students might feel more awake after going for a walk (explored further in lesson 7).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: HEAT Club Brainstorm! Divide the class into groups of four or five. Instruct half the groups to brainstorm and record a list of healthy foods and the other half to brainstorm and record a list of active-time activities.
- Remind students that when they move their bodies, they build strong muscles, bones, lungs, and hearts. Food provides them with the fuel and energy they need to grow, learn, and play.
- Invite students to share their lists. Create one large list on the board of healthy foods and active-time activities. If necessary, help the class identify foods or activities that do not belong on the list (e.g., French fries or playing video games).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
(2nd, 3rd) Extension Activity: HEAT Club Survey
- 1. Instruct students to interview five other students and ask them about their favor- ite healthy foods and physical activities.
- As the class shares results, create a chart to illustrate the different foods and activities that people enjoy. Identify the most popular choices and discuss.
Go Green Connection
- The HEAT Club will teach you ways to take care of your body, but we should also always consider ways to take care of our planet. Throughout this curriculum, we will provide simple tips for you and your students to pitch in and be environmen- tally friendly.
- Taking care of our bodies and taking care of the environment often go hand in hand. Just as eating too much junk food can harm our bodies, putting too much junk (trash) into our communities can harm the environment. In this activity, we learned about reducing the amount of not-so-healthy foods we put into our bodies.
- What are some not-so-healthy things we put into the environment? How can we reduce them? (Example: using a cloth towel instead of a paper towel)
- See appendix B for more ideas on going green.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Teach your students the nuances of carbohydrate
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss.
Lesson 12
Sugar
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss. All types of carbohydrate break down into sugar, which is then taken into the cells for energy. Carbohydrate is present in virtually all foods except proteins such as meat, poultry, fish, and oils and fat. Carbohydrate is necessary in the diet; it is the only source of energy that the brain will use. Grains, fruits, vegetables, and dairy are natural sources of sugar, and these foods also provide many important nutrients for the body. Foods high in simple sugar, such as candy, jelly, and sugar-sweetened beverages, provide only empty calories (calories with no vitamins or minerals). Sugary foods typically take the place of healthier alternatives, such as drinking soda instead of water.
Learning the nuances of carbohydrate is too complicated for most first-graders. Instead, they will learn to identify foods that have a lot of sugar and to recognize that sweets can be enjoyed every once in a while but that their growing bodies need better foods with more nutrients in order to grow strong. Students in grades 2 and 3 will calculate the amount of sugar in various foods (soft drinks, cookies, sugar-added versus low-sugar cereals, and doughnuts) and measure out teaspoons of sugar for more dramatic results.
Objectives
- Identify sources of added sugar in their diets.
- Understand that four grams of sugar equals one teaspoon.
- Understand that some healthy foods, such as fruit, naturally contain sugars along with other nutrients such as vitamins and minerals.
Materials (WR)
- Activity books
- Sugar, teaspoons, plates, food labels from a variety of sugary foods (and a lower-sugar example, if desired, such as flavored yogurt vs. plain yogurt or chocolate milk vs. plain milk)
Cool Moves (WR)
Tableside Dancing—With music playing softly in the background, students skip in place eight times to the beat of the music. Mix it up by having them hop and march in place. Then ask them to turn slightly to the left and (pretend) to kick a ball three times with the right foot. Then tell them to do a whole-body shimmy down and up. They then repeat by turning slightly to the right and kicking with the left foot. Once everyone has practiced all the movements, tell them to practice their routines until they can perform them without help. Extend the activity by asking students to come up with new moves to include.
Refer to the web resource (WR) to learn more Cool Moves.
Key Talking Points
- Sweets and foods with a lot of added sugar taste good but usually lack the nutri ents (vitamins and minerals) we need to make our bodies strong.
- Sweetened foods should be saved for special occasions.
- It is better to choose foods that are naturally sweet, such as fruit, because these foods also have nutrients (vitamins and minerals) that our bodies can use.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64a_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Direct students to page 19 of the activity book: What Do You Eat? For each meal or snack, have them circle the foods they like to eat. Then write the list of foods on the board and tally the responses to identify the most popular foods for each meal.
- Discuss the most popular foods. To which MyPlate groups do these belong? To which MyPlate groups do the less-popular foods belong? Are there items that do not fit into a MyPlate group?
- Explain to students that sweets and foods with a lot of added sugar (e.g., cakes, candy, soda) are “sometimes” foods. There is no place for them in MyPlate because even though they taste good, our bodies don't want or need a lot of these types of foods.
- Remind the class that though sweets taste good and can be fun to eat, they offer few nutrients for our bodies. Eating too much of these foods can give our body more energy than it needs, which can create an energy imbalance. Refer to lesson 10 in unit 1 (Energy Balance) as a reminder.
- Create a list of healthy alternatives (such as fruits or yogurt) that are naturally sweet and have nutrients that our bodies need to grow strong and healthy. Brain- storm strategies for enjoying healthier sweets. We can add berries to oatmeal or whole-grain cereal instead of choosing sugary cereal. We can add bananas to a peanut butter sandwich instead of jelly. We can add fruit to plain yogurt instead of choosing flavored yogurt. We can make a fruit salad using many fruits.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some sugary foods and discuss where they fit in MyPlate. Can they tell you why we should save these foods for special occasions? Remind the class that foods with a lot of added sugar usually provide few or no vitamins or minerals. There is no place for sweets on MyPlate because our bodies do not want or need them to stay healthy. Sweets are considered “sometimes” foods.
- To make this lesson interactive, ask the class to measure out teaspoons of sugar on a plate to illustrate how much sugar is in different foods. As a reference, four grams of sugar equal one teaspoon. Or use sugar packets instead of pouring teaspoons of sugar. One sugar packet equals one teaspoon (four grams). Taping the packets into a chain makes for a powerful visual aid.
Examples:
- There are 16 grams of sugar in a toaster pastry (4 teaspoons or packets), so a pack of two toaster pastries has 8 teaspoons or packets of sugar.
- There are 20 grams of sugar (5 teaspoons or packets) in many pudding cups.
- There are 32 grams of sugar (8 teaspoons or packets) in a 4-ounce chocolate chip muffin.
- There are 37 grams of sugar (9-1/4 teaspoons or packets) in a 20-ounce sports drink. Use the food labels you (or students) brought from home for additional examples. This activity is a great way to reinforce math skills.
- Direct students to pages 23 and 24 of the activity book: How Much Sugar? Students will indicate the amount of sugar in each food. Remind them that four grams of sugar is equal to one teaspoon.
- Explain that “sometimes” foods such as soda, candy, cake, and sports drinks (and “juice” drinks that are not 100 percent juice) contain a lot of added sugar. “Added sugar” means just what it sounds like: Sugar is added to a food to make it sweeter. Some foods are naturally sweet; they don't need added sugar to taste sweet. Can students name foods that are naturally sweet? Examples include most fruits and some vegetables, such as sweet potatoes and bell peppers. Ask the class why it might be better to choose these naturally sweet foods over foods with added sugar. Explain that naturally sweet foods come with fiber and many other nutrients that work to keep the body healthy. Foods with added sugar tend not to have these same nutrients. Treats such as ice cream, candy, and soda are fun to eat once in a while, but if we eat too much of them we can fill up on these foods and miss out on the foods we need to be healthy and strong.
- Close the lesson by encouraging students to substitute naturally sweet foods for foods with added sugar. Challenge them to try a substitution in their lunches, after-school snacks, or after-dinner desserts.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some foods that contain sugar (students will likely name various types of sweets and candy). Ask them if they can think of other foods with sugar.
- Explain that some foods, such as sweets, sodas, and sports drinks, have sugar added to them. Other foods such as fruits or milk naturally contain sugar. Ask students which types of foods they think we should choose—foods with added sugar, or foods that are naturally sweet. Ask them to explain why.
- Emphasize that naturally sweet foods are better choices because along with sugar they also contain vitamins, minerals, and sometimes fiber—all good things! Foods with added sugar usually don't offer these same nutrients.
- Direct students to page 31 of the activity book: Find the Sugar! Start with the label for chocolate cake and highlight the line for sugars.
- Repeat for other foods. Compare labels and rank foods from the least amount of sugar to the most. Look again and identify other differences (for example, point out the vitamins and minerals and note that some foods have these nutrients whereas others do not). What can students tell you about these differences?
- Instruct students to turn to pages 32 and 33 of the activity book: How Much Sugar? Explain that they will calculate the amount of sugar in various foods. Tell the class that four grams of sugar equal one teaspoon.
- Explain that sugar is found naturally in some foods. Berries, grapes, and other fruits are naturally sweet. There is even some sugar in plain white milk. We don't need to avoid these sources of sugar because these foods offer many other important nutrients. Explain to students that they can make smart choices by using the nutrition labels on packaged foods to find options that are lower in sugar. This is a good thing to do when choosing a breakfast cereal, for example.
- When we eat smart, we choose naturally sweet foods such as fruits over foods with added sugar. Challenge students to try a substitution in their lunches, after- school snacks, or after-dinner desserts. Remind them that it's OK to enjoy a sweet treat once in a while but that they should emphasize foods that are rich in nutrients.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64b_Main.jpg
Extension Activity
Ask students to bring in empty cereal boxes. Pass the boxes around the room, and ask students to use the Nutrition Facts panel to record the amount of sugar per serving, in each type. As a class, discuss which cereals seem like the better choices.
Go Green Connection
- Whole foods (foods with nothing added or taken away and that haven't changed much since leaving the garden or farm) are better for you and better for the environment.
- Choose whole foods that are naturally sweet, such as fresh fruit, rather than processed foods with added sugar, such as some juices.
- Processed foods can have more sugar than natural foods and often have more packaging, which creates more waste.
- Compare the packaging for foods that are naturally sweet, such as fresh fruit, with that of processed sweet foods, such as fruit roll-ups.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Introducing students to the HEAT Club
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car.
Lesson 1
HEAT Club Kickoff
This lesson introduces students to the HEAT Club. The overarching goal for this unit is to help students understand that food is fuel for the body, much like gas is fuel for a car. By making healthy choices, students feed their bodies and their minds.
The class will also experience the benefits of regular movement through the Cool Moves included in the lesson (and in all subsequent lessons). They will begin to under- stand that physical activity uses the fuel provided by the food they eat and can also leave them energized.
As you welcome students to the HEAT club, gather information from the class about their views on healthy eating and active time. As an example, you can create a web of answers and questions to be answered as you work your way through the program (see figure 1.1).
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_a_Main.jpg
Objectives
- Know the goals of the HEAT Club.
- Learn simple stretches.
- Understand that healthy bodies need to move and be fueled by healthy foods in order to grow, play, and learn.
- Identify healthy foods and activities.
Preparation
Read about the background of the HEAT Club in appendix A.
Materials (WR)
Activity books (one per student)
Cool Moves (WR)
- Hug Yourself Stretch—Standing up, students cross their arms and wrap them around their bodies as far as they can stretch. Then they turn the upper body to the right and left. Continue for 20 seconds. They then recross arms so the other arm is on top. Repeat the stretch for 20 seconds.
- Ostrich Stretch—Students stand with legs straight and bend over at the waist (as far as they can comfortably go) to try to touch their toes (imitating an ostrich sticking its head in the sand). They stay in this position for 5 seconds. Repeat three to five times. Remind students not to hold their breath or lock their knees during the stretch.
Refer to the web resource to learn more Cool Moves.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_b_Main.jpg
Key Talking Points
- The HEAT in HEAT Club stands for healthy eating and active time. The lessons and activities we do as part of the HEAT Club show us ways to eat smart and play hard.
- Cool Moves give us active breaks during the school day. Moving energizes us so we can focus on learning.
- Our bodies are healthy and happy when we move them and when we feed them healthy foods.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves; tell them that throughout the year they will do Cool Moves to stay active during class.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Together, brainstorm a list of healthy foods and a list of active-time activities. Write students' ideas on the board. Remind students that during active time, their bodies are moving.
- Invite students to decorate the cover of their activity books with pictures of themselves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children
- At this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: Healthy Eating, Active Time. Ask them to write down at least one example under each of these categories: healthy eating, not-so-healthy eating, active time, and inactive time. Students may work together to come up with ideas.
- Write each of the four categories on the board, and record students' responses. Are there more items under healthy eating and active time, or under not-so- healthy eating and inactive time? Discuss.
- Remind students that when they choose healthy foods their bodies get energy and nutrients to grow, play, and learn. Explain that we all need to include active time in our days because moving our bodies helps us build strong muscles, bones, lungs, and hearts. Being active can also help us feel more energized throughout the day. For instance, students might feel more awake after going for a walk (explored further in lesson 7).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Welcome students to the HEAT Club and distribute HEAT Club activity books. Ask each student to write his or her name on the cover (they can decorate these later).
- Direct students to page 1 of the activity book: “What does HEAT stand for?” Explain that HEAT stands for healthy eating and active time. Ask students to write these words on page 1. Explain that the HEAT Club will teach them ways to eat smart and play hard. Ask the class to tell you what these things mean. Children at this age might not understand what being active means; they might consider anything other than sleeping to be active. Help them distinguish activities that move their bodies in an active way (such as playing tag or basketball) from those that do not move their bodies (such as watching TV or playing a video game).
- Teach students some Cool Moves and tell them that throughout the year they will do Cool Moves to stay active during class. Moving helps them be more successful in school.
- Lead them in the HEAT Club cheer (“Give me an H! Give me an E!” and so on).
- Ask students, “What does ‘healthy' mean?”
- Healthy means our bodies are growing and working so we can feel our best.
- Healthy means eating the colors of the rainbow. Healthy foods give us fuel to keep our bodies strong and working well. When we eat healthy foods, we feel good.
- Remind students that food helps our bodies grow and gives us fuel to run and play. Eating healthy foods also helps us do well in school.
- Healthy means being active. Being active works our muscles, bones, lungs, and heart so they become strong. Being active can also help us do well in school.
- Direct students to page 2 of the activity book: HEAT Club Brainstorm! Divide the class into groups of four or five. Instruct half the groups to brainstorm and record a list of healthy foods and the other half to brainstorm and record a list of active-time activities.
- Remind students that when they move their bodies, they build strong muscles, bones, lungs, and hearts. Food provides them with the fuel and energy they need to grow, learn, and play.
- Invite students to share their lists. Create one large list on the board of healthy foods and active-time activities. If necessary, help the class identify foods or activities that do not belong on the list (e.g., French fries or playing video games).
- If time allows, students may decorate their activity books with pictures of them- selves eating smart and playing hard.
(2nd, 3rd) Extension Activity: HEAT Club Survey
- 1. Instruct students to interview five other students and ask them about their favor- ite healthy foods and physical activities.
- As the class shares results, create a chart to illustrate the different foods and activities that people enjoy. Identify the most popular choices and discuss.
Go Green Connection
- The HEAT Club will teach you ways to take care of your body, but we should also always consider ways to take care of our planet. Throughout this curriculum, we will provide simple tips for you and your students to pitch in and be environmen- tally friendly.
- Taking care of our bodies and taking care of the environment often go hand in hand. Just as eating too much junk food can harm our bodies, putting too much junk (trash) into our communities can harm the environment. In this activity, we learned about reducing the amount of not-so-healthy foods we put into our bodies.
- What are some not-so-healthy things we put into the environment? How can we reduce them? (Example: using a cloth towel instead of a paper towel)
- See appendix B for more ideas on going green.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Teach your students the nuances of carbohydrate
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss.
Lesson 12
Sugar
You have probably heard about the debate over the value of carbohydrate, fueled by popular diets that drastically reduce foods with carbohydrate to promote weight loss. All types of carbohydrate break down into sugar, which is then taken into the cells for energy. Carbohydrate is present in virtually all foods except proteins such as meat, poultry, fish, and oils and fat. Carbohydrate is necessary in the diet; it is the only source of energy that the brain will use. Grains, fruits, vegetables, and dairy are natural sources of sugar, and these foods also provide many important nutrients for the body. Foods high in simple sugar, such as candy, jelly, and sugar-sweetened beverages, provide only empty calories (calories with no vitamins or minerals). Sugary foods typically take the place of healthier alternatives, such as drinking soda instead of water.
Learning the nuances of carbohydrate is too complicated for most first-graders. Instead, they will learn to identify foods that have a lot of sugar and to recognize that sweets can be enjoyed every once in a while but that their growing bodies need better foods with more nutrients in order to grow strong. Students in grades 2 and 3 will calculate the amount of sugar in various foods (soft drinks, cookies, sugar-added versus low-sugar cereals, and doughnuts) and measure out teaspoons of sugar for more dramatic results.
Objectives
- Identify sources of added sugar in their diets.
- Understand that four grams of sugar equals one teaspoon.
- Understand that some healthy foods, such as fruit, naturally contain sugars along with other nutrients such as vitamins and minerals.
Materials (WR)
- Activity books
- Sugar, teaspoons, plates, food labels from a variety of sugary foods (and a lower-sugar example, if desired, such as flavored yogurt vs. plain yogurt or chocolate milk vs. plain milk)
Cool Moves (WR)
Tableside Dancing—With music playing softly in the background, students skip in place eight times to the beat of the music. Mix it up by having them hop and march in place. Then ask them to turn slightly to the left and (pretend) to kick a ball three times with the right foot. Then tell them to do a whole-body shimmy down and up. They then repeat by turning slightly to the right and kicking with the left foot. Once everyone has practiced all the movements, tell them to practice their routines until they can perform them without help. Extend the activity by asking students to come up with new moves to include.
Refer to the web resource (WR) to learn more Cool Moves.
Key Talking Points
- Sweets and foods with a lot of added sugar taste good but usually lack the nutri ents (vitamins and minerals) we need to make our bodies strong.
- Sweetened foods should be saved for special occasions.
- It is better to choose foods that are naturally sweet, such as fruit, because these foods also have nutrients (vitamins and minerals) that our bodies can use.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64a_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade1_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Direct students to page 19 of the activity book: What Do You Eat? For each meal or snack, have them circle the foods they like to eat. Then write the list of foods on the board and tally the responses to identify the most popular foods for each meal.
- Discuss the most popular foods. To which MyPlate groups do these belong? To which MyPlate groups do the less-popular foods belong? Are there items that do not fit into a MyPlate group?
- Explain to students that sweets and foods with a lot of added sugar (e.g., cakes, candy, soda) are “sometimes” foods. There is no place for them in MyPlate because even though they taste good, our bodies don't want or need a lot of these types of foods.
- Remind the class that though sweets taste good and can be fun to eat, they offer few nutrients for our bodies. Eating too much of these foods can give our body more energy than it needs, which can create an energy imbalance. Refer to lesson 10 in unit 1 (Energy Balance) as a reminder.
- Create a list of healthy alternatives (such as fruits or yogurt) that are naturally sweet and have nutrients that our bodies need to grow strong and healthy. Brain- storm strategies for enjoying healthier sweets. We can add berries to oatmeal or whole-grain cereal instead of choosing sugary cereal. We can add bananas to a peanut butter sandwich instead of jelly. We can add fruit to plain yogurt instead of choosing flavored yogurt. We can make a fruit salad using many fruits.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade2_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some sugary foods and discuss where they fit in MyPlate. Can they tell you why we should save these foods for special occasions? Remind the class that foods with a lot of added sugar usually provide few or no vitamins or minerals. There is no place for sweets on MyPlate because our bodies do not want or need them to stay healthy. Sweets are considered “sometimes” foods.
- To make this lesson interactive, ask the class to measure out teaspoons of sugar on a plate to illustrate how much sugar is in different foods. As a reference, four grams of sugar equal one teaspoon. Or use sugar packets instead of pouring teaspoons of sugar. One sugar packet equals one teaspoon (four grams). Taping the packets into a chain makes for a powerful visual aid.
Examples:
- There are 16 grams of sugar in a toaster pastry (4 teaspoons or packets), so a pack of two toaster pastries has 8 teaspoons or packets of sugar.
- There are 20 grams of sugar (5 teaspoons or packets) in many pudding cups.
- There are 32 grams of sugar (8 teaspoons or packets) in a 4-ounce chocolate chip muffin.
- There are 37 grams of sugar (9-1/4 teaspoons or packets) in a 20-ounce sports drink. Use the food labels you (or students) brought from home for additional examples. This activity is a great way to reinforce math skills.
- Direct students to pages 23 and 24 of the activity book: How Much Sugar? Students will indicate the amount of sugar in each food. Remind them that four grams of sugar is equal to one teaspoon.
- Explain that “sometimes” foods such as soda, candy, cake, and sports drinks (and “juice” drinks that are not 100 percent juice) contain a lot of added sugar. “Added sugar” means just what it sounds like: Sugar is added to a food to make it sweeter. Some foods are naturally sweet; they don't need added sugar to taste sweet. Can students name foods that are naturally sweet? Examples include most fruits and some vegetables, such as sweet potatoes and bell peppers. Ask the class why it might be better to choose these naturally sweet foods over foods with added sugar. Explain that naturally sweet foods come with fiber and many other nutrients that work to keep the body healthy. Foods with added sugar tend not to have these same nutrients. Treats such as ice cream, candy, and soda are fun to eat once in a while, but if we eat too much of them we can fill up on these foods and miss out on the foods we need to be healthy and strong.
- Close the lesson by encouraging students to substitute naturally sweet foods for foods with added sugar. Challenge them to try a substitution in their lunches, after-school snacks, or after-dinner desserts.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_3_7_grade3_Main.jpg
- Integrate Cool Moves before, after, or during the lesson to get your students moving.
- Ask students to name some foods that contain sugar (students will likely name various types of sweets and candy). Ask them if they can think of other foods with sugar.
- Explain that some foods, such as sweets, sodas, and sports drinks, have sugar added to them. Other foods such as fruits or milk naturally contain sugar. Ask students which types of foods they think we should choose—foods with added sugar, or foods that are naturally sweet. Ask them to explain why.
- Emphasize that naturally sweet foods are better choices because along with sugar they also contain vitamins, minerals, and sometimes fiber—all good things! Foods with added sugar usually don't offer these same nutrients.
- Direct students to page 31 of the activity book: Find the Sugar! Start with the label for chocolate cake and highlight the line for sugars.
- Repeat for other foods. Compare labels and rank foods from the least amount of sugar to the most. Look again and identify other differences (for example, point out the vitamins and minerals and note that some foods have these nutrients whereas others do not). What can students tell you about these differences?
- Instruct students to turn to pages 32 and 33 of the activity book: How Much Sugar? Explain that they will calculate the amount of sugar in various foods. Tell the class that four grams of sugar equal one teaspoon.
- Explain that sugar is found naturally in some foods. Berries, grapes, and other fruits are naturally sweet. There is even some sugar in plain white milk. We don't need to avoid these sources of sugar because these foods offer many other important nutrients. Explain to students that they can make smart choices by using the nutrition labels on packaged foods to find options that are lower in sugar. This is a good thing to do when choosing a breakfast cereal, for example.
- When we eat smart, we choose naturally sweet foods such as fruits over foods with added sugar. Challenge students to try a substitution in their lunches, after- school snacks, or after-dinner desserts. Remind them that it's OK to enjoy a sweet treat once in a while but that they should emphasize foods that are rich in nutrients.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/129/E5638_61_64b_Main.jpg
Extension Activity
Ask students to bring in empty cereal boxes. Pass the boxes around the room, and ask students to use the Nutrition Facts panel to record the amount of sugar per serving, in each type. As a class, discuss which cereals seem like the better choices.
Go Green Connection
- Whole foods (foods with nothing added or taken away and that haven't changed much since leaving the garden or farm) are better for you and better for the environment.
- Choose whole foods that are naturally sweet, such as fresh fruit, rather than processed foods with added sugar, such as some juices.
- Processed foods can have more sugar than natural foods and often have more packaging, which creates more waste.
- Compare the packaging for foods that are naturally sweet, such as fresh fruit, with that of processed sweet foods, such as fruit roll-ups.
Learn more about The Healthy Eating and Active Time Club Curriculum.
Related Books
