Class Rules
(Go over in first class, reviewing as necessary at the beginning of each class.)
1. Be on time- Refer to class schedule in FUN folder.
2. Consistent attendance. Roll will be taken each class.
3. Come prepared to listen, learn. Bring FUN notebook and
something to write with to each class.
4. Parental involvement. Remind students it is important
that they take home handouts to show parents and
include their parents in their homework assignments.
Parents will be invited to at least one FUN session.
5. Confidentiality- friends trust and respect each other so
things we discuss in FUN are to be kept in the FUN group
with the exception of healthy habits we learn together.
6. Friends respect each other and listen to each other.
7. One person speaks at a time. When the teacher is
speaking, students listen. If you have something to share
that others can benefit from wait your turn.
8. Being involved with FUN is a privilege, if rules are not
followed the consequence will be you will be sent back to
the classroom and miss the fun.
Friends Unraveling Nutrition (FUN) & Fitness
Rev. 7-08
Class I: Introduction to FUN & Fitness
Class Preparation:
• Class Roster (To document each student’s attendance).
• Each child will arrive to class with a FUN folder with his/her name on the outside and a copy of the
class schedule. Folders should come with students to each class.
• Health Risk Survey to send home for parents to complete if not returned by parents (may send remind
stick note or notice to parent to complete and return by next class).
• Thumb Ball or other ice breaker activity or may use a team building exercise.
Class Objectives:
1. Students will develop an understanding of what “wellness” means to them
2. Students will understand that their choices in diet & exercise are things that they can control that can
lead to optimum wellness.
3. Students will develop a sense of being part of the FUN group.
A.
Discuss: What is wellness and what are the benefits of being “well”/ healthy?
What are the benefits to making healthier choices?
Have student to raise their hands if they consider themselves as “well” or “healthy” by raising their
hands. Let students talk about what wellness and good health means to them. Does it mean not
being sick? Does it mean being able to participate in physical activity such as running, jumping,
playing, etc.? Does being healthy mean being a certain size? Discuss what factors contribute to
someone being “well” or healthy.
Factors Affecting Wellness:
a. Factors we cannot control- heredity, environment, our sex (male/female), age
b. Factors we can control- what we chose to eat and drink, amount of daily exercise, friends, things
we tell ourselves and our attitude about being “healthy”.
Developing healthy habits in diet and exercise can help us feel good about ourselves, look better, feel better
and live longer more productive lives. Over the next few weeks in FUN, we will learn how to make healthier
choices in eating and exercise.
Show students the Food Recall Log to introduce them to thinking about what foods they eat and their daily
physical activity. (Food Recall Log will be completed or sent home in Class II.)
B.
Developing our Healthy FUN Team- TEAM means – working together for a common goal, in the case of
FUN learning to make healthier choices in diet and exercise.
C.
Ice Breaker Activity: May use activity such as “Thumb ball” www.trainerswarehouse.com
Participants toss the ball to one another, answering the question their right thumb lands on until
everyone in the group has answered one fun fact about themselves. (Make your own thumb ball by using
a permanent marker to write ice breaker comments on a soft-ball sized ball, such as: What is your full name,
including middle name, age, place of birth, family members, favorite activity, sport, color, food, favorite movie,
book, actor, vacation memory, favorite song, one thing you are really good at, one thing you are not so good,
etc.)
Note: Send home FUN Health Risk Pre-FUN survey for parents to complete if not already completed. Tell
students to bring the completed surveys in FUN folders to the next FUN class.
Rev. 7-08
Friend Unraveling Nutrition (FUN) + Fitness
Class II: Color Me Healthy & Why Eat Breakfast
Class Preparation:
• Class Roster - document attendance
• Copy handouts (to send home) - Hints for Behavior Modification &
• Copy Breakfast Boosts Brain Power & Making Breakfast Happen
• My Pyramid poster if available, go to http://teamnutrition.usda.gov/library.html.
Class Objectives:
• Students will become more aware of what foods they are eating and begin to consider if the food
choices they are making will contribute to better health and wellness.
• Students will learn to incorporate more fruits and vegetables in their food choices by adding healthy
color to their diet (Color Me Healthy www.colormehealthy.com).
• Students will understand importance of eating a healthy breakfast everyday.
•
A. Color Me Healthy: Discuss the concept of considering color when making healthier food choices.
Talk about the importance of having a variety of natural color at every meal & snack. There are
substances in fruits and vegetables that help keep us healthy. Phyto-nutrients are substances only
found in fruits and vegetables. These phyto-nutrients are very important. They help us think clearly,
react appropriately, and help our immune system to protect us against infections, and chronic illnesses
like heart disease and many cancers. There are many colorful choices to pick from. Let students
name healthy foods in a variety of colors: red, green, yellow, purple, orange, brown and white.
Suggest students may want to grocery shop with mom to pick out some new colorful food choices.
B. Food Groups & My Pyramid*
Introduce food groups (may use My Pyramid poster if
available) Dairy/Milk, Meat/Legumes, Fruits & Vegetables, Grains & Others – junk food, fats, etc. Have
student name some foods they have eaten today and the food group the food fits in. If eating lunch
during FUN use lunch selections. Students will need to understand the food groups to complete their
Food Recall Log. *My Pyramid will be covered in detail in Class III
C. Why Eat Breakfast. Have students raise their hands if they ate breakfast today. Tell those who did
to pat themselves on the back for starting their day off without an empty fuel tank. Tell students that
many studies have shown that those who eat breakfast consistently have healthier body weight and
perform better mentally and physically. Skipping meals, especially breakfast causes the body’s
metabolism to slow down so calories are not burned as efficiently as when food is eating in frequent,
smaller portions. To avoid mid-morning sugar crash high sugar pastries and cereals should be limited.
A common excuse to not eat breakfast is “ I don’t have enough time”. Another common excuse is “
I’m just not hungry in the morning”. Brainstorm together some high fuel (nutrition) lighter quick
breakfast choices to eat. Enc students to refer to breakfast handouts for more ideas. Breakfast
doesn’t have to be limited to breakfast food- leftover pizza, spaghetti or PBJ are good choices.
Encourage student to be creative with what works for them. Students should take handouts home for
parents to review and discuss together topics covered in class today.
D. Instructors should gather Health Risk Surveys that were completed by parents and place in school
nurse or FUN Team Leader folder – leave folder in school nurse’s box.
Rev. 7-08
Friend Unraveling Nutrition (FUN)
Class III: My Food Pyramid and Healthy Diet Choices
Class Preparation:
• Class Roster to document attendance.
• Individual “My Pyramid” for each child participating in FUN (use baseline data) supplied by the school
nurse or FUN Team Leader. The website for this is www.mypyramid.gov.
• Copy: Why Eat Fruits & Veggies, Ten Ways to Add More Fruits & Veggies more @ www.5aday.gov
• Healthy plate www.platemethod.com/publications.html
• FUN Flog for each student
Class Objectives:
1. Students will develop a better understanding of how to make healthier daily choices using “My
Pyramid”
2. Students will be able to use the “Healthy Plate’ model to guide healthier choices when eating.
A. Building a Healthy Pyramid: Covering each section of the “My Pyramid”- have students to name
foods from each section, repeat until each section has been discussed.
• Daily serving in each group: Students should reference their own daily recommendations by
looking at their personalized “My Pyramid”. Briefly mention serving sizes (tennis ball= ½ cup,
palm of child’s hand= ¼ cup) check labels on packed foods for serving sizes. Portion control will
be covered in a later class.
•
•
•
•
•
•
Grains: Make ½ of daily servings whole grains like: - whole wheat bread, oatmeal, brown rice, and
popcorn.
Vegetables:
Nutrient dense, low calorie, with fiber, nutrients, & phyto- nutrients.
Fruits: Nutrient dense, low calorie, with fiber, nutrients, & phyto- nutrients.
Milk:
Milk, yogurt, cheese – low fat is best, calcium important for healthy bones and teeth.
Meat and beans:
Lean meat, fish, poultry, eggs, 1 tablespoon peanut butter, nuts, dried beans
Oil: Limit these calorie dense foods- salad dressing, mayonnaise, many snack foods. Some oils are
healthier than others – olive oil; oils in fish, olives, avocados and nuts are healthier choices.
Limit extras –Limit servings and frequency of foods like soft drinks, candy, chips, cakes and cookies
•
•
•
•
Rev. 7-08
Healthy Plate
Label a sectioned divided plastic or paper circular plate labeling ¼ section
meats/protein, ¼ section grains/carbs, ½ of plate fruit & vegetables. Tell student to begin to
consider if their plate is a “healthy plate” emphasis on fruits & veggies. Emphasis variety with
colorful healthy choices. (Have students evaluate lunch selections if teaching during lunch.)
Food Recall Log- Pass out log. Tell students it is to increase awareness of food choices- good
& bad. Goal of exercise is to increase awareness of daily habits. . Begin with most recent
meal- if eating lunch during class log that meal, then go back and log breakfast and supper the
night before, including snacks write “nothing” for any skipped meal. Help student to write
down everything they ate & drank in the past 24 hours. Then have students document their
physical activity in 10 minutes increments- color in one sun for each 10 minutes or write the
activity and how long they participated in it. How did their choices fit in with the
recommendations of their “My Pyramid”? Where are the choices lacking and what areas have
too many choices. ** Important** Have students turn in Food Recall Log and forward to the
school nurse in or Team Leader FUN folder to document baseline data for each student.
Have student insert their “My Pyramid” into their FUN Notebook. Tell student to take their
notebooks home and share “My Pyramid” recommendations with parents. Parents can go onto
the My Pyramid site and create their own personal pyramid.
Friend Unraveling Nutrition (FUN) + Fitness
Class IV
Self-Esteem: I am somebody special
Class Preparation:
• Class roster to document student attendance.
• Copy All About Me sheet
• Copy What Do You say when You Talk to Yourself
• Additional Self-Esteem resources from guidance counselor
Class Objectives:
1 Student will recognize things about him or her that are unique and special.
3. Student will leave today’s class feeling good about “being me”.
4. Students will learn the difference between positive & negative self-talk & how this can affect one’s
self esteem.
Begin class with discussion how each on of us is unique and special in our own way. Every person sees and
relates to the world differently.
Hand out All About Me sheet and have students complete in class. Give students 10-15 minutes to complete
the sheet. (If they are unable to complete during the allotted time, students may take sheet home to
complete.)
Have students share some of the information about me with their classmates.
Next, begin discussion about self-talk. Self-talk consists of everything you say about yourself either silently or
to another person. Ask student for examples of positive and negative things people can say to themselves.
Discuss differences between positive and negative self-talk. Examples of positive self-talk would be things like
I am nice, friendly, helpful, good at ______etc… Examples of negative self-talk would be things like, I am
dumb, ugly, unlovable, etc….
Tell students that if we always say negative things about ourselves and focus on our shortcomings that this
can make us feel sad and decrease our self-esteem. Ask students “do you value yourself?” Allow for a few
student responses to the question. While all of us enjoy being praised by others from time to time, people
with a good sense of self esteem know their own value and do not rely on others to tell them that they are
worthwhile. Each person has his or her own unique talents. If students have trouble thinking of things they
are good at suggest they ask their parents or another trusted adult like a teacher.
(If guidance counselor is not teaching this sessions check w/ your guidance counselor for resources on SelfEsteem) Tell students to make a point to be their own cheerleader by taking pride in what they do, putting
forth their best effort, praising yourself when you deserve it, trust and love yourself, help yourself by
developing your talents and abilities, know when to ask for help and find others like parents, teachers or
friends who will can offer support.
Remind students to always believe in themselves. A dose of “I CAN do it” makes a big difference. Give
instructions for how to complete the homework sheet: What do you say when you talk to yourself. The
directions on how to complete assignment are on the sheet.
Remind students to put completed exercise in their notebooks.
Rev. 7-08
Friend Unraveling Nutrition (FUN) + Fitness
Class V
I am made to MOVE- The Importance of Daily Physical Activity
Class Preparation:
• Class roster for attendance.
• Watch with second hand to check pulse rate.
• FUN Fitness Log
• Large enough area to do aerobic activity
• Copy handouts: You can Activate Yourself/Tilt the Balance w Physical Activity
• Energizers @ www.eatsmartmovemorenc.com/programs_tools/school/energizers_elementary.html
Class Objectives:
1.
Students will understand how daily physical activity is a necessary healthy choice.
2.
Student will learn what aerobic exercise means and how to check their own heart rate.
A. Aerobic exercise is a part of a healthy lifestyle- Discuss how our bodies are made to move and muscles
and bones get stronger with use. Aerobic exercise = exercise that gets our heart rate up, is important
to having a healthy heart. Have student make a fist – that is the size of the heart. The heart is the
strongest muscle in the body it has to circulate oxygen rich blood every minute of every day– without it
you die.
B. Have students find their pulse – carotid, neck or radial, wrist. Count the pulses for 30 seconds then
multiply by 2 = heart rate. This is the resting/basal heart rate. Have students check their basal heart
rate and tell them to remember their heart rate at rest.
C. Have student participate in several minutes of aerobic activity- jumping jacks, running in place,
stacking the cups game, enough to get heart rates up. Have students check their heart again- noticing
it is faster and stronger now after exercise.
D. Experts recommend at least 60 minutes a day of physical activity for growing bodies but those minutes
can be divided up into shorter segments 10- 20 minutes several times daily.
E. Benefits of cardiovascular exercise- stronger heart, healthier muscles, strong bones, better memory,
improved attention span, higher metabolic rate even at rest, feel better, live longer and more
productive lives. The benefits of exercise last long after the workout is over.
F. Brainstorm ways to get the heart beating fast- what can you do at the beach, mountains, pool, and
back yard. (Show pictures of different places to exercise) What if it is raining or you can’t go outside –
what can you do? As time allows go through some indoor activities – running in place for 1 minute,
push ups, sit-ups or one of the Energizer activities.
*Physical Education teachers may choose an aerobic exercise to teach students about heart healthy exercise.
Hand out the FUN Fitness Log- Tell students to log what they eat and their physical activity
beginning tomorrow morning each day until the next FUN class or FUN Fitness Log may be done
in class with students recording last 24 hours. Bring their FUN notebooks and completed logs to
the next class. Share handouts with parents. Try to go for a walk or some other type of physical
activity with parents/guardians before the next FUN + Fitness session.
Rev. 7-08
Friend Unraveling Nutrition (FUN)
Class VI: Serving Size is Important
Class Preparation:
• Class roster to document student attendance
• May use serving size display case to demonstrate hands on practice with serving sizes or examples of
serving size portions Portion Distortion resources http://hp2010.nhlbihin.net/portion/
• Serving size labels: Cereal boxes (chose at least one whole grain, one sugary cereal), 20 oz non-diet soft
drink, cheese snack cracker, large bag chips, individual serving of chips, candy. (Save your stale cereal and
snacks for this exercise since foods are for ‘demo only”). Sugar, plastic bowls to measure cereal and
snacks, teaspoon and measuring cups.
• Copy::The Secret to Serving Size is in your Hand
www.ces.ncsu.edu/EFNEP/fesmm_handouts/SmartSizePortionsHandout.pdf
• Copy: Portion Distortion- How Much You eat Matters-serving size comparisons & Reading Food Labels
Class Objectives:
1. Students will recognize importance of monitoring serving sizes.
2. Students will become more familiar with nutrition facts labels and begin to read labels regularly
3. Students will gain a better understanding of how to estimate portions by using hands and other
common objects.
A. Collect FUN Fitness Logs - Begin class by asking if anyone has made different choices in their snacks or
foods at meals since the last FUN class. What about daily exercise? Allow students to briefly share changes
and praise the students for the positive changes they are making.
B. Ask students if there are any FORBIDDEN FOODS -the answer is no. However, this does not mean you can
eat all that you want all the time. Moderation is the key to eating calorie dense foods. Being able to
estimate appropriate portions is important as it allows one to have “splurge foods’ but in reasonable amounts
Today’s class will cover ways to exercise portion control.
1. Serving Size is in Your Hand Cover ways to use the hand to estimate servings as indicated on the
handout.
2. Next use serving size display case or common objects or portion distortion handout to illustrate estimating
serving sizes
•
•
•
•
•
•
Light bulb= broccoli (vegetables)
Deck of playing cards (or palm of hand) = meat
2 cupped hand = chips and pretzels
1 cupped hand = 1 cup of nuts and candies
Domino = cheese (1 oz) or the inner aspect of your stretched out thumb
Film canister=peanut butter or your thumb from the knuckle up
Baseball = orange (fruit)
Dice =fats (butter)
CD = pancake
Computer mouse = serving pasta
Serving Size activity: Solicit several student volunteers. One student pours out what he/she would normally
eat of cereal in one bowl. In second bowl he/she pours out the svg size as indicated on pkg. Compare &
discuss differences. Next allow another student to do the same with chips- one bowl “normal portion –vs.individual bag. Discuss difference in svg from multi-pack bag –vs.- individual bag. Next use a 20 oz soft
drink bottle having student to measure out the number of teaspoons of sugar (4gm= tsp) in the whole bottle
(2 ½ svgs). Ask students why eating “out of the bag” isn’t a smart choice?
3. Using the Understanding the New Nutrition Facts Label handout discuss parts of the food label as time
allows. Homework: Students are to take handout home and check labels of favorite foods with parents
Avoid foods with 50% or more calories from fat and stay away from foods with transfats.
Rev. 7-08
Friend Unraveling Nutrition (FUN)
Class VII: I am Somebody Special and it feels GOOD to be me!
Class Preparation:
• Class Roster to document attendance
• FUN Fitness Log to send home with students
• Copy Mirror Mirror & Beautiful People handout*
• Copy Gold Nugget handout onto yellow or gold paper, if possible*
Class Objectives:
• Students will continue to recognize their value.
• Students will gain a better understanding of their feelings toward people with various body types.
Instructor (guidance counselor or nurse) leads students in Gold Nugget activity. This activity is to help
students identify unique and special qualities about themselves and others. Instructions are Gold Nugget
Activity sheet.
Key point: Student to understand that people come in all different sizes and shapes.
Students should begin to work on Mirror worksheets (front/back) in class and take home to finish, if time does
not allow completion in class. As time allows share some of the people they most admire and why.
Completed worksheet should be placed in student’s FUN folder.
•
Guidance counselor may have alternative self-esteem exercise to use w/ this class.
Send home FUN Food & Fitness Log to complete for the next FUN class.
Remind students of next class time.
Rev. 7-08
Friend Unraveling Nutrition (FUN)
Class VIII: Fruit and Vegetable Name Game
(Optional class- if time does not allow may omit this class or you may play a physically active
game)
Class Preparation:
• Class roster to document attendance
• Fruit and Vegetable Name Game or other “healthy food game”
o www.learningzoneexpress.com or call 888-485-7003)
• Catch a Rainbow Everyday poster if ordering Fruits and Vegetable Game
• Suggested Physical Activity: The 12 Days of Fitness, Energizer for Elementary Schools p.18
Class Objectives:
1. Students will be able to demonstrate their knowledge of fruits/vegetables by naming as many as
they can in each category by playing the Fruit and Vegetable Name Game.
2. Students recognize the variety of fruits and vegetables available to choose from daily.
A. Begin class by asking students if they are seeing more colors on their plates? Remind
students that they need to see a variety of color on their plates each time they eat.
B. Play Catch A Rainbow Every Day game with students. They can play individually or work
together in groups to name as many fruits and vegetables they can in each category. Keep
track of the total named until you reach the finish line. Students will see if the next time
around if they can name more. To play as an individual, each player writes down as many
fruits/vegetables as he/she can for each category. The player to name the most
fruits/vegetables for that category gets a point for that square. Keep track of each player’s
points until you reach the finish line. The player with the most points wins.
Note: Directions for playing game will be in the FUN notebook under section VIII.
3. Food Recall Log- Pass out log. Tell students this is a tool they can use to see what food choices
they are making. Have students start with breakfast the next morning and write down everything
they eat and drink everyday until the next FUN class. Remind students to write down their physical
activity in 10-minute increments- color in one sun for each 10 minutes of physical activity. Review
with students examples of foods they have eaten recently and where they would fit on the food
log.
Have students place food log into their FUN notebook. Remind them to keep the log everyday until the next
FUN class and to bring with them to class.
As time allows, review. Could do an energizer physical activity here. Ask students to name one thing they
learned in FUN today. Remind students of next class and to bring completed logs in their Fun notebooks.
Rev. 7-08
Friends Unraveling Nutrition (FUN)
Class IX: Making Healthier Choices for Me
(Using My Pyramid recommendations to make colorful healthy choices)
Class Preparation:
• Class Roster to document attendance
• Child Nutrition's monthly menu for current month if possible
• Healthy snack- optional
• My Pyramid handout- http://teamnutrition.usda.gov/Resources/mpk_poster2.pdf
• Feed Me poster (FUN lesson III) handout-http://healthymeals.nal.usda.gov
• Optional handouts: When Snack Attacks Strike, Supermarket Choices or Healthy Choices handouts
(Cafeteria manager may use their resources as available to teach concepts of healthy choices.)
Class Objectives:
1. Student will use My Pyramid as a tool to make healthy choices eating at school & when eating out.
A.
Choices: Life is full of choices- our friends, effort in doing school work, completing assignments,
coming to FUN + Fitness sessions on time etc. Our choices can affect how successful and happy we
are each day. Let students share successful choices in diet and activity.
•
Selecting healthy food is a daily choice we all make. My Pyramid is a tool to help us in making
healthy food choices.
Hand out menu and My Pyramid and Feed Me handouts.
Option I: Let student identify choices from food groups for breakfast and lunch in each food category:
milk, meat, fruit/vegetable, and grains. Encourage students to make two fruit/vegetable
choices each meal to ensure plenty of fruits and vegetables and colorful healthy plates.
Option II: Healthy snacking. CM provides food to prepare healthy snacks. Students identify what
food groups are represented. How many servings a day do they need? .
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•
•
Ask students what their favorite food is - what food group they represent. Should they eat more or
less of that favorite food?
Discuss healthy snack choices Brainstorm other snacks that add to their “more” foods
Remind students that food is "bad" - Moderation and serving size is the key. Teach students to fill up
on the healthy stuff first and then indulge in the less healthy choices as a treat. Avoid multitasking while eating instead enjoy eating food, avoid the habit of eating while watching TV or
doing other activities. Be sure to thoroughly chew food - food tastes better and the stomach has
time to register being full. Wait 20 minutes before going to for “seconds’ to allow the brain to register if
the stomach is full. Remind students to think about moderation, serving size, and making colorful plates
and participate in daily exercise until our next FUN + Fitness session.
C.
Rev. 7-08
Tell student to take handouts home and tell parents about what they learned today. Encourage
students to share with parents how to look for healthier choices using My Pyramid.
Friend Unraveling Nutrition (FUN)
Class X: Making Healthy Food Choices on the Go - Sybershop
Class Preparation:
• Class Roster to document attendance
• Laptop or desktop computer to use for SyberShop program
• Copy handouts: Mirror Fast Food Choices and Supermarket Sleuths
• Sybershop CDs are available @ www.eatsmartmovemorenc.com type in Sybershop for ordering
information. You will need a computer, projector and screen to use the interactive CD
• Restaurants must have nutritional information available upon demand- check w/ several area fast food
spots to get print outs of nutritional information for foods served.
• Optional teaching tool: Portion distortion selections @ http://hp2010.nhlbihin.net/portion/ showing how
portions have grown over the years.
Class Objectives:
• Student will learn to make healthier choices when eating out.
A.
If using Sybershop CD:
Allow students to take turns selecting fast food restaurant menus. Click on box to left of each item to
view nutritional value. Read values - ask for possible changes to make healthier choices, substitute
healthier choice- click on box on left to check (it will be highlighted from when you originally selected.
this will remove the highlight and the value at the same time).
B.
Discuss ways to make healthier choices when eating out by ask for light mayonnaise or omit, substitute
water or low-fat milk for soda, or order small soda, unsweetened tea/lemonade, substitute fruit for
fries, never super-size meals. Super sizing only super sizes fat, calories and other no-healthy stuff.
A kids meal is contains adult portions of burger, fries and drink. Order a salad with low-fat dressing.
Thin or hand tossed pizza instead of pan. 1-2 slices instead of 3 - remember serving sizes! Mustard or
vinegar instead of oil, whole wheat bread instead of white, veggie on pizza rather than meat or extra
cheese, turkey or veggie sub instead of steak and cheese, leave off the cheese, grilled vs. fried, small
salad, carrots salad, slaw, fruit, small burger instead of large. Brainstorm more…
C.
Moderation in fast food/eating out- limit meals out to special occasions not everyday.
D.
Don't add extra salt
E.
Ask for a carryout container at restaurants that serve larger portions and remove some food from the
plate before beginning to take home to eat later or split a larger meal with a friend.
F.
Fast food can be fun and healthy – It is all about making healthy choices.
Rev. 7-08
Friend Unraveling Nutrition (FUN)
Class XI: Being Physically Fit is Fun!
Class Preparation:
• Class Roster to document attendance
• Copy handouts about Exercise Can Be FUN & Solutions to Exercise Excuses
• To download a GO, SLOW, and WHOA Foods chart, click on
http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/downloads/gswtips.pdf
Class Objectives:
• Students begin to associate physical fitness with being healthy
• Students will list five ways to add physical activity to their daily lives.
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•
•
•
•
•
•
Invite students to think of someone they admire who is physically fit or healthy. How these
people look? What choices do they make in what they eat? Is this person high energy or tired?
Have students complete: Exercise and Exercise Keeps your body healthy- discuss
Review recommended daily physical activity- 60 minutes
Review some of the aerobic exercises from last physically fit FUN class. Then discuss daily
activities - walking, climbing stairs, etc that involve physical activity.
Hand out 60 Ways to Get Fit for Life or other resource list of physical activities
Pedometers- If are available may walk w/ students for 10-20 minutes as time allows, compare
steps. Students can “check out” pedometers to take home to document physical activity until
the next FUN class. Have students log daily steps on the FUN Fitness Log as well as healthy
food choices. PE teacher may choose to use another method to add physical fitness to daily
routine.
Whoa, Slow, Go game- Collect a variety (at least 30 wrappers/container) of food wrappers,
bottles, boxes with representation for each of the categories of food choices (Whoa, Slow, Go
foods): Divide participants into teams of three-four players. Three boxes or containers – put
food packages into three piles (may use boxes) in front of each team, with three boxes labeled
with “Whoa”, “Slow”, “Go” at end of room or hall, allowing room to “race”. Have student line
up by teams – players pick up a food package and race to put it in the correct box. When race
is complete review w/ participants the items in each box and what or why not foods were in the
right category. Ex: water bottle- “go”- drink anytime, “candy bar”- whoa- eat limited quantities
occasionally, white rice pkg “slow” –low fiber so less often than whole grain brown rice or whole
grain cereal “go” b/c whole grain provides fiber.
GO Foods—Eat almost anytime. Low fat, nutritious foods, less calorie dense
Slow: Eat sometimes or less often. Higher in fat then “Go’ foods, more calories per serving.
WHOA Foods—Eat only once in a while or for special treats. High in calories per serving, low in
nutritional value.
Hand out FUN Fitness Log to complete and bring to Wrap Up Session last class. Remind
students that parents are invited to make healthy snacks.
Rev. 7-08
Friend Unraveling Nutrition (FUN)
Class XII: Wrap Up and Healthy Snacking!
Class Preparation:
• Class Roster to document attendance
• Food for snacks and recipes for snacks for student to take home.
• Copy Health Risk Survey for Students & Parents
• Copy FUN Evaluation for students to complete
• Copy Post FUN letter to parents- send prior to class w/ survey inviting parents to come to last sessions
• Post FUN data may be collected at the end of the last session if time and scheduling allow
Class Objectives:
• Students to make healthy choices when snacking.
•
•
•
Set up area for students and parents to make healthy snacks together. Cafeteria manager
depending on what is available can select snacks –Ensure that snacks represent several food
groups including at least one from fruit and vegetable group. If snacks will require some time
to make leader may choose to divide students into smaller groups as necessary.
Put an adult with each group of no more than four students
Brainstorm other healthy snack ideas with students and allow students to share what they have
learned to help them make healthier choices.
• Are snacks healthy choices, what food groups are represented - why
• Are snacks adding healthy color?
• How much is a portion of the snack they are making?
Hand out Health Risk Survey to Parents to complete at the end of class if not returned prior to class. Send
home with students if parents can't attend session – Students should return FUN Evaluation and Post-FUN
Health Risk Survey to school nurse prior to leaving this session.
Rev. 7-08