Amaze Kids! Nutrition Education
Activities for Any Age and with
Special Needs
Handouts
Follow us on social media!
@FocusedFitness2
#FocusedFitness
www.FocusedFitnessblog.org
Contact Us:
[email protected]
509-327-3181, press 3
2426 South Dishman Mica Road – Spokane Valley, WA 99206 - Ph: (509) 327-3181 – F: (509) 927-8551 www.focusedfitness.org
nutrition
Key Concept:
Energy Content of
Macronutrients
InfoCube Energy
Objective:
Students will identify the
number of calories in a
gram of protein, fat and
carbohydrates.
Our bodies receive energy from the foods we eat every day (Energy In, Energy
Out). Energy in food is measured by the number of calories it contains. The
energy in food is found in the three macronutrients: carbohydrates, fats and
proteins.
Equipment:
• InfoCube
• Nutrition Cards
• Cones
Explanation:
One gram of carbohydrates provide 4 calories of energy. Carbohydrates are
sugars that can be quickly broken down by the body and used for energy.
Carbohydrates are stored in relatively small quantities within the muscles and
liver.
One gram of fat provides 9 calories. Fat is a great source of energy and can be
stored in large quantities by the body.
One gram of protein provides 4 calories and is used primarily to build and repair
body tissue. Our bodies use protein in as an energy source when carbohydrates
are low.
When a person becomes more fit, their muscles become better at using fat for
energy, which saves the carbohydrate energy that is stored in muscles.
Directions:
1. Slide into each pocket of the InfoCube one Nutrition Card from each food
group plus a card for oils--all need to be high in carbohydrates, fat, or
protein.
2. Students jog around the play area at a comfortable pace.
3. Every 15-30 seconds the teacher throws the InfoCube into the air.
4. The students stop their jog and perform a specified exercise according to
whatever side of the cube is facing up:
• If the cube shows a food high in fat calories, the students perform nine
jumping jacks. This demonstrates there are nine calories in each gram
of fat that can be used for energy.
• If the cube shows a food high in carbohydrate calories, the students
perform four squat thrusts. This demonstrates there are four calories in
each gram of carbohydrate that can be used for energy.
• If the cube shows a food high in protein calories, the students perform
four push-ups. This demonstrates there are four calories in each gram
of protein that is used primarily to build and repair muscle.
(continued)
44
© 2004 Focused Fitness All rights reserved.
nutrition
InfoCube Energy – Continued
Assessment:
At the end of the activity, ask students the number of calories per gram of fat,
protein and carbohydrates by holding up the correct number of fingers.
= InfoCube
= Cones
= Teacher
= Students
45
© 2004 Focused Fitness All rights reserved.
nutrition
Key Concept:
Energy Content of
Macronutrients
Energy Tag
Objective:
Students will identify
the amount of energy
provided in one gram of
carbohydrates, fat and
protein.
Our bodies receive energy from the food we eat every day (Energy In,
Energy Out). Energy in food is measured by the number of calories it contains.
The energy in food is found in the three macronutrients: carbohydrates fat and
protein.
Equipment:
• Poly Spots
• Small Foam Balls
Explanation:
Carbohydrates provide 4 calories in each gram. Exercises that are higher in
intensity will use carbohydrates as their energy source.
Fat provides 9 calories in each gram. Exercises that are low in intensity will use
fat as their energy source.
Protein provides 4 calories in each gram and is used primarily to build and repair
muscle.
Directions:
1. Create multiple triangles with poly spots throughout the play area.
2. Separate students into groups of three.
3. Have each group of students find a triangle to play catch around.
4. Students throw and catch a small foam ball using proper form.
5. On the signal to stop, the student with the ball becomes the tagger. The
tagger represents carbohydrates and attempts to tag other students as
they all run to the right around the triangle.
• If a student is tagged by the tagger representing carbohydrates,
he/she steps inside the triangle and performs 4 rocket blasters. This
demonstrates that there are 4 calories in 1 gram of carbohydrate.
6.Students will resume throwing and catching after tagged students have
completed 4 rocket blasters.
7.On the signal to stop, the student with the ball becomes the tagger. This
tagger represents fat and attempts to tag the other two students as they all
run to their right around the triangle.
• If a student is tagged by the tagger representing fats, he/she steps
inside the triangle and performs 9 jumping jacks because there are 9
calories in 1 gram of fat.
8.Students will resume throwing and catching after tagged stu
dents have completed 9 jumping jacks.
9.On the signal to stop, the student with the ball becomes the tagger. This
tagger represents proteins and attempts to tag other students as they all
run to the right around the triangle.
• If a student is tagged by the tagger representing protein, he/she steps
inside the triangle and performs 4 push-ups. This demonstrates that
there are 4 calories in 1 gram of protein.
(continued)
46
© 2004 Focused Fitness All rights reserved.
nutrition
Energy Tag – Continued
10.Students will resume throwing and catching after tagged students
have completed 4 push-ups.
11.On the signal to stop, the student with the ball will represent the
nutrient selected by the teacher and attempt to tag other students while
they all run to the right around the triangle.
• This will provide the students an opportunity to demonstrate the
correct calories contained in 1 gram of carbohydrates, fat or protein.
Assessment:
At the end of the activity, ask students to identify the correct number of
calories per gram of carbohydrates, fat and protein.
= Poly Spots
= Students
= Small Foam Ball
47
© 2004 Focused Fitness All rights reserved.
Micronutrients
Fishin’ for Nutrition
Mineral Relay
Activity
Objective:
Students will identify
minerals and explain
how each mineral aids
the body.
Equipment:
• Resource CD
(variation):
• Food Label
Cards
• Cones (variation)
• Fishing Poles
(variation)
• Exercise Mats
• Nutrition Cards
• InfoCube
• Mineral InfoCube
Cards
Prerequisite
Knowledge:
• Food Labels
(variation)
74
Explanation:
Minerals are essential, inorganic elements found in foods. They are
micronutrients and are necessary for your body to function normally and
remain in good health. Minerals fight germs, keep bones strong and heal
damaged cells. You need to eat a variety of foods from all five food groups to
make sure your body gets all the minerals it needs.
• Calcium- A mineral that assists the body in forming strong bones and
teeth.
• Folate- A member of the vitamin B family; promotes cell growth; found
in fruits, vegetables and protein foods.
• Iron- A mineral used in red blood cells to carry oxygen; found in red
meat and dark green, leafy vegetables.
• Magnesium- A mineral which assists with the body’s absorption of
calcium and is found in dark green, leafy vegetables
• Phosphorus- A mineral that helps build strong bones and teeth; helps
body store and use energy; found in milk, grains and protein rich foods
• Potassium- A mineral which lowers blood pressure and reduces sodium
in the body; found in fruits and vegetables
Directions:
1. At one end of the gym, place Nutrition Cards face down.
2. On the other side of the gym, place one exercise mat per team (see
Direction #3).
3. Group students into teams of 3-4 students and have them stand by their
team’s exercise mat.
4. Place Mineral InfoCube Cards in the InfoCube.
5. Roll the InfoCube and call out the mineral rolled.
6. One at a time, a student from each team runs to the other end of the gym,
retrieves two Nutrition Cards, runs back to his/her team, tags the next
runner, places the two Nutrition Cards face up on the exercise mat, and
gets back in line.
7. Repeat until all Nutrition Cards are gone, or for a set amount of time.
8. Teams analyze their cards and count how many of their cards have the
required mineral.
9. The team with the most cards with that mineral wins.
10. Ask students to find a partner on another team and tell each other a food
that contains the mineral selected.
11. Explain the purpose of the mineral. Demonstrate an exercise from the list
below to help students retain information. Students perform the exercise
for 30 seconds.
a. Calcium = Crunches
b. Folate = Front Squats
c. Iron = Imaginary Inline Skating
d. Magnesium = Marching
e. Phosphorus = Push-up
continued
f. Potassium = Plank
© Focused Fitness. All Rights Reserved.
Fishin’ for Nutrition
Micronutrients
Mineral Relay - continued
Assessment Ideas:
• Ask students the following reflective questions:
• Name a food with the mineral Calcium (Folate, Iron, Magnesium, Phosphorus, Potassium)?
• Were you surprised by any foods with the mineral Calcium (Folate, Iron, Magnesium,
Phosphorus, Potassium)?
• Exit Ticket: Students line up to leave the gym. Each student rolls the InfoCube (use InfoCube
Mineral Cards). The student answers this question: “How does the body use _____?” If the
student answers correctly, he/she leaves the gym. If the student answers incorrectly, he/she
goes to the end of the line and tries again. Assist students who returned to the end of the line.
Diagram:
= Nutrition
Cards
= Exercise Mat
= Student
= Teacher
= InfoCube
with Mineral
Cards
© Focused Fitness. All Rights Reserved.
75
Activity
Variation
• Use fishing poles to have students fish for Nutrition Cards. Send one student per team at a
time.
• For upper level progression, print and use Food Label Cards from the Resource CD for this
activity.