W W W. D I S C OV E RYS C H O O L . C O M / B A L A N C E F I R S T
© 2 0 0 6 D I S C OV E RY C O M M U N I C AT I O N S , I N C .
SMART SPOT is a trademark of PepsiCo, Inc. This guide contains valuable trademarks owned and used by PepsiCo, Inc., and its subsidiaries and affiliates to distinguish
products and services of outstanding quality.
GRADES 6–8
T E AC H E R’S G U I D E
TA B L E O F C O N T E N T S
Introduction ........................................... 1
How to Use This Kit .............................. 2
Lesson Plan 1 ......................................... 4
Lesson Plan 2 ........................................ 6
Lesson Plan 3 .........................................8
Lesson Plan 4 ....................................... 10
Lesson Plan 5 ....................................... 12
DVD Teacher’s Guide ........................... 14
President’s Council on
Physical Fitness and Sports ................ 15
Letter for Parent or Guardian ............ 16
Balance First™ Partners ....................... 17
Balance First™ proudly joins the
President’s Council on Physical Fitness
and Sports as a 50th Anniversary
Partner to Get America Moving!
I NTROD UCTIO N
Today’s adolescents make important health-related decisions each day. They choose
and prepare many of the foods they eat, plan their own extracurricular activities,
and influence one another along the way. Your students already are beginning to
create lifelong health patterns, and the decisions they make today will have an
effect on their current and future well-being. Many young people, however, lack the
knowledge, tools, and confidence to make healthier lifestyle choices.
CONSIDER THIS :
• Sixty-five percent of Americans are now overweight or obese. Obesity is increasing in every age, ethnicity and in both genders.†
• Over the past two decades, the percentage of overweight adolescents has tripled.†
• Nearly half of American youth ages 12 to 21 are not vigorously active on a regular basis.†
• Fourteen percent of young people report no recent physical activity.†
The good news is that we can empower young people by helping them understand and manage their health-related choices.
We know that balancing what you eat with regular energy expenditure is key to lifelong health.
That’s why America On the Move, Discovery Education, and the Smart Spot™ Program from PepsiCo have joined together to create
Balance First,™ a multimedia, standards-based program that focuses on the balance between calories in and calories out. Balance
First™ has been created to help your students develop health-promoting patterns that will enhance their lives. The kit components
work together to teach your students about energy balance—balancing the foods we choose with regular physical activity. Energy
balance is a simple concept that can help students understand and manage their own health.
The culminating activity in Balance First™ asks students to make small, manageable changes to their own eating and physical activity
patterns based on what they’ve learned. They’re encouraged to assess their current patterns honestly and to
make their own choices about what and how much they’d like to change.
To sustain these changes, students need support from the important adults
in their lives, including teachers and parents. By modeling these eating and activity
behaviors, you can positively influence your students’ future health. For information
and support on getting started, visit www.americaonthemove.org. America On the
Move and additional resources are listed on page 17. To help extend this message
to those at home, a letter to parents or guardians is included on page 16.
Teachers! You can make a real difference in the lifelong health of your
students. Thank you for bringing Balance First™ into your classroom
and for helping to start your students on a path to a healthier life.
We hope these materials will also motivate you to consider a
better balance between what you choose and how you move.
Visit www.discoveryschool.com/balancefirst
to give us your feedback.
†
Source: Centers for Disease Control and Prevention
1
H OW TO US E TH IS KIT
Balance First TM is a cross-curricular
multimedia program designed for
students in grades 6–8. Balance First TM
was designed with an advisory team of
classroom educators and administrators
to be both comprehensive and easy
to use. The kit includes a teacher’s
guide, reproducible student magazine,
and classroom poster, all focused on
the concept of energy balance and
what it means in the life of a middle
school student. We have also included
MyPyramid, a DVD designed to help
students understand and follow the
USDA’s food guide pyramid released in
2
2005 that stresses balanced nutrition
choices and regular physical activity
for all ages.
When used together as outlined in this
teacher’s guide, the components of
Balance First TM will bring the concept of
energy balance to life for students and
help them understand and implement it.
To the right, you will find an outline of
each kit element and suggestions for
how they can be used together.
TEACH ER’S GUIDE
This Balance First™ teacher’s guide helps you easily navigate
and implement Balance First™ content within your curriculum.
In addition to providing information about each kit element,
this guide provides five standards-based lessons that will help
students understand the concept of energy balance and how to
apply it easily to their own lives.
The lessons are sum marized here :
Lesson One: Finding Balance—Students are introduced to
energy balance and how it relates to their lives.
Lesson Two: The Food Side of the Scale—Students learn
about the 2005 Dietary Guidelines for Americans from the
United States Department of Agriculture and the Department of
Health and Human Services, how calories are consumed, and
how food labels can help them make balanced choices.
Lesson Three: The Physical Activity Side of the
Scale—Students examine the benefits of physical activity for
various body systems.
Lesson Four: Nuts and Bolts of Energy Balance—Students
apply what they’ve learned about balanced eating and
physical activity to the concept of energy balance.
Lesson Five: Choosing Balance—Students create their own
individual energy balance plans.
Each of the five lessons includes the
following consistent elements :
• Tips for Teaching
• Learning Objectives
• Duration
• Materials
• Classroom Discussion and Activities
• Environmental Change Activity/Student Challenge
• Home/Community Connection
• Extension Ideas
• National Health Education Standards
In addition to these lessons, the teacher’s guide also includes a
letter to parents or guardians.
President’s Council on Physical Fitness and
Sports Connections
On page 15 of the teacher’s guide, you will find information
about the President’s Council on Physical Fitness and Sports, an
advisory committee that promotes health, physical activity and
fitness to people of all ages. Balance First™ is proud to launch
this program as a 50th Anniversay Partner to Get America
Visit www.discoveryschool.com/balance first to give us your feedback.
Moving! We’ve included information about the President’s
Council as well as easy ways to connect the Council’s
resources, challenges and information with Balance First™
content.
STUDENT MAGAZIN E : THE DAILY BALANCE
The Daily Balance is a reproducible, four-page student
magazine that puts information about energy balance directly
in the hands of students. Short articles and activities are
included, along with a culminating activity in which students
“keep their balance” by committing to achievable personal
nutrition and physical activity goals. You are encouraged to
reproduce The Daily Balance and to have students complete the
activities individually or in small groups. Students also should
be encouraged to share information and activities from The
Daily Balance with those at home.
MyPyramid DVD
MyPyramid, a brand new resource from Discovery Education,
explains the USDA’s food guide pyramid released in 2005
and teaches students about the importance of making healthy
choices, maintaining a balanced diet, and participating
in regular physical activity. Ideas for easily incorporating
MyPyramid content into Balance First™ activities can be found
on page 14 and throughout the program.
3
LESSON PLAN 1
DURATION
One to two class periods
MATERIALS
Paper and pencil and/or markers
Props as indicated by scripts for student skits
Flip chart
LEARN I
NG OB
J E C TIV
ES
At the e n
d of Le s s
on 1,
stu de nts
will be a
ble to :
★ define
the conc
e p t of “ b
alance” a
th at conc
n d apply
e pt to th
eir own li
★ disc us
ves
s
how c h
we eat a
n d physic oices in the food
s
al activit
work to
ies we pe
create a
rform
n “e nerg
y b alanc
★ ide ntify
e”
b
factors th oth intern al an d
extern al
at influe n
ce
in their o e nergy b alance
wn lives
4
CLASSROOM DISCUSSION AND ACTIVITIES
1. The concept of “balance” is relevant to many areas of our
lives. We’re constantly trying to achieve a balance between
time at school or play, family time, and time for ourselves. We
keep an eye on the balance of money going into and coming out
of our bank accounts. Balance is an equilibrium that provides
strength and stability.
Guide students in a discussion about balance. What does the
word mean? Have them brainstorm a list of examples. Some
to consider:
★ The branches of government—executive, legislative, and
judicial—were designed to check and balance the power of
one another.
★ A nation’s trade balance refers to the level of goods it
imports and exports.
★ Balancing a budget, whether it’s on the part of a family or the
federal government, means having as much money coming in
as there is going out.
★ News media are expected to present balanced reporting—a
view that portrays all sides of an issue.
★ Even relationships need balance. In friendships, each friend
gives as much as the other.
Have students share examples of balance from their
own experiences at school, at home, or playing sports
and games.
2. Introduce students to the idea of “energy balance.” Based
on the previous discussion, what do they think this means? How
might the concept apply to a fuel-based car, a wood-burning
fireplace, or animals in hibernation? Tell them that, in humans,
energy balance refers to the proportion of energy we put into
our bodies through food and the energy we expend through
physical activity. Ask students: How might a person achieve
energy balance? What are the advantages of energy balance
in the human body?
3. Things start to fall apart when they are out of balance. Ask
students: What happens when the chain on a bicycle rusts from
not being used? When a car runs out of gas? When we do not
get enough physical activity or as much food as we need?
Ask students to consider what happens when we eat more or
less food than we need, or what happens when we increase or
decrease the amount of physical activity we do in a day. How
does this result in an energy imbalance? What actions can we
take to restore that balance?
Ask the class or individual groups of students to write and
perform a skit that communicates what they’ve learned about
energy balance and how it relates to balanced food choices
and physical activity. Challenge them to include lots of physical
activity in their skits.
ENVIRONMENTAL CHANGE ACTIVITY/
STUDENT CHALLENGE
2006 NATIONAL H EALTH
EDUCATION STANDARDS
Achieving energy balance means making balanced choices
about the foods we eat and the physical activity we engage
in. But that’s not always as easy as it sounds. Ask students to
individually list the people, things or situations that most affect
their choices of foods and activities. Ideas they might come up
with include:
The following National Health Standards in grades 6–8 align
with activities in Lesson One:
✔ FRI E N DS
Standard 1— Students will comprehend concepts related to
health promotion and disease prevention to enhance health.
Standard 2— Students will analyze the influence of
family, peers, culture, media, technology and other factors
on health behaviors.
✔ FA M I LY M E M B E R S
Standard 4— Students will demonstrate the ability to use
✔ C U LT U R A L B E L I E F S A N D T R A D I T I O N S
interpersonal communication skills to enhance health and avoid
or reduce health risks.
✔ P E R S O N A L TA ST E S
✔ AVA I L A B I L IT Y A N D C O N V E N I E N C E
✔ TI M E C O N ST R A I N T S
✔ H O L I DAYS O R C E L E B R AT I O N S
Standard 5— Students will demonstrate the ability to use
decision-making skills to enhance health.
Standard 6— Students will demonstrate the ability to use
goal setting skills to enhance health.
✔ T E L E V I S I O N A DV E RT I S I N G
Standard 7— Students will demonstrate the ability to
✔ W E AT H E R
practice health-enhancing behaviors and avoid or reduce risks.
✔ BOREDOM
Standard 8— Students will demonstrate the ability to
Using their lists, have students divide them into “internal” and
“external” factors. In other words, which factors are created
by their own preferences? Which are created by external
circumstances that they might need to change? Have students
write about two of these factors—one that influences them
in a positive way and one that is a challenge for them. Have
them create a plan to overcome that challenge on the way to
achieving a healthier energy balance.
HOME/COMMU NITY CON N ECTION
Cultural traditions often influence foods we love to eat and the
physical activities we enjoy. Ask students to describe the foods
their families share during special meals and holidays. What
makes those foods special? Now ask them to describe the
physical activities they enjoy as a family, such as walking, a
game of some sort, dancing, or swimming. Challenge students
to track their families’ food choices and physical activities for
one week. Do they think their family, as a whole, represents
energy balance? If not, what needs to be changed? What can
they do to help make that change?
EXTENSION IDEAS
It’s sometimes easiest to understand balance when you can
visualize it. Assign a group of students to demonstrate the
concept of balance to the rest of the class. They may choose
to represent balance with a fulcrum-based scale and a variety
of differently weighted objects, a collage or other art project,
or even as a mathematical equation!
Visit www.discoveryschool.com/balance first to give us your feedback.
advocate for personal, family and community health.
Standards Source: www.aahperd.org/aahe
For updates to standards, and to see how this lesson aligns with
specific performance indicators, visit www.discoveryschool.
com/balancefirst.
TI P S FO R TE
AC H IN G
Help students un
de
energy bala nce— rsta nd the basic concept of
the bala nce betw
we consume (th
ee n the energy
rough food an d
drink) an d the en
we expe nd (thro
ergy
ugh physical ac
tivity).
Direct students
to the America
O n the Move w
www.a mericao
ebsite at
nthe move.org to
learn more abou
bala nce. There
t energy
they will fin d in
teractive tools to
set healthy phys
help them
ical activity an d
nutrition goals,
get
their frien ds an
d fa mily involved
, or just
ch alle nge them
selves to move
more
an d eat sm arte
r.
5
LESSON PLAN 2
DURATION
Two class periods
MATERIALS
MyPyramid DVD
USDA and HHS 2005 Dietary Guidelines
for Americans, available on the Web at
www.healthierus.gov/dietaryguidelines (optional)
A set of measuring cups
Copies of Nutrition Facts
Label, from page 3 of
Student Magazine
Paper and pencil
and/or markers
CLASSROOM DISCUSSION AND ACTIVITIES
6
1. In 2005, the United States Department of Agriculture
released a new food guide pyramid called MyPyramid, and,
in collaboration with the Department of Health and Human
Services, new dietary guidelines for Americans. Both tools
have been designed to help people balance their diet and make
healthy choices from each food group. Share with students
the guidelines’ daily recommendations, which are based on
2,000 calories:*
★ 2 cups (or four servings) of fruit
★ 2½ cups (or five servings) of vegetables, including dark green
and orange varieties as well as legumes such as dry beans
and starchy vegetables such as potatoes
★ 6 ounces of grains (including 3 ounces of whole grains), such
as bread, cereal, pasta, and rice
★ 5½ ounces of protein, such as lean meats, eggs, beans, nuts,
and seeds
★ 3 cups of dairy products, such as low fat or fat-free milk,
yogurt, and cheese
★ 6 teaspoons of oils, including margarine, salad dressing, and
vegetable oil
★ Small amounts of added sugar from “discretionary,” or
available calories
You may want to show students a one-cup measure so they can
visualize recommended servings. Ask students to compare these
recommendations to their daily food choices. Are the choices
they make in line with these guidelines?
If you have not already done so, this would be an ideal time to
show students the MyPyramid DVD for more information on the
food groups and recommended quantities.
*Recommended daily calories vary by age, gender and daily physical activity
level. Visit www.mypyramid.gov for more information.
LEARNIN
G OBJ E
CTIVES
At the en
d of Less
on 2,
students
will be a
ble to :
★ unders
tand the b
asics of th
2005 Die
e U SD
tary Guid
elines for A and H HS
America
★ define
ns
w h at a c
alorie is
converte
a
n
d how it
d into fue
is
l for the
★ u n ders
b o dy
tan d the
im
p
o
rtance an
of n utritio
d me
n labels o
n food ite aning
★ a p ply
ms
inform ati
o n fro m
H H S 20 0
th
e
USDA an
5 Dietary
d
G
Am eric a
ns a n d n u uideli n es for
tritio n lab
e
ls to
th eir ow
n lives
2. Ask students how they
might define a “calorie.”
Share with them that a calorie
is a unit of energy (from the Latin word
“calor,” meaning “heat”) that is burned with physical
activity. When we talk about the number of calories in various
foods, we’re talking about the energy-producing potential of
that food. For instance, protein and carbohydrates provide four
calories; fats provide nine calories.
• A girl between the ages of 9 and 13 requires about 1,600
calories if she is sedentary (not active), between 1,600 and
2,000 calories if she is moderately active, and between 1,800
and 2,200 calories if she is very active.
• A boy between the ages of 9 and 13 requires 1,800 calories if
he is sedentary, between 1,800 and 2,200 if he is moderately
active, and between 2,000 and 2,600 if he is very active.
3. Divide students into pairs and have them interview each
other about their food choices and level of physical activity
during a typical day. Challenge each student to design one
day’s menu for his or her partner—breakfast, lunch, dinner, and
snacks—that incorporates the dietary guidelines with personal
food preferences and balances calorie needs.
4. If we’re eating packaged foods, how do we know how many
servings, calories, and nutrients we’re getting? Most packaged
foods have a Nutrition Facts Label, which lists the number of
servings in the package, calories, and percentage of nutrients per
serving, and other ingredients such as fats, salts, and sugars. An
illustration and detailed explanation of a Nutrition Facts Label can
be found on page 3 of The Daily Balance student magazine. Ask
students: How might a Nutrition Facts Label guide food choices?
5. Choose a Nutrition Facts Label from a packaged food
that students are familiar with, such as a can of soup, box of
breakfast cereal, or package of pasta. Photocopy the label and
give a copy to each student. As students study the label, ask
them to find the following information:
2006 NATIONAL H EALTH
EDUCATION STANDARDS
• How many servings are in the package?
health promotion and disease prevention to enhance health.
• What is the recommended serving size?
Standard 2— Students will analyze the influence of
• How many calories are listed for each serving?
family, peers, culture, media, technology and other factors
on health behaviors.
The following National Health Standards in grades 6–8 align with
activities in Lesson Two:
Standard 1— Students will comprehend concepts related to
• How many of those calories are from fat? Does that include
trans fats?
Standard 4— Students will demonstrate the ability to use
interpersonal communication skills to enhance health and avoid
or reduce health risks.
• How does the number of calories in each serving compare to
the number you need each day?
Standard 5— Students will demonstrate the ability to use
• Which listed nutrients are most important to their
growing bodies?
decision-making skills to enhance health.
Standard 6— Students will demonstrate the ability to use
• What percentage of each serving is devoted to those nutrients?
goal setting skills to enhance health.
• Each serving provides what percentage of the Daily Value
(DV) for each nutrient? Remind students that the DV for food
labels is based on a 2,000-calorie diet.
Standard 7— Students will demonstrate the ability to
practice health-enhancing behaviors and avoid or reduce risks.
Standard 8— Students will demonstrate the ability to
ENVIRONMENTAL CHANGE ACTIVITY/
STUDENT CHALLENGE
advocate for personal, family and community health.
Challenge groups of students to design some type of display—
such as a bulletin board mural, PowerPoint presentation, or
page on the school Web site—that illustrates the concept
of balanced food choices. Students might choose to share
information about MyPyramid or the USDA and HHS 2005
Dietary Guidelines for Americans, explain the concept of
calories, or teach others how to read a Nutrition Facts Label.
For updates to standards, and to see how this lesson aligns with
specific performance indicators, visit www.discoveryschool.
com/balancefirst.
HOME/COMMU NITY CON N ECTION
Students have learned how they can find nutrition information
on the packaged foods they have at home. But they also can
find it at most of their favorite restaurants. Ask them to find
or ask for that information when they visit a dine-in or fastservice restaurant with their families. What are their favorite
foods on the menu? Challenge them to apply the same
criteria to these foods as they did to the packaged
food in class. How do their favorite restaurant
items stack up?
EXTENSION IDEAS
Standards Source: www.aahperd.org/aahe
TI PS FO R TE AC
HI N G
With children, stress
the im porta nce of
balance d food choic
es an d variety an d av
oid
dietin g refere nces. Ch
ildren should not be die
tin
g unless
un der the specific ca
re of a he alth professio
nal.
If weight is an issue,
he alth professionals
work to reduce
the rate of body weigh
t gain while allowing
for adeq uate growth
an d develop me nt.
Take adva nta ge of stu
de nts’ natural fascin ati
on
with food; encoura ge
the m to acquire knowl
ed
ge
about ingredients tha
t will help the m make
choices for the mselv
es.
MyPyramid has been developed by the
USDA to help people of all ages make
smart choices from every food group. Using
information from the MyPyramid DVD and
www.mypyramid.gov, have students design a
method to evaluate the school cafeteria menu for
one month. They may want to interview the school
nutrition specialist or cafeteria staff to learn how items
are selected for the menu. Results of the evaluation can be shared
with decision makers at the school and district level.
Visit www.discoveryschool.com/balance first to give us your feedback.
Explain that all foods
ca n fit into the USDA
an d HHS 2005 Dietar
y Guidelines for
America ns, but care
should be taken
to balance choices an
d qu antity.
7
LESSON PLAN 3
DURATION
Two to three class periods
MATERIALS
School resource center—and Internet access if
possible—for student research
the physical
side of
the scale
School audio system for the challenge activity
LEARN I
NG OB
J ECT
IVES
At the e n
d of Le s s
on 3,
stu de nts
will be a
b
le to :
★ take a
broader
view of w
h at m ake
u p “phys
s
ical activ
ity”
★ list wa
ys th at p
hysical a
be nefits
ctivit
various b
ody syste y
ms
★ apply
inform ati
o
n
to
a
ctivity
ideas for
peers an
d
fa mily m
e m bers
8
CLASSROOM DISCUSSION AND ACTIVITIES
1. With your students, brainstorm a list of ways that
physical activity benefits our bodies. Guide them in
considering flexibility and strength of muscular and
cardiovascular systems, as well as good emotional health
(stress reduction) and a healthy self-image.
2. Ask students what “physical activity” means to them.
Students might respond with “exercise” or “running”—and
they would be right. But physical activity also includes playing
basketball, skateboarding, riding a bike or walking to school,
walking at the mall, climbing stairs, playing outside, dancing,
or helping a family member do chores, like washing the car
or vacuuming.
3. Organize the class into two or four teams. Facing off, have
two-team pairs challenge each other to act out the physical
activities that are fun for them—with the other team guessing
what that activity is. When the “guessing” team has the right
answer, the “acting” team shouts out, “Your Move!” The other
team then has a turn to show off their moves. List these activities
on the board as students act them out. At the end of the game,
what do students think of this list? Do the activities sound fun?
In what ways do each of them benefit their physical and
emotional health?
4. Have students go “beneath the surface” in finding out what
types of physical activity make their bodies healthier, and how.
Divide them into pairs or teams and assign body systems to
each group: the heart and the circulatory system, the lungs and
the respiratory system, the muscular system, the skeletal system,
and the nervous system. Using the school resource center and
the Internet, have each team research how its assigned system
works and how physical activity affects it. The “heart” team, for
instance, will discover that aerobic types of activity are what
really get our hearts pumping.
5. At the end of the research period (you may want to give
students two class periods to do their research), invite them to
share what they’ve discovered with the rest of the class. Together,
they should be able to see a virtual model of human systems and
the effect that physical activity has on them. What information did
they find most interesting? What information can they apply to
their own lives?
ENVIRONMENTAL CHANGE ACTIVITY/
STUDENT CHALLENGE
Encourage students to use the information they’ve learned
to write a series of morning announcements that persuade
everybody at school to be more physically active. Have them
“pitch” the idea—and their messages—to the school principal
before scheduling and delivering the announcements./
HOME/COMMU NITY CON N ECTIONS
Standard 5— Students will demonstrate the ability to use
The goal of staying physically active requires a family
commitment, too. Challenge your students to give their families
a “physical.” Have them create a checklist that will help them
assess their families’ physical health: What physical activities
do they enjoy together? Separately? Which of their everyday
activities—such as walking the dog, doing yard work, shopping,
climbing stairs, doing laundry, or washing the car—count toward
physical fitness? What types of activities do they do after
school and work each day? Which weekend activities keep
them physically active and having fun, too? Have students grade
their families’ physical activity levels, from A for “active” to D for
“don’t do enough.” Direct them to the America On the Move Web
site at www.americaonthemove.org to find interactive tools to
help them track their activities and set nutritional goals.
decision-making skills to enhance health.
Standard 6— Students will demonstrate the ability to use
goal setting skills to enhance health.
Standard 7— Students will demonstrate the ability to
practice health-enhancing behaviors and avoid or reduce risks.
Standards Source: www.aahperd.org/aahe
For updates to standards, and to see how this lesson aligns with
specific performance indicators, visit www.discoveryschool.
com/balancefirst.
EXTENSION IDEAS
Now that students have some idea of their families’ level of
physical activity, challenge them to come up with simple ideas
that will get them moving again. (Small steps might move them
further along than big plans!) For example, they might suggest
going for a family walk, taking the dog for a walk, playing
basketball or riding bikes on one weekend afternoon rather
than playing video games, or planning a regular evening
of bowling rather than watching television. Once they’ve
suggested a couple of these changes to their families, have
them report on their success. Are their families likely to make
these changes permanent? What were the challenges? How
might they overcome these challenges?
9
TI P S F O R
T E AC H I N
The USDA an
G
d H HS 2005
Dietary Gui
th at childre
delines for A
n an d adoles
mericans re
cents get at
activity on m
com men d
least one ho
ost, preferab
ur (60 min ut
“anybodilym
ly
es) of physic
ovementprod all, days of the week. Ph
al
ysical activity
2006 NATIONAL H EALTH
The60-minut
ucedbyskelet
eguideline
is defined as
almusclesre
sultinginener
EDUCATION STANDARDS
period of tim canbemetinshortinterv
gy
expenditure
alsthrougho
e—it’s the to
.”
ut
tal nu mber
Am eric a O
of min utes th theday,orduringone
n th e Move
The following National Health Standards in grades
at
is
im
po
he
rt
lps en courag
ant!
as so m ethi ng
e students to
m ore th an fo
6–8 align with activities in Lesson Three:
think about
activities ar
rm al exerci
ph
e physic al,
ys
se
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day.
interpersonal communication skills to enhance health and avoid
or reduce health risks.
Visit www.discoveryschool.com/balance first to give us your feedback.
LESSON PLAN 4
DURATION
One to two class periods
MATERIALS
Nutrition Facts Labels from food packages
Pencil/paper (a calculator might come in handy)
List of activities and
corresponding
calories burned
(provided
below)
G OBJ E
CTIVES
At the e n
d of Le s s
on 4,
stu de nts
will be a
ble to :
★ apply
prior k no
wledge o
N utrition
f calorie
Facts Lab
s and
els to the
ir own fo
an d activ
od
it
y
c
hoices
★ u n ders
tan d the
le
vel of ph
needed to
ysical ac
ac hieve
tivity
“e nergy
★ create
b alance”
a “b alan
ce sheet”
th a
their ow
n lifestyle t reflects
s
★ evalu a
te their c
hoices on
an
on goin g
b asis
CLASSROOM DISCUSSION AND ACTIVITIES
10
1. In Lesson 2, students learned what a calorie is and how those units of
energy are burned during physical activity. They also saw an example
of a Nutrition Facts Label, which consumers can find on most packaged
foods, outlining the number of servings in the package, as well as the
number of calories and percentage of nutrients per serving. Tell students
that they will apply that information to their own food choices.
2. A day or two before this activity, ask students to bring in a Nutrition
Facts Label from the package of one of their favorite foods. In class,
have each student identify:
★ the number of servings in the package
LEARN IN
about the number of calories
a 100-lb. person* would burn by
doing the activity for 15 minutes. (An alternate activity would be to
ask students to put this list in order from the activity that would burn
the fewest calories to the one that would burn the most.) How close
did students’ predictions come? What conclusions can students draw
about how simple, everyday activities can contribute to energy
balance and to students’ health?
ACTIVITIES
CALORIES
Washing dishes
25 calories
★ the number of calories per serving
Laundry/folding clothes
24 calories
What information is a surprise to students? What other information do
they find on the Nutrition Facts Label that might account for the number
of calories in one serving? Note: It may be helpful to review the calorie
information in Lesson 2 regarding protein, fats, and carbohydrates and
Daily Values (DV). For instance, what is the serving size? How many
calories are in a serving? What is the percent DV of fat in one serving?
The percent DV of sugars? What are some of the beneficial nutrients
in their choices? What percent DV of those is in one serving? Ask
selected students to share some of their discoveries.
Shooting baskets
67 calories
Dancing (modern)
57 calories
Walking briskly
66 calories
Playing Frisbee®
36 calories
Taking a leisurely bike ride
73 calories
★ the amount of food, or number of items, in each serving
3. The second part of the energy balance equation is physical
activity. Refer to the teaching tips in Lesson 3 for specific information
about physical activity and the USDA and HHS 2005 Dietary
Guidelines for Americans. Have students share their definition of the
“physical activity.” Share the definition of physical activity found at
right in the tips section and have students list physical activities that
they have done in the past week (encourage them to include simple,
everyday activities like climbing stairs, walking, playing a musical
instrument, or doing chores in their list). Do students think that each
one of these activities burns calories?
Share the following list with students and ask them to make predictions
Source: www.caloriecontrol.org
*average weight of a middle school student according to cdc.gov
4. Using some of these examples, or others you might find from various
resources, have students determine how long they would need to do
one, or a combination, of these activities over the course of a day in
order to burn the calories in one serving of their favorite foods. Ask
them to share what they’ve learned from the activity and how they can
apply it to the concept of “energy balance.”
ENVIRONMENTAL CHANGE ACTIVITY/
STUDENT CHALLENGE
2006 NATIONAL H EALTH
EDUCATION STANDARDS
Young people often cite a lack of time, energy, ability, or
knowledge as reasons for not incorporating balanced nutrition
and physical activity into their lives. In Balance First,™ students
have learned that they can start small and that they have many
different options for what to eat and what activities to do. On a
piece of blank paper, have each student write a possible reason
a student the same age might give to avoid making healthy food
choices or being more physically active. Read each statement
and have students offer ideas that might persuade their
anonymous “writer” to get healthy by starting small!
The following National Health Standards in grades 6–8 align
with activities in Lesson Four:
HOME/COMMU NITY CON N ECTION
Standard 7— Students will demonstrate the ability to
Students have learned a lot about the food and physical
activity needs of their own age group. Challenge them to
review the USDA and HHS 2005 Dietary Guidelines for
Americans for information about the needs of the rest of their
families—adults, the elderly, and those who follow special
vegetarian or lactose-free diets. How do students’ dietary
needs differ from those of their family members? Have them
share this information with their families. Have students discuss
ways to encourage each other to become more physically
active each day with family members. Then, with family
members, have students discuss ways to encourage each other
to become more physically active each day.
practice health-enhancing behaviors and avoid or reduce risks.
EXTENSION IDEAS
While students are encouraged to start small with simple,
everyday activities, others might be ready to break a sweat!
The President’s Council on Physical Fitness and Sports offers
the Presidential Champions program, created for those
who are already active and ready to raise their activity
level. The program uses a points-based system calculating
time and intensity, so students can set an appropriate goal and
easily track their progress towards the bronze, silver, and gold!
More information can be found in this guide on page 15 and at
www.presidentschallenge.org.
Visit www.discoveryschool.com/balance first to give us your feedback.
Standard 1— Students will comprehend concepts related to
health promotion and disease prevention to enhance health.
Standard 4— Students will demonstrate the ability to use
interpersonal communication skills to enhance health and avoid
or reduce health risks.
Standard 6— Students will demonstrate the ability to use
goal setting skills to enhance health.
Standard 8— Students will demonstrate the ability to
advocate for personal, family and community health
Standards Source: www.aahperd.org/aahe
For updates to standards, and to see how this lesson aligns with
specific performance indicators, visit www.discoveryschool.
com/balancefirst.
11
TIPS FO
RT
EAC H IN
Like adults
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, some stud
ents’ favo
to include
rite food c
many ene
hoices tend
rgy-dense
high calori
foods—fo
c content
ods that co
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ntain
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rgy-dense
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important
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ds, while fo
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calories, fo
ly nutrient
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broccoli),
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ccoli whic
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n
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ds c a n
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olve d, or
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st
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th e mselve
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more a n d
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er.
LESSON PLAN 5
DURATION
Two class periods
MATERIALS
Softball
Balance sheets from Lesson 4
Paper/pencil
LEARN
ING OB
J E C TIV
ES
At the e n
d of Le s s
on 5,
stu de nts
will be a
ble to :
★ review
wh at the
y
’v
e le
about e n
ergy b ala arned
n ce
★ evalu a
te their p
e
rson al
b alance
sheets
★ incorp
orate m
in dividu a an age able ste ps
into an
l e nergy
b alance
plan
★ sh are
wh at the
their pee y’ve le arned wit
h
rs an d fa
milies
12
CLASSROOM DISCUSSION AND ACTIVITIES
1. Take time to help students review what they’ve learned
about energy balance and how it contributes to good health.
Ask them to stand up, stretch, and get ready for some “softball”
questions! As you hold a softball, ask a question from the
material in this unit, such as, “How many minutes of daily
physical activity are recommended for kids and teens?” or,
“Where will you find a Nutrition Facts Label?” As you ask the
question, toss the softball to one of the students to answer. Then
challenge that student to ask his or her own “energy balance”
question before tossing the ball to a classmate. Keep it up until
you run out of questions!
2. Ask students to brainstorm about the potential challenges
of maintaining energy balance in their lives. Which part of the
scale might be most challenging for them: choosing nutritious
foods or getting enough physical activity? Using feedback
from all the students, lead a brainstorming session to determine
small, manageable steps they can take to make changes. Have
each student choose two steps they think they can incorporate
into their daily routine.
3. Now challenge students to create an individual energy
balance plan that includes some balanced, daily food choices,
physical activities, and realistic lifestyle changes that will help
create balance in their lives. Sign off on their plans.
4. With Balance First,™ your students have learned a lot
about their bodies’ energy needs and about balancing what
you choose with how you move. Encourage them to share that
information by working in groups or with other classrooms to
compile a booklet of “Tips for Energy Balance” or to update the
bulletin board, mural, Web page, or PowerPoint presentation
they may have started in Lesson 2.
ENVIRONMENTAL CHANGE ACTIVITY/
STUDENT CHALLENGE
Ask your students how they achieve energy balance during
the school day. What physical activities help balance the time
they spend in the classroom and eating lunch? What are the
physical education requirements in your school district? Ask
students: Do you think school activity programs help achieve
the 60 minutes of physical activity recommended every day
for kids and teens? What might be the consequences of too
little physical activity at school? Challenge them to create a set
of recommendations for their school or the district that would
improve physical education by focusing not just on individual
sports, but on movement of all kinds.
HOME/COMMU NITY CON N ECTION
Have students write a list or create a graphic with their typical
lunches and after-school snacks for one week. Based on what
they learned about MyPyramid, the USDA and HHS 2005
Dietary Guidelines for Americans and Nutrition Fact Labels,
ask them to evaluate their choices. Are they satisfied with the
choices they make, or could they make better ones? If they think
there is room for improvement, how can they work with family
members to plan, shop for and select healthier lunch and snack
choices? How can they make their own healthy decisions when
purchasing lunch or snacks at school?
EXTENSION IDEAS
The President’s Council on Physical Fitness and Sports, through
a presidential proclamation, has designated May as National
Physical Fitness and Sports Month! As a culminating activity for
this unit, enlist your whole school in planning an event that will
teach other students and their families about energy balance.
This might take the form of a school field day, bike rally, ‘50s
dance party, or a food & fitness fair. Or have everyone in the
class sign up for a goal-setting challenge such as America On
the Move’s “Get On the Move” or the President’s Challenge. As
you and your students plan the event or challenge, find ways to
include and reinforce information learned in this unit.
2006 NATIONAL H EALTH
EDUCATION STANDARDS
The following National Health Standards in grades 6–8 align
with activities in Lesson Five:
Standard 1— Students will comprehend concepts related to
health promotion and disease prevention to enhance health.
Standard 2— Students will analyze the influence of
family, peers, culture, media, technology and other factors
on health behaviors.
Visit www.discoveryschool.com/balance first to give us your feedback.
Standard 4— Students will demonstrate the ability to use
interpersonal communication skills to enhance health and avoid
or reduce health risks.
Standard 5— Students will demonstrate the ability to use
decision-making skills to enhance health.
Standard 6— Students will demonstrate the ability to use
goal setting skills to enhance health.
Standard 7— Students will demonstrate the ability to
practice health-enhancing behaviors and avoid or reduce risks.
Standard 8— Students will demonstrate the ability to
advocate for personal, family and community health.
Standards Source: www.aahperd.org/aahe
For updates to standards, and to see how this lesson aligns with
specific performance indicators, visit www.discoveryschool.
com/balancefirst.
13
TI P S F O
R T E AC
In a fu n,
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to review relaxed e nviron
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wh at stu
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how they e learned about
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in
a
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rgy
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th
c
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o
frie n ds o
ir daily li
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ves. H av rporatin g e nerg
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at they c
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MYPY RA M I D DVD
While students can watch the DVD at any time during the
Balance First™ program, the content most closely aligns to
Lessons Two, Four, and Five, and to content throughout the
Student Magazine. Below are suggested questions and
activities to help guide discussion before, during and after
watching MyPyramid.
STUDENT DISCUSSION POINTS
• Each element of MyPyramid represents something
important to maintaining health. Which element on the
pyramid represents activity, variety, moderation, or
gradual improvement?
The Discovery School MyPyramid DVD takes students inside
the new food guidance system developed by the United
States Department of Agriculture (USDA) and illustrates the
importance of a balanced diet coupled with regular physical
activity. Students will learn what the new colors and bars
represent, how many servings of each food group they should
consume each day, tips for making sure they eat enough from
each food group, and the importance of balancing their diet
with regular activity.
14
FOOD GROUP
WHY IMPORTANT
DAILY
AMOUNTS
• What does the term, “balanced diet” mean to students?
Before watching the video, ask students if they think they
have a balanced diet. Why or why not? Repeat the question
after watching.
• The DVD gives students several simple ideas for incorporating
balanced nutrition and regular physical activity into their lives.
Have students identify two or three tips from MyPyramid that
they will commit to trying within the next week.
• During or after watching the DVD, have students complete
the chart below:
TIPS LEARNED IN VIDEO
PRESIDENT’S COUNCIL O N P H Y S I C A L F I T N E S S A N D S P O R T S
ABOUT TH E PRESIDENT’S COU NCIL
ON PHYSICAL FITN ESS AND SPORTS
THE PRESIDENT’S COUNCIL AND BALANCE FIRST™
Balance First™ recognizes that many schools are already
involved with the President’s Council and that others may be
considering ways to participate. With that in mind, we’ve
provided detail about the Council’s different programs and
resources to guide you if you’re just getting started or to help
you find ways to enhance existing efforts.
The President’s Council on Physical Fitness and Sports is a
20-member council that advises the President on matters
of physical activity and fitness, and recommends programs
to promote regular physical activity for the health of
all Americans. The year 2006 marks the Council’s 50th
anniversary. It was first established in 1956 by President Dwight
Eisenhower after a report that American children were less fit
than European youth.
While the President’s Council resources can be utilized
throughout Balance First,™ the Council’s primary focus on
fitness makes its resources most useful in Lessons 3, 4 and 5. As
an extension to the Balance First™ lessons or as a culminating
activity choose one or more of the following programs to
encourage students to get active. You may want to partner with
the school’s Physical Education teacher on this initiative.
In addition to advising the President, the Council conducts
several programs that encourage daily activity. Since children
can be at varying fitness levels, the Council offers a variety
of programs for youth. The challenge and fitness recognition
programs offered by the Council reward kids for increasing
their fitness levels, no matter where they start. Last year, more
than five million young people received Presidential recognition
for meeting fitness goals.
Physical Fitness Test
Promotes a basic level of fitness. Students are tested in five
events to determine if they qualify for a Presidential, National,
or Participant Physical Fitness Award. The schools with the
highest percentage of qualifying students may be selected as
Physical Fitness State Champions .
Health Fitness Test
Recognizes students who maintain a healthy level of fitness
by meeting qualifying standards by age and gender in
certain events.
Active Lifestyle Program
Encourages youth and adults to make staying active part of
their everyday lives. Participants under 18 must meet a daily
activity goal of 60 minutes at least 5 days a week for 6 weeks.
Schools with at least 35 percent of students participating may
qualify to become an Active Lifestyle Model School.
Presidential Champions Program
Challenges students to raise their activity and fitness to the next
level. This online program awards students points based on the
amount of energy each activity burns, so the more active they
are, the more points they receive.
15
E XT E N
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For more information on these programs visit
www.presidentschallenge.org.
Visit www.discoveryschool.com/balance first to give us your feedback.
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L E T T E R F O R T H E PA R E N T O R G U A R D I A N
DEAR PARENT OR GUARDIAN,
Your middle school child likely makes important health-related choices each day about what to eat, what physical activities to
engage in, and how to balance the two. It may not seem as if these decisions are very important today, but your son or daughter
already is beginning to create lifelong health habits. What is important is that we give today’s young people the knowledge, tools,
and confidence to make choices that lead to a healthy future.
CONSIDE R THIS :
• Sixty-five percent of Americans are now overweight or obese. Obesity is increasing in every age, ethnicity and in both genders.†
• Over the past two decades, the percentage of overweight adolescents has tripled.†
• Nearly half of American youth ages 12 to 21 are not vigorously active on a regular basis.†
• Fourteen percent of young people report no recent physical activity.†
The good news is that we can empower young people by helping them
understand and manage their health-related choices. We know that balancing
what you eat with regular energy expenditure is key to lifelong health.
We know we can influence young people, from an early age, by helping
them understand and manage their health-related choices. That’s why your
school is participating in Balance First,™ a multimedia resource program from
America On the Move, Discovery Education, and the Smart
Spot™ program from PepsiCo.
16
TM
AS PART OF BALANCE FIRST,™ STUDE NTS WILL:
• examine factors that influence their current eating and physical activity patterns
• apply information from MyPyramid and the USDA and HHS 2005 Dietary Guidelines for Americans to their own lives
• assess their families’ physical activity patterns
• create menus and activity plans for friends
• commit to small, manageable changes they’d like to make in their own lives
To sustain these changes, students need support from the important adults in their lives, including parents or guardians. We
encourage you to visit www.americaonthemove.org for more information, and to sign up for America On the Move for free. It’s easy
to reinforce the lessons at home by understanding energy balance yourself and modeling, as best you can, the skills in practice.
To help make balanced food choices in your home, visit smartspot.com, an online healthy lifestyle portal from PepsiCo. Together,
America On the Move and the Smart Spot program can help you and your family put Balance First!™
Thanks, in advance, for your help. Here’s to your family’s health!
Sincerely,
†
Source: Centers for Disease Control and Prevention
Note: Spanish language version of this letter available at www.discoveryschool.com/balancefirst.
BA L A N C E F I RST ™ PA RT N E R S
AMERICA ON TH E MOVE
America On the Move Foundation is a national nonprofit organization dedicated to helping communities across our nation make
positive changes to improve the health and quality of life of all their citizens.
The Foundation’s flagship program, America On the Move (AOM), initiates and maintains meaningful and measurable individual,
social, and environmental behavior changes that support healthy eating and active living habits. AOM’s science-based programs
provide the support and tools that help individuals of all ages manage weight effectively through energy balance—a balance of
energy in calories consumed with the amount of energy burned through daily activity.
AOM programs are implemented through communities, employer groups, schools and other organizations. For more information,
please visit www.americaonthemove.org.
DISCOVERY EDUCATION
Discovery Education is a division of Discovery Communications, Inc., the leading global real-world media and entertainment
company. Discovery Education produces and distributes high-quality multimedia resources in easy-to-use formats, in all corecurricular subject areas, including digital video-on-demand services, online lesson plans, teacher resources and interactive tools,
a complete line of VHS, DVD and CD-ROM products, and comprehensive in-school curriculum programs. Its suite of health services
includes the only digital health and prevention education resource to incorporate complete K-12 classroom curriculum programs
covering nine critical topics of youth health and prevention education.
Discovery Education is committed to creating scientifically proven, standards-based resources for teachers, students, and parents
that make a positive impact on student learning. Through its strategic partnerships, public service initiatives, products, and joint
business ventures, Discovery Education helps educators around the world connect their students to a world of learning. For more
information, visit www.discoveryeducation.com.
TH E SMART SPOT PROGRAM FROM PEPSICO
The Smart Spot program from PepsiCo promotes healthy lifestyles through a variety of activities including the introduction of energy
balance lesson plans in schools nationwide, the launch of a free magazine entitled Everyday SMART Moves™, the construction
of 12 KaBOOM! playgrounds across the country, and the promotion of five S.M.A.R.T. simple steps that encourage active living
and good nutritional choices. PepsiCo is committed to developing new better-for-you products, reformulating existing products
to provide nutritional benefits and helping consumers identify sensible food and beverage choices with the Smart Spot symbol.
Products that feature the Smart Spot symbol meet established nutrition criteria based on authoritative statements from the Food and
Drug Administration and the National Academy of Sciences. The Smart Spot symbol appears on more than 250 PepsiCo products
including Tropicana Pure Premium, Aquafina, Gatorade, Baked! Lays and Quaker Oatmeal among many others. More information on
the Smart Spot program and the S.M.A.R.T. five steps can be found at www.smartspot.com.
Visit www.discoveryschool.com/balancefirst
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