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FIT PLAN: LIVING HEALTHY

5At the Tiger Woods Foundation, we believe in a new generation o

bold, courageous youth. We inspire new perspectives and limitless

possibilities. We provide opportunities to be someone.

TAKINGACTION FOR

GOOD HEALTH

5UNIT FIVE:

GOAL:

Students will take the inormation they have acquired over the course

o the program to spread awareness and act as an agent o healthy

change in their school, community or amily.

Objectives:

Dene ways to increase awareness o the benets o a healthy liestyle

Design a amily, school or community project related to good health

Review and refect on the Action or Advocacy project

Identiy the importance o breakast

Uncover the truth behind popular drinks

UNIT 5: TAkING AcTIoN For Good HEALTH


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FIT PLAN: LIVING HEALTHY UNIT 5: TAkING AcTIoN For Good HEALTH ACTIVITY 5.1: RAISING AWARENESS

ACTIVITY 5.1 30 minutes in length

RAISING AWARENESS

PURPOSE:

Dene ways to increase

awareness o good health

MATERIALS:

White/chal board, chart or paper

WHOLE GROup:

1. On the board, chart or paper, write the denition

o public advocacy:

PUBLIC ADVOCACY:

Actions that inorm people about certain issues. These

actions allow people to share their knowledge and opinion,

and bring attention to their cause. Advocacy aims to

infuence important people who make decisions.

2. Engage students in a discussion about advocacy:

Why is it important?

How can public advocacy help?

Who would benet?

What could the impact be?

3. Discuss and review examples o current public advocacy campaigns related to health such as:

Fruits and Veggies More Matters www.ruitsandveggiesmorematters.org

Presidents Challenge www.presidentschallenge.org Lets Move www.letsmove.gov

Fight BAC* www.ghtbac.org

4. Discuss the above projects or any other examples the groups came across by asking:

What are the goals?

Why is it important?

How do the projects attempt to make a dierence?

Who are the projects attempting to benet?

What is the impact?

*Fight BAC is a trademar o the Partnership or Food Saety EducationFOLLOW-up QuESTIONS:

1. Do you think there is enough inormation given to Americans about the consequences o not leading a healthy liestyle?

2. Where do you think the inormation is lacking?

NOTE TO TEACHER:

I possible, give the students time to research the

example public advocacy projects or others on the

internet. It may also help to bring in articles that

demonstrate public advocacy.


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ExTENSION ACTIvITIES:

1. Ask the students to browse the internet, newspapers or

magazines to nd articles related to nutrition or tness.

Have the students evaluate the article or purpose, validity

and credibility using the knowledge they have acquired

over the course o the program. They should also oer their

overall opinion o the article. Students should presenta summary o the article, their evaluation and their opinion

to the class.

2. Ask the students to create a Public Service Announcement (PSA) about a specic health issue. Reer to the directions below.

a. On the board, chart or paper dene Public Ser vice Announcement (PSA):

PUBLIC SERVICE ANNOUNCEMENT:

A non-commercial advertisement broadcast on the radio, online or television or the good o the public.

PSAs are intended to modiy public attitudes by raising awareness about specic issues.

b. Ask the class to list examples o PSAs they have seen on TV or heard on the radio.

c. Break the class into small groups and ask them to come up with a PSA or living a healthy liestyle or a warning orleading an unhealthy liestyle. Pass out Student Sheet 5.1 or them to use as a guide. The students should think about

where they would like to broadcast their PSAs to be most benecial to the public.

d. Have all groups present their PSAs. I possible, students may record their PSAs and upload to a website or play

over a speaker system.

UNIT 5: TAkING AcTIoN For Good HEALTH ACTIVITY 5.1: RAISING AWARENESS

NOTE TO TEACHER:

It might be helpul to show examples o PSAs to

the students. Have the students log onto the internet

and search or PSA examples.


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puBLIC SERvICE

ANNOuNCEMENT

TEMpLATE

STUDENT SHEET 5.1

UNIT 5: TAkING AcTIoN For Good HEALTH STUDENT SHEET 5.1: PUBLIC SERVICE ANNOUNCEMENT TEMPLATE

DIRECTIONS:

Follow the guide below to create your PSA. PSAs are usually about 10 to 60 seconds and are

transmitted electronically via radio, television or internet.

puBLIC SERvICE ANNOuNCEMENT:

DATE:

YOUR CONTACT INFORMATION:

Name:

Organization:

Phone number:

Email:

TITLE:

ANNOuNCEMENT:

A short explanation o what you would lie to air. This should address what and why in 10 to 60 seconds.


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FIT PLAN: LIVING HEALTHY UNIT 5: TAkING AcTIoN For Good HEALTH ACTIVITY 5.2: ACTION FOR ADVOCACY

ACTIVITY 5.21 to 3 hours in length

ACTION FOR ADvOCACy

PURPOSE:

Design a amily, school or

community proect related tohealthy living

MATERIALS:


Resource Sheet 5.2Copies o Student Sheet 5.2

WHOLE GROup:

1. Ask students i there is a need to raise awareness

about health issues and healthy living? Ask them to list

health issues that concern them and need attention. Record

responses on the board.

2. Ask the students i they have ever said,

I wish someone would do something about

________________________.

Fill in the blan with one o the health issues discussed.

3. Discuss the need to raise awareness or healthy living in their amilies, school or community by asking:

Is there a need? Why?

Is there anything currently being done?

Is it working?

What more could be done?

4. Tell the students that instead o waiting or somebody else to do something about a health need, we are going to do something or

our amilies, school or community by planning an Action or Advocacy project related to healthy living.

WHOLE GROup/SMALL GROup:

5. Plan an Action or Advocacy project(s). Action projects can consist o one idea that incorporates everyone working together to plan

and implement a single project. Otherwise the class can be divided into small groups and several smaller projects can be organized.

6. To start a list o ideas, divide the class into small groups and ask them to brainstorm one to three project ideas to raise awareness

or healthy living. Some research should be done on project ideas to determine i the health need is in the amily, school or

community. This can be done by using the internet, making phone calls or conducting surveys. When ideas are nalized, the groups

should prepare a short outline o their idea and provide the ollowing inormation:

A goal A short description o the project

Why their project would be important

The impact o the project

NOTE TO TEACHER:

This activity works best when divided into several

class periods to provide adequate planning time

or the project. Consider starting this activity about

halway through your program (about Unit 3) to

allow or ample planning time.


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7. Have the groups share their project ideas and list

them on the board.

8. Choose one group project or several small projects to plan

and implement. This can be done by voting on the ideas or

in another way that works best or your group.

9. The Action or Advocacy project will:

Be ocused around raising awareness o healthy living

within the amily, school or community.

Be planned and implemented by the students.

Involve all students.

10. Ater the class or groups determine the project, pass out Student Sheet 5.2. Each group should ll out one Student Sheet

or each project being planned. This will help the students stay ocused in the planning and help the teacher gain a

understanding o the project(s).

11. Make the necessary plans to carry out the project(s).

For example, consider the ollowing:

Transportation needs Materials/donation o supplies

Set up/conrm appointments

FOLLOW-up QuESTIONS:

1. Why is it important to spread the word about the benets o living a healthy liestyle?

2. What did we learn rom this project?ExTENSION ACTIvITIES:

1. Search the internet to see what other type o youth projects are going on around the country.

2. Encourage the students to start a club or organization at their school that emphasizes amily, school or community-based projects.

They could also start a club or organization that ocuses on good health, such as a Fit Club.

3. Examine organizations that ocus on solving global poverty issues. While the United States has an abundance o ood and a host

o health problems related to eating too much ood, there are many areas o the world where people struggle to get enough ood to

unction. Have students research global poverty and engage in a serious discussion about the issue. Ask:

What is happening in these areas?

Why is there limited access to ood and money?

How does it make you eel?

Is there anything being done about the problems? Why or why not?

Is there anything you can do to help?

UNIT 5: TAkING AcTIoN For Good HEALTH ACTIVITY 5.2: ACTION FOR ADVOCACY

NOTE TO TEACHER:

I students are having a dicult time coming up with

project ideas, share the examples on Resource Sheet

5.2. The teacher should acilitate the planning and

implementation o the project, but it is important to

let students take the initiative on the project.

NOTE TO TEACHER:

I possible, bring a camera to the project and be sure

to take several pictures.


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FIT PLAN: LIVING HEALTHY UNIT 5: TAkING AcTIoN For Good HEALTH RESOURCE SHEET 5.2: SAMPLE PROjECTS

RESOURCE SHEET 5.2

SAMpLE pROjECTS

The ollowing is a list o brie ideas or Action or Advocacy proects. Ideas should not be

limited to these examples. The planning and delivery o an advocacy proect will require much

more detail than what is provided here.

PREPARE A HEALTHY MEAL:

Plan a healthy meal or a amily. Buy all the ingredients and prepare the meal or them.

PREPARE AND PASS OUT HEALTHY SNACkS:

Create a ew dierent healthy snacks. Prepare them and pass them out, along with the recipes, on campus to students and/or parents.

WALk FOR A CAUSE:

Sign up or a walk or run that supports a certain health issue.

SCHOOL LUNCHES/SNACkS:

Take inventory o oods being oered in schools. Evaluate i healthy choices are oered. Organize a letter-writing campaign that

encourages school ocials to oer healthier ood options.

HEALTH WORkSHOPS:

Plan and implement a workshop that educates amilies/students/community members on certain health-related topics.

FITNESS HOUR:

Invite amilies/students/community members to engage in various tness activities.

HEALTHY BAkE SALE:

Have a healthy bake sale and donate the prots to a health-related organization.

HEALTH FAIR:

Organize a health air where community members can come and receive health screenings and inormation to help lead a healthy liestyle.

HOW-TO GUIDE:

Create a how-to guide on a healthy liestyle. Distribute the guides to the community/schools/amilies.

ORGANIzE PRESENTATIONS:

Plan and present health presentations to a group o students or adults.

HEALTHY COOkBOOk:

Create a cookbook o healthy recipes. Distribute it to the community/schools/amilies.

PODCAST:

Create a podcast about nutrition and tness topics. Play it through a speaker system or a specic audience or invite a group to come

listen to the podcast.


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STUDENT SHEET 5.2

pROjECT OuTLINE

DIRECTIONS:

Fill in the blans below to help plan out your proect.

UNIT 5: TAkING AcTIoN For Good HEALTH STUDENT SHEET 5.2: PROjECT OUTLINE

1. Project Title:

Description o our project:

2. The goal o the project is:

3. Our target audience is:

4. Why this project is important:

5. The rst step is:

6. Roles and responsibilities o each member:

7. How the project will raise awareness about healthy living:

8. Where the project will take place:

9. Materials we need or the project:

10. Assistance we need rom the teacher, an adult or outside organizations:

11. How we will know our project made an impact:


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UNIT 5: TAkING AcTIoN For Good HEALTH ACTIVITY 5.3: WHAT WE LEARNED FROM OUR ACTION FOR ADVOCACY PROjECT

WHAT WE LEARNED

FROM OuR ACTION FOR

ADvOCACy pROjECT

PURPOSE:

Review and refect on the Action

or Advocacy proect

MATERIALS:


Art supplies

WHOLE GROup:

1. Lead a discussion on the Action or Advocacy project by asking the ollowing questions:

What did you learn rom your experience?

What are you proud o?

What were the highlights?

Were there any surprises along the way?

What would you have done dierently?

What are some ways you can stay involved with the issues surrounding your project?

Decide how the group would complete this statement:

Our project was !

SMALL GROup:

2. Break the class into small groups. Ask the students to talk about how the project helped them better understand health-related

issues. What were their personal discoveries?

WHOLE GROup:

3. Make a group memory page or poster that refects the project. All students should take part by adding something to the page or

poster that illustrates their experiences.FOLLOW-up QuESTIONS:

1. Why is it important to refect on our work and projects?

2. Do you think what we did was enough?ExTENSION ACTIvITIES:

1. Have students send a letter to a community ocial or leader explaining the work they did with their project and

encouraging them to make changes in laws or policies. A congressman, mayor, principal and school superintendent

are examples o community ocials or leaders.


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THE MOST IMpORTANT

MEAL OF THE DAy

UNIT 5: TAkING AcTIoN For Good HEALTH ACTIVITY 5.4: THE MOST IMPORTANT MEAL OF THE DAY

PURPOSE:Identiy the importance o

breaast

MATERIALS:White/chal board, chart or paper

Copies o Student Sheet 5.4

WHOLE GROup:

1. Discuss breakast using the inormation in Fast Facts.

2. Ask how many students eat breakast on a regular basis. Ask

the students to list some o their avorite breakast oods

and record their responses on the board. From that list, ask

the students to separate the healthy oods into one column.

3. Ask the students to list the reasons they do not eat

breakast and record their responses on the board.

4. Ask the students to come up with a list o healthy breakast

oods they could eat at home, on the go or at a restaurant.

Have the students record their responses and share them

with the group. I the group is having trouble coming up with

ideas, use the examples below to help.

AT HOME:

Smoothie made with resh ruit and low-at yogurt or milk Whole wheat toast or whole wheat English mun with a

slice o reduced at cheese

Whole grain toaster wafes with peanut butter

and a banana

Whole grain cereal with resh ruit and reduced-at milk

ON THE GO:

Individual granola or cereal bars

Reduced-at yogurt with a piece o resh ruit

Instant oatmeal in a cup with a piece o resh ruit or nuts

AT THE LOCAL DINER:

Scrambled eggs on whole wheat toast (add some veggies)

Whole wheat bagel with a tomato and a small amount o light cream cheese

Whole wheat pancakes topped with resh ruit

FAST FACTS:

Breakast gives you a burst o energy in the morning

and keeps your energy up during the day. Breakast

is benecial or your brain, memory, concentration

and mood, which can help you perorm better

in school and at work. Students who dont eat

breakast regularly perorm poorly on tests requiring

concentration, have shorter attention spans, and

achieve lower test scores than well-ed students.

Skipping breakast can also promote unwanted

weight gain by causing you to eat more throughout

the day.

NOTE TO TEACHER:

The students will usually cite lack o time or not

eating breakast. Use that to start a discussion

about time management. Ask: Why dont you have

time? Do you need to go to sleep earlier so you can

wake up earlier? Do you need to watch less TV so

you can get your homework done earlier?


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FOLLOW-up QuESTIONS:

1. I someone wanted to lose weight, should they skip a meal

like breakast? Why or why not?

2. How can we make more time or breakast?ExTENSION ACTIvITIES:

1. Ask the students to take a look at the amount o sugar in

their avorite breakast items. They may go online to nd

the nutrition labels or labels can be brought in or the

students to use. Using the ormula1 teaspoon = 4 grams

o sugarhave the students measure the amount o sugar

in one serving o their avorite breakast items. Students

should also take this time to evaluate the entire nutrition

label o their avorite breakast oods to determine i they

are healthy choices. Discuss the nutrition label and sugaramounts in the various items.

UNIT 5: TAkING AcTIoN For Good HEALTH ACTIVITY 5.4: THE MOST IMPORTANT MEAL OF THE DAY

ONLINE OppORTuNITy:

Do you want students to get a taste o

healthy breakast options? Visit the Recipes

section o www.tigerwoodsoundation.org or

a healthy Yogurt Parait.

Worried that your students are still measuringportion sizes by their plate and bowl size?

Visit the Additional Activities section o

www.tigerwoodsoundation.org to review

serving size with the interactive activity

Whats or Breakast?


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FIT PLAN: LIVING HEALTHY UNIT 5: TAkING AcTIoN For Good HEALTH ACTIVITY 5.5: THE UGLY TRUTH

ACTIVITY 5.530 minutes in length

THE uGLy TRuTH

PURPOSE:

To reveal the truth behind

popular drins

MATERIALS:

5 7 popular drins (enough or one

drin per group)Paper

Tape

pART I:

WHOLE GROup:

1. Showcase all the sample drinks in a prominent place

in the classroom. Introduce each drink.

2. Ask students i they drink some or all o these drinks.Ask how oten they consume these drinks.

SMALL GROup:

3. Break the class up into small groups.

4. Give each group a drink.

5. Ask them to discuss their drink using these guiding

questions:

Is this beverage something you would drink? When are

you most likely to consume a beverage like this?

Breakast? Dinner? During a workout?

How is this drink advertised? What impressions do the

advertisements give consumers about this drink?

Who is the target audience o the advertisements?

Kids, adults, teens or a combination o groups?

Is the drink healthy? What makes you think it is healthy

or not healthy?

WHOLE GROup:

6. Once the students have had about 10 minutes to discuss,

ask representatives rom each group to summarize

their groups discussion.

FAST FACTS:

Many popular drink choices are ull o calories and

simple sugars. Once consumed, simple sugars burn

up very quickly in the body and produce short-term

energy. Water is always a good option as a drink

choice. Adding slices o lemon, lime or cucumber

adds a little more favor. When choosing juice, look

or varieties that are 100% ruit juice. Beore eating

or drinking anything, it is always a good idea to read

the nutrition label. Advertisers oten value prot over

consumer health, so they use techniques that are

most likely to sell products.

NOTE TO TEACHER:

Cover the nutrition label and the ingredients with

paper and tape on each drink beore you start this

activity. Ask the students not to peek behind or

remove the cover. Suggestions or sample drinks

are soda, diet soda, energy drinks, ruit juice, sports

drinks and coee shakes. It is best to choose drinks

that students are amiliar with.


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pART II:

SMALL GROup:

As the students to careully pull bac the cover on the

nutrition label so the acts and ingredients are revealed.

7. Ask the students to discuss their drink again, but this time

they need to read the nutrition label and ingredients to

decide whether this drink is really healthy or not. Ask the

groups to discuss these questions:

Do the nutrition acts and/or the ingredients reveal

anything about the drink that the advertisements or packaging style do not?

How many total servings are in this drink?

How much sugar is in one serving? The entire bottle/can?

What ingredients are in this drink? Are they healthy?

Ater seeing the nutrition acts and ingredients, would you still advertise this drink as healthy?

How do you eel now that you know the truth about your drink? Would you still drink it? Would you encourage others to drink it?

WHOLE GROup:

8. Once the groups have had about 10 minutes to discuss, bring them back together and have a representative rom each group share

what they discussed.

9. Conclude the activity by asking the group why companies market and advertise their drinks the way they do when the drinks may

be harming the health o consumers? Encourage the students not to believe everything they hear, and remind them that it is their

responsibility to be critical consumers by evaluating all o their ood and drink choices.FOLLOW-up QuESTIONS:

1. Do you think advertisements are a good source o inormation?

2. What are some examples o healthy drink choices? Why are they healthy examples?ExTENSION ACTIvITIES:

1. Using table sugar, a teaspoon and a clear cup, have the students measure out the amount o sugar in their entire drink. Use this

conversion or measuring1 teaspoon = 4 grams o sugar. Students should be reerring to the nutrition label to determine the total

amount o grams o sugar in their drink. Once the students have measured the sugar amount into the clear cups, put them on display

in the classroom next to the corresponding drink. Discuss the results.

2. Currently, there is proposed legislation to add tax to soda like the tax that was added to cigarettes a ew years back. Research

inormation about the proposed soda tax, share the inormation with your students (or have them look up the inormation), and

engage the class in a conversation about the controversial idea. I the group really engages in the discussion, ask them to write

a letter to the local congressman stating their opinion on the issue.

UNIT 5: TAkING AcTIoN For Good HEALTH ACTIVITY 5.5: THE UGLY TRUTH

ONLINE OppORTuNITy:

Are you always wondering which drink is

healthier? Sports drinks or water? Diet cola

or regular cola? To nd healthier beverage

options and engage the class in the activity

Drink Debate, visit the Additional Activitiessection o www.tigerwoodsoundation.org.

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