a teacher’s curriculum-based resource for healthy living ... · pdf filea...

H e a r t a n d s t r o k e f o u n d at i o n

www.heartandstroke.ca/teachers

tHis is wHat Happens wHen you put your Heart into it.™

Heart Smart Kids™

A teacher’s curriculum-based resource for healthy living activities

Grades 4 – 6

Teacher’s Introductionit isn’t a chore to be healthy, it’s fun and it’s easy.

that’s the underlying theme that we hope your students will take away when they do the activities in this teaching resource. of course, good health is important because heart disease and stroke combined represent the leading cause of death and disability, and many cases of heart disease and stroke can be prevented. But few students are influenced by the thought of preventing future disease. they, like most adults, prefer to think about enjoying their lives with their families and friends. that’s why this resource, while giving students information based on Canada’s physical activity Guide to active Living for youth, and Canada’s food Guide encour-ages students to focus on what they enjoy.

when they enjoy choosing healthy foods and playing active games with friends, they will make healthy choices that will guide them through their lives.

Overview of the Resource this resource consists of four modules that incorporate learning outcomes common to the intermediate grades curricula of Canada’s provinces and territories.

• Module 1 focuses on healthy eating choices and the guidelines for young people in Canada’s food Guide.

• Module 2 focuses on active living and the guidelines in Canada’s physical activity Guide to Healthy Living for youth.

• Module 3 focuses on smoke-free living and the facts about tobacco on Health Canada’s smoke-free youth website.

• Module 4 focuses on making healthy choices in a real-life social situation, such as planning for a class party or family event.

each module is presented in a series of teacher-led steps making use of one or two reproducible handouts, which are included in the resource. the handouts provide a summary of key information for students to refer to as well as worksheets for their assigned work.

the handouts also provide a written basis for assessing students’ achievement of learning outcomes. Module 4 provides an opportunity to review students’ knowledge of the themes in the preceding modules.

each module takes about 45 minutes of class time, and can help students achieve learning outcomes from the Health and physical education curricula. they also support a variety of other outcomes such as decision-making, self-awareness and written and oral language skills.

Modules include suggestions for extending the learning to other curriculum areas and into students’ lives through activities they can do with their families. each module includes a follow-up in which students take their work home and use it in an activity with

0-1

their family. while family participation may not be suitable for all students, those who do the activities will strengthen their learning and see how they can incorporate healthy living throughout all aspects of their lives.

For more informationyou can get more information about the topics covered in this resource from your local Heart and stroke foundation office or from the website of the Heart and stroke foundation of Canada (heartandstroke.ca). the website includes detailed information about healthy living as well as cardiovascular disease and stroke. it also includes pages directed to teachers, students and parents.

the Heart and stroke foundation of Canada, a volunteer-based health charity, leads in eliminating heart disease and stroke and reducing their impact through the advancement and application of research, the promotion of healthy living and advocacy.

the Heart and stroke foundation has offices in every province in Canada. to contact an office in your community, view the “Contact us” links on the bottom of every page at heartandstroke.ca.

0-2

Activity 1 – Healthy Eating

OVERVIEWstudents record their own food choices for one day and compare them to the recommendations in Canada’s food Guide. they discuss the differences and identify some food choices they could make to meet the recommendations.

for more background, download the resource for educators and Communicators from Health Canada’s food guide website (www.healthcanada.gc.ca/foodguide).

MatERIals and supplIEs• Copiesforeachstudentof:

–Handout1.1:MyHealthyEatingChecklist

–Handout1.2:Canada’sFoodGuideRecommendations

• Writingmaterials

appROxIMatE class tIME 45 minutes

MaIn stEps1) ask students to name some of their favourite foods and list them on

the board. ask them if they think their choices contribute to heart health, and how they would know if they did or not.

2) distribute copies of Handout 1.1, My Healthy eating Checklist, and review how to fill it in to record what students eat in a typical day.

a) Have students take the handout with them and fill it in for one day.

b) Have students bring their completed checklist to class and total their servings.

3) distribute copies of Handout 1.2, Canada’s food Guide, summariz-ing Canada’s food recommendations for children aged 9 to 13.

a) Briefly review the recommendations.

b) discuss how students’ checklists compare with the food recommendations. Promptdiscussionwithquestionssuchasthefollowing:

•Howmanyservingsfromeachfoodgroupdidyoueat, compared with the recommendations?

1-1

TIP: Many useful references and materials are available at heartandstroke.ca.

TIP: Tell students to make an estimate of serving sizes and contents for combination foods such as sandwiches. E.g.: a cheese pizza might contain one serving of Grain Products, one of Milk and Alternatives and half a serving of Vegetables and Fruits.

– People often count fewer servings than recommended because the recommended serving sizes are smaller than they realize. Point out the “Handy Serving Guide” on Handout 1.1 if necessary.

•Inwhatfoodgroupswereyourchoiceslowerthantherecommended amounts?

•Inwhatfoodgroupswereyourchoiceshigherthantherecommended amounts?

•Whatfoodsdoyoueatthatarenotpartofafoodgroup?

– e.g.: Candies, butter and other fats, soft drinks. Because they are not in any food group, they are often called “Other” or “Sometimes” foods.

– Water is not listed as a food group, but it is an essential part of a daily diet. Children should drink water regularly throughout the day quench their thirst. They should drink more water in hot weather or when they are very active.

•Whatmakesithardtomeettherecommendations?

4) discuss what students found by comparing the two handouts, and what conclusions they draw.

a) Have them write their observations on Handout 1.2 and describe how they could eat foods they like to meet the Canada food Guide recommendations.

Home connections/Extension activities• OrderfreecopiesofCanada’sFoodGuidefromHealthCanadaor

your local health unit, and have students take them home to their families (or have students print a copy from the Health Canada website). Have students discuss their checklist with their family and identify one or more food choices they could make to ensure that their daily food choices match the recommendations.

• HavestudentsgotoHealthCanada’sfoodguidewebsiteanddo the activity at the “Create My food Guide” button with their family to create a personalized food guide. Have students compare their summary on Handout 1.2 with the personalized food guide from Health Canada.

• HavestudentsgotoHealthCanada’sfoodguidewebsiteandthentothe food Guide servings tracker (go to the link on the left of the main food guide page). Have them print copies of the tracker for each member of their family and discuss with their family how they could track their family’s food servings to promote healthy eating.

1-2

TIP: Complete copies of Canada’s Food Guide, as well as a guide for educators, are available at Health Canada’s website. (Go to www.health-canada.gc.ca/foodguide or phone 1-800-622-6232.)

• Havestudentssetapersonalgoaltobringtheirdailydietclosertothefoodguide recommendations. Have them repeat the checklist after a week and check their progress toward their goal.

• Havestudentsrepeatthechecklistforotherdays,suchasweekendsandholidays,and compare their food choices on those days with their food choices on regular weekdays.

1-3

1-4

Handout 1.1. My Healthy Eating ChecklistWrite down what you eat in one day. Estimate the number of servings in each group.

What I Ate Vegetables Grain Milk and Meat and Other

and Fruit Products Alternatives Alternatives Foods

Breakfast

Snack Lunch Snack Dinner Snack Total Serving

Measure Handy Guide

Grain Products 125 mL (½ cup) • About the size of your palm or • About the size a hockey puck

• One slice of bread

Vegetables and Fruits 125 mL (½ cup) • Fresh fruit about the size of an apple or • Cooked veggies about the size a

• Cooked veggies about the size a fist or hockey puck

• Half a cup of juice

Milk and Alternatives 250 mL (1 cup) of fluids • About a cup of milk or

175 mL (¾ cup) of solids • A little over half a cup of yogurt or

• A piece of cheese the size of two thumbs

Meat and Alternatives 75 grams (2 ½ ounces) or • About the size of the palm of your hand • About the size of a hockey puck

125 mL (½ cup)

What’s a serving?Q: What’s 97% water but crunches when you bite it?

A: Watermelon – but many vegetables and fruit are over 90% water, too.

1-5

Handout 1.2. Canada’s Food Guide RecommendationsCanada has a guide that tells you how much to eat for good health, called “Eating Well with Canada’s Food Guide.” You can see the complete guide at Health Canada’s website (www.healthcanada.gc.ca/foodguide) or search for “Canada’s Food Guide.”

Here’s what Canada’s Food Guide recommends for people aged from 9 to 13:

You can create a food guide that lists the foods you and your family normally eat. Click the “Creating My Food Guide” button on the food guide website.

Observations: When I compare my food choices with the recommendations in Canada’s Food Guide, I see that:

To meet the recommendations in Canada’s Food Guide and eat foods I like, I could:

Food Group Food Guide servings per day

Vegetables and Fruit 6

Grain Products 6

Milk and Alternatives 3 to 4

Meat and Alternatives 1 to 2

Q: What’s the most widely eaten food in the world?A: Rice – it’s the main food for half the world, and

it’s especially tasty if you eat brown rice.

Q: Fresh, frozen or canned? What’s best way to get vegetables and fruits?

A: Fresh is usually best, but frozen and canned vegetables and fruits have almost the same nutrients.

Activity 2 – Active Living

OVERVIEWstudents try strength, endurance and flexibility activities and review the recommendations of Canada’s physical activity guide. they record their own daily activity and compare it to the recommendations.

for more background, download the teacher’s guide from Health Canada’s physical activity website (www.paguide.com).


–Handout2.1:MyPhysicalActivityChecklist

–Handout2.2:Canada’sActiveLivingRecommendations



MaIn stEps1) write the words “strength,” “endurance” and “flexibility” on a board and ask

students if they can explain what they mean.

•Strength–whenyourmusclesmoveagainstsomethinghardtomove (resistance)

•Endurance–theabilitytokeepdoingsomethinghardforalongtime

•Flexibility–theabilitytobendeasily

a) explain that strength, endurance and flexibility are three kinds of physical activity that everyone needs to do to stay healthy.

b) ask students to give some examples of each type of physical activity and writethemonaboard.e.g.:

•Strength–lifting,push-ups,climbing,carryingbooksorgroceries

•Endurance–running,jumpingrope,swimming

•Flexibility–gymnastics,stretching,reaching,yoga

c) point out that most activities include all three types of physical activity.

2-1


for example, swimming, dancing, ballet, triathlon, martial arts and team sports include all three.

d) write the words “Vigorous” and “Moderate” on a board and explain that many physical activities can be done either vigorously or moderately.

•Vigorousactivitiesareactivitiesthatmakeyoufeelwarmerandbreathe faster, and make your heart beat faster, such as running, soccer, jumping rope and basketball.

•Moderateactivitiesdon’ttakeasmuchenergy,suchaswalkingbriskly, bike riding, skating, swimming and playing outdoors.

2) Have students do one example of each type of physical activity in the gym or another open area and have them observe how each one feels. examples could include:

•Strength(e.g.:standingpush-ups[i.e.,leaningonawallandpushingyourself upright], lifting loaded backpacks, carrying books, etc.)

•Endurance(e.g.:runningaroundthegym,runninginplace,jumpingjacks,etc.)

•Flexibility(e.g.:bendingsideways,stretching,etc.)

3) discuss the characteristics of the three types of physical activity. if necessary, promptdiscussionwithquestionssuchasthefollowing:

•Howdoeseachtypeofactivitydifferfromtheothers?

•Strength–usesarm,leg,stomachandbackmuscles,putspressureon the bones

•Endurance–useswholebody,makesyoubreatheheavily,increases pulse rate, goes on for a long time

•Flexibility–stretchesmusclesandjoints,maybeslower than the others with pauses

•Howdoyouthinkeachtypeofactivitycontributestogoodhealth?

•Strength–buildsstrongmusclesandbones

•Endurance–strengthensheartandlungs

•Flexibility–allowsbendingandreachingandhelpsthe muscles relax

4) Give students Handout 2.1, My physical activity Checklist, and have students complete the table listing the amount and type of activities they do in a typical day.

5) Give students Handout 2.2, Canada’s physical activity recommendations, and review the amount and type of activity recommended for 10 to 14 year olds.

2-2

TIP: Have students choose a day that they think is typical for the physical activity they do, or estimate an average for a week.

a) point out that the recommendations in Canada’s active Living Guide include reducing inactive time, that is, time spent doing inactive things like watching tV or playing video games. the guide recommends reducing inactive time by 30 minutes a day, and further decreasing it over several weeks to 90 minutes a day.

b) explain that inactive time leaves less time for activities that are also fun and make your body more healthy.

6) discuss how students’ checklists compare with the physical activity recommendations.Promptdiscussionwithquestionssuchasthefollowing:

•Howmanyminutesofphysicalactivitydidyoudoinaday,comparedwith the recommendations?

•Didyougetamixofstrength,enduranceandflexibilityactivities?

•Didyoudobothvigorousandmoderateactivities?

•Whatphysicalactivitiesdoyouenjoydoing?Whichcouldyoudoregularly?

•Whatcouldyoudotoreduceinactivetime?

•Whatmakesithardtomeettherecommendations?Whatcouldyoudoto make it easier?

7) Have students complete Handout 2.2 by writing their observations and developing ways they could meet the Canada physical activity guide recommendations.

Home connections/Extension activities• OrderfreecopiesofCanada’sPhysicalActivityGuideforYouthfrom

Health Canada or your local health unit, and have students take them home to their families (or have students print a copy from the Health Canada website). Have students discuss their checklist with their family and plan a family outing or develop a family activity circuit that includes all three types of activity.

• Havestudentsgoto“PhysicalActivityGuideforYouth”onHealthCanada’s website and identify the benefits of healthy physical activity.

• Havestudentsrepeatthechecklistforseveraldays,including weekends, and compare their actual physical activity on those days with their first estimate.

• Havestudentssetapersonalgoaltobringtheirdailyphysical activities closer to the recommendations. Have them repeat the checklist after a week and check their progress toward their goal.

2-3

TIP: Complete copies of Canada’s physical activity guides, as well as a guide for educators, are available at Health Canada’s website. (Go to www.pagu-ide.com or phone 1-888-334-9769.)

2-4

Handout 2.1. My Physical Activity ChecklistWrite down what physical activities you do in a typical day. Estimate the approximate number of minutes in each type of activity.

My Physical Activities Type of Activity * Vigorous or Non-active (Activities I do for at least 10 minutes without stopping.) (check any that apply) Moderate Time ** Activities

S E F Approximate minutes

Before School

Recess

Lunch

During School

After School

At night

Total Minutes

* Strength, Endurance or Flexibility ** Not including sleep

Did you know?

Watching TV uses about nine calories every ten minutes. Swimming, jogging and jumping rope

use about 90 calories.

A 15-year-old girl became the world’s youngest rock climbing champion when she was not only the fastest climber, she was the only one to reach the

top in the time allowed for the competition.

The fastest bicycle ride around the world took 195 days. It covered almost 30,000 kilometres,

and raised thousands of dollars for charities.

The farthest that a person has thrown anything was over 400 metres (1,333 feet, or just

over 1/4 mile) – a California man threw an Frisbee-like ring 406 metres in 2003.

2-5

Observations: When I compare my physical activities with the recommendations in Canada’s physical activity guide, I see that:

To have fun doing physical activities, I could:

Here’s what Canada’s physical activity guide recommends for young people:

• Increase your physical activity to at least 90 minutes a day. (This includes time you spend doing things like playing active games or walking to school.)

– Stay active for at least 10 minutes at a time.

– Include both moderate and vigorous activity.

• Reduce your non-active time (time you spend doing inactive things like watching TV or playing video games).

• Do the three types of physical activity each week (The best activities combine all three.):

– Strength activities, like lifting and pushing, to build your muscles and bones

– Endurance activities, like running and jumping rope, to keep your heart and lungs strong and healthy

– Flexibility activities, like stretches and twists, to keep your joints moving.

What’s moderate? What’s vigorous?

• Moderate activities are things like walking briskly, bike riding, skating, swimming and playing outdoors.

• Vigorous activities are things like running, soccer, jumping rope and basketball. They make you feel warmer and breathe faster, and make your heart beat faster.

Handout 2.2. Canada’s Active Living RecommendationsCanada’s Physical Activity Guide for Youth describes the kinds of physical activities that young people need for good health. You can see the complete guide at Health Canada’s physical activity website. (Go to www.paguide.com.)

Activity 3 – Smoke-Free Living

OVERVIEWstudents review facts about smoking and use them in a cartoon dialogue to respond to smoking situations they could encounter.

for more background, see the resources and links to other programs on Health Canada’s smoke-free living website (infotobacco.com).


–Handout3.1:Tobacco:JusttheFacts

–Handout3.2:Smoke-freeScenesorHandout3.3:Smoke-freeScenes



MaIn stEps1) GivestudentsacopyofHandout3.1,Tobacco:JusttheFacts,andhavethem

review the information on the handout. discuss what the class thinks about the information.Ifnecessary,promptdiscussionwithquestionssuchasthefollowing:

•Doyouthinkthefactsonthefactsheetareaccurate?Howdoyouknow?

– the facts are from government health sources, and the web addresses are given on the factsheet.

•Whichfactsonthehandoutarethemostsurprising?

•Dosmokersknowthefactsonthehandout?

– the facts are the same as, or similar to, those printed on cigarette pack ages and ads.

•Whichfactsdoyouthinkwouldhavethemostinfluenceonasmoker?

•Whatstrategiescouldyouuseifyouareintheroomwithasmoker?

– respectfully ask the smoker to stop, to smoke outside or in another room; open windows or move away from the smoker; leave the room.


3-1

•Whatstrategiesdoyouthinkwouldinfluencepeopletolivesmoke-free?

– the best strategy is not to start. But smokers can quit with the help of their friends, especially if they join a stop-smoking program.

2) Give students a copy of Handout 3.2. smoke-free scenes. if developing a dialogue in six panels is too challenging, use the four-panel format in Handout 3.3.

a) describe the scenes below to the class, and have students choose a scene to illustrate in a cartoon strip dialogue that they think would be respectful and realistic.

•Youhavechosentoavoidtobaccosmoke,butyourolder brother or sister offers you a cigarette.

•Youhavechosentoavoidtobaccosmoke,butafriend suggests that you try chewing tobacco because it’s not as bad as smoking.

•Youareathomeandsmokingisnotallowed,butavisiting relative starts to smoke in the home.

•Youaredrivingwithafriend’sparentandtheparentlights a cigarette in the car.

b) explain that this activity is about using dialogue in smoking situations, not about drawing skills. students can use simple figures in the panels to focus time on the dialogue.

c) explain that each dialogue should follow a story sequence similar to the follow-ing:

•Panel1:Showtheopeningsituation.

•Panel2:Introducetheproblem.

•Panels3,4and5:Showadialoguebetweenyourcharacterandthe smoker in which they respectfully discuss a choice to avoid tobacco and/or smoke.

•Panel6:Showtheresolution.

3) Have some students describe their cartoon dialogues to the class. review the responses the students described and discuss with the class which ones students could actually use in their real life. if necessary, prompt discussion with questions suchasthefollows:

•Dothedialoguesuserespectfulformsofcommunication?

•Whichdialogueisthemostrealistic?

3-2

TIP: Point out students can use the facts from Handout 3.1 in their dialogues, and that humour can help deal with a sensitive situation, but an aggressive response is seldom helpful. Explain that while smoking is an unhealthy choice, people who smoke are not bad people.

•Whichdialoguemakesthebestuseofhumour?

•Whichdialoguemakesthebestuseoffacts?

•Whichdialoguesoundslikesomethingyoucouldactuallysay?

4) OPTION:Havestudentsinsmallgroupsusetheresponsestorole-playoneofthe scenarios. Have them expand the dialogue, but keep it respectful, realistic and in character. discuss with the class what students can learn from the charac-ters in the scenarios.

Home connections/Extension activities• Discusswiththeclassifanystudentswouldliketotakehometheirhandoutsand

cartoon dialogues and discuss them with their family. invite students to discuss, if appropriate, whether there are any steps the family can take to reduce tobacco smoke in the home or car.

• Discusswiththeclasswhetheranyoftheirsiblingsorfriendssmokeandwhetherstudents feel pressure or desire to smoke. discuss how students can make a choice to avoid tobacco smoke and stick to their decision.

• HavestudentsdownloadthecigarettepackagewarningsfromtheHealth Canada website (infotobacco.com) and use them as models to create their own package warning.

3-3

3-4

Handout 3.1. Tobacco: Just the Facts

Cigarettes cost between about $7.50 and $9.30 a pack in Canada in 2008. If you smoke a pack a

week, that’s over $400 a year – about the price of 400 music downloads or a movie with popcorn

every two weeks.

Tobacco smoke contains over 4,000 chemicals, such as tar, ammonia, carbon monoxide, oxides of nitrogen and benzopyrene. At least 50 of these

can cause or promote cancer.

Smoking causes many kinds of cancer, as well as heart and lung diseases. In fact, every year tobacco kills over 37,000 people in Canada – that’s

the number of people in a small city!

Smokers share their smoke with family and friends – and every year, more than 1,000 non-smokers die

because of someone else’s tobacco.

The number of teens who smoke is dropping fast. In 2006, only 15% of teens smoked. That’s

down from 28% in 1999! And many of those teens are trying to quit.

Where do young people get the pro-smoking message? One study found that half of young people who started smoking were influenced

by smoking in movies.

Smokeless tobacco (products like chewing tobacco and snuff) is a danger to your health – and your

looks. It can cause dental problems such as cavities, tooth loss and gum disease, as well as cancer of the

mouth, lip, tongue, gums and throat.

SOURCES: Health Canada (infotobacco.com); Ontario Ministry of Health Promotion (stupid.ca); B.C. Ministry of Health (www.tobaccofacts.org).

3-5

Handout 3.2. Smoke-free Scenes

3-6

Handout 3.3. Smoke-free Scenes

4-1

Activity 4 – Taking Action

OVERVIEWstudents create a plan for a healthy class party or similar event and discuss how to incorporate heart-healthy behaviours into their lives.


–Handout4.1:HeartSmart™ planning Guide



MaIn stEps1) Have students review the handouts they completed in activities 1, 2 and 3.

a) point out that students have learned a lot about healthy eating, active living and smoke-free living.

b) Lead a class discussion on how students can use what they have learned to make an event such as a class party or family picnic more healthy. if necessary, promptdiscussionwithquestionssuchasthefollowing:

•Howcouldtheeventsupporthealthyeating?

– e.g.: Have a variety of food choices from all the food groups.

•Howcouldtheeventsupportactiveliving?

– e.g.: Plan a variety of active games.

•Howcouldtheeventsupportsmoke-freeliving?

– e.g.: Make it a smoke-free event.

2) distribute copies of Handout 4.1, Heart smart™ planning Guide. using the guide, lead the class through an example of planning for a healthy class party that meets the recommendations from Health Canada.

3) Have students form small groups and use the planning guide to create a plan for a healthy event that meets the health recommendations from Health Canada.


4-2

a) Have each group choose an event they want to plan for, such as a class party, a surprise party for a friend, a family vacation, a festival or fun day.

b) Have the groups follow the steps in the guide to write a plan describing how they would organize the event.

4) Reviewsomeofthegroups’planswiththeclass.Discusswiththeclass:

•Whatwerethemostcreativehealthyfoodchoices?

•Whatactivegameswouldbethemostfun?

•Whatproblem-solvingstrategiesmadethebestuseofeachgroup’sstrengths?

•Whichplannedeventwouldbethemostfun?

•Howcouldyouusetheplanningideasfromtheeventplansinyourownlife?

5) review and summarize the three themes for healthy living.

a)Asktheclasstoidentifythethreethemesforactiveliving,i.e.:

•Chooseabalancedvarietyoffoodsfromthefourfoodgroups, as recommended in Canada’s food Guide.

•Increaseactivetimeanddecreasenon-activetimedaily,including moderate and vigorous activities for strength, endurance and flexibility.

•Livesmoke-free.

b) ask students how they can make the three themes a regular part of their life.

Home connections/Extension activities• Havestudentsdiscusswiththeirfamilysomehealthychoicestheycouldmakefor

their next family party or vacation.

• Havestudentscarryouttheirplannedevent,monitortheirprogress,modifytheirplan where needed and assess the outcomes. Have them report back to the class on what worked well and what they would do differently.

• Havestudentscreatetheirowneventplanningguide,basedonwhattheylearned from carrying out their event.

4-3

Handout 4.1. Heart Smart Planning Guide

1. Think things out in advance.a. What’s the focus of the event? What do you

want to do at the event?b. Leave enough time to plan and organize

the event.c. What permission do you need?

2. Plan for healthy snacks.a. What snacks will you have? Remember to

balance the food groups.b. What healthy drinks are good at a party? (Tip: Try soda water with fruit juice.)

3. Plan for active healthy games.a. Do you need a variety of games to keep

everyone involved?b. Did you include strength, endurance and flexibility activities?c. What equipment and supplies do you need?

4. Write down everything that someone has to do, from set-up to clean-up.

a. Make a list of supplies you’ll need and where to get them.

b. When does each step have to be done? Put each step in order from first to last.

c. Assign each task to one person (with helpers if needed).

d. Check often that the person assigned can do the task by the time assigned and doesn’t need any more help.

e. Do as many tasks as possible before the event. Then you’ll have time to enjoy the event.

5. Prepare for the unexpected.a. What could go wrong?b. What can you do to prevent

unexpected problems?c. What strengths does your group have

to deal with problems?

Have fun!

Remember plates, cups, napkins and serving bowls

Of course, it’s a smoke-free event. Make up some comical smoke-free signs.

Remember to plan for clean-up when it’s all over.

a teacher’s curriculum-based resource for healthy living ... · pdf filea...

Documents