Session 10_Wholey Moley it's Whole Grains Lesson PlanWeigh-in Families
Write the following information into the family binder or print the family page from the data portal.
Each family members’ body weight Weekly weight loss or gain and total weight loss or gain
Collect BHF Habit Books and distribute new ones
Schedule
6:00-6:15 Weigh-in and Welcome 6:15-6:35 Nutrition Activities #1,2,3: Whole wheat bread vs. White bread and whole grain labels 6:35 Kids will go to activity: Guard the Pin & Rock, Paper, Scissors, HOP! 6:35-6:50 PowerPoint discussion on Whole Grains 6:50-7:20 Talk to the parents on identifying non-food rewards, reinforcements, community resources for rewards 7:20 Parents join kids at activity: Bean Bag Relay 7:50 Questions and wrap-up
Materials for Program Coordinator
BHF Habit Book- 1 per person PowerPoint handout for family (Whole Grains and Motivation) - 1 per family Download PowerPoint to use for education delivery Recipe of the Week- 1 per family Kitchen Makeover Handout (Send home for families to complete for next session) - 1 per family Fidelity Checklist
There is a list of materials for the Nutrition Coordi- nator that needs to be purchased ahead of time.
Suggested incentive for families to use in education and take home.
Microwave popcorn 100 calorie bags- 1 box/family
Materials for Physical Activity Coordinator
Hula Hoop- 36 Pin- 1 Foam ball- 2 to 3 Bean bag- 1 per family
Materials for Lifestyle Modification Coordinator
Continued PowerPoint on Motivation Guidelines
Be sure to 3-hole punch materials for the BHF Family Binder
Materials for Nutrition Coordinator
Whole Grain Fact Sheet - 1 per family Download PowerPoint to use for education delivery Multiple whole grain labeled foods Products with the first ingredient is whole grain - 4 Products with the first ingredient NOT whole grain - 3 Pieces of white bread - 1 Piece of whole wheat bread - 1 Shallow bowls for water and bread - 2 Water for bread demo Fruit Loops - 1 box Whole grain Cheerios - 1 box Small plastic ramekins - 1 per person
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in the body and demonstrate how the nutrition facts panel can help to determine if a product is whole grain. The parents will view a PowerPoint and have a detailed discussion around whole grains. Be sure to prepare in advance so you have the equipment needed for a slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which of these grains are whole grains? Be sure to define whole grain to the group (learning objective 3, 4). Circle the grains listed that are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains. Place one slice of whole wheat bread in bowl with water and place one piece of white bread in a second bowl with water. Ask kids to talk about what they see happening to the slices of bread. You will quickly see that the white bread falls apart and the whole wheat bread sticks together. This is a great depiction of what happens when you digest the grain products. The whole wheat products ‘stays’ with you long and white or enriched grains don’t help you feel as full. Next, give each family a ramekin of sugar sweetened non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole grain cereal (i.e. Cheerios). Have the participants put the non-whole grain cereal on their tongue and close their mouth. Ask them to describe what happens. The piece will quickly dissolve and become mushy. Next have them put a piece of whole grain cereal on their tongue. This piece will stay intact longer than the non-whole grain. Again, this will explain how whole grains help you feel fuller longer because it has more fiber. (Learning Objective 2)
Activity 3: Teach the families to distinguish whole grain and non-whole grain
This last step, builds on previous sessions using a nutrition facts label. Pass out a grain food label to the kids. Some should be whole grains as the first ingredient and some should not have whole grain as the first ingredient.
• These products should be purchased ahead of time so you can use the labels. Some examples are as follows: - 100% whole grain old fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards & Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior change and long-term behavior change. 2. To identify and use reinforcers effectively to increase and maintain healthy behaviors.
Materials for Lifestyle Modification Coordinator Continued PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide families with additional information and opportunity to discuss reinforcement and rewards. • Generate discussion about the role of reinforcement in lifestyle change and how this leads to long term changes.
• Point out that most people have concerns about whether or not all of these new healthy behaviors will "stick" once the program ends. Reassure parents that the goal is for lifelong healthy habits and not temporary quick fixes. As people see success, the goal is these successes will reinforce or motivate them to continue to do the things that caused success. For example, families usually really enjoy being active together and continue to do this because it is fun, improves their relationships and burns calories! Win, win, win!
• At times though it may be hard to motivate yourself or your child to get active, or eat more vegetables, etc. And so, you may have wondered about if it is ok to "bribe" your child, for example? First, the most important thing you can do to motivate your child Is to practice what you teach! Be sure you are modeling all of the things you want your child to do.
• Bribing is when you give someone something with the promise that they will do something (e.g., I am going to give you this money and you better clean your room this week). Reinforcers comes after a behavior. For example, clean your room this week, and you will earn allowance. If the child cleans his room, he/she gets the money AFTER the cleaning. Reinforcement is very important and directly related to why we do the things we do.
• It may take some work to find the right reinforcer. You are not likely to keep eating a fruit that makes you gag or play a sport that is too hard/painful. But you may decide to stick with
something if there is a longer-term benefit, like you really love how running makes you feel when it is over but hate how you feel when running. During the program, we explore wide variety of foods and activities so that every person can try to find somethings that work for you and your family.
• People often think that reinforcement is somehow bad, and we should avoid it. But in reality, reinforcement is an essential ingredient for long term changes. Sometimes, we may want to use rewards to get someone more motivated. Other times, we may want to use rewards to keep a good thing going!
Here are some guidelines for using reinforcers or rewards:
• Avoid using food reinforcers. People often use junk food, red foods, etc. to encourage behavior since many of these are very enjoyable and liked by children. But it's counterproductive and sending a mixed message to use junk food to get motivate a child to eat healthier or be active.
• Ask children what they want to "work" for. These will probably the most motivating to your child. Of course, you can veto unrealistic ideas.
• Observe and listen to your child to identify reinforcers. How does your child spend his/her free time? What would he/she do all day on a weekend? What does your child ask you for or ask to go to? These things are usually good ideas for incentives.
• Consider individual rewards and family rewards. These may be related to meeting short term goals and/or long-term goals. Families often will identify something special they are going to do when they meet a family goal, such as going to a water park when they have all met their weight loss goal.
• Individual rewards should be small enough to get the job done. What that means is that you want to avoid using a very large reward to motivate someone when something smaller would have worked. This is KEY to self-motivation or intrinsic motivation. If you give very large rewards when a smaller one would work, people start to expect the reward and will only do the behavior when rewarded.
Allow time for discussion, and questions if there are any. Be sure to check in with people to be sure with other questions/concerns about Habit Books, Goals, etc.
At 7:20 parents will join kids at Physical Activity for the last 30 minutes. Remember we are at 2 red foods per day! Remind families to complete the healthy kitchen assessment for next week!
Nutrition Lesson Plan Whole Grains
Key Concepts
• When breads, cereals, rice, pastas, etc. contain all three parts of the grain called endosperm, germ and bran, a product is considered whole grain. • The only way to know if a product is really a “whole grain” is to look at the list of ingredients on the back of the package under the nutrition facts label and note whether the word “whole” is used before the name of the grain: ground whole wheat…or whole oat flour…whole wheat…etc. • Whole grains have fiber which helps to increase a feeling of fullness, has cholesterol lowering benefits, increases digestive health (like a “scrub brush” for your digestive tract), aids in managing blood sugar levels and keeps you more regular. • Adults should eat approximately 20-25 grams/day of fiber and men should get approximately 30-35 grams per day. A good rule of thumb is to have 14 grams of fiber per 1000 calories consumed. • A serving size of a grain product is 1-1 oz. slice of bread, 1 cup ready to eat cereal, ½ cup cooked pasta. • Try and make at least half the grain products you eat each day whole grain.
Learning Objectives
1. Participants will be able to identify if a product is truly whole grain using the nutrition facts label. 2. Participants will understand the nutrition benefits from eating whole grain foods 3. Participants will learn how to include more whole grains in their diet and to eat at least 3 whole grain servings daily. 4. Participants will be able to identify five grain foods they eat throughout the day.
Materials for Nutrition Coordinator
Whole Grain Fact Sheet- 1 per family Download PowerPoint to use for education delivery Multiple whole grain labeled foods Products with the first ingredient is whole grain- 4 Products with the first ingredient NOT whole grain- 3 Pieces of white bread- 1 Piece of whole wheat bread- 1 Shallow bowls for water and bread- 2 Water for bread demo Fruit Loops- 1 box Whole grain Cheerios- 1 box Small plastic ramekins- 1 per person
• Ask kids (parents support if needed) to read the ingredient list. Ask them to describe how they know from this label who a grain is whole grain? - Reading the Nutrition facts panel, whole grains are determined by looking at the fiber value. Be sure everyone can find the fiber value. Products with at least 3 grams of fiber per serving, or >10% DV are ‘whole grain’ foods (Learning Objective #1) - Another way to check is by reading the ingredients listed. Point them to the ingredient list. Whole grain foods will have ‘whole’ listed first.
At 6:35 Kids will go to activity and the next 25 minutes will be spent with parents talking about whole grains.
Activity 4: PowerPoint for the parents on grains.
• Present the ‘Meet the Grains Group’ PowerPoint to the adults for further in-depth conversation and education about whole grains. (Learning Objective 1,2,3,4,)
Don’t forget to handout the Kitchen Makeover Handout homework for next week. Families will need to complete at home and bring back with their family binder at the next session. Remind them to log their red foods in the BHF Habit Book!
Physical Activity Lesson Plan Children: Guard the Pin & Rock, Paper, Scissors, HOP! Family: Bean Bag Relay
Key Concepts
• Activities should focus on motor skills, not sports or exercise skills. • Activities should be modifiable for ability levels. • Activities should be transferable to the home environment.
Learning Objectives
1. Individuals/families should be continually active during the physical activity time. 2. Individuals should enjoy being active independently and as a family.
Materials for Physical Activity Coordinator
Hula Hoop - 36 Pin - 1 Foam balls - 2 to 3 Bean Bag - 1 bag per family
Activities and Discussion Points
Guard the Pin (10 minutes):
Goal or Purpose: To defend or knock down the bowling pin in the center.
Equipment (Quantity): Hula Hoop (1), Pin (1), Ball (2-3)
Game Set-Up: Players stand in a circle formation, ideally a circle with the same diameter as the center circle on a basketball court (12 feet). A pin is placed in the middle of the circle and one player is selected to guard the pin. Give a foam ball to the players in the circle.
Rules: Players may pass the ball to each other until they have an open shot to knock the pin down. Once
the pin is knocked down, the guard may return to the circle and a new guard is selected. Keep in mind all throws or kicks should be downwards and not toward the face. As the game progresses, or if the players attempting to knock over the pin are having a difficult time, the facilitator can add one or two more foam balls to the game.
Rock, Paper, Scissors, HOP! (20 minutes):
Goal or Purpose: To get your team successfully all the way through the hula hoop course on the other side of the gym.
Equipment (Quantity): Hula Hoops (24)
Game Set-Up: Divide into two teams. Have each team move to the opposite sides of the gym. Place hula hoops on the floor, creating a path for kids to hop in.
Rules: One player from each team has to hop with two feet in each Hula Hoop until they come face to face. Once they do, they play only one round of rock, paper, scissors. Whoever loses then moves out of the way for the winning team to continue hopping toward the other players. The losing team then sends another player to hop toward the winner and play rock, paper, scissors again. Play this until one team makes it all the way over to the opposing team.
*From the diagram, circles indicate Hula Hoops
Family Activity
Bean Bag Relay (30 minutes):
Goal or Purpose: To have all of your team members complete the relay before the opposing team.
Equipment (Quantity): Hula Hoops (6/team), Bean bags (1/family)
Game Set-Up: Place six hula hoops in a single file line in front of each team and make sure they are equal distance for all teams. Designate a starting line as 3 feet behind the first hula hoop.
Rules: Each team has 6 Hula Hoops in front of them. One member places the bean bag in a hoop the next member takes the bean bag and places it in the next hoop in front of the other. Continue this process until the bean bag gets all the way to the end of the gym and then back to the family. Once the team has completed the relay then they all must raise both arms to the sky. Play as many times as time will allow for.
See video and diagram for further demonstration.
*From the diagram, circles indicate Hula Hoops. Rounded rectangles indicate bean bags. The arrows indicate the path of the relay.
Remind families to complete their healthy kitchen assessment and to keep logging steps. Ask families if they have tried any new activities!
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in the body and demonstrate how the nutrition facts panel can help to determine if a product is whole grain. The parents will view a PowerPoint and have a detailed discussion around whole grains. Be sure to prepare in advance so you have the equipment needed for a slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which of these grains are whole grains? Be sure to define whole grain to the group (learning objective 3, 4). Circle the grains listed that are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains. Place one slice of whole wheat bread in bowl with water and place one piece of white bread in a second bowl with water. Ask kids to talk about what they see happening to the slices of bread. You will quickly see that the white bread falls apart and the whole wheat bread sticks together. This is a great depiction of what happens when you digest the grain products. The whole wheat products ‘stays’ with you long and white or enriched grains don’t help you feel as full. Next, give each family a ramekin of sugar sweetened non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole grain cereal (i.e. Cheerios). Have the participants put the non-whole grain cereal on their tongue and close their mouth. Ask them to describe what happens. The piece will quickly dissolve and become mushy. Next have them put a piece of whole grain cereal on their tongue. This piece will stay intact longer than the non-whole grain. Again, this will explain how whole grains help you feel fuller longer because it has more fiber. (Learning Objective 2)
Activity 3: Teach the families to distinguish whole grain and non-whole grain
This last step, builds on previous sessions using a nutrition facts label. Pass out a grain food label to the kids. Some should be whole grains as the first ingredient and some should not have whole grain as the first ingredient.
• These products should be purchased ahead of time so you can use the labels. Some examples are as follows: - 100% whole grain old fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards & Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior change and long-term behavior change. 2. To identify and use reinforcers effectively to increase and maintain healthy behaviors.
Materials for Lifestyle Modification Coordinator Continued PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide families with additional information and opportunity to discuss reinforcement and rewards. • Generate discussion about the role of reinforcement in lifestyle change and how this leads to long term changes.
• Point out that most people have concerns about whether or not all of these new healthy behaviors will "stick" once the program ends. Reassure parents that the goal is for lifelong healthy habits and not temporary quick fixes. As people see success, the goal is these successes will reinforce or motivate them to continue to do the things that caused success. For example, families usually really enjoy being active together and continue to do this because it is fun, improves their relationships and burns calories! Win, win, win!
• At times though it may be hard to motivate yourself or your child to get active, or eat more vegetables, etc. And so, you may have wondered about if it is ok to "bribe" your child, for example? First, the most important thing you can do to motivate your child Is to practice what you teach! Be sure you are modeling all of the things you want your child to do.
• Bribing is when you give someone something with the promise that they will do something (e.g., I am going to give you this money and you better clean your room this week). Reinforcers comes after a behavior. For example, clean your room this week, and you will earn allowance. If the child cleans his room, he/she gets the money AFTER the cleaning. Reinforcement is very important and directly related to why we do the things we do.
• It may take some work to find the right reinforcer. You are not likely to keep eating a fruit that makes you gag or play a sport that is too hard/painful. But you may decide to stick with
something if there is a longer-term benefit, like you really love how running makes you feel when it is over but hate how you feel when running. During the program, we explore wide variety of foods and activities so that every person can try to find somethings that work for you and your family.
• People often think that reinforcement is somehow bad, and we should avoid it. But in reality, reinforcement is an essential ingredient for long term changes. Sometimes, we may want to use rewards to get someone more motivated. Other times, we may want to use rewards to keep a good thing going!
Here are some guidelines for using reinforcers or rewards:
• Avoid using food reinforcers. People often use junk food, red foods, etc. to encourage behavior since many of these are very enjoyable and liked by children. But it's counterproductive and sending a mixed message to use junk food to get motivate a child to eat healthier or be active.
• Ask children what they want to "work" for. These will probably the most motivating to your child. Of course, you can veto unrealistic ideas.
• Observe and listen to your child to identify reinforcers. How does your child spend his/her free time? What would he/she do all day on a weekend? What does your child ask you for or ask to go to? These things are usually good ideas for incentives.
• Consider individual rewards and family rewards. These may be related to meeting short term goals and/or long-term goals. Families often will identify something special they are going to do when they meet a family goal, such as going to a water park when they have all met their weight loss goal.
• Individual rewards should be small enough to get the job done. What that means is that you want to avoid using a very large reward to motivate someone when something smaller would have worked. This is KEY to self-motivation or intrinsic motivation. If you give very large rewards when a smaller one would work, people start to expect the reward and will only do the behavior when rewarded.
Allow time for discussion, and questions if there are any. Be sure to check in with people to be sure with other questions/concerns about Habit Books, Goals, etc.
At 7:20 parents will join kids at Physical Activity for the last 30 minutes. Remember we are at 2 red foods per day! Remind families to complete the healthy kitchen assessment for next week!
Nutrition Lesson Plan Whole Grains
Key Concepts
• When breads, cereals, rice, pastas, etc. contain all three parts of the grain called endosperm, germ and bran, a product is considered whole grain. • The only way to know if a product is really a “whole grain” is to look at the list of ingredients on the back of the package under the nutrition facts label and note whether the word “whole” is used before the name of the grain: ground whole wheat…or whole oat flour…whole wheat…etc. • Whole grains have fiber which helps to increase a feeling of fullness, has cholesterol lowering benefits, increases digestive health (like a “scrub brush” for your digestive tract), aids in managing blood sugar levels and keeps you more regular. • Adults should eat approximately 20-25 grams/day of fiber and men should get approximately 30-35 grams per day. A good rule of thumb is to have 14 grams of fiber per 1000 calories consumed. • A serving size of a grain product is 1-1 oz. slice of bread, 1 cup ready to eat cereal, ½ cup cooked pasta. • Try and make at least half the grain products you eat each day whole grain.
Learning Objectives
1. Participants will be able to identify if a product is truly whole grain using the nutrition facts label. 2. Participants will understand the nutrition benefits from eating whole grain foods 3. Participants will learn how to include more whole grains in their diet and to eat at least 3 whole grain servings daily. 4. Participants will be able to identify five grain foods they eat throughout the day.
Materials for Nutrition Coordinator
Whole Grain Fact Sheet- 1 per family Download PowerPoint to use for education delivery Multiple whole grain labeled foods Products with the first ingredient is whole grain- 4 Products with the first ingredient NOT whole grain- 3 Pieces of white bread- 1 Piece of whole wheat bread- 1 Shallow bowls for water and bread- 2 Water for bread demo Fruit Loops- 1 box Whole grain Cheerios- 1 box Small plastic ramekins- 1 per person
• Ask kids (parents support if needed) to read the ingredient list. Ask them to describe how they know from this label who a grain is whole grain? - Reading the Nutrition facts panel, whole grains are determined by looking at the fiber value. Be sure everyone can find the fiber value. Products with at least 3 grams of fiber per serving, or >10% DV are ‘whole grain’ foods (Learning Objective #1) - Another way to check is by reading the ingredients listed. Point them to the ingredient list. Whole grain foods will have ‘whole’ listed first.
At 6:35 Kids will go to activity and the next 25 minutes will be spent with parents talking about whole grains.
Activity 4: PowerPoint for the parents on grains.
• Present the ‘Meet the Grains Group’ PowerPoint to the adults for further in-depth conversation and education about whole grains. (Learning Objective 1,2,3,4,)
Don’t forget to handout the Kitchen Makeover Handout homework for next week. Families will need to complete at home and bring back with their family binder at the next session. Remind them to log their red foods in the BHF Habit Book!
Physical Activity Lesson Plan Children: Guard the Pin & Rock, Paper, Scissors, HOP! Family: Bean Bag Relay
Key Concepts
• Activities should focus on motor skills, not sports or exercise skills. • Activities should be modifiable for ability levels. • Activities should be transferable to the home environment.
Learning Objectives
1. Individuals/families should be continually active during the physical activity time. 2. Individuals should enjoy being active independently and as a family.
Materials for Physical Activity Coordinator
Hula Hoop - 36 Pin - 1 Foam balls - 2 to 3 Bean Bag - 1 bag per family
Activities and Discussion Points
Guard the Pin (10 minutes):
Goal or Purpose: To defend or knock down the bowling pin in the center.
Equipment (Quantity): Hula Hoop (1), Pin (1), Ball (2-3)
Game Set-Up: Players stand in a circle formation, ideally a circle with the same diameter as the center circle on a basketball court (12 feet). A pin is placed in the middle of the circle and one player is selected to guard the pin. Give a foam ball to the players in the circle.
Rules: Players may pass the ball to each other until they have an open shot to knock the pin down. Once
the pin is knocked down, the guard may return to the circle and a new guard is selected. Keep in mind all throws or kicks should be downwards and not toward the face. As the game progresses, or if the players attempting to knock over the pin are having a difficult time, the facilitator can add one or two more foam balls to the game.
Rock, Paper, Scissors, HOP! (20 minutes):
Goal or Purpose: To get your team successfully all the way through the hula hoop course on the other side of the gym.
Equipment (Quantity): Hula Hoops (24)
Game Set-Up: Divide into two teams. Have each team move to the opposite sides of the gym. Place hula hoops on the floor, creating a path for kids to hop in.
Rules: One player from each team has to hop with two feet in each Hula Hoop until they come face to face. Once they do, they play only one round of rock, paper, scissors. Whoever loses then moves out of the way for the winning team to continue hopping toward the other players. The losing team then sends another player to hop toward the winner and play rock, paper, scissors again. Play this until one team makes it all the way over to the opposing team.
*From the diagram, circles indicate Hula Hoops
Family Activity
Bean Bag Relay (30 minutes):
Goal or Purpose: To have all of your team members complete the relay before the opposing team.
Equipment (Quantity): Hula Hoops (6/team), Bean bags (1/family)
Game Set-Up: Place six hula hoops in a single file line in front of each team and make sure they are equal distance for all teams. Designate a starting line as 3 feet behind the first hula hoop.
Rules: Each team has 6 Hula Hoops in front of them. One member places the bean bag in a hoop the next member takes the bean bag and places it in the next hoop in front of the other. Continue this process until the bean bag gets all the way to the end of the gym and then back to the family. Once the team has completed the relay then they all must raise both arms to the sky. Play as many times as time will allow for.
See video and diagram for further demonstration.
*From the diagram, circles indicate Hula Hoops. Rounded rectangles indicate bean bags. The arrows indicate the path of the relay.
Remind families to complete their healthy kitchen assessment and to keep logging steps. Ask families if they have tried any new activities!
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in the body and demonstrate how the nutrition facts panel can help to determine if a product is whole grain. The parents will view a PowerPoint and have a detailed discussion around whole grains. Be sure to prepare in advance so you have the equipment needed for a slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which of these grains are whole grains? Be sure to define whole grain to the group (learning objective 3, 4). Circle the grains listed that are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains. Place one slice of whole wheat bread in bowl with water and place one piece of white bread in a second bowl with water. Ask kids to talk about what they see happening to the slices of bread. You will quickly see that the white bread falls apart and the whole wheat bread sticks together. This is a great depiction of what happens when you digest the grain products. The whole wheat products ‘stays’ with you long and white or enriched grains don’t help you feel as full. Next, give each family a ramekin of sugar sweetened non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole grain cereal (i.e. Cheerios). Have the participants put the non-whole grain cereal on their tongue and close their mouth. Ask them to describe what happens. The piece will quickly dissolve and become mushy. Next have them put a piece of whole grain cereal on their tongue. This piece will stay intact longer than the non-whole grain. Again, this will explain how whole grains help you feel fuller longer because it has more fiber. (Learning Objective 2)
Activity 3: Teach the families to distinguish whole grain and non-whole grain
This last step, builds on previous sessions using a nutrition facts label. Pass out a grain food label to the kids. Some should be whole grains as the first ingredient and some should not have whole grain as the first ingredient.
• These products should be purchased ahead of time so you can use the labels. Some examples are as follows: - 100% whole grain old fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards & Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior change and long-term behavior change. 2. To identify and use reinforcers effectively to increase and maintain healthy behaviors.
Materials for Lifestyle Modification Coordinator Continued PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide families with additional information and opportunity to discuss reinforcement and rewards. • Generate discussion about the role of reinforcement in lifestyle change and how this leads to long term changes.
• Point out that most people have concerns about whether or not all of these new healthy behaviors will "stick" once the program ends. Reassure parents that the goal is for lifelong healthy habits and not temporary quick fixes. As people see success, the goal is these successes will reinforce or motivate them to continue to do the things that caused success. For example, families usually really enjoy being active together and continue to do this because it is fun, improves their relationships and burns calories! Win, win, win!
• At times though it may be hard to motivate yourself or your child to get active, or eat more vegetables, etc. And so, you may have wondered about if it is ok to "bribe" your child, for example? First, the most important thing you can do to motivate your child Is to practice what you teach! Be sure you are modeling all of the things you want your child to do.
• Bribing is when you give someone something with the promise that they will do something (e.g., I am going to give you this money and you better clean your room this week). Reinforcers comes after a behavior. For example, clean your room this week, and you will earn allowance. If the child cleans his room, he/she gets the money AFTER the cleaning. Reinforcement is very important and directly related to why we do the things we do.
• It may take some work to find the right reinforcer. You are not likely to keep eating a fruit that makes you gag or play a sport that is too hard/painful. But you may decide to stick with
something if there is a longer-term benefit, like you really love how running makes you feel when it is over but hate how you feel when running. During the program, we explore wide variety of foods and activities so that every person can try to find somethings that work for you and your family.
• People often think that reinforcement is somehow bad, and we should avoid it. But in reality, reinforcement is an essential ingredient for long term changes. Sometimes, we may want to use rewards to get someone more motivated. Other times, we may want to use rewards to keep a good thing going!
Here are some guidelines for using reinforcers or rewards:
• Avoid using food reinforcers. People often use junk food, red foods, etc. to encourage behavior since many of these are very enjoyable and liked by children. But it's counterproductive and sending a mixed message to use junk food to get motivate a child to eat healthier or be active.
• Ask children what they want to "work" for. These will probably the most motivating to your child. Of course, you can veto unrealistic ideas.
• Observe and listen to your child to identify reinforcers. How does your child spend his/her free time? What would he/she do all day on a weekend? What does your child ask you for or ask to go to? These things are usually good ideas for incentives.
• Consider individual rewards and family rewards. These may be related to meeting short term goals and/or long-term goals. Families often will identify something special they are going to do when they meet a family goal, such as going to a water park when they have all met their weight loss goal.
• Individual rewards should be small enough to get the job done. What that means is that you want to avoid using a very large reward to motivate someone when something smaller would have worked. This is KEY to self-motivation or intrinsic motivation. If you give very large rewards when a smaller one would work, people start to expect the reward and will only do the behavior when rewarded.
Allow time for discussion, and questions if there are any. Be sure to check in with people to be sure with other questions/concerns about Habit Books, Goals, etc.
At 7:20 parents will join kids at Physical Activity for the last 30 minutes. Remember we are at 2 red foods per day! Remind families to complete the healthy kitchen assessment for next week!
Nutrition Lesson Plan Whole Grains
Key Concepts
• When breads, cereals, rice, pastas, etc. contain all three parts of the grain called endosperm, germ and bran, a product is considered whole grain. • The only way to know if a product is really a “whole grain” is to look at the list of ingredients on the back of the package under the nutrition facts label and note whether the word “whole” is used before the name of the grain: ground whole wheat…or whole oat flour…whole wheat…etc. • Whole grains have fiber which helps to increase a feeling of fullness, has cholesterol lowering benefits, increases digestive health (like a “scrub brush” for your digestive tract), aids in managing blood sugar levels and keeps you more regular. • Adults should eat approximately 20-25 grams/day of fiber and men should get approximately 30-35 grams per day. A good rule of thumb is to have 14 grams of fiber per 1000 calories consumed. • A serving size of a grain product is 1-1 oz. slice of bread, 1 cup ready to eat cereal, ½ cup cooked pasta. • Try and make at least half the grain products you eat each day whole grain.
Learning Objectives
1. Participants will be able to identify if a product is truly whole grain using the nutrition facts label. 2. Participants will understand the nutrition benefits from eating whole grain foods 3. Participants will learn how to include more whole grains in their diet and to eat at least 3 whole grain servings daily. 4. Participants will be able to identify five grain foods they eat throughout the day.
Materials for Nutrition Coordinator
Whole Grain Fact Sheet- 1 per family Download PowerPoint to use for education delivery Multiple whole grain labeled foods Products with the first ingredient is whole grain- 4 Products with the first ingredient NOT whole grain- 3 Pieces of white bread- 1 Piece of whole wheat bread- 1 Shallow bowls for water and bread- 2 Water for bread demo Fruit Loops- 1 box Whole grain Cheerios- 1 box Small plastic ramekins- 1 per person
• Ask kids (parents support if needed) to read the ingredient list. Ask them to describe how they know from this label who a grain is whole grain? - Reading the Nutrition facts panel, whole grains are determined by looking at the fiber value. Be sure everyone can find the fiber value. Products with at least 3 grams of fiber per serving, or >10% DV are ‘whole grain’ foods (Learning Objective #1) - Another way to check is by reading the ingredients listed. Point them to the ingredient list. Whole grain foods will have ‘whole’ listed first.
At 6:35 Kids will go to activity and the next 25 minutes will be spent with parents talking about whole grains.
Activity 4: PowerPoint for the parents on grains.
• Present the ‘Meet the Grains Group’ PowerPoint to the adults for further in-depth conversation and education about whole grains. (Learning Objective 1,2,3,4,)
Don’t forget to handout the Kitchen Makeover Handout homework for next week. Families will need to complete at home and bring back with their family binder at the next session. Remind them to log their red foods in the BHF Habit Book!
Physical Activity Lesson Plan Children: Guard the Pin & Rock, Paper, Scissors, HOP! Family: Bean Bag Relay
Key Concepts
• Activities should focus on motor skills, not sports or exercise skills. • Activities should be modifiable for ability levels. • Activities should be transferable to the home environment.
Learning Objectives
1. Individuals/families should be continually active during the physical activity time. 2. Individuals should enjoy being active independently and as a family.
Materials for Physical Activity Coordinator
Hula Hoop - 36 Pin - 1 Foam balls - 2 to 3 Bean Bag - 1 bag per family
Activities and Discussion Points
Guard the Pin (10 minutes):
Goal or Purpose: To defend or knock down the bowling pin in the center.
Equipment (Quantity): Hula Hoop (1), Pin (1), Ball (2-3)
Game Set-Up: Players stand in a circle formation, ideally a circle with the same diameter as the center circle on a basketball court (12 feet). A pin is placed in the middle of the circle and one player is selected to guard the pin. Give a foam ball to the players in the circle.
Rules: Players may pass the ball to each other until they have an open shot to knock the pin down. Once
the pin is knocked down, the guard may return to the circle and a new guard is selected. Keep in mind all throws or kicks should be downwards and not toward the face. As the game progresses, or if the players attempting to knock over the pin are having a difficult time, the facilitator can add one or two more foam balls to the game.
Rock, Paper, Scissors, HOP! (20 minutes):
Goal or Purpose: To get your team successfully all the way through the hula hoop course on the other side of the gym.
Equipment (Quantity): Hula Hoops (24)
Game Set-Up: Divide into two teams. Have each team move to the opposite sides of the gym. Place hula hoops on the floor, creating a path for kids to hop in.
Rules: One player from each team has to hop with two feet in each Hula Hoop until they come face to face. Once they do, they play only one round of rock, paper, scissors. Whoever loses then moves out of the way for the winning team to continue hopping toward the other players. The losing team then sends another player to hop toward the winner and play rock, paper, scissors again. Play this until one team makes it all the way over to the opposing team.
*From the diagram, circles indicate Hula Hoops
Family Activity
Bean Bag Relay (30 minutes):
Goal or Purpose: To have all of your team members complete the relay before the opposing team.
Equipment (Quantity): Hula Hoops (6/team), Bean bags (1/family)
Game Set-Up: Place six hula hoops in a single file line in front of each team and make sure they are equal distance for all teams. Designate a starting line as 3 feet behind the first hula hoop.
Rules: Each team has 6 Hula Hoops in front of them. One member places the bean bag in a hoop the next member takes the bean bag and places it in the next hoop in front of the other. Continue this process until the bean bag gets all the way to the end of the gym and then back to the family. Once the team has completed the relay then they all must raise both arms to the sky. Play as many times as time will allow for.
See video and diagram for further demonstration.
*From the diagram, circles indicate Hula Hoops. Rounded rectangles indicate bean bags. The arrows indicate the path of the relay.
Remind families to complete their healthy kitchen assessment and to keep logging steps. Ask families if they have tried any new activities!
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in the body and demonstrate how the nutrition facts panel can help to determine if a product is whole grain. The parents will view a PowerPoint and have a detailed discussion around whole grains. Be sure to prepare in advance so you have the equipment needed for a slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which of these grains are whole grains? Be sure to define whole grain to the group (learning objective 3, 4). Circle the grains listed that are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains. Place one slice of whole wheat bread in bowl with water and place one piece of white bread in a second bowl with water. Ask kids to talk about what they see happening to the slices of bread. You will quickly see that the white bread falls apart and the whole wheat bread sticks together. This is a great depiction of what happens when you digest the grain products. The whole wheat products ‘stays’ with you long and white or enriched grains don’t help you feel as full. Next, give each family a ramekin of sugar sweetened non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole grain cereal (i.e. Cheerios). Have the participants put the non-whole grain cereal on their tongue and close their mouth. Ask them to describe what happens. The piece will quickly dissolve and become mushy. Next have them put a piece of whole grain cereal on their tongue. This piece will stay intact longer than the non-whole grain. Again, this will explain how whole grains help you feel fuller longer because it has more fiber. (Learning Objective 2)
Activity 3: Teach the families to distinguish whole grain and non-whole grain
This last step, builds on previous sessions using a nutrition facts label. Pass out a grain food label to the kids. Some should be whole grains as the first ingredient and some should not have whole grain as the first ingredient.
• These products should be purchased ahead of time so you can use the labels. Some examples are as follows: - 100% whole grain old fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards & Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior change and long-term behavior change. 2. To identify and use reinforcers effectively to increase and maintain healthy behaviors.
Materials for Lifestyle Modification Coordinator Continued PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide families with additional information and opportunity to discuss reinforcement and rewards. • Generate discussion about the role of reinforcement in lifestyle change and how this leads to long term changes.
• Point out that most people have concerns about whether or not all of these new healthy behaviors will "stick" once the program ends. Reassure parents that the goal is for lifelong healthy habits and not temporary quick fixes. As people see success, the goal is these successes will reinforce or motivate them to continue to do the things that caused success. For example, families usually really enjoy being active together and continue to do this because it is fun, improves their relationships and burns calories! Win, win, win!
• At times though it may be hard to motivate yourself or your child to get active, or eat more vegetables, etc. And so, you may have wondered about if it is ok to "bribe" your child, for example? First, the most important thing you can do to motivate your child Is to practice what you teach! Be sure you are modeling all of the things you want your child to do.
• Bribing is when you give someone something with the promise that they will do something (e.g., I am going to give you this money and you better clean your room this week). Reinforcers comes after a behavior. For example, clean your room this week, and you will earn allowance. If the child cleans his room, he/she gets the money AFTER the cleaning. Reinforcement is very important and directly related to why we do the things we do.
• It may take some work to find the right reinforcer. You are not likely to keep eating a fruit that makes you gag or play a sport that is too hard/painful. But you may decide to stick with
something if there is a longer-term benefit, like you really love how running makes you feel when it is over but hate how you feel when running. During the program, we explore wide variety of foods and activities so that every person can try to find somethings that work for you and your family.
• People often think that reinforcement is somehow bad, and we should avoid it. But in reality, reinforcement is an essential ingredient for long term changes. Sometimes, we may want to use rewards to get someone more motivated. Other times, we may want to use rewards to keep a good thing going!
Here are some guidelines for using reinforcers or rewards:
• Avoid using food reinforcers. People often use junk food, red foods, etc. to encourage behavior since many of these are very enjoyable and liked by children. But it's counterproductive and sending a mixed message to use junk food to get motivate a child to eat healthier or be active.
• Ask children what they want to "work" for. These will probably the most motivating to your child. Of course, you can veto unrealistic ideas.
• Observe and listen to your child to identify reinforcers. How does your child spend his/her free time? What would he/she do all day on a weekend? What does your child ask you for or ask to go to? These things are usually good ideas for incentives.
• Consider individual rewards and family rewards. These may be related to meeting short term goals and/or long-term goals. Families often will identify something special they are going to do when they meet a family goal, such as going to a water park when they have all met their weight loss goal.
• Individual rewards should be small enough to get the job done. What that means is that you want to avoid using a very large reward to motivate someone when something smaller would have worked. This is KEY to self-motivation or intrinsic motivation. If you give very large rewards when a smaller one would work, people start to expect the reward and will only do the behavior when rewarded.
Allow time for discussion, and questions if there are any. Be sure to check in with people to be sure with other questions/concerns about Habit Books, Goals, etc.
At 7:20 parents will join kids at Physical Activity for the last 30 minutes. Remember we are at 2 red foods per day! Remind families to complete the healthy kitchen assessment for next week!
Nutrition Lesson Plan Whole Grains
Key Concepts
• When breads, cereals, rice, pastas, etc. contain all three parts of the grain called endosperm, germ and bran, a product is considered whole grain. • The only way to know if a product is really a “whole grain” is to look at the list of ingredients on the back of the package under the nutrition facts label and note whether the word “whole” is used before the name of the grain: ground whole wheat…or whole oat flour…whole wheat…etc. • Whole grains have fiber which helps to increase a feeling of fullness, has cholesterol lowering benefits, increases digestive health (like a “scrub brush” for your digestive tract), aids in managing blood sugar levels and keeps you more regular. • Adults should eat approximately 20-25 grams/day of fiber and men should get approximately 30-35 grams per day. A good rule of thumb is to have 14 grams of fiber per 1000 calories consumed. • A serving size of a grain product is 1-1 oz. slice of bread, 1 cup ready to eat cereal, ½ cup cooked pasta. • Try and make at least half the grain products you eat each day whole grain.
Learning Objectives
1. Participants will be able to identify if a product is truly whole grain using the nutrition facts label. 2. Participants will understand the nutrition benefits from eating whole grain foods 3. Participants will learn how to include more whole grains in their diet and to eat at least 3 whole grain servings daily. 4. Participants will be able to identify five grain foods they eat throughout the day.
Materials for Nutrition Coordinator
Whole Grain Fact Sheet- 1 per family Download PowerPoint to use for education delivery Multiple whole grain labeled foods Products with the first ingredient is whole grain- 4 Products with the first ingredient NOT whole grain- 3 Pieces of white bread- 1 Piece of whole wheat bread- 1 Shallow bowls for water and bread- 2 Water for bread demo Fruit Loops- 1 box Whole grain Cheerios- 1 box Small plastic ramekins- 1 per person
• Ask kids (parents support if needed) to read the ingredient list. Ask them to describe how they know from this label who a grain is whole grain? - Reading the Nutrition facts panel, whole grains are determined by looking at the fiber value. Be sure everyone can find the fiber value. Products with at least 3 grams of fiber per serving, or >10% DV are ‘whole grain’ foods (Learning Objective #1) - Another way to check is by reading the ingredients listed. Point them to the ingredient list. Whole grain foods will have ‘whole’ listed first.
At 6:35 Kids will go to activity and the next 25 minutes will be spent with parents talking about whole grains.
Activity 4: PowerPoint for the parents on grains.
• Present the ‘Meet the Grains Group’ PowerPoint to the adults for further in-depth conversation and education about whole grains. (Learning Objective 1,2,3,4,)
Don’t forget to handout the Kitchen Makeover Handout homework for next week. Families will need to complete at home and bring back with their family binder at the next session. Remind them to log their red foods in the BHF Habit Book!
Physical Activity Lesson Plan Children: Guard the Pin & Rock, Paper, Scissors, HOP! Family: Bean Bag Relay
Key Concepts
• Activities should focus on motor skills, not sports or exercise skills. • Activities should be modifiable for ability levels. • Activities should be transferable to the home environment.
Learning Objectives
1. Individuals/families should be continually active during the physical activity time. 2. Individuals should enjoy being active independently and as a family.
Materials for Physical Activity Coordinator
Hula Hoop - 36 Pin - 1 Foam balls - 2 to 3 Bean Bag - 1 bag per family
Activities and Discussion Points
Guard the Pin (10 minutes):
Goal or Purpose: To defend or knock down the bowling pin in the center.
Equipment (Quantity): Hula Hoop (1), Pin (1), Ball (2-3)
Game Set-Up: Players stand in a circle formation, ideally a circle with the same diameter as the center circle on a basketball court (12 feet). A pin is placed in the middle of the circle and one player is selected to guard the pin. Give a foam ball to the players in the circle.
Rules: Players may pass the ball to each other until they have an open shot to knock the pin down. Once
the pin is knocked down, the guard may return to the circle and a new guard is selected. Keep in mind all throws or kicks should be downwards and not toward the face. As the game progresses, or if the players attempting to knock over the pin are having a difficult time, the facilitator can add one or two more foam balls to the game.
Rock, Paper, Scissors, HOP! (20 minutes):
Goal or Purpose: To get your team successfully all the way through the hula hoop course on the other side of the gym.
Equipment (Quantity): Hula Hoops (24)
Game Set-Up: Divide into two teams. Have each team move to the opposite sides of the gym. Place hula hoops on the floor, creating a path for kids to hop in.
Rules: One player from each team has to hop with two feet in each Hula Hoop until they come face to face. Once they do, they play only one round of rock, paper, scissors. Whoever loses then moves out of the way for the winning team to continue hopping toward the other players. The losing team then sends another player to hop toward the winner and play rock, paper, scissors again. Play this until one team makes it all the way over to the opposing team.
*From the diagram, circles indicate Hula Hoops
Family Activity
Bean Bag Relay (30 minutes):
Goal or Purpose: To have all of your team members complete the relay before the opposing team.
Equipment (Quantity): Hula Hoops (6/team), Bean bags (1/family)
Game Set-Up: Place six hula hoops in a single file line in front of each team and make sure they are equal distance for all teams. Designate a starting line as 3 feet behind the first hula hoop.
Rules: Each team has 6 Hula Hoops in front of them. One member places the bean bag in a hoop the next member takes the bean bag and places it in the next hoop in front of the other. Continue this process until the bean bag gets all the way to the end of the gym and then back to the family. Once the team has completed the relay then they all must raise both arms to the sky. Play as many times as time will allow for.
See video and diagram for further demonstration.
*From the diagram, circles indicate Hula Hoops. Rounded rectangles indicate bean bags. The arrows indicate the path of the relay.
Remind families to complete their healthy kitchen assessment and to keep logging steps. Ask families if they have tried any new activities!
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in the body and demonstrate how the nutrition facts panel can help to determine if a product is whole grain. The parents will view a PowerPoint and have a detailed discussion around whole grains. Be sure to prepare in advance so you have the equipment needed for a slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which of these grains are whole grains? Be sure to define whole grain to the group (learning objective 3, 4). Circle the grains listed that are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains. Place one slice of whole wheat bread in bowl with water and place one piece of white bread in a second bowl with water. Ask kids to talk about what they see happening to the slices of bread. You will quickly see that the white bread falls apart and the whole wheat bread sticks together. This is a great depiction of what happens when you digest the grain products. The whole wheat products ‘stays’ with you long and white or enriched grains don’t help you feel as full. Next, give each family a ramekin of sugar sweetened non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole grain cereal (i.e. Cheerios). Have the participants put the non-whole grain cereal on their tongue and close their mouth. Ask them to describe what happens. The piece will quickly dissolve and become mushy. Next have them put a piece of whole grain cereal on their tongue. This piece will stay intact longer than the non-whole grain. Again, this will explain how whole grains help you feel fuller longer because it has more fiber. (Learning Objective 2)
Activity 3: Teach the families to distinguish whole grain and non-whole grain
This last step, builds on previous sessions using a nutrition facts label. Pass out a grain food label to the kids. Some should be whole grains as the first ingredient and some should not have whole grain as the first ingredient.
• These products should be purchased ahead of time so you can use the labels. Some examples are as follows: - 100% whole grain old fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards & Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior change and long-term behavior change. 2. To identify and use reinforcers effectively to increase and maintain healthy behaviors.
Materials for Lifestyle Modification Coordinator Continued PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide families with additional information and opportunity to discuss reinforcement and rewards. • Generate discussion about the role of reinforcement in lifestyle change and how this leads to long term changes.
• Point out that most people have concerns about whether or not all of these new healthy behaviors will "stick" once the program ends. Reassure parents that the goal is for lifelong healthy habits and not temporary quick fixes. As people see success, the goal is these successes will reinforce or motivate them to continue to do the things that caused success. For example, families usually really enjoy being active together and continue to do this because it is fun, improves their relationships and burns calories! Win, win, win!
• At times though it may be hard to motivate yourself or your child to get active, or eat more vegetables, etc. And so, you may have wondered about if it is ok to "bribe" your child, for example? First, the most important thing you can do to motivate your child Is to practice what you teach! Be sure you are modeling all of the things you want your child to do.
• Bribing is when you give someone something with the promise that they will do something (e.g., I am going to give you this money and you better clean your room this week). Reinforcers comes after a behavior. For example, clean your room this week, and you will earn allowance. If the child cleans his room, he/she gets the money AFTER the cleaning. Reinforcement is very important and directly related to why we do the things we do.
• It may take some work to find the right reinforcer. You are not likely to keep eating a fruit that makes you gag or play a sport that is too hard/painful. But you may decide to stick with
something if there is a longer-term benefit, like you really love how running makes you feel when it is over but hate how you feel when running. During the program, we explore wide variety of foods and activities so that every person can try to find somethings that work for you and your family.
• People often think that reinforcement is somehow bad, and we should avoid it. But in reality, reinforcement is an essential ingredient for long term changes. Sometimes, we may want to use rewards to get someone more motivated. Other times, we may want to use rewards to keep a good thing going!
Here are some guidelines for using reinforcers or rewards:
• Avoid using food reinforcers. People often use junk food, red foods, etc. to encourage behavior since many of these are very enjoyable and liked by children. But it's counterproductive and sending a mixed message to use junk food to get motivate a child to eat healthier or be active.
• Ask children what they want to "work" for. These will probably the most motivating to your child. Of course, you can veto unrealistic ideas.
• Observe and listen to your child to identify reinforcers. How does your child spend his/her free time? What would he/she do all day on a weekend? What does your child ask you for or ask to go to? These things are usually good ideas for incentives.
• Consider individual rewards and family rewards. These may be related to meeting short term goals and/or long-term goals. Families often will identify something special they are going to do when they meet a family goal, such as going to a water park when they have all met their weight loss goal.
• Individual rewards should be small enough to get the job done. What that means is that you want to avoid using a very large reward to motivate someone when something smaller would have worked. This is KEY to self-motivation or intrinsic motivation. If you give very large rewards when a smaller one would work, people start to expect the reward and will only do the behavior when rewarded.
Allow time for discussion, and questions if there are any. Be sure to check in with people to be sure with other questions/concerns about Habit Books, Goals, etc.
At 7:20 parents will join kids at Physical Activity for the last 30 minutes. Remember we are at 2 red foods per day! Remind families to complete the healthy kitchen assessment for next week!
Nutrition Lesson Plan Whole Grains
Key Concepts
• When breads, cereals, rice, pastas, etc. contain all three parts of the grain called endosperm, germ and bran, a product is considered whole grain. • The only way to know if a product is really a “whole grain” is to look at the list of ingredients on the back of the package under the nutrition facts label and note whether the word “whole” is used before the name of the grain: ground whole wheat…or whole oat flour…whole wheat…etc. • Whole grains have fiber which helps to increase a feeling of fullness, has cholesterol lowering benefits, increases digestive health (like a “scrub brush” for your digestive tract), aids in managing blood sugar levels and keeps you more regular. • Adults should eat approximately 20-25 grams/day of fiber and men should get approximately 30-35 grams per day. A good rule of thumb is to have 14 grams of fiber per 1000 calories consumed. • A serving size of a grain product is 1-1 oz. slice of bread, 1 cup ready to eat cereal, ½ cup cooked pasta. • Try and make at least half the grain products you eat each day whole grain.
Learning Objectives
1. Participants will be able to identify if a product is truly whole grain using the nutrition facts label. 2. Participants will understand the nutrition benefits from eating whole grain foods 3. Participants will learn how to include more whole grains in their diet and to eat at least 3 whole grain servings daily. 4. Participants will be able to identify five grain foods they eat throughout the day.
Materials for Nutrition Coordinator
Whole Grain Fact Sheet- 1 per family Download PowerPoint to use for education delivery Multiple whole grain labeled foods Products with the first ingredient is whole grain- 4 Products with the first ingredient NOT whole grain- 3 Pieces of white bread- 1 Piece of whole wheat bread- 1 Shallow bowls for water and bread- 2 Water for bread demo Fruit Loops- 1 box Whole grain Cheerios- 1 box Small plastic ramekins- 1 per person
• Ask kids (parents support if needed) to read the ingredient list. Ask them to describe how they know from this label who a grain is whole grain? - Reading the Nutrition facts panel, whole grains are determined by looking at the fiber value. Be sure everyone can find the fiber value. Products with at least 3 grams of fiber per serving, or >10% DV are ‘whole grain’ foods (Learning Objective #1) - Another way to check is by reading the ingredients listed. Point them to the ingredient list. Whole grain foods will have ‘whole’ listed first.
At 6:35 Kids will go to activity and the next 25 minutes will be spent with parents talking about whole grains.
Activity 4: PowerPoint for the parents on grains.
• Present the ‘Meet the Grains Group’ PowerPoint to the adults for further in-depth conversation and education about whole grains. (Learning Objective 1,2,3,4,)
Don’t forget to handout the Kitchen Makeover Handout homework for next week. Families will need to complete at home and bring back with their family binder at the next session. Remind them to log their red foods in the BHF Habit Book!
Physical Activity Lesson Plan Children: Guard the Pin & Rock, Paper, Scissors, HOP! Family: Bean Bag Relay
Key Concepts
• Activities should focus on motor skills, not sports or exercise skills. • Activities should be modifiable for ability levels. • Activities should be transferable to the home environment.
Learning Objectives
1. Individuals/families should be continually active during the physical activity time. 2. Individuals should enjoy being active independently and as a family.
Materials for Physical Activity Coordinator
Hula Hoop - 36 Pin - 1 Foam balls - 2 to 3 Bean Bag - 1 bag per family
Activities and Discussion Points
Guard the Pin (10 minutes):
Goal or Purpose: To defend or knock down the bowling pin in the center.
Equipment (Quantity): Hula Hoop (1), Pin (1), Ball (2-3)
Game Set-Up: Players stand in a circle formation, ideally a circle with the same diameter as the center circle on a basketball court (12 feet). A pin is placed in the middle of the circle and one player is selected to guard the pin. Give a foam ball to the players in the circle.
Rules: Players may pass the ball to each other until they have an open shot to knock the pin down. Once
the pin is knocked down, the guard may return to the circle and a new guard is selected. Keep in mind all throws or kicks should be downwards and not toward the face. As the game progresses, or if the players attempting to knock over the pin are having a difficult time, the facilitator can add one or two more foam balls to the game.
Rock, Paper, Scissors, HOP! (20 minutes):
Goal or Purpose: To get your team successfully all the way through the hula hoop course on the other side of the gym.
Equipment (Quantity): Hula Hoops (24)
Game Set-Up: Divide into two teams. Have each team move to the opposite sides of the gym. Place hula hoops on the floor, creating a path for kids to hop in.
Rules: One player from each team has to hop with two feet in each Hula Hoop until they come face to face. Once they do, they play only one round of rock, paper, scissors. Whoever loses then moves out of the way for the winning team to continue hopping toward the other players. The losing team then sends another player to hop toward the winner and play rock, paper, scissors again. Play this until one team makes it all the way over to the opposing team.
*From the diagram, circles indicate Hula Hoops
Family Activity
Bean Bag Relay (30 minutes):
Goal or Purpose: To have all of your team members complete the relay before the opposing team.
Equipment (Quantity): Hula Hoops (6/team), Bean bags (1/family)
Game Set-Up: Place six hula hoops in a single file line in front of each team and make sure they are equal distance for all teams. Designate a starting line as 3 feet behind the first hula hoop.
Rules: Each team has 6 Hula Hoops in front of them. One member places the bean bag in a hoop the next member takes the bean bag and places it in the next hoop in front of the other. Continue this process until the bean bag gets all the way to the end of the gym and then back to the family. Once the team has completed the relay then they all must raise both arms to the sky. Play as many times as time will allow for.
See video and diagram for further demonstration.
*From the diagram, circles indicate Hula Hoops. Rounded rectangles indicate bean bags. The arrows indicate the path of the relay.
Remind families to complete their healthy kitchen assessment and to keep logging steps. Ask families if they have tried any new activities!
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in the body and demonstrate how the nutrition facts panel can help to determine if a product is whole grain. The parents will view a PowerPoint and have a detailed discussion around whole grains. Be sure to prepare in advance so you have the equipment needed for a slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which of these grains are whole grains? Be sure to define whole grain to the group (learning objective 3, 4). Circle the grains listed that are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains. Place one slice of whole wheat bread in bowl with water and place one piece of white bread in a second bowl with water. Ask kids to talk about what they see happening to the slices of bread. You will quickly see that the white bread falls apart and the whole wheat bread sticks together. This is a great depiction of what happens when you digest the grain products. The whole wheat products ‘stays’ with you long and white or enriched grains don’t help you feel as full. Next, give each family a ramekin of sugar sweetened non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole grain cereal (i.e. Cheerios). Have the participants put the non-whole grain cereal on their tongue and close their mouth. Ask them to describe what happens. The piece will quickly dissolve and become mushy. Next have them put a piece of whole grain cereal on their tongue. This piece will stay intact longer than the non-whole grain. Again, this will explain how whole grains help you feel fuller longer because it has more fiber. (Learning Objective 2)
Activity 3: Teach the families to distinguish whole grain and non-whole grain
This last step, builds on previous sessions using a nutrition facts label. Pass out a grain food label to the kids. Some should be whole grains as the first ingredient and some should not have whole grain as the first ingredient.
• These products should be purchased ahead of time so you can use the labels. Some examples are as follows: - 100% whole grain old fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards & Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior change and long-term behavior change. 2. To identify and use reinforcers effectively to increase and maintain healthy behaviors.
Materials for Lifestyle Modification Coordinator Continued PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide families with additional information and opportunity to discuss reinforcement and rewards. • Generate discussion about the role of reinforcement in lifestyle change and how this leads to long term changes.
• Point out that most people have concerns about whether or not all of these new healthy behaviors will "stick" once the program ends. Reassure parents that the goal is for lifelong healthy habits and not temporary quick fixes. As people see success, the goal is these successes will reinforce or motivate them to continue to do the things that caused success. For example, families usually really enjoy being active together and continue to do this because it is fun, improves their relationships and burns calories! Win, win, win!
• At times though it may be hard to motivate yourself or your child to get active, or eat more vegetables, etc. And so, you may have wondered about if it is ok to "bribe" your child, for example? First, the most important thing you can do to motivate your child Is to practice what you teach! Be sure you are modeling all of the things you want your child to do.
• Bribing is when you give someone something with the promise that they will do something (e.g., I am going to give you this money and you better clean your room this week). Reinforcers comes after a behavior. For example, clean your room this week, and you will earn allowance. If the child cleans his room, he/she gets the money AFTER the cleaning. Reinforcement is very important and directly related to why we do the things we do.
• It may take some work to find the right reinforcer. You are not likely to keep eating a fruit that makes you gag or play a sport that is too hard/painful. But you may decide to stick with
something if there is a longer-term benefit, like you really love how running makes you feel when it is over but hate how you feel when running. During the program, we explore wide variety of foods and activities so that every person can try to find somethings that work for you and your family.
• People often think that reinforcement is somehow bad, and we should avoid it. But in reality, reinforcement is an essential ingredient for long term changes. Sometimes, we may want to use rewards to get someone more motivated. Other times, we may want to use rewards to keep a good thing going!
Here are some guidelines for using reinforcers or rewards:
• Avoid using food reinforcers. People often use junk food, red foods, etc. to encourage behavior since many of these are very enjoyable and liked by children. But it's counterproductive and sending a mixed message to use junk food to get motivate a child to eat healthier or be active.
• Ask children what they want to "work" for. These will probably the most motivating to your child. Of course, you can veto unrealistic ideas.
• Observe and listen to your child to identify reinforcers. How does your child spend his/her free time? What would he/she do all day on a weekend? What does your child ask you for or ask to go to? These things are usually good ideas for incentives.
• Consider individual rewards and family rewards. These may be related to meeting short term goals and/or long-term goals. Families often will identify something special they are going to do when they meet a family goal, such as going to a water park when they have all met their weight loss goal.
• Individual rewards should be small enough to get the job done. What that means is that you want to avoid using a very large reward to motivate someone when something smaller would have worked. This is KEY to self-motivation or intrinsic motivation. If you give very large rewards when a smaller one would work, people start to expect the reward and will only do the behavior when rewarded.
Allow time for discussion, and questions if there are any. Be sure to check in with people to be sure with other questions/concerns about Habit Books, Goals, etc.
At 7:20 parents will join kids at Physical Activity for the last 30 minutes. Remember we are at 2 red foods per day! Remind families to complete the healthy kitchen assessment for next week!
Nutrition Lesson Plan Whole Grains
Key Concepts
• When breads, cereals, rice, pastas, etc. contain all three parts of the grain called endosperm, germ and bran, a product is considered whole grain. • The only way to know if a product is really a “whole grain” is to look at the list of ingredients on the back of the package under the nutrition facts label and note whether the word “whole” is used before the name of the grain: ground whole wheat…or whole oat flour…whole wheat…etc. • Whole grains have fiber which helps to increase a feeling of fullness, has cholesterol lowering benefits, increases digestive health (like a “scrub brush” for your digestive tract), aids in managing blood sugar levels and keeps you more regular. • Adults should eat approximately 20-25 grams/day of fiber and men should get approximately 30-35 grams per day. A good rule of thumb is to have 14 grams of fiber per 1000 calories consumed. • A serving size of a grain product is 1-1 oz. slice of bread, 1 cup ready to eat cereal, ½ cup cooked pasta. • Try and make at least half the grain products you eat each day whole grain.
Learning Objectives
1. Participants will be able to identify if a product is truly whole grain using the nutrition facts label. 2. Participants will understand the nutrition benefits from eating whole grain foods 3. Participants will learn how to include more whole grains in their diet and to eat at least 3 whole grain servings daily. 4. Participants will be able to identify five grain foods they eat throughout the day.
Materials for Nutrition Coordinator
Whole Grain Fact Sheet- 1 per family Download PowerPoint to use for education delivery Multiple whole grain labeled foods Products with the first ingredient is whole grain- 4 Products with the first ingredient NOT whole grain- 3 Pieces of white bread- 1 Piece of whole wheat bread- 1 Shallow bowls for water and bread- 2 Water for bread demo Fruit Loops- 1 box Whole grain Cheerios- 1 box Small plastic ramekins- 1 per person
• Ask kids (parents support if needed) to read the ingredient list. Ask them to describe how they know from this label who a grain is whole grain? - Reading the Nutrition facts panel, whole grains are determined by looking at the fiber value. Be sure everyone can find the fiber value. Products with at least 3 grams of fiber per serving, or >10% DV are ‘whole grain’ foods (Learning Objective #1) - Another way to check is by reading the ingredients listed. Point them to the ingredient list. Whole grain foods will have ‘whole’ listed first.
At 6:35 Kids will go to activity and the next 25 minutes will be spent with parents talking about whole grains.
Activity 4: PowerPoint for the parents on grains.
• Present the ‘Meet the Grains Group’ PowerPoint to the adults for further in-depth conversation and education about whole grains. (Learning Objective 1,2,3,4,)
Don’t forget to handout the Kitchen Makeover Handout homework for next week. Families will need to complete at home and bring back with their family binder at the next session. Remind them to log their red foods in the BHF Habit Book!
Physical Activity Lesson Plan Children: Guard the Pin & Rock, Paper, Scissors, HOP! Family: Bean Bag Relay
Key Concepts
• Activities should focus on motor skills, not sports or exercise skills. • Activities should be modifiable for ability levels. • Activities should be transferable to the home environment.
Learning Objectives
1. Individuals/families should be continually active during the physical activity time. 2. Individuals should enjoy being active independently and as a family.
Materials for Physical Activity Coordinator
Hula Hoop - 36 Pin - 1 Foam balls - 2 to 3 Bean Bag - 1 bag per family
Activities and Discussion Points
Guard the Pin (10 minutes):
Goal or Purpose: To defend or knock down the bowling pin in the center.
Equipment (Quantity): Hula Hoop (1), Pin (1), Ball (2-3)
Game Set-Up: Players stand in a circle formation, ideally a circle with the same diameter as the center circle on a basketball court (12 feet). A pin is placed in the middle of the circle and one player is selected to guard the pin. Give a foam ball to the players in the circle.
Rules: Players may pass the ball to each other until they have an open shot to knock the pin down. Once
the pin is knocked down, the guard may return to the circle and a new guard is selected. Keep in mind all throws or kicks should be downwards and not toward the face. As the game progresses, or if the players attempting to knock over the pin are having a difficult time, the facilitator can add one or two more foam balls to the game.
Rock, Paper, Scissors, HOP! (20 minutes):
Goal or Purpose: To get your team successfully all the way through the hula hoop course on the other side of the gym.
Equipment (Quantity): Hula Hoops (24)
Game Set-Up: Divide into two teams. Have each team move to the opposite sides of the gym. Place hula hoops on the floor, creating a path for kids to hop in.
Rules: One player from each team has to hop with two feet in each Hula Hoop until they come face to face. Once they do, they play only one round of rock, paper, scissors. Whoever loses then moves out of the way for the winning team to continue hopping toward the other players. The losing team then sends another player to hop toward the winner and play rock, paper, scissors again. Play this until one team makes it all the way over to the opposing team.
*From the diagram, circles indicate Hula Hoops
Family Activity
Bean Bag Relay (30 minutes):
Goal or Purpose: To have all of your team members complete the relay before the opposing team.
Equipment (Quantity): Hula Hoops (6/team), Bean bags (1/family)
Game Set-Up: Place six hula hoops in a single file line in front of each team and make sure they are equal distance for all teams. Designate a starting line as 3 feet behind the first hula hoop.
Rules: Each team has 6 Hula Hoops in front of them. One member places the bean bag in a hoop the next member takes the bean bag and places it in the next hoop in front of the other. Continue this process until the bean bag gets all the way to the end of the gym and then back to the family. Once the team has completed the relay then they all must raise both arms to the sky. Play as many times as time will allow for.
See video and diagram for further demonstration.
*From the diagram, circles indicate Hula Hoops. Rounded rectangles indicate bean bags. The arrows indicate the path of the relay.
Remind families to complete their healthy kitchen assessment and to keep logging steps. Ask families if they have tried any new activities!
Activities and Discussion Points
The activity this week demonstrates the effect of whole grains in the body and demonstrate how the nutrition facts panel can help to determine if a product is whole grain. The parents will view a PowerPoint and have a detailed discussion around whole grains. Be sure to prepare in advance so you have the equipment needed for a slide show.
Activity 1: Identifying grains and whole grains
Ask families the following questions:
1. What are some foods that are grains? (Write on board) 2. Which of these grains are whole grains? Be sure to define whole grain to the group (learning objective 3, 4). Circle the grains listed that are whole grains.
Activity 2: Whole grains in the body
Demonstrate for families what happens when you eat whole grains. Place one slice of whole wheat bread in bowl with water and place one piece of white bread in a second bowl with water. Ask kids to talk about what they see happening to the slices of bread. You will quickly see that the white bread falls apart and the whole wheat bread sticks together. This is a great depiction of what happens when you digest the grain products. The whole wheat products ‘stays’ with you long and white or enriched grains don’t help you feel as full. Next, give each family a ramekin of sugar sweetened non- whole grain cereal (i.e. Fruit Loops) and a ramekin of whole grain cereal (i.e. Cheerios). Have the participants put the non-whole grain cereal on their tongue and close their mouth. Ask them to describe what happens. The piece will quickly dissolve and become mushy. Next have them put a piece of whole grain cereal on their tongue. This piece will stay intact longer than the non-whole grain. Again, this will explain how whole grains help you feel fuller longer because it has more fiber. (Learning Objective 2)
Activity 3: Teach the families to distinguish whole grain and non-whole grain
This last step, builds on previous sessions using a nutrition facts label. Pass out a grain food label to the kids. Some should be whole grains as the first ingredient and some should not have whole grain as the first ingredient.
• These products should be purchased ahead of time so you can use the labels. Some examples are as follows: - 100% whole grain old fashioned oats - Healthy Harvest Penne Pasta - Cheez-It - Eggo Nutri Grain Waffles
Lifestyle Modification Lesson Plan Rewards & Reinforcements
Key Concepts
Learning Objectives
1. To understand the role of reinforcers in short term behavior change and long-term behavior change. 2. To identify and use reinforcers effectively to increase and maintain healthy behaviors.
Materials for Lifestyle Modification Coordinator Continued PowerPoint on Motivation Guidelines.
Activities and Discussion Points
In this session, you will provide