twlclessons fitplanunit4 hr

8/7/2019 TWLCLessons FitPlanUnit4 HR

1/13

66

FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS

4GOAL:

Students will identiy unhealthy behaviors that are preventing them rom achieving

their goal o leading a healthy liestyle, and continue to make changes that will

improve their health.

OBJECTIVES:

Identiy unhealthy behaviors

Identiy types o at and analyze the adverse eects o at and cholesterol

Identiy the unction o protein and lean protein sources

Create a nutritious meal plan

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

bold, courageous youth. We inspire new perspectives and limitless

possibilities. We provide opportunities to be someone.

EXERCISINGHEALTHY

BEHAVIORS

4UNIT FOUR:


2/13

67

FIT PLAN: LIVING HEALTHY

67

FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS ACTIVITY 4.1: WHATS IN THE WAY?

ACTIVITY 4.1 30 minutes in length

WHATS IN THE WAY?

PURPOSE:

Identiy unhealthy behaviors that

get in the way o achieving a goal

MATERIALS:

White/chalk board, chart or paper

Copies o Student Sheet 4.1

WHOLE GROUP:

1. Have students take a look back at the goal statements

they created in Activity 3.2. Ask students i they have taken

steps to move toward their goal? Why or why not?

2. Talk about the progress or lack o progress made. Ask: Are

there obstacles getting in the way? I so, what are they?

3. On the board, chart or paper have students brainstorm a

list o unhealthy habits/behaviors that might get in the way

o achieving their goals. Next to the unhealthy habit, add a

healthy habit that can replace it.

EXAMPLES:

4. Using Student Sheet 4.1a, have students write down their

own habits - healthy and unhealthy.FOLLOW-UP QUESTIONS:

1. Why are creating habits important?

2. Changing behaviors can be dicult. What are some tips that

might help others?

EXTENSION ACTIVITIES:

1. Research the internet to nd tips that can break bad habits.

FAST FACTS:

Oten we have high hopes o accomplishing our

goals, but ater taking steps to achieve them,

we run into obstacles along the way. It is important

to identiy the obstacles so they can be addressed

and the goal can be reached. Goals should

constantly be evaluated so we can make the

necessary changes to stay on track.

UNHEALTHY HABIT:

Skip breakast

Eat candy in between classes

Drink a lot o soda

Dont eat any vegetables

HEALTHY HABIT:

Wake up earlier so there is time to make breakast

Bring ruit that is quick and easy to eat

Substitute a glass o water or soda

Start by eating one vegetable a day with meals or snacks

NOTE TO TEACHER:

This activity is a ollow-up to Activity 3.2. Ater

completing Activity 3.2, allow a week or more

to pass beore starting this activity.

ONLINE OPPORTUNITY:

Looking to bring a little drama to the classroom?

Visit the Additional Activities section o

www.tigerwoodsoundation.org or a Role Play

activity ocusing on healthy behaviors.


3/13

68


STUDENT SHEET 4.1

LOOKING AT

MY BAD HABITS

UNIT 4: EXERCISING HEALTHY BEHAVIORS STUDENT SHEET 4.1: LOOKING AT MY BAD HABITS

MY HEALTHY HABITS:

Habits can help you. I you go to sleep early and eat breakast, you will have more energy during the day. Healthy habits help keep you on

track toward a healthy liestyle. What are your healthy habits?

Write down two o your healthy habits:

MY UNHEALTHY HABITS:

Unhealthy habits can aect your health. I you eat a bag o chips or lunch and play video games all aternoon, you might experience

weight gain and a drop in energy level. Do you have any unhealthy habits that could negatively impact your health?

Write down a ew o your unhealthy habits:

A behavior that Id really like to change is:

CREATE NEW HABITS:

Now you are ready to make a change or achieve your health goals, so lets create new habits. I you are about to repeat an unhealthy

behavior, replace it with a new action. Soon, these new actions will become habit, and you will be closer to achieving your goals.

Write down a healthy behavior you can practice in place o an unhealthy habit:

Instead o:

I will:


4/13

69


WHOLE GROUP:

1. Discuss at and cholesterol using the inormation in Fast

Facts and Student Sheet 4.2a. List the below ood items on the

board, chart or paper so the students can see. Ask the students

to point out the oods with unsaturated at, also known as healthy

at (shown in bold below). Also, ask the students to guess the

amount o at in each ood item and record that number.

2. Reveal to the students the actual amount o at in each ood.

3. Have the students complete the Fat Happens activity on Student

Sheet 4.2b.

ACTIVITY 4.230 minutes in length

SIZING UP FAT

AND CHOLESTEROL

UNIT 4: EXERCISING HEALTHY BEHAVIORS ACTIVITY 4.2: SIZING UP FAT AND CHOLESTEROL

PURPOSE:Identiy types o at and

analyze the adverse eects

o at and cholesterol

MATERIALS:White/chalk board, chart or paper

Markers

Paper

Materials or Fat Happens activity

(reer to Student Sheet 4.2b)

Copies o Student Sheet 4.2a and 4.2b

FAST FACTS:

Fat is another building block o ood. The body burns

at ater it is done burning carbohydrates. Fat is a

concentrated source o energy and is necessary

to the human body. However, consuming too much

at may lead to health problems such as heart

disease and diabetes. Consumers should choose

healthier ats such as those that are liquid at room

temperature rather than solid.

FOOD ITEM: GRAMS OF FAT:

Cheese Crackers 11 grams

Chocolate Candy Bar 14 grams

Ice Cream Bar 35 grams

1/4 cup of Nuts 19 grams

Pizza Pocket (Pepperoni) 35 grams

Potato Chips 9 grams

1/2 Avocado 17 grams

1 can of Tuna Fish 1.4 grams

Granola Bar 6 grams

Pretzels 1 gram

Cheeseburger 29 grams

NOTE TO TEACHER:

Beore conducting this activity, ask students to

bring in their avorite oods or gather random ood

items that are available. The point o this activity is

to compare the amount o at in various oods, so

incorporate healthy and unhealthy oods. From ruits

and breads to cheeses and ried oods. Plan to have

one ood item per student or per group o two.

ONLINE OPPORTUNITY:

Is it possible to make a healthy pizza? Visit the

Recipes section o www.tigerwoodsoundation.org

or a delicious and vitamin-packed Pita Pizza.


5/13

70


70


FOLLOW-UP QUESTIONS:

1. Name the three main types o at. Which type(s) o at should we avoid? Why?

2. Why is it important to pay attention to the amount o at we consume now?

3. What chronic health conditions may occur i an excess amount o at is consumed?EXTENSION ACTIVITIES:

1. Break the students up into small groups. Ask the groups to come up with 10 ideas that can help reduce the amount o at they

consume. Have each group record their responses and share them with the class. Create a master list or the classroom. I

appropriate, create a newsletter or fyer that explains at and ways to reduce consumption. Send the publication home to amilies

and/or pass around the organization.

2. Break the students up into small groups and ask them to search the internet to nd 10 ast acts about heart disease, high

cholesterol or obesity. Have each group report their ndings.

3. Remind students that unsaturated ats are known as healthy ats; thereore, they should be consumed more oten than saturated or

trans ats. Examples o unsaturated ats include olive oil, peanut oil, tuna, salmon, peanut butter, almond butter, nuts and avocados.

Bring in some o these ood items and allow the students to taste them. The oil, nut butters and avocados can be used as a spread

on wheat bread. End the activity by discussing ways students can substitute unsaturated ats or saturated and trans ats.

UNIT 4: EXERCISING HEALTHY BEHAVIORS ACTIVITY 4.2: SIZING UP FAT AND CHOLESTEROL


6/13

71


STUDENT SHEET 4.2A

UNDERSTANDING FAT

AND CHOLESTEROL

FAT:

Fat is a component in many oods and an important part o a healthy diet. Fat is essential to

our bodies because it is a concentrated source o energy; it maintains cell membranes; and it

provides cushioning or our organs. There are dierent types o at (some better than others)

and the amount o at consumed should be limited.

UNIT 4: EXERCISING HEALTHY BEHAVIORS STUDENT SHEET 4.2A: UNDERSTANDING FAT AND CHOLESTEROL

MAJOR TYPES OF FAT:

UNSATURATED FATS(known as healthy ats) are ound in plant oods and sh. These ats are the best choice when

it comes to eating ats because they are good or heart health. These ats are liquid at room temperature. Unsaturated at

sources include nuts, avocado, olive oil, peanut oil, canola oil, salmon and albacore tuna.

SATURATED FATSare ound in meat and other animal products such as milk, cream, butter, lard and cheese. These

ats are solid at room temperature. Eating too much saturated at can clog arteries and lead to heart disease and high

cholesterol. These ats should be avoided in large amounts.

TRANS FATSare commonly ound in margarine and baked and ried snack oods that you nd at the store. I the words

hydrogenated or partially hydrogenated are ound in an ingredient list, then trans at is present. Trans at is the most

unhealthy at to consume and this at should be avoided altogether because o its strong link to heart disease and obesity.

HOW MUCH FAT DO YOU NEED?

Individuals over the age o two should get approximately 30% o their daily calories rom at. For example, i you eat 2,000 calories a day,

then 600 o those calories should come rom at. The nutrition label will tell you how many grams o at are in a serving o ood. The label

will also tell you the dierent types o at in that ood. Remember to look or oods that have unsaturated ats.

CHOLESTEROL:

Cholesterol is a type o at ound in your blood. The liver makes all the cholesterol the body needs. Cholesterol is also ound in oods that

come rom an animal like meat, butter, eggs, milk and cheese. Eating too much cholesterol is not good because it can build up as plaque

in the blood vessel walls and cause them to become narrower. The narrowing o the vessels can cause damage to the heart and the brain,

increasing the risk o a heart attack and/or a stroke.

TWO TYPES OF CHOLESTEROL:

LDL (low-density lipoprotein) carries the cholesterol away rom the liver into the blood stream so it is more likely to clog blood vessels.

HDL (high-density lipoprotein) carries cholesterol back to the liver where it can then be broken down. Exercise helps increase HDL levels.

HEART DISEASE:

Heart disease is a set o problems that occur when the heart and blood vessels are not working properly. The problems include

arteriosclerosis, atherosclerosis, angina, heart attack and stroke. Heart disease is not contagious. Leading a healthy liestyle and avoiding

excess consumption o at can help reduce the chances o heart disease.


7/13

72


STUDENT SHEET 4.2B

FAT HAPPENS

UNIT 4: EXERCISING HEALTHY BEHAVIORS STUDENT SHEET 4.2B: FAT HAPPENS

INTRODUCTION:

Have you ever had pizza delivered to your home? You may have noticed that the box

has a greasy stain. Why is this? The grease stain indicates that there is at in the

pizza. As the at moves through the paper bers, it darkens the paper and leaves a

stain. Could we use this same idea to nd out how much at is in other oods?

MATERIALS:

Variety o oods such as: cookie, cracker,

bread, apple, chip, carrot, nuts, cereal, candy,

mayonnaise, butter, cheese, etc.

Brown paper bags cut into 5 x 5 inch squares

Teaspoon

Plastic knivesPROCEDURE: PART I - EXPERIMENTATION

1. Gather a ood item and a brown paper square.

2. Cut, break or measure your ood item so it is as close to one teaspoon as possible.

3. Place the measured ood onto the center o your paper square.

4. Rub or crush the ood within a small area in the center o the paper square.

5. Label the square with the name o your ood item.

6. Display all the paper squares so everyone can observe and make predictions.

7. Record your predictions in the section below then set your square aside or a couple o days. (Hint: aster results can be achieved by

microwaving the ood on the paper square or about 30 seconds)

PREDICTIONS:

1. Observe all the ood items. Which ood item do you think will leave the biggest stain? Why do you think this?

2. Which ood item do you think will leave the smallest stain? Why do you think this?

3. What is the connection between the amount o grease in a ood item and the amount o at in that ood?


8/13

73


PART II - ANALYZING THE DATA

1. Scrape the ood o the brown paper square and dispose o the ood.

2. Observe the circumerence o your grease stain. Work with your classmates to line up according to the size o your grease stain.

The person holding the largest grease stain should be at one end and the person holding the smallest grease stain should be

at the other end.

3. On the chart below, record the ood items starting with the ood with the largest grease stain.

FOOD ITEMS:

CONCLUSIONS:

1. Were you accurate in your prediction o which ood had the biggest grease stain? Were you surprised by the ood item that let the

biggest grease stain?

2. Based on the class data, what ood item had the least amount o at?

3. Has this experiment changed your outlook on what you eat? I yes, in what way?

UNIT 4: EXERCISING HEALTHY BEHAVIORS STUDENT SHEET 4.2B: FAT HAPPENS

FAT HAPPENS

STUDENT SHEET 4.2B


9/13

74



GET LEAN

WITH PROTEIN

UNIT 4: EXERCISING HEALTHY BEHAVIORS ACTIVITY 4.3: GET LEAN WITH PROTEIN

PURPOSE:Identiy the unction o protein

and healthy protein sources


Markers

Paper

WHOLE GROUP:

1. Discuss protein using the inormation provided in Fast Facts.

2. Provide students with the tips below to help them make lean

protein choices.

COOKING TIPS: Trim visible at rom meat beore cooking.

Broil, grill, roast, poach or boil instead o rying.

Skip or limit breading.

Stay away rom creamy sauces and gravy as toppings.

Increase consumption o sh.

Take the yolks out o eggs.

SHOPPING TIPS:

Lean Bee: round steaks and roasts, top loin, top sirloin

and chuck shoulder.

Lean Pork: pork loin, tenderloin, center loin and ham. Poultry: choose skinless.

Look or meat labels to say 90% lean.

Eggs: size large or smaller

Beans: low-at, whole

3. Break the students into small groups and ask them to come

up with ve meal ideas to include lean protein choices. Ask

the groups to share their meal ideas with the class.

FOLLOW-UP QUESTIONS:

1. Why is it important to eat protein?

2. How can vegetarians get enough protein?

FAST FACTS:

Protein is the nal building block o ood. When

the body is done burning carbs and at, it begins

to burn protein. Protein is a necessary component

to the body because it builds up, maintains and

replaces tissue in our bodies. Muscles, organs and

the immune system are made up mostly o protein.

When we eat oods with protein, our body breaks the

protein down into amino acids. The amino acids can

then be reused to maintain the body and perorm

specic unctions like building cardiac muscle. The

most concentrated sources o protein include bee,

poultry, sh, eggs, dairy, nuts, seeds and beans.

ONLINE OPPORTUNITY:

Looking or protein lled snack options? Visit the

Recipe section o www.tigerwoodsoundation.org

or some delicious lean protein-rich snacks.


10/13


11/13

76



BUILD A

BALANCED MEAL

UNIT 4: EXERCISING HEALTHY BEHAVIORS ACTIVITY 4.4: BUILD A BALANCED MEAL

PURPOSE:Create a balanced and nutritious

meal plan or one day


Copies o Student Sheet 4.4a and 4.4b

WHOLE GROUP:

1. Discuss the idea o meal planning, using the inormation in

Fast Facts. Ask students i they are currently meal planning

in their homes. Ask: What do your meals look like? Who

does the cooking? Do you mostly eat at home or out? Do

you nd it easier to eat healthier at restaurants or at home?2. Remind the students what a healthy, balanced meal looks

like. Reer to Activity 2.3 i necessary.

3. Pass out Student Sheet 4.4a and ask the students to

complete the activity.

4. Ask volunteers to share their meal plans with the class.

5. Pass out Student Sheet 4.4b and ask the students to

complete a shopping list to go along with their meals.FOLLOW-UP QUESTIONS:

1. What are the benets o meal planning?

2. Why is it a good idea to create a list o ood items beore going to the store?EXTENSION ACTIVITIES:

1. Ask the students to choose their avorite holiday or amily occasion. Have them create a healthy menu or that occasion. The menu

may include snacks, appetizers, a meal and/or dessert. Encourage the students to showcase the menu in a creative or estive way.

They may use a computer i it is available or art supplies and paper.

2. Ask the students to create their own template or a grocery list or a menu planner. Then ask the students to create an inomercial to

sell their grocery list or menu planner product. They may work in groups or individually. Give the students about 20 minutes to come

up with their inomercial then ask or volunteers to present their project to the class.

3. Plan out a ew healthy meals and take the students on a eld trip to a local grocery store to shop or healthy ingredients. You do not

need to purchase the items, just ll a cart and put the items back when you are done. It would be courteous to call the manager o

the store to let him/her know you are bringing a group o students on a eld trip to their store. Work together as a class or in small

groups to identiy healthy items or the meals.

FAST FACTS:

Planning out meals in advance helps keep you

organized and on track toward healthy eating.

Healthy meals start by rst creating a meal plan and

then making a grocery list. It may be dicult at rst,

but soon the planning will become routine.

ONLINE OPPORTUNITY:

Are your students worried that their avorite

meals dont have a place in a healthy liestyle?

Visit the Additional Activities section o

www.tigerwoodsoundation.org or the activity

Recipe Modication.


12/13

77


STUDENT SHEET 4.4A

BALANCED MEAL PLAN

DIRECTIONS:

Using the ood items provided below or oods o your choice, create three healthy meals and

three healthy snacks. Make sure to include at least three ood groups with each meal and at

least two ood groups with each snack. Next to the ood item, put the frst letter o the ood

group it belongs to, and fll in how many total ood groups are used in each meal.

UNIT 4: EXERCISING HEALTHY BEHAVIORS STUDENT SHEET 4.4A: BALANCED MEAL PLAN

GRAINS:

Wheat bread

Brown rice

Oatmeal

Wheat tortilla

CerealWheat pasta

FRUITS:

Apple

Orange

Blueberries

Strawberries

BananasGrapes

VEGETABLES:

Tomato

Romaine lettuce

Broccoli

Potatoes

CeleryCarrots

Avocado

DAIRY:

Milk

Yogurt

Cheese

Pudding

MEAT AND BEANS:

Chicken

Turkey

Fish

Eggs

NutsPeanut butter

Beans

MEAL: MEAL ITEMS: # OF FOOD G

BREAKFAST:

SNACK:

LUNCH:

SNACK:

DINNER:

SNACK/DESSERT:


13/13

78


STUDENT SHEET 4.4B

GET GROCERY

ORGANIZED

DIRECTIONS:

Look back at your healthy meal plan on Student Sheet 4.4a. Organize the ood you need to

buy into the categories below. Be specifc when listing the ood item (i.e. instead o listing just

cheese, speciy the type o cheese, like cheddar or mozzarella).

UNIT 4: EXERCISING HEALTHY BEHAVIORS STUDENT SHEET 4.4B: GET GROCERY ORGANIZED

PRODUCE:

CONDIMENTS AND OIL:

DAIRY:

BREADS AND CRACKERS:

PASTA, RICE AND OATMEAL:

MEAT OR MEAT SUBSTITUTE:

BEANS AND EGGS:

CANNED GOODS:

FROZEN FOODS:

twlclessons fitplanunit4 hr

Documents