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Lesson Plans

1- Five food groups

2- Dairy Group

2- Protein Group

4- Vegetable Group

5- Fruit Group

6- Grain Group

7- MyPlate

8- Vitamins

9- Breakfast

10- Food Labels

11- Energy Balance

12- Eating Healthy when Eating Out

13- Sodium/Sugar

14- Exercise

15- Wrap up

This education binder is for the University YMCA Program- Physical Healthy Driven (PHD) located at 1801 University Ave SE Minneapolis, MN 55414 on the University of Minnesota- Twin Cities campus.

These nutrition education lessons are to be used for each site once a week. There are fifteen lessons plans, one for each week of the semester.

To create more structure for the kids and volunteers each week, each lesson plan will always contain a section for objectives, materials needed, discussion, activity, recipe, and take home parent card.

- Objectives describe what the kids should gain from each lesson.

- Materials needed is a section designed to help prepare the educators with what will be needed for each lesson plan. Some lessons require print outs and minor preparation before hand, but will be noted in the Materials Needed section.

- The Discussion is a quick conversation that teaches the kids about each nutrition lesson. A lot of this section is asking kids questions and helping them think through concepts and ideas.

- Activity is a section that requires active participation from the kids to help them learn in a fun and memorable way. Some lessons require open areas some require a classroom setting with a board and tables/desks.

- The Recipe is something the kids can look forward to each week. At the end of each lesson the entire group will be making a recipe that will most likely have a resemblance to the nutrition lesson. The recipe can be made in different ways depending on the size of the kids. They can either be split in two groups and each create half of the recipe and each kid can be in charge of an ingredient in the recipe. It can be made as a large group and a few kids can work together on a single ingredient. Depending on the volunteer’s preference, the availability of space or cooking utensils.

- Take home parent card should be printed for each kid before every session so they can take it home to their family. The purpose of this card is to keep the family involved in what is being taught in the after school program. It will have a brief overview of what was learned and a nutrition tip for parents to look over to help make it easier to make small nutritional changes in the homes. There will also be a copy of the recipe on the back of the card if the kids wanted to make it again with their families at home.

1-Five food groups:

Objective:- Kids will be able to name the five food groups- Kids will understand the importance of eating foods from each food group

each day

Materials Needed: - Board- Markers- Paper for the kids- Writing utensils for the kids

INTRODUCTION

Introduce the program and each volunteer. Tell students that we will be here every week teaching them how to be healthy. One day out of the week we will have lesson plans about nutrition we will have a discussion, and activity and at the end of class, a recipe we will all participate in and then eat! What do you guys think about it?! (Get them excited)

DISCUSSIONStart a discussion by asking:

- What does it mean to "be healthy"?- Why is being healthy important to students your age?- What are some things you need to do to stay healthy?- Who is interested in growing?- Who wants to feel good?- Who wants to do well in school and in sports?

Explain that for the next couple of weeks the class will learn more about how to get and stay healthy. Remind students that when they are healthy, they will grow, feel good, and do their best at home and school.

Show me with your fingers how many food groups there are. Five. Can we name the five food groups? (write them down on board and have kids raise hands) [Ans: Grains, Vegetables, Fruits, Dairy, Protein]

On a sports team every player makes a different contribution to the game. Think of your daily diet as a sports team.. each of the food groups are on the team and you need all the players to win! Today we’ll learn about the 5 food groups! Your body needs many kinds of food to help you feel well and healthy. Your body is like an engine that needs the right fuel to run the best. That’s why it’s a good idea to make sure that you have plenty of servings a day from each of the five food groups. You

wouldn’t put mud in a car engine would you?? Which is why it’s important to eat healthy foods to fuel your body right!

Students should understand they need foods from ALL Five Food Groups because each food group helps them stay healthy in a different way. Ask:

- Why do you think you need to eat foods from each of the Five Food Groups every day? Accept all reasonable answers.- What do you think would happen if a person only ate from four of the food groups? His or her body would be missing something to stay healthy.- What if a person only ate foods from three food groups or two food groups? His or her body wouldn't be getting everything needed to stay healthy.

ACTIVITYAsk them to listen carefully and follow your directions:

- Look at one of your hands. What do your hand and the Five Food Groups have in common? The hand has five fingers and there are Five Food Groups.

Have students take out a pencil or pen and paper and:- Write your first name on the paper.- Now, pretend you don't have a thumb. Write your last name using just the four

other fingers to hold the pencil.- Now, pretend you don't have your pointer. Using your thumb and other three

fingers, write your telephone number.- Now, pretend you don't have a middle finger. Using your thumb, your pointer,

and your other two fingers, write our room number.- How easy is it to write when you're missing one of your five fingers?- How easy would it be to stay healthy if you didn't eat one of the Five Food

Groups?

Reinforce that students need all Five Food Groups every day:Each food group helps the body stay healthy in a different way. So to grow and

stay healthy, you need to eat from every food group every day. What are the five food groups again?

RECIPE: Granola Energy Bars

2-Dairy group:

Objective:- Kids will understand the importance of calcium for bone health- Kids will be able to name foods from the dairy group- Kids will understand the importance of strong bones for your body

Materials Needed:- Optional (Physical Activity) Balls

DISCUSSIONOpen, reviewing the names of the Five Food Groups. Say:

- Show me with your fingers how many food groups there are. Five. - Turn to the person next to you and see how many of the food groups you can remember.

Today we will talk more about the Dairy group.- What foods are in the Dairy Group? Milk, cheese, yogurt, frozen yogurt,

pudding.- What is the main ingredient of cheese, yogurt, frozen yogurt and pudding?

Milk- Why do you need foods from the Dairy Group each day? Foods from the Dairy

Group help build strong bones and teeth.

How many of you have heard of "calcium"? Dairy Group foods are a great source of calcium. Calcium in Dairy Group foods helps to build strong bones and teeth.Make no bones about it, milk and other dairy products keep our teeth and bones healthy. The calcium and protein in milk is important for healthy bones and muscles. Also the nutrients in dairy products can help you stop bleeding if you get cut or bruised. Foods in this food group include milk, cheese, yogurt and ice cream.

ACTIVITYAsk:

- Why is it important to have strong bones? Accept all reasonable answers.Then ask students to place their hands on their heads and feel their skull bones. Ask:

- How would you describe your skull bone? Accept all reasonable answers.- What is under your skull bone? Brain- What do you think your skull bone does? It protects the brain.

Have students feel their rib bones. Ask:- What do your rib bones surround? Heart and lungs- What do you think your rib bones do? They protect the heart and lungs.

Ask: Is it better to have weak bones or strong bones? Why? Strong bones help protect the organs inside our bodies.

Continue teaching the importance of strong bones. Ask students to sit up straight and touch their hipbones and the bones in their spines. Ask:

- How do your bones help you sit up straight? They support the body.- What do you think it would be like if you didn't have bones? Accept all

reasonable answers.- Pretend you don't have hipbones or bones in your spine. How would you sit in

your chair?- Could you walk or move without bones? No

Explain that without bones, we would be like blobs of gelatin.

Reinforce the importance of dairy foods. So what we’ve learned is we want to try to eat foods from what group to help keep our bones strong? Dairy!

OPTIONAL PHYSICAL ACTIVITY- Play BallFill a container with a collection of different size balls. Explain that playing catch can make students' bones in their hands and arms stronger. Encourage students to pair up and play catch during recess.

RECIPE: Berry Breakfast Sandwich

3-Protein group:

Objective:- Kids will be able to recognize foods from the protein group- Kids will understand the protein can come from animal and plant foods- Kids will understand the importance of protein for healthy muscles and for

physical activity

Materials Needed:- Worksheet with protein sources for each student (Circle for animal,

underline for plants)- Writing utensils for students

DISCUSSIONReview last weeks topic again: So does anyone remember the topic from last week? We talked about the Dairy Group, right?

- How do foods from the Milk Group help your body stay healthy again? Milk Group foods have calcium, which helps build strong bones and teeth.

Did you know that your muscles hold your bones together and make them move? Meats and beans provide protein and iron, both of which are important for muscle growth. Meats and beans also give you lasting energy to get you through your busy day. Pretty cool, eh? Foods in this group include beef, chicken, fish, turkey and pork- plus eggs and nuts!

ACTIVITYAs a class or individually, have students classify the Meat Group foods on the worksheet as coming from a plant or an animal. If students work individually, review their answers as a class:

Which foods come from animals? Pork, fish, turkey, steak, chicken, eggsWhich foods come from a plant? Peanuts, almonds, beans, peanut butter

Explain that students also need to be physically active to build strong muscles.Tell students that they're going to do some more acting that's called pantomime. They do not talk; they just do actions. While one student does his or her pantomime, everyone else tries to guess what is being acted out. Then have the rest of the class act out the activities. Provide some "pantomime-starter" questions, such as:

- What's an activity you do at home that uses your muscles?- What's an activity you do at school that uses your muscles?- What's an activity you do on the playground or park that uses your muscles?- What's a physical activity you enjoy doing in the summer?- What's a physical activity that you like to do in cold weather?- What's a physical activity you enjoy doing by yourself?

- What's a physical activity that is more fun when you do it with friends?Summarize by asking:

Why are strong, healthy muscles important for students your age? They help your body move at home, at school and at play.

Ask students to pantomime at their desks. Say:I'm going to say 10 foods. If the food is in the Meat/Protein Group, make a muscle with your arm. If the food is NOT, put your hands on your desk.

Milk (No)Tuna fish (Yes)Cherries (No)Hamburger (Yes)Peanut butter (Yes)

Frozen yogurt (No)Egg (Yes)Lettuce (No)Sunflower seeds (Yes)Waffle (No)

Raise your hand if you can finish this sentence: "Foods in the Meat Group help build strong _____." Muscles

OPTIONAL PHYSICAL ACTIVITY- Follow the Mover Encourage students to stretch and move by leading them in movement games. In class, have the students imitate the moves you make. Lead students in stretching moves, such as reaching the arms overhead, touching their toes, or rotating their trunk. Or, appoint a student to lead. Also, join the students at recess and lead them in animal moves. Have the students gallop like horses, hop like rabbits, swim like fish, jump like frogs, or stomp like elephants.

RECIPE: Apricot-Ricotta Stuffed Celery

Nuts

Chicken FishSteak

Beans BreadApple

Pork

FIND THE PROTEIN FOODS!!

1. Draw a CIRCLE around the protein foods that come from animals2. Draw a BOX around the protein foods that come from plants

Hint: Some foods might not be protein foods!

4- Vegetable group:

Objective:- Kids will understand the benefits and importance of eating

vegetables- Kids will differentiate between foods from the dairy, protein and vegetable

group- Kids will learn that they might like or dislike some vegetables but it’s good to

give everyone a try

Materials Needed: - Vegetables for taste testing such as sugar snap peas, purple carrots, radish,

blueberries. (Cut up into small chunks) PREP REQUIRED BEFOREHAND- Plates (One for each tasting food)- Tooth picks (several for each student)- Sheets of paper labeled #1- #? (However many tasting foods)- Writing utensils for kids

DISCUSSIONReview previous lessons. Ask:

- Who remembers the first food group we talked about? Dairy.- What foods belong to that food group? Milk, cheese, yogurt, frozen yogurt,

pudding.- Point to a part of your body that stays strong and healthy from the calcium in

Milk Group foods. Bones and teeth- Who remembers what food group we talked about last week? Protein.- What are foods that belong in the Meat Group? Meat, chicken, fish, eggs, nuts,

seeds, peanut butter- Point to a part of your body that stays strong and healthy from the protein in

Meat Group foods. Muscles

This week we will talk about vegetables because they are super important. The vitamin A in vegetables helps us to see and keeps our skin healthy. Vegetables also have lots of vitamin C, which helps us heal cuts and recover from colds and other sicknesses. Experiment with vegetables—there are so many to explore! Foods in this category include: green beans, broccoli, carrots and corn and many more.Why do you think foods in the Vegetable Group are important to eat? Accept all reasonable answers

Conducting the following assessment:I'm going to say several things about vegetables. If what I say is true, point to your

eyes.Carrots belong to the Vegetable Group. (True)Vegetables help build strong muscles. (False)Milk is a vegetable. (False)Potatoes are vegetables. (True)Vegetables help build strong bones and teeth. (False)Lettuce and tomatoes are vegetables. (True)Eggs are vegetables. (False)Vegetables help you see in the dark. (True)Cheese is a vegetable. (False)

Corn is a vegetable. (True)

ACTIVITY

(Teachers notes) Cut up eat group of vegetable/fruit into small bite size pieces so kids can’t tell what it is exactly. REMEMBER: tell students to use different toothpick for each food to not spread germs. Pass out Taste-Testing Worksheet and a writing utensil to each student. Taste test different vegetables by having each student grab a toothpick for the first food. Have them try to guess what the taste-testing food is and write it on their sheet. Ask students what they thought of that food. Did they like the taste? Repeat steps for each food.

At the end go through each answer and have the kids star each they got right. At the end of the activity tell them that some vegetables you may like and others you may not. You might like certain vegetables prepared raw, cooked, grilled or steamed. There are so many possibilities! It’s fun to try them all out and discover you favorites that you never knew you liked before!

RECIPE: Muffin Pizzas

5-Fruit group:

Objective:- Kids will understand the benefits of eating fruits- Kids will be able to recognize foods from the fruit group- Kids will understand that foods in the fruit group help heal bruises and keep

skin healthy

Materials Needed:- Banana

- Fruit worksheets for each student- Packs of crayons/markers

DISCUSSIONHow many of you have ever gotten a cold? Did you know fruits also help us get better from colds and other nasty illnesses!! If you want to be healthy, fruits are the way to go. Eating fruit every day helps prevent many diseases. Don’t be fooled: choose 100% fruit juices over imitation fruit flavored drinks. Only 100% fruit juices are healthy enough to be in the fruit group. Foods in this food group include: bananas, oranges and apples.Teach the health benefit of Fruit Group foods:

- There are many different foods in the Fruit Group- They taste different. They look different.- One thing that is the same about Fruit Group foods is that they help our bodies stay healthy.- Fruit Group foods are a good source of vitamin C, which helps heal cuts and

bruises.

To illustrate why it's important for cuts and bruises to heal, hold up a banana. Ask the students what they think the banana's skin does. Peel the banana halfway. Point out that the skin protects the soft fruit inside. Pull the peel back up and ask the students what they think would happen to the soft fruit inside if the banana's skin had cuts and bruises on it.

ACTIVITYAsk students to run a hand over their arm and look at their skin. Ask:

What do you think your skin does? It protects the muscles, bones, nerves, and organs inside the body.

What happens when you get a cut? A scab forms over the wound.What does the scab do? It protects the skin while it is healing underneath.What do you think might happen if your skin wasn't able to heal cuts? You might

get bacteria in your body. You might get infections. It's very important that your skin can heal cuts and bruises.

Pass out a worksheet for each student and packs of crayons. Fruit Worksheet

Circle and color the foods that are fruits!RECIPE: Cranberry Applesauce Muffins

Bread Cherry Peach Watermelon

Pear Turkey Grapes Lemon

Strawberry Blueberries Carrot Apple

Orange Pineapple Bananas Cheese

Kiwi Corn Cantaloupe Mango

6-Grains group:

Objective:- Kids will be able to understand and regurgitate the benefits of the previous

four food groups (Dairy, Protein, Vegetables, Fruits)- Kids will be able to list foods from the grain group- Kids will understand the importance of grains - Kids will understand that grains contain carbohydrates which give the body

energy

Materials Needed:- Pencils for each student- Attached Grains riddle sheet of paper for each student (option activity)- Writing utensil for each student (optional activity)

DISCUSSIONBegin with a review of the Dairy, Protein, Vegetable, and Fruit Groups. Point to the directions the board and explain:

I'm going to name a food. If the food belongs to the Dairy Group, make a big grin. Why do you think you should make a big grin? Foods in the Dairy Group help build strong bones and teeth.

If it belongs to the Protein Group, make a muscle. Why do you think you should make a muscle? Foods in the Protein Group help build strong muscles.

If the food belongs to the Vegetable Group, point to your eyes. Why do you think you should point to your eyes? Foods in the Vegetable Group help you see at night.

If the food belongs to the Fruit Group, rub the palm of your hand. Why do you think you should rub the palm of your hand? Foods in the Fruit Group help keep skin healthy by healing cuts and bruises.

Name foods such as:- Tuna: Protein Group- Grapes: Fruit Group- Blueberry Yogurt: Dairy Group- Potato: Vegetable Group- Chicken: Protein Group- Orange: Fruit Group

This week we will learn about the last food group- Grains. Whole grains have complex carbohydrates (car-bo-hi-drates). Carbohydrates give us the energy we need to learn, play and live! Also the fiber in grains helps us to digest our food. Remember: choose whole grains like oatmeal and whole grain bread over refined grains! Refined grains, like white bread, have had healthy stuff, like bran and germ removed! Foods in the grains category include: rice, cereals, breads and pasta.

Which Grain Group food do you like for an after-school snack?

Which Grain Group food would you choose as part of your breakfast? Which Grain Group food could be part of your lunch?

Continue by explaining:All of the Grain Group foods have something in common - they help our bodies

stay healthy by providing energy.That's because foods in the Grain Group are a good source of carbohydrate.What things do you do that use energy? Accept all reasonable answers.What are some of the ways you use energy when you play? Answers may include

running, jumping rope, bicycle riding, swimming, skating, etc.What are some of the ways you use energy in school? Answers may include

reading, writing, talking, thinking, breathing, etc.What are some of the ways you use energy at home? Answers may include doing

homework, helping with chores, playing outside, playing games, brushing teeth, etc.

ACTIVITYHave students do a few activities.

- I want you to jump in place for 30 seconds.- Time the students. After 30 seconds, ask:

o Does jumping use a little bit, a medium amount, or a lot of energy? If you think jumping uses up a little energy, put your hand near your waist. If you think it uses up a medium amount of energy, put your hand near your throat. If you think it uses up a lot of energy, put your hand above your head.

- Now clap 20 times.- When you're done, show me with your hand how much energy you think

clapping uses.- Now jog in place for 30 seconds. I'll tell you when to start and stop.- When you're done, show me with your hand how much energy you think

jogging uses.- Now I want you to sit down and lift up a pencil.- Show me with your hand how much energy you think lifting a pencil uses.

Continue:How would your life be different if you didn't have enough energy? What couldn't

you do?Could you exercise and keep your muscles strong if you didn't have much energy?

No

Summarize:Some activities use up a lot of energy. Some activities use up a medium amount of energy. Some activities use up very little energy. But every activity uses energy. You even use a little bit of energy while you sleep. Students especially need to eat foods from the Grain Group so they have enough energy to learn and to play.

OPTIONAL ACTIVITY: To help students practice learning the foods in the Grain Group, guide them in writing riddles. Begin by using pre-writing strategies to organize their thoughts.

Look at the Grain Group foods on the top of the Grains Riddle Worksheet. Pick one of the foods, but don't tell anyone which food you picked.

Next to number one, write the color of your food.Next to number two, write the shape of your food.Next to number three, write the temperature at which we eat the food. Do we eat

it hot? Cold? At room temperature?Next to number four, write a word to describe the texture of your food. Is it hard?

Soft? Crunchy? Mushy?

Provide the class with a sample food riddle like the one below. Provide the clues, one at a time, until one of the students guesses correctly.

Clue 1: I'm thinking of a food in the Grain Group that is yellow. What is it?Clue 2: The shape of this food is long and thin. What is it?Clue 3: This food tastes best when it's cooked in boiling water and eaten warm.

What is it?Clue 4: Before it's cooked, this food is dry and stiff. After it's cooked, it's soft and

flexible. What is it?Answer: Spaghetti noodles.

Ask students to use their words to make up Grain Group riddles. Have students form groups of three or four and try out their riddles on one another. Ask students to share their riddles with the class.

OPTIONAL PHYSICAL ACTIVITY-- Movement CirclesUse a movement circle to help the students increase their coordination. Have the students form a large circle. Ask them to perform the movements you call out. For example:

Pop up like bread in a toasterGo limp like a noodleFreeze like frozen yogurt

Melt like cheese on a pizzaYou also can have them move like different animals, form letters of the alphabet, make circles with different parts of their bodies, pretend they're playing different sports, etc.

RECIPE: Peanut Butter Oat Bites

Grain Group Riddle Worksheet

Bread Oatmeal Croissant Bagel

Rice Tortilla Pasta Cereal

Pick one of the foods, but don't tell anyone which food you picked!

Grain Group Foods:

Next to number one, write the color of your food. Next to number two, write the shape of your food. Next to number three, write the temperature at which we eat the food. Do we

eat it hot? Cold? At room temperature? Next to number four, write a word to describe the texture of your food. Is it

hard? Soft? Crunchy? Mushy?

My Mystery Food: _________________________________________________________________________

1. Color: _______________________________________________________________________________

2. Shape: ______________________________________________________________________________

3. Temperature we eat the food: ____________________________________________________

_______________________________________________________________________________________

4. Words that describe the texture of the food:_____________________________________

_______________________________________________________________________________________7-My plate:

Objective:- Kids will recognize the my plate guidelines- Kids will understand the importance of getting all five food groups at eat

meal- Kids will know and be able to draw foods from each food group

Materials Needed:- Coloring Myplate sheet for each kid or white paper plates divided out (2 per

student)- Diagram of MyPlate on large poster board (not labeled) - Colored markers (for teacher) - Crayons (kids)- PREP BEFOREHAND

DISCUSSION:REVIEW from past weeks: Tell/ask students the following:

-- Show me with your fingers how many food groups you need each day. Five-- Show me what it's like to hold your pencil with only three fingers.-- Is it easier to hold your pencil with five fingers or three fingers?

What does holding a pencil with five fingers remind us about nutrition? It's easier to stay healthy if you eat from all Five Food Groups every day.

ACTIVITY:

Hand out to each student a blank MyPlate sheet or blank white paper plate and packs of crayons/markers. Have students draw what their plates normally look like with all the foods when they eat a typical meal. Give kids about 10 minutes. Tell kids to hold on to these plates for later.

In front of the kids, write in each food group on large diagram of MyPlate (attached to the lesson plan) on the poster board that was prepared before hand. Reinforce to the students the different foods that make up the MyPlate guidelines.

Tell students to notice that half of their plate at each meal should try to be fruits and vegetables and the other half should be grains and protein. If you look closely grains and vegetables are emphasized more than fruits and protein. Also a dairy product should also be present at each meal. Ask the kids if they remember why it’s important to balance and eat plenty of each food group (Remember, your body is an engine that needs the right fuel to run the best. If you have plenty of servings of each food group each day it will fuel your body right!)

Tell students: Now they will receive a coloring sheet or blank white paper plate and they will draw a plate at least three of their favorite and different foods for each food group. Allow kids about 10 more minutes to finish this activity.

When students are done have them compare both plates. Ask questions to the class about their plates:

- Do both of your plates match up?- By looking at both of your plates, how many of you follow my plate

guidelines during your normal meals?- What are some suggestions that you could do during each meal that would

help you follow MyPlate guidelines?

(**Note: give students healthy suggestions as to how they can make their plates follow MyPlate guidelines. They don’t necessarily need to cut out their favorite foods, but maybe pair some of them with healthy foods!)

RECIPE: Healthy Chicken Salad Sandwiches

8-Vitamins:

Objective:- Kids will be able to pick out food sources for each vitamin- Kids will be able to understand the importance of eating a variety of foods to

make sure they get enough vitamins in their diet.- Kids will understand the benefits vitamins give our bodies- Kids will recognize the benefits from each vitamin

Materials Needed:- Tape- Individual charts for students to look at- Cut outs of different foods with essential vitamins- Large Fill in the blank chart (shown below)- Use either a large poster of

the below chart or draw on chalk/white board

Essential Vitamins Benefits Some Food SourcesA Keeps our eyes, skin, teeth,

and bones healthy!B Converts food into energy!

C Heals wounds, fights sickness!

D Essential for strong bones and teeth!

E Keeps our heart healthy and arteries clean.

K Keeps our blood healthy and clotting properly

DISCUSSION:By raise of hands, who here has heard of vitamins?What are vitamins? They are little substances that help our bodies function. Our bodies can’t make all the vitamins our bodies need to function, so where do we get these vitamins? FOOD THAT WE EAT! Some foods have more vitamins and minerals than others. What do Vitamins do? They boost the immune system, support natural growth and development, and help cells and organs do their jobs.

For example, you’ve probably heard that carrots are good for your eyes. It’s true! Carrots are full of carotenoids that our body converts into Vitamin A, which helps prevent eye problems!

Remember when we talked about the dairy group? We said dairy foods help our bones stay strong. How do they help our bones though? Dairy foods have lots of Vitamin D in them, which help keep our bones strong! Certain vitamins are found in different foods, which is why certain foods play a role in keeping our bodies healthy!

ACTIVITY:Lets go through some vitamins now and see how they keep our bodies working properly! (Reference the larger poster board to show the entire class)

Essential Vitamins

Benefits Some Food Sources

A Keeps our eyes and skin healthy!

Yellow and orange foods like carrots, sweet potatoes, peaches, and cantaloupe

B Converts food into energy! Meats, nuts, fish, dairyC Heals wounds, fights sickness

and helps our brains functionCitrus fruits such as red berries, oranges, and kiwi. Also in red and green bell peppers, tomatoes and spinach

D Essential for strong bones and teeth! This vitamin helps the body absorb bone-building calcium.

Milk, dairy, and the SUN! Our body can make it when we get sunlight on the skin.


Nuts, avocados, whole grains, green leafy vegetables, and pumpkin


Broccoli, spinach, Brussels sprouts, beans, strawberries, meat, cabbage, and eggs.

Now that we’ve learned about the importance of essential vitamins, lets see if you all have been paying attention to which foods are good sources of each vitamin!

Hand out small charts to each student to reference. Use the blank chart that you will prepare on a poster board or drawn on the chalk/whiteboard.

Have students raise their hands after each question and have one come up to the board and place one picture on the chart in the proper area:

- Who can pick out one food that contains Vitamin C?- Who can pick out one food that is essential for strong bones and teeth?- Who can pick out one food that has vitamin K- Who can pick out one food that keeps our eyes and skin healthy?- Who can pick out one food that has Vitamin B?- Who can pick out one food that helps us keep a healthy heart?

(Use cutouts of certain food products on wall chart found on separate sheet attached- Use tape for kids to put foods on chart)

RECIPE: Pineapple-Raspberry Parfaits with Oatmeal Granola

Kids Handout Charts

Essential Vitamins












Essential Vitamins












9-Breakfast:

Objectives:- Children will conduct a classroom survey to see if children eat breakfast.- The children will identify the reasons why eating breakfast is a smart

choice- The children will identify different ways to encourage themselves and

others to eat breakfast every morning.- Children will understand the consequences of skipping breakfast- Breakfast Crossword Sheet for each kid- Breakfast Crossword Sheet Key- Writing utensils for each kid

Materials Needed:- Poster board- Chart paper- Art supplies- Masking tape- Breakfast eating form (attached) one copy for each child- Set up a graph on chart paper by drawing two columns, labeled YES and

NO. PREP REQUIRED BEFOREHAND- Draw an outline of a child on a piece of chart paper. Hang up in group

area. PREP REQUIRED BEFOREHAND

DISCUSSION:1- Start by surveying the class to collect data. Ask: Did you eat breakfast this

morning, yes or no? Tally mark for each kids answer on the chart prepared before hand.

2- Gather children around the graph and ask the following questions:a. How many students ate breakfast this morning?b. How many students did not eat breakfast this morning?c. Did more students eat breakfast than did not eat breakfast?d. What information does this graph tell us?

3- Ask the children who ate breakfast to give examples of some of the things they ate.

4- Talk with children about the importance of eating breakfast every morning: Ask kids: How many have you heard Breakfast is the most important meal of the day? Why do you think it’s important to eat breakfast every morning?Using the child outline on chart paper, discuss and record with markers the following benefits of eating breakfast on the outline:

a. Helps brain grow and thinkb. Helps body growc. Makes bones strongerd. Helps legs run and jumpe. Makes stomach feel full until lunch or snack timef. Provides vitamins and mineralsg. Gives you energy in the morning to help you body work right the rest

of the day

Example:

5- Explain to children that when we don’t eat breakfast, we can feel tired, grouchy and cranky. We might not have the energy to run or play. We may not be able to think about our schoolwork or answer questions effectively.

6- Help children learn about their breakfast habits by filling out the breakfast food chart: Give each child a copy of the chart. Have them complete the chart at home and try to return the following week to PHD filled out.

7- Discuss children’s breakfast eating habits and reasons for not being able to eat breakfast: Brainstorm with children different ways that they can remember to eat breakfast every morning (get up earlier, put out the cereal box the night before, plan with their family what to eat for breakfast the night before, participate in the breakfast program at school and so on..)

8- Ask a few kids to state one way they think will help them to eat something for breakfast every morning and set a goal to try this method in the future.

Helps brain grow and think

Helps the body grow

Makes bones stronger

Makes stomach feel full until lunch or snack time

Helps legs run and jump

9- Review with the students the benefits to eating breakfast. Ask: How might you feel if you don’t eat breakfast?

ACTIVITY: Divide kids into small groups and give each student or each group a breakfast crossword sheet to work on before starting the recipe. Answer key is also attached

Teacher Notes on Breakfast: According to research, eating breakfast is a simple first step towards improved mental and physical performance among children. Breakfast also contributes significant nutrients and calories to the diet, and the nutrients missed by skipping breakfast are not compensated for in following meals.

Also important is the role of breakfast in increasing fiber intake. Fiber is important in that it helps to maintain health and prevent disease, especially heart disease and some types of cancer. Fiber also helps a person feel fuller more quickly. Although many children are not consuming enough fiber in their diets, those children who regularly eat breakfast tend to get 1 to 3 grams more dietary fiber per day than those who skip breakfast. According to the Institute of Medicine’s Dietary Reference Intakes, children ages 4-8 are recommended to consume 25 grams of fiber a day.

Because of these and a number of other health benefits, it is important for children to eat breakfast everyday to improve their learning, memory, and physical wellbeing. This means choosing a combination of wholesome foods that supply approximately one-fourth to one- third of daily vitamins, minerals, protein, and carbohydrates needed by the body. Such foods can include low-fat milk, yogurt or other dairy products; 100% fruit or vegetable juice; fresh, frozen, canned, or dried fruit or vegetables; eggs, beans, lean meats, peanut butter, ready-to-eat cereals; and whole grain bread, bagels, low-fat muffins, rice cakes, and other grain-based products.

RECIPE: Peanut Butter Banana Oat Breakfast Cookies

10- Food Labels

Objective:- Kids will be able to read food labels- Kids will be able to understand each section on a food label- Kids will be able to compare food labels of different products to

determine which one is a healthier choice

Materials Needed:- Large food label for the class to see (attached)- Food labels/food products for groups of 3 or 4 kids (One for each

volunteer): Chips, cookies, granola bar, Greek yogurt (cleaned out), apple, cereal, etc. (make sure to get a variety of foods healthy and not so healthy)

- Nutrition Label Group Worksheet for each group (attached)- Writing utensils for groups of students- Measuring cups (optional- to measure out one serving)- Chalk/White Board- Markers

DISCUSSION:Reading a nutrition facts label on packaged food items contains valuable information for making healthy food choices at the grocery store. Being able to read a food label can seem difficult and confusing, but understanding a few numbers and terms is very beneficial.

Today we’ll learn the basics to reading nutrition food labels: (Use large food label for pretzels attached to the lesson)

Step 1: Check the Serving SizeStep 2: Look at calories, fat, fiber, sugar, and vitamin percentages (Highlight the definitions on the nutrition label chart to students)

Go through a comparison of snack foods. Provide an example:

Ask: - How many of you like chips? Have students raise hands. - Have you every looked at a chip nutrition label? - Have a student look at a snack nutrition label- how many grams of fat in a

serving of chips? Compare to pretzels- How many calories in a serving? Compare to pretzels. - How many potato chips do you get per serving? Compare to pretzels. - Ask the students, what seems like a better snack? Why? Potato chips have

more fat and calories. You get more pretzels in one serving than chips also!

Tell kids they will be put in groups of three or four and will be given a snack food and they will have to look at the nutrition facts label to determine the questions on the Nutrition Labels Group Worksheet provided. Have a volunteer sit with each group.

[Kids name food item, how much in one serving, measure out one serving. How many calories? How much fat in grams and percent? How much fiber in grams and percent? How much sugar in grams and percent? What are the vitamin and mineral percentages?]

Make a quick chart on the board while groups are working: See below chart

Food name

Serving Amt

Calories Fat Fiber Sugar Vit A

Vit C

Iron Calcium Total Circles

Food # 1Food # 2Food # 3Food # 4

Come back as a group. Compare snacks on a board.

Ask one student from each group to help fill in the chart for the class. After the chart is complete from each food group, ask as a group the following questions and circle the food that is the healthier option:

- Which food has the least amount of calories per serving? - Which food has the least amount of fat per serving?- Which food has the highest amount of fiber per serving?- Which food has the least amount of sugar per serving?- Which food has the highest amount of Vitamin A?- Which food has the highest amount of Vitamin C?- Which food has the highest amount of Iron?- Which food has the highest amount of Calcium?

At the end of all the questions, add up the total circles write in the chart at the end? The food with the most circles is a healthier option out of the group.

Now that we know how to read nutrition food labels we can use this knowledge at home and grocery shopping with the family. Now when you want to buy a food at the store you can look at the label and tell your family about the food label and how it’s a healthy option. You can convince them to buy you healthier food options!

RECIPE: Baked Zucchini with Mozzarella

Nutrition Label Group Worksheet

Step 1: Name of food item:__________________________________________________________________

Step 2: Amount of food in one serving:_____________________________________________________(Measure out one serving)

Step 3: Number of calories:__________________________________________________________________

Step 4: Amount of fat in grams and percent:_______________________________________________

Step 5: Amount of fiber in grams and percent:____________________________________________

Step 6: Amount of sugar in grams and percent:___________________________________________

Step 7: Vitamin and Mineral Percentages: Vitamin A:___________ Vitamin C:__________ Calcium:____________ Iron:___________

Nutrition Label Group Worksheet

Step 1: Name of food item:__________________________________________________________________

Step 2: Amount of food in one serving:_____________________________________________________(Measure out one serving)

Step 3: Number of calories:__________________________________________________________________

Step 4: Amount of fat in grams and percent:_______________________________________________

Step 5: Amount of fiber in grams and percent:____________________________________________

Step 6: Amount of sugar in grams and percent:___________________________________________

Step 7: Vitamin and Mineral Percentages: Vitamin A:___________ Vitamin C:__________ Calcium:____________ Iron:___________

11- Energy Balance

Objective:- Kids will be introduced to the

concept of Energy Balance- Kids will be able to generate

ideas about where energy comes from and how it is used

- Kids will be able to identify ways that Energy Balance can contribute to an active, healthy lifestyle

Materials Needed:- Beanbags for every student- Jump ropes- Source of music- Board (White/Chalkboard

or big note pad)- Markers- Balance scale- Weighted object for scale

ACTIVITY:(This lesson plan we’ll be doing the activity first and then the discussion)**Note: Before beginning the lesson, clear a space where students can move around.

Tell students that they are going to participate in a series of activities that all have something in common. Their challenge is to try to figure what that is! Have students stand up and complete the following tasks:

a. Walk from one side of the room to the other with a beanbag on your head. Try to keep the beanbag on your head the entire time.

b. Repeat the beanbag activity using a jump rope as a simulated tightrope. Try to stay on the rope while keeping the beanbag on your head. Repeat the exercise with your eyes closed!

The Servings Per Container tells you how many servings in this package. Some foods might look low in calories and fat if you only have one serving. But if you eat more, then it can really add up! See how many servings this label shows. 2 servings!The Percent Daily Value (DV) is a number on the label given in percentages. These percentages are the amount of a certain nutrient that a person will eat in one serving. (based on 2000 calorie diet)

Fiber helps your food move through your body easily. Foods with 4 grams or more is high in fiber!

Sugars is the total amount of natural sugar that is already in the food and added sugar. Our body does no need too much sugar. Sugar can add lots of calories that we don’t need.

Protein is very important because it is the building blocks for all cells. Read carefully, high protein foods can be high in fat.

Start with the Serving Size. All the numbers are based on one serving size. The package might actually contain many servings so this is very important information that you need to know2!

CaloriesThis tells you how much energy you will get from this food. If you don’t use that energy, it gets stored as fat.Calories from FatThis tells you how much energy of that energy comes from fat. Your heart likes foods lower in fat.

Total Fat is the amount of all the different kinds of fat in one serving. Your body needs some fat. Avoid foods high in saturated fats and look for zero Trans fats. These fats are not good for your heart.

Cholesterol and sodium (salt) is the amount in one serving of food. We want to pick foods that are low. Look for 5% or less! Eating less of this will help reduce the risk for high blood pressure and high cholesterol. Most of sodium consumed is by processed foods not added salt

Vitamin Section:See if these foods are high in vitamins. Vitamins help your body stay healthy. 20% or more is high! Most children don’t get enough Vitamin A, Vitamin C, iron or calcium, so choose foods higher % DV for these nutrients. Eating enough of these nutrients can improve your health and reduce the risk of certain diseases.

c. Remove the beanbag and start the music. Dance in place until the music stops. When it stops put one foot in the air and hold that position. Try to stay on one foot until the music starts again without placing the other foot on the floor. For an extra challenge, close your eyes!

d. Write the following equation on the board: 272+7=. Ask students to create another equation that would get the same sum, using the number 76 as one of the addends.

e. Place an object on one side of the balance scale and challenge students to find another object in the room that would keep the scale even.

DISCUSSION:1. At the end of the five activities, ask students what all of the activities have in common. The answer is they are all related to “balance.” Ask student to define “balance” and then share how each activity relates to it. Which activities are most challenging? Why?

2. Ask students for other examples of things that can be balanced. Ideas include a budget, a seesaw, balancing foods from food groups, balancing our time, even balance in a friendship. For each example, ask students to share how we get balanced, the benefits of the balance, and the consequences or challenges of being unbalanced. In what ways can things fall apart or not work if they are not balanced?

3. Poll students for examples of how our body stays balanced. Guide the discussion toward food and physical activity and see if students have any idea how food and physical activity can help our body stay balanced.

4. Put the word “energy” on the board and make a T-chart under it with the headings, “Energy In” on the left and “Energy Out” on the right. Ask students to share definitions for the word “energy” (Energy is our ability to do work, be active, play, breathe, and move!)

5. Ask them to list some things that they have done today that they needed energy for. List all ideas on the right side of the chart under Energy Out. Then ask them if they know where that energy came from. List all ideas on the left side of the chart.

6. Share that we get energy from what we eat and drink. The energy comes in the form of calories. (Review the term “calories”, ask students if they have ever heard the term “calorie”. Calories are the amount of energy they get from what they eat or drink.) All available energy comes from the foods we eat and drink. That is called “Energy In”. We use that energy to do just about everything from the time we wake up to the time we go to sleep. We even use some energy when we’re sleeping! When we use calories/energy to work and play, it’s called burning the calories. That is “Energy Out.”

7. Put the words, “Energy Balance” on top of the T-Chart. Now that they know about Energy In and Energy Out, ask students to guess what the term “Energy Balance” means and how we can get it! Share information about Energy Balance from the above section. Explain to students that Energy In and Energy Out doesn’t have to balance perfectly every day but we should keep our Energy balanced over time.

8. Now that students have a better idea of what Energy Balance is, have the students complete the sentence, “Energy Balance is _______________.”

RECIPE: Banana Roll

Teacher Notes: Human beings need energy to survive—to breathe, move, pump blood, and think—we get this energy from calories in foods and beverages. When a food or beverage contains 100 calories, it is a way of describing how much energy our body gets from eating or drinking it. How many calories we need each day depends on many things: our gender, heights, weight, age, and activity level. The average school age child needs between 1,600 and 2,500 calories each day. That energy is then used (burned) by the activities we do each day and the basic body functions we need to survive. These include sleeping, thinking, pumping blood, etc.

Balancing our Energy In and Energy Out contributes to a healthy lifestyle in many ways. Our focus for kids should be about having enough energy to do all the things they way to do and grow up strong and healthy; to practice balance, variety and moderation in their diet; and to be physically active for 60 minutes each day. Our Energy In and our Energy Out don’t have to be balance exactly every day, but our goal should be to maintain balance over time.

12- Eating Healthy when Eating Out

Objective:- Kids will be understand that it’s difficult to make healthy choices when

eating out - Kids will become aware of choosing healthier options when eating out- Kids will be able to pick out healthier options when given options

Materials Needed: - Pre-written out questions on large board (PREPERATION REQUIRED

BEFOREHAND)- Markers- Large print out cards attached to lesson plan

DISCUSSION:Ask kids: How many times a week do you go out to eat with your family? When you’re out at the restaurants do you know how they make the food or the ingredients they use? Not usually.

Tell kids that because they go out to eat at restaurants it’s hard to tell how much sugar salt and calories are coming from their meals. Eating out can be difficult in trying to eat healthy because we don’t know how restaurants make their food. Doesn’t mean you can’t or won’t eat out, but there are some tips we can use to choose healthier foods when we eat out.

ACTIVITY:Using the premade board of written out questions, tell students we’ll go through and activity where as a group we decide which of the two options is healthier:

TIPS- Is it healthier to choose…

- Water, Fat-free or low-fat milk, unsweetened tea OR Soda, juice, whole milk

- White Bread OR Whole-wheat bread- A main dish that includes vegetables such as stir fries, kebobs, or pastas

in a tomato sauce OR A main dish that includes no vegetables- Steamed, grilled or broiled dishes OR Fried or sautéed dishes- “Small” or “Medium” portions OR “Large” portions (The more food on a

plate the more likely you’re going to want to finish the entire plate)- A single item from the menu OR An “all-you-can-eat” buffet- Ordering a meal by yourself OR Sharing a meal between you and a

friend/family- Finishing you entire plate clean OR Stopping eating after you are full

and save the rest of the leftovers for a later time- Salad dressing on the side OR Salad dressing on the salad

RECIPE: Greek Salad 13- Sugar and Sodium

Objective:- Kids will understand the importance of lowering sodium and sugar in the

diet- Kids will learn the difference between refined sugars and natural sugars- Kids will become more aware of high sodium and refined sugar foods- Kids will be able to pick out lower sodium and sugar meals when looking

at amounts that are found in foods- Kids will understand the concept of moderation of foods especially in

foods with high sodium and refined sugars

Materials Needed:- Print out cards of foods- Calculators (About 2 for each group of 3 or 4 if possible)- Diet sheet (One for each group)- List of sodium or sugar containing meals (One pack for each group)

PREPRATION REQUIRED BEFOREHAND- Writing utensils for each group

DISCUSSION:How many of you have heard of sugar and sodium in foods? Raise your hands. Does anyone know what sodium is? Sodium is a nutrient found on salt, so another word for salt. High sodium foods are the same as high salt foods.

These two have become a concern in the American diet. Too much sugar intake can be an increase in calories or your Energy In and you don’t get nutrients from refined sugars. Too much sodium intake can cause heart problems. A typical person is recommended to have less than 2,300mg of sodium each day. Most Americans take in an average of 3,400mg of sodium each day! As for sugar, there is no nutritional

benefit, but it’s recommended to take in less than 50 grams a day of refined sugars. Consuming too much sugar can be an excessive amount of calories or Energy In with no nutritional value. This could cause weight gain and increases your risk of diabetes.

What are refined sugars? Has anyone heard of refined sugars?Refined sugars are added sugar to foods such as candy bars, sodas, and other sugary foods. Sugars that are natural and are found in natural foods such as fruits and honey are called Natural sugars. What is a nutritional concern are the added sugars. We should limit these to 50g each day.

It’s okay to take in sodium and sugar, it’s hard to not eat foods with these in them. But it’s all about moderation. Does anyone know what the definition of moderation is? It’s not taking in too much of something- taking what’s just enough.

Let’s take a look at some common foods and their sodium and sugar levels!

- 1 Fruit roll up: 38g Sugar- 2 Cups Kraft Mac & Cheese 1160mg Sodium- 1 Mcdonalds Mcdouble Cheeseburger 890mg Sodium- 6 Oreos 39g Sugar- 1 Can Fanta Orange Soda 44g Sugar- 2 slices Sausage and Pepperoni Pizza 1100mg Sodium- 1 Cup Chocolate Ice Cream 33g Sugar- 1 Snickers Bar 30g Sugar- 1 Cup Campbell’s Chicken Noodle Soup 1780mg Sodium

ACTIVITY: Now that we understand how much sugar and sodium is recommended for us to have each day in our foods, let’s play a game. Tell the kids they will be separated into groups of 3 of 4 depending on the size of the group. Each group will get one or two calculators, either a Sodium or Sugar Meal Work Sheet and a list of meals to work with, depending on which worksheet your group receives.

The goal is to find different combinations of meals three times a day that don’t go over in either sugar or sodium. Your job is to search through all the different sugar or sodium meals and add them up using your calculators making sure to keep sodium and sugar levels below or around the recommended amount of sugar/sodium limits per day.

Write down your three meals that you came up with and keep creating combinations of meals until time is up! See how many you can make!

Divide kids into groups and hand out calculators, worksheets, and meal packs.

If time permits: Ask around for groups to share the meals they came up with.

Ask discussion questions that get kids thinking about the purpose of the activity.- After looking at some of those sugar and sodium levels what are your

thoughts on sodium and sugar? - Was it difficult to find meals that fit under the recommended levels?- Did you notice that if you had a meal that was high in sugar/sodium that

you had to find other meals to fit in the day that weren’t as high? It’s okay to have some meals higher or lower in sugar or sodium, but we should try to have our entire days worth of sodium/sugar below the recommended levels.

- After this lesson, what did you learn about sugar and sodium? Accept all possible answers.

RECIPE: Apple Pear Salsa with Cinnamon Chips

14- Physical Activity

Objectives:- Kids will understand the benefits of physical activity- Kids will become more aware of being physically active- Kids will know how much physical activity is recommended each day- Kids will be able to recognize physical activities that will help keep them

healthy

Materials Needed:- Open Space for movement

DISCUSSION:Everyone, not just kids and teens, should be active every day in as many ways as possible! Does anyone know how much activity everyone should get each day? AT LEAST 60 minutes a day. It’s even better to be active for a couple of hours but you don’t have to do it all at once- doing different activities throughout the day all adds up! Remember back to Energy In and Energy Out, it’s important to balance these two. Getting enough physical activity while also eating a healthy balanced diet is important in living a long and healthy life!

Physical activity is important for kids because it enhances fitness, and fosters growth and development. It increases your chance of living longer, you feel better about yourself, you develop stronger muscles and bones, and helps you maintain a healthy weight.

There are four different categories of physical activity:- Aerobic activities- Muscle-strengthening activities- Bone-strengthening activities- Balance and stretching activities

Aerobic activities- make you breathe harder and make your heart beat faster. Aerobic activities can be moderate or vigorous in their intensity. Vigorous activities take more effort than moderate ones. For moderate activities, you can talk while you do them, but you can't sing. For vigorous activities, you can only say a few words without stopping to catch your breath. Moderate activities include walking fast, bike riding, skateboarding, dancing, and playing on park equipment. Vigorous activities include organized sports such as football, soccer, and tennis, running or chasing friends, swimming laps, or skipping.

Muscle-strengthening activities- make your muscles stronger. These include activities like push-ups and lifting weights. It is important to work all the different parts of the body - your legs, hips, back, chest, stomach, shoulders, and arms.

Bone-strengthening activities- make your bones stronger. Bone strengthening activities, like jumping, are especially important for children and adolescents. These activities produce a force on the bones that promotes bone growth and strength.

Balance and stretching activities- enhance physical stability and flexibility, which reduces risk of injuries. Examples are gentle stretching, dancing, yoga, martial arts, and t'ai chi.

ACTIVITY:Now that we understand the different types of physical activity and the importance of it in our healthy lives, we’ll play a game. I’ll list off a physical activity and we’ll all mimic that activity. It’s your job to try to name what type of physical activity we’re doing- Aerobic, muscle-strengthening, bone-strengthening, or balance and stretching.

List of physical activity movements:- Soccer— Aerobic (vigorous)- Jumping jacks— Bone-strengthening, Aerobic- Stretching our legs— Balance and stretching- Dancing— Aerobic (moderate)- Hop-scotch— Bone-strengthening- Football— Aerobic (vigorous)- Balancing on one foot— Balance and stretching- Swimming laps— Aerobic (vigorous)- Push ups— Muscle-strengthening- Yoga— Balance and stretching- Tennis—Aerobic (vigorous)- Skipping—Aerobic (vigorous), Bone-strengthening- Weight lifting—Muscle-strengthening

- Bicycling— Aerobic (vigorous)- Jump roping— Bone-strengthening, Aerobic- Sit ups— Muscle-strengthening- Hockey— Aerobic (vigorous)

RECIPE: Creamy Garlic-Herb Dip

15- Wrap Up

Objective:- Kids will be able to remember points and facts from previous lessons- Kids will be able to engage in a team effort to answer review questions

from the past lesson plans

Materials Needed:- Board (white/chalk/paper)- Board markers/chalk- Two team objects (balls or any random object you can get a hold of)- A cheat sheet for each group to use (2 Sheets)- A copy of the questions to ask the groups

DISSCUSSION:We’ve had a great couple months with Physical Healthy Driven learning about nutrition and health! We’ve learned about each of the food groups, my plate, vitamins, breakfast, food labels, energy balance, eating healthy when eating out, sodium/sugar, and the importance of exercise! How many of you have learned a lot??

So what do you say we test our knowledge of everything we have learned and play a game on the last day of the program?!

ACTIVITY:Separate kids into two groups evenly. Once separated, give the kids a minute or two to come up with a team name- write them on the board to keep a tally. Give each group an object that they can use to raise in the air to be called on. Give each group a cheat sheet to reference during the game.

Tell kids that you’ll ask a variety of questions from previous lessons the first group to raise their object and be called on will answer the question. If the group gets it right they get a point. If they don’t answer correctly, the other group gets a chance to answer the question to get a point. Ask if it makes sense to all the kids?

Read off the questions attached to the Wrap Up Sheet. Tally on the board the points each team has.

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