LEARNING OBJECTIVES - Californianetwork-toolbox.cdph.ca.gov/en/pdf/AllLessons.pdf · 2009. 2....

1S e c t i o n 1 • A d u lt R e c o m m e n d At i o n l e S S o n S

How Many Cups Do I Need?

LEARNING OBJECTIVES

By the end of the lesson, participants will be able to:

• Identifytherecommendedcupsoffruitsandvegetablestheyshouldeateachdayforgoodhealth.

• Recognizehowdifferentquantitiesoffruitsandvegetablesadduptotherecommended dailyamount.

• Recognizetherolethatfruitsandvegetablesplayinreducingtheirriskofcertainchronicdiseases.

• Recognizefruitandvegetableconsumptionasanimportantelementofahealthylifestyle.

• UsetheFruit and Vegetable Scoreboardhandouttotracktheirprogresstowardmeetingtheirrecommendedcupsoffruitsandvegetables.

MATERIALS

• TheRecommended Cups of Fruits and Vegetables for Adultshandout(p.H–1)

• TheWhat’s in a Cup?handout(p.H–2)

• TheHealth Benefits of Eating Fruits and Vegetableshandout(p.H–3)

• TheFruit and Vegetable Scoreboardhandout(p.H–4)

• TheEnergize Your Body with Fruits and Vegetables!poster(EnglishandSpanish)

PREPARATION

1. Becomefamiliarwiththecontentofeachhandoutpriortoimplementingthelesson.Photocopy the Recommended Cups of Fruits and Vegetables for Adults, What’s in a Cup?, Health Benefits of Eating Fruits and Vegetables, and Fruit and Vegetable Scoreboardhandoutsforeachparticipant.

2. DisplaytheEnglishandSpanishEnergize Your Body with Fruits and Vegetables!poster.

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INSTRUCTIONS

1. DistributetheRecommended Cups of Fruits and Vegetables for Adultshandout toeachparticipant.

2. Reviewthehandoutwiththeclass,andexplainthatadultsshouldeat3½to6½cupsoffruitsandvegetableseverydayfor

goodhealth.Alsoexplainthatthenumberofcupsoffruitsandvegetablesthattheyneeddependsupontheirage,gender,andphysicalactivitylevel.Forexample,a30-year-oldwomanwhoisphysicallyactivefor30to60minuteseachdayshouldeat2cupsoffruitsand2½cupsofvegetableseveryday.

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3. Basedonthehandoutinformation,askparticipantsthefollowingquestions:

• Howmanycupsoffruitsshouldyoueateveryday?

• Howmanycupsofvegetablesshould youeateveryday?

• Howmanytotalcupsoffruitsandvegetablesshouldyoueateveryday?

• Doeseatingtherecommendedcupsoffruitsandvegetablessoundeasyor hard?Why?

4. DistributetheWhat’s in a Cup?handouttoparticipants.Reviewtheinformationinthehandoutandexplainthatdifferentquantitiesandtypesoffruitsandvegetablescanadduptotherecommended3½to6½cupsthatadultsneedeverydayforgoodhealth.Pointoutthatdried,frozen,100%juice,canned,andfreshfruitsandvegetablesallcount.

5. IntroducetheEnergize Your Body with Fruits and Vegetables!postertodemonstratedifferentamountsoffruitsandvegetablesusingcuppedhands.Haveparticipantsusethepostertoanswerthefollowingquestions:

• Whatdoes½cupoffruitlooklike?

• Whatdoes1cupofvegetableslooklike?

6. Asktheparticipants:

Nowthatyouknowwhatamountsare equalto1cup,½cup,and¼cup,doeseatingtherecommendedamountoffruits andvegetableseverydayseemeasierorharder?Why?

7. DistributetheHealth Benefits of Eating Fruits and Vegetableshandouttoeachparticipant.Reviewtheinformationwith theclass,andhaveparticipantsshare theirimpressions.

8. Concludethelessonbydistributingthe Fruit and Vegetable Scoreboardhandout.Talkwithparticipantsaboutusingthehandouttokeeptrackoftheirprogresstowardmeetingtherecommendedcupsoffruitsandvegetablesforaweek.Directtheirattentiontotheweeklygoalssectionofthehandout,anddiscusswithparticipantssomehelpfultipsformeetingtheirstatedgoals.Talkwiththemaboutteamingupwithafriendorfamilymembertoeatmorefruitsandvegetables.Mentionhowsocialsupportcanmakelivingahealthylifestylemucheasier.

Expansion IdeasPhotocopyanddistributetheMy Meal Plan handout(p.H–5)toparticipants.Haveparticipantsplanaday’sworthofmeals,snacks,anddessertsusingtheirrecommendedamountoffruitsandvegetablesasaguide.Askthemtosharetheirmealandsnackideaswiththegroup.

Tips• Demonstratehowtomeasureavarietyoffresh,

frozen,canned,ordriedfruitsandvegetablesusingcupsandcuppedhands.

• Buytheproducesamples,oraskyourlocalgrocerystoreorfarmers’markettodonatethem.

• Remembertohandlefoodsafely.Tolearnmoreaboutfoodsafety,visitwww.foodsafety.gov.

3S e c t i o n 1 • A d u lt R e c o m m e n d At i o n l e S S o n S

How Many Minutes Should I Get?

LEARNING OBJECTIVES


• Identifytherecommendedminutesofdailyphysicalactivitytheyshoulddoforgoodhealth.

• Recognizetherolethatphysicalactivityplaysinreducingtheirriskofcertainchronicdiseases.

• Recognizephysicalactivityasanimportantelementofahealthylifestyle.

• Usethe Physical Activity Scoreboardhandouttotracktheirprogresstowardmeetingtheir physicalactivitygoals.

MATERIALS

• TheRecommended Minutes of Physical Activity for Adultshandout(p.H–6)

• TheHealth Benefits of Physical Activityhandout(p.H–7)

• ThePhysical Activity Scoreboardhandout(p.H–8)

PREPARATION

1. Becomefamiliarwiththecontentofeachhandoutpriortoimplementingthelesson.Photocopythe Recommended Minutes of Physical Activity for Adults, Health Benefits of Physical Activity, and Physical Activity Scoreboardhandoutsforeachparticipant.

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INSTRUCTIONS

1. DistributetheRecommended Minutes of Physical Activity for Adultshandouttoeachparticipant.Beginbyaskingparticipantsthefollowingquestions:

• Howmanyminutesofphysicalactivityshouldyougeteveryday?

• Whatcountsasphysicalactivity?

• Ifyouaren’tphysicallyactiveeveryday,whyaren’tyou?

• Whatmakesyouwantornotwanttobephysicallyactive?

2. Explaintoparticipantsthattomaintaingoodhealthandreducetheriskofchronic

diseases,adultsneedatleast30minutesofmoderate-intensityphysicalactivityeveryday.

3. Explainthatformostpeople,greaterhealthbenefitscanbeachievedbydoingmorephysicalactivity.Forexample,tohelp managebodyweightandpreventgradualweightgain,adultsneed60minutesofmoderate-tovigorous-intensityphysicalactivityonmostdaysoftheweek.Tosustainweightloss,adultsneed60to90minutesofmoderate-intensityphysicalactivityeveryday.Notethatsomepeoplemayneedtoconsultwithahealthcareproviderbeforeparticipatinginthislevelofactivity.

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4. Discussthevarietyofactivitiesthatmake upphysicalactivity,andreviewthedefinitionsofmoderate-andvigorous-intensity physicalactivity:

Moderate-intensity physical activity –getsyouupandmovingandmakesyourheartbeatfaster(e.g.,briskwalking,biking,takingthestairs,dancing,andrakingleaves).

Vigorous-intensity physical activity –makesyoubreathehardandsweat(e.g.,running,jogging,playingsoccer,fastdancing,jumpingrope,playingbasketball,andfastbiking).

5. Askparticipantstosharethetypesofphysicalactivitythattheyliketodo.Alsohaveparticipantssharewaysthattheycanincreasetheamountofphysicalactivitytheygeteveryday.

6. DistributetheHealth Benefits of Physical Activityhandouttoeachparticipant.Reviewtheinformationwiththeclass,andhaveparticipantssharetheirimpressions.

7. ConcludethelessonbydistributingthePhysical Activity Scoreboardhandout.Talkwithparticipantsaboutusingthehandouttokeeptrackoftheirprogresstowardmeetingtheirphysicalactivitygoalforaweek.Directtheirattentiontotheweeklygoalssectionofthehandout,anddiscusswithparticipantssomehelpfultipsformeetingtheirstatedgoals.Talkwiththemaboutteamingupwithafriendorfamilymembertobemorephysicallyactive.Mentionhowsocialsupportcanmakelivingahealthylifestylemucheasier.

Expansion IdeasPhotocopyanddistributetheKeeping FITT (p.H–25)andPhysical Activity Pyramid (p.H–26)handoutstoparticipants.Encourageparticipantstousethehandoutstocreateaweeklyphysicalactivityroutineforthemselvesandtheirfriendsorfamilymembers.

5S e c t i o n 2 • n u t R i t i o n l e S S o n S

Fruit and Veggie Icebreaker

LEARNING OBJECTIVES


• Describeatleastthreehealthbenefitsassociatedwitheatingavarietyofcolorfulfruitsandvegetablesaspartofahealthydiet.

• Identifyatleastthreewaystopreparefruitsandvegetables.

• Applytheconceptofteamworktotheotherlessons.

MATERIALS

• The Health Benefits of Eating Fruits and Vegetableshandout(p.H–3)

• Onedeckoffruit,vegetable,andphysicalactivityplayingcards

• Paperclips

PREPARATION

1. PhotocopytheHealth Benefits of Eating Fruits and Vegetableshandoutforeachparticipant,andbecomefamiliarwiththecontentpriortoimplementingthelesson.

2. Opentheboxoffruit,vegetable,andphysicalactivityplayingcards,andsetasidetheaces, couch potato and junk foodjokers,andphysicalactivityfacecards.

3. Shuffletheremainingcardsthatcontainthefruitandvegetableimages.Preparealistofyes/noquestionsasdescribedinStep5oftheinstructionstohelpparticipantsdeterminethenameofthefruitorvegetableontheplayingcard.Displaythelistofquestionsfortheparticipantstoreviewbeforethelesson.

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INSTRUCTIONS 1. Arrangeparticipantsintoteamsofthreeto

fourplayers.

2. Paperclipafruitorvegetableplayingcard,imagesideup,tothebackofeachparticipant’sshirtcollar.Makesurethateachparticipantdoesn’tknowwhichfruitorvegetableappearsonhisorherplayingcard.

3. Haveparticipantsturntheirbackstotheirteammemberstorevealtheirfruitor

vegetableplayingcards.Remindparticipantsnottorevealtotheirteammatewearingthecardwhatfruitorvegetableisonthecard.

4. Instructparticipantstofigureout,oneatatime,theirfruitorvegetablebyaskingtheirteammembersaseriesofquestions.Theteammembersmayonlyrespondwitha”yes”or”no”answer.

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5. Participantsshouldaskgeneralratherthanspecificquestions.Forexample,”AmIafruit?”insteadof,”AmIanapricot?”Othergoodquestionsinclude:”ShouldIbepeeledbeforeIameaten?””DoIgrowonatree?””AmIgreenincolor?””AmIsweet?””AmIsour?””DoIhaveseeds?”Feelfreetocomeupwithadditionalquestions.Eachparticipantshouldaskquestionsuntilheorshecorrectlyidentifieshisorhercard.

6. Thefirstteamtohaveallofitsmember’sidentifytheirfruitsand/orvegetableswins thegame.

7. DistributetheHealth Benefits of Eating Fruits and Vegetableshandouttoeachparticipant. Askparticipantstoidentifyanddiscusswiththeirteammembersthehealthbenefitsoffruitsorvegetables.

8. Concludethelessonbyhavingparticipantssharewiththeirteammemberstheirfavoritewaystopreparethefruitsand/orvegetablespicturedontheirplayingcards.

Expansion Ideas

PHYSICAL ACTIVITY ROUND

Introducetheconceptofphysicalactivity byaddingthephysicalactivityfacecards (e.g.,joggingking,dancingqueen,andsoccerplayingjack)tothegame.Followinginstructions3and4,haveparticipantsguessthephysicalactivitydepictedontheirplayingcards.Preparealistofquestionsthatwillhelpparticipantsdeterminethephysicalactivitythatisshownontheircards.

Sample questions:

• Istheactivityperformedoutdoors?

• Isitanaerobicactivity?

• Istheactivitydonewithaball?

• Canyoudotheactivitywithfriends andfamilymembers?

• Doestheactivityrequireapartner?

Concludethelessonwithadiscussionaboutphysicalactivity.Askparticipantstosharetheirfavoritephysicalactivities.Includequestionsandcommentsthatwillhelpparticipantsidentifyopportunitiestogettherecommendedlevelofphysicalactivityeveryday.

TipIfparticipantsenjoybeingcompetitive,awardprizestothewinningteams.

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Healthy Recipe Demonstration and Sampling

LEARNING OBJECTIVES


• Describeatleastthreehealthbenefitsassociatedwitheatingavarietyofcolorfulfruitsandvegetablesaspartofahealthydiet.

• Identifyatleastthreewaystoincorporatehealthyrecipesthatarequickand easy-to-prepareintodailymealplans.

• Prepareahealthyrecipethatincludesatleast½cupoffruitsorvegetablesperserving oftherecipe.

• Recognizehowdifferentquantitiesandtypesoffruitsandvegetablesadduptothe recommendeddailyamounts.

MATERIALS

• Recipeingredients

• Kitchenappliances,suchasablender,electricwok,electricskillet,microwaveoven, andarefrigerator

• Plasticstoragecontainersandmixingbowls

• Cookingutensils,suchasforks,knives,largespoons,andsaladtongs

• Potsandpans

• Measuringcupsandspoons

• Cups,bowls,napkins,plasticforks,plasticknives,andplasticspoonsforrecipesampling

• Atable

• Adisposabletablecloth,ifdesired

• Adishtowel,sponge,anddishsoapforcleanup

• TheRecommended Cups of Fruits and Vegetables for Adultshandout(p.H–1)


• TheRecipehandouts(p.H–9–17)

• TheWhat’s in a Cup? handout(p.H–2)



PREPARATION

1. Selectoneormorehealthyrecipesfromthoseshowninthehandoutsection.Forrecipesthatrequirebaking,atoasterovencanalsobeused.

2. Buytherequiredingredients,oraskyourlocalgrocerystoreorfarmers’markettodonatethem.Getenoughingredientstoconductthefooddemonstrationandhaveenoughavailableforsampling.

3. Prepareandmeasuretheingredientsaccordingtotherecipe(s).

4. Placetheingredientsinplasticcontainers,coverwith lids or plastic wrap, and store at the appropriate temperatures.

5. Gathertheportableappliances,plasticstoragecontainers,mixingbowls,cookingutensils,potsandpans,measuringcupsandspoons,andservingitemsthatyouwillneedforthefooddemonstration.

6. Setupthetablesothatallparticipantscaneasilyviewthefooddemonstration.

7. Becomefamiliarwiththecontentofeachhandoutpriortoimplementingthelesson.PhotocopytheRecommended Cups of Fruits and Vegetables for Adults and Health Benefits of Eating Fruits and Vegetableshandoutsforeachparticipant.AlsophotocopyenoughRecipehandoutsandWhat’s in a Cup?handouts.Ifyouareteachingthislessoninaseries,youmaywanttoreproduceonlythehandoutsthatarenewtothegroup.


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INSTRUCTIONS

1. DistributetheRecommended Cups of Fruits and Vegetables for Adultshandouttoeachparticipant.

2. Reviewthehandoutwiththeclass,andexplainthatadultsshouldeat3½to6½cupsoffruitsandvegetableseverydayforgood

health.Alsoexplainthatthenumberofcupsoffruitsandvegetablesthattheyneedisbasedupontheirage,gender,andphysicalactivitylevel.Haveparticipantsusethehandouttoidentifyhowmanycupsoffruitsandvegetablestheyneedeveryday.


3. DistributetheHealth Benefits of Eating Fruits and Vegetableshandouttoeachparticipant,andreviewtheinformationwiththeclass.Askparticipantstosharetheirimpressions.

4. DistributetheWhat’s in a Cup?handouttoeachparticipant.

5. Reviewtheinformationinthe Energize Your Body with Fruits and Vegetables! poster and What’s in a Cup?handoutwiththeclass,andaskparticipantstosharetheirimpressions.

6. Explainthatdifferentquantitiesandtypesoffruitsandvegetableseatenthroughoutthedaycaneasilyadduptotheirrecommendeddailyamounts.Alsoshowhow½cupof fruitsorvegetablesfitsintoonecupped handand1cupofleafygreensfitsintotwocuppedhands.

7. Next,demonstratehowtopreparethehealthyrecipe(s).

8. Usetherecipeingredientstoshowdifferentquantitiesoffruitsand/orvegetables.

9. Askparticipantstosharewaysinwhichtheywouldincorporatetherecipesintotheirdailymealplans.Discussbreakfast,lunch,dinner,dessert,andsnacks.

10.Dividethepreparedrecipesinto sample-sizeportions,andservethesamplestoparticipants.Provideeachparticipantwithahandoutoftherecipe(s),andencourageparticipantstosharetherecipe(s)withtheirfamilies,friends,andneighbors.

11. Reviewthenutritioninformationfortherecipesasyourparticipantsenjoytheirsamples.

12.Encourageyourparticipantstosharewhattheyenjoyedabouttherecipe(s).

13.ConcludethelessonbyreinforcingtheinformationintheHealth Benefits of Eating Fruits and Vegetables and the What’s in a Cup?handouts.

Expansion Ideas Organizeanutritiousanddeliciouspotluckorpicnicbyaskingeachparticipanttoprepareahealthyrecipeforeveryonetoshare.

Askparticipantstobringafavoritefamilyrecipe,andshowthemhowtoincludeatleast½cup offruitsand/orvegetablesineachservingof therecipe.

Tips• Laminatetherecipestomakethem

waterresistant.

• Letaparticipanthelpyoudemonstrate arecipe.

• Remembertohandlefoodsafelywhenconductingfooddemonstrations.Tolearnmoreaboutfoodsafety,visitwww.foodsafety.gov.


LEARNING OBJECTIVES


• Describeatleastthreehealthbenefitsassociatedwitheating avarietyofcolorfulfruitsandvegetablesaspartofahealthydiet.

• Recognizefruitandvegetableconsumptionandphysicalactivity asimportantelementsofahealthylifestyle.

• Recognizetherolethatfruits,vegetables,andphysicalactivity playinreducingtheirriskofcertainchronicdiseases.

MATERIALS


• Thefruit,vegetable,andphysicalactivityplayingcardsets

• Paperandpencilsforgroupstokeepscore,ifthegamerequiresscorekeeping

PREPARATION

1. BecomefamiliarwiththecontentoftheHealth Benefits of Eating Fruits and Vegetableshandoutpriortoimplementingthelesson.Photocopythehandoutforeachparticipant.

2. Dependingonyourclasssize,organizeanadequatespaceforparticipantstoplaythecardgames.Participantsmayeithersitinacircleonthefloororaroundatablewithaplayableareabetweenthem.

3. Familiarizeyourselfwiththefruit,vegetable,andphysicalactivityplayingcardset,whichincludesastandard52-carddeckorganizedintofourcolorgroupsandtwojokers,thecouch potato card and the junk foodcard.

4. Selectthegame(s)toplayandreviewtheirinstructions.

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INSTRUCTIONS

Try Your Hand at Fun Fruit and Vegetable Games

1. DistributetheHealth Benefits of Eating Fruits and Vegetableshandouttoeachparticipant.

2. Reviewthehandoutwiththeclass,andengageparticipantsinadiscussionaboutthehealthbenefitsofeatingfruitsandvegetables.

3. Usethisdiscussionaboutfruitsandvegetablestointroducetheplaying cardsetandthefourcolorgroupsthat comprisethefoursuits–Blue/Purple,Red, Yellow/Orange,andGreen.

4. Demonstratetotheclasshowthefoursuitsofthecardsetfeaturefruitsandvegetablesfromthedifferentcolorgroups.

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Game 1 – Couch Potato

1. Arrangeparticipantsintogroupsoftwo tosixplayers.

2. Instructeachgrouptopickadealer.

3. Makesuretoincludethecouch potato card witheachdeck.

4. Theobjectistoavoidbeingcaughtwiththecouch potatocardattheendofthegame.

PLAYING THE GAME

1. Thedealershufflesthecardsanddealsouttheentiredeck,onecardatatime.Thenumberofcardseachplayerreceivesdoesnotneedtobethesame.

2. Beforestartingplay,allplayersmustmatchthe pairs of cards in their hands — for example,two6s,two7s,ortwojoggingkings.Theplayersthenplacealloftheirmatchedpairsfaceupinfrontofthemso thattheotherplayerscanseethem.

3. Ifaplayerhasthreeofonecard—forexample,three5s—heorshemayonly usetwoofthemtomakeapair.

4. Theplayertothedealer’sleftbeginsplaybyselectingasinglecardfromthedealer’shand.Ifthecardmatchesoneofthecardsinhisor her hand, then the player places that new pairfaceupinfrontofhimorherfortheotherplayerstosee.

5. Theplayerthenoffershisorherhandtotheplayertohisorherleft,whoselectsacard.

6. Eachtimeaplayermatchestwocards,heorshemustidentifyonehealthbenefitoffruitsandvegetables.

7. Playcontinuestotheleftuntilallofthepairsarematched.Oneplayerwillbeleftwiththecouch potatocardattheendofthegame.

8. Theplayerwiththecouch potato card becomesthedealerforthenextgame.

VARIATIONS

Duringthegame,havetheplayerstelleach othertheirfavoritewaytoeatoneofthe fruitsorvegetableseverytimetheymatchapair.

Insteadofthecouch potatocard,usethe junk foodcard.

Game 2 — Aces Wild

1. Arrangeparticipantsintogroupsoftwo tofourplayers.

2. Haveeachgrouppickascorekeeper andadealer.

3. Provideeachgroupwithapencilanda sheetofpaper.

4. Donotusethejokersforthisgame.

5. Theobjectistoscorethefewestpointspossiblebygettingridofallcards.

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PLAYING THE GAME

1. Thedealershufflesthecardsanddealsfivecardstoeachplayer.Thedealerplacestheremainingcardsfacedowninthecenteroftheplayarea.Thedealerthenturnsoverthetopcardandplacesitnexttothepile.Thisbecomesthediscardpile.

2. Theplayertothedealer’sleftbeginsbyplayingacardthatmatchesthetopcardinthediscardpileeitherbynumberorbycolor.Forexample,ifthetopcardisthered5,thenthepersonmayplayanyfruit,vegetable,orphysicalactivityfacecardfromtheredsuitoranyothercardwiththenumber5,suchastheblue/purple5orthegreen5.

3. Alloftheacesarewildandmaybeplayedatanytimeduringthegame.Whenanaceisplayed,theplayermustsay“Eatmorefruitsandvegetableseveryday.”Theplayerthenmustchoosethecolorofthecardsbeingplayed.Thenextplayermustplayeitheracardfromthedesignatedcolororanotherace.

4. Eachtimeaplayerchangesthecolorofthecardsbeingplayed,heorshemusttelltheother players one of the health benefits of eatingfruitsandvegetables.

5. Ifaplayerdoesnothaveacardthatmatchesthenumberorcolorbeingplayed,thenheorshemustdrawfromthefacedownpileuntilheorshecanplayacard.Ifaplayertakesthelastcardfromthefacedownpileandstillcannotplayacard,thenhisorherturnendsandplaycontinuestotheleft.

6. Playcontinuestotheleftuntiloneplayerhasrunoutofcardsoruntilnoonecanplayanothercard.

7. Playersthentotalthevalueoftheremainingcardsintheirhands.Anaceisworth20points,aphysicalactivityfacecardisworth10points,andtheothercardsareworththeirfacevalue—forexample,thered10countsas10points.

8. Aftereachhand,recordeachplayer’stotalpointsonthesheetofpaper.

9. Thepersontothedealer’sleftbecomesthedealerforthenextround.

10.Thegameendswhenoneoftheplayersgoesover100points.

VARIATIONS

Eachtimeaparticipantplaysaphysicalactivityfacecard,thepersonmustsaythenameoftheactivityand“enjoymorephysicalactivityeverydaywithfamilyandfriends.”

Iftimeislimited,haveparticipantsplayuntiloneplayergoesover50pointsinsteadof100.

Game 3 — Go Shopping

1. Arrangeparticipantsintogroupsoftwotofourplayers.

2. Instructeachgrouptochooseadealer.

3. Theobjectofthegameistomakethemost“books”offourcards—forexample,fourjoggingkings,four10s,four5s.

PLAYING THE GAME

1. Thedealershufflesthecardsanddealsfivecardstoeachplayer.Thedealerplacestheremainingcardsfacedowninthecenteroftheplayarea,andthesebecomethe“shopping”pile.


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2. Beforebeginningplay, each player shouldgroupthephysicalactivityface cards, the numbercards,andtheacesinhisorherhand.Forexample,the5sshouldgotogether,thedancingqueensshouldgotogether,andalloftheacesshouldgotogether.

3. Theplayertothedealer’sleftbeginsthegamebyreviewinghisorhercardsandthenaskinganyotherplayer,byname,forallofhisorhercardsofaparticularnumber.Forinstance,aplayerasks,“Rosa,doyouhaveany10s?”IfRosahasoneormore10s,shemustgiveallofher10stotheplayerwhoaskedforthem.Aplayermusthaveatleastoneofthecardsinhisorherhandbeforeheorshecanaskanotherplayerforthem.

4. Ifaplayerreceivesthecardsheorsheaskedfor,theplayermaycontinueaskingthesamepersonforcardsofadifferentnumberorface,ortheplayermayaskadifferentplayerforthesameordifferentcards.

5. Ifthepersonaskeddoesnothavetherequestedcard,heorshesays“GoShopping!,”andtheplayerrequestingthecardthendrawsacardfromthecenterpile.

6. Theplayerwhosaid“GoShopping!”has thenextturn.

7. Whenaplayercollectsasetoffournumbers,fourofonephysicalactivityfacecards,orfouraces,heorshemustshowthemtotheotherplayersandthenplacethemfacedowninfrontofhimorher.Thissetoffouriscalledabook.

8. Afteraplayercompletesabookoffourcards,heorshemustsharewiththeotherplayershisorherfavoritewaytoeatoneofthefruitsorvegetablesinthebook.Ifthebookismadeupofphysicalactivityfacecards,theplayermusttelltheotherplayerswhereheorshelikestodooneofthephysicalactivities.

9. Ifaplayerrunsoutofcardsduringthegame,thenheorsheimmediatelydrawsthetopcardfromtheshoppingpile.

10.Thegameendswhenthelastcardfromtheshoppingpileisdrawn.

11.Theplayerwiththemostbookswins.

Expansion Ideas Buyabookofcardgamesorasktheclassparticipantswhichcardgamesaretheirfavorites,andadaptthefruit,vegetable,andphysicalactivitycardsettothenewgames.

Tips• Usethefruitandvegetablecardsasvisualaids

whendiscussinghowtopreparedifferentfruitsandvegetablesorwhenaskingparticipantstodescribewhichfruitsandvegetablestheylikeanddislike.

• Usethecardstodemonstrateeasyexamplesofhowtogetatleast30minutesofphysicalactivityeveryday.

• Offerfruitandvegetablesnackstoparticipantswhiletheyplaythecardgames.

• Takephysicalactivitybreaksbetweencardgames.


LEARNING OBJECTIVES


• Describeatleastthreebenefitsofgrowingfruitsandvegetables.

• Namefourprinciplesofgardening.

• Describeatleastthreerecipesthatincorporatetomatoes,jalapeñopeppers,andcilantro.

MATERIALS

• Pottingsoil

• 12-inchpotsorempty1-gallonplasticmilk,water,orjuicecontainers (threepotsorcontainersperparticipant)

• Smalltomatoplants

• Smalljalapeñopepperplants

• Cilantroseeds

• Agardeningtrowel

• Plasticgloves,ifdesired

• Acontainerofwater

• Adry-eraseboardorlargesheetsofpaper

• Markers

• ThePico de Gallorecipehandout(p.H–9)

PREPARATION

1. Askyourlocalnurseryorgardencentertodonatethepottingsoil,pots,plants,seeds,andgardeningtrowel.Asanalternative,youcanpurchasethesematerialsoraskthestoremanagertosellthematareducedcost.

2. Ifyoudecidetouseempty,1-gallonplasticbeveragecontainersinsteadofpots,simplycutthetopoffofeachcontainer,leavingenoughdepthforamatureplanttogrow.Punchthreesmallholesinthebottomofeachcontainerfordrainage.

Grow Your Own Salsa


INSTRUCTIONS

1. Beginbyaskingparticipantsabouttheirexperiencesgrowingfruitsandvegetables.Discussthebenefitsofgrowingfruitsandvegetables.Benefitsmayincludehavingaccesstofreshfruitsandvegetables;growingfoodorganically;andenjoyingtimetogetherwithfamilymembersaseveryoneparticipatesinthegardeningprocess.Ontheboard or sheets of paper, write the benefits ofgrowingfruitsandvegetablesfortheclasstosee.Encouragetheparticipantstoidentifyadditionalbenefitsofgrowingtheirownfruitsandvegetables.Writetheadditionalbenefits fortheclasstosee.

2. Discussfourimportantprinciplesofgardening:

• Provideenoughsoilfortheplants.

• Provideenoughsunlightfortheplants.

• Provideadequatewaterfortheplants.

• Fertilizetheplants,asneeded.

Writethegardeningprinciplesforthe classtosee.

3. Setupfivegardeningstations:

• Atstationone,placethepottingsoil,potsorcontainers,gardeningtrowel,andplasticgloves.

• Atstationtwo,placethesmalltomatoplants.

• Atstationthree,placethesmalljalapeñopepperplants.

• Atstationfour,placethecilantroseeds.

• Atstationfive,placeacontainerofwater.

4. PhotocopythePico de Gallo recipe for each participant.

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3. Assembletheparticipantsatstationone,andhaveeachparticipantselectthreepotsorcontainersandfillthemwithsoiltoabout2inchesfromthetop.

• Atstationtwo,haveeachparticipantplantasmalltomatoplantinonepotorcontainer.

• Atstationthree,haveeachparticipantplantasmalljalapeñopepperplantinanotherpotorcontainer.

• Atstationfour,haveeachparticipantplantcilantroseedsintheremainingpotorcontaineraccordingtotheseedpacketinstructions.

• Atstationfive,haveeachparticipantgentlywatertheirplantsandseeds.

4. Attheendofthelesson,askparticipantstosharewaysinwhichtheywouldusetheirtomatoes,jalapeñopeppers,andcilantrointhemealsandsnackstheyprepareathome.Writethesuggestionsfortheclasstosee.DistributethePico de Gallo recipe to participantstoreinforcetheuseoftheirnewlyplantedproduce.

5. Encourageparticipantstotaketheirpottedplantshomeandplacethemoutside,ifweatherpermits.Youcanalsoencouragethemtogrowfruitsandvegetablesinpots, intheiryards,orintheircommunitygardens.Tofindacommunitygardennearyou,visit www.communitygarden.org.SharethisWebsitewithyourparticipants.

Expansion Ideas

GROW YOUR OWN SALAD BOWL

Makeasaladbowlbygrowingtheitemsyouwoulduseinasaladsuchaslettuce,tomatoes,greenonions,andbellpeppers.

GARDEN FRESH HERBS

Createanherbgardeninastrawberrypotbyplantingoregano,parsley,cilantro,mint,rosemary,andotherherbs.Usetheseherbstodressuphealthyrecipes.


LEARNING OBJECTIVES


• Identifytheseasonalavailabilityoffruitsandvegetables.

• Understandthecostbenefitsofbuyingfruitsandvegetablesinseason.

• Select,store,andhandleavarietyoffruitsandvegetables.

• Distinguishhigh-qualityproducefromlow-qualityproduce.

• Usetheexpertiseofproducedepartmentstaffatagrocerystore.

MATERIALS

• Dr. Richter’s Fresh Produce Guide

• TheSeasonality Guidehandout(p.H–18)

• Samplesofripeandunripeproduce

• Samplesofhigh-andlow-qualityproduce

• Smallplatesandnapkins

• Aknife

PREPARATION

1. Arrangeadate,time,andlocationforaproducerepresentative(suchasastoremanager,producemanager,orproduceindustryrepresentative)tovisittheclass.Communicatethelearningobjectivesofthislessontotherepresentative.

2. Buytheproducesamples,oraskyourlocalgrocerystoreorfarmers’markettodonatethem.

3. PhotocopyandbecomefamiliarwiththesectionsofDr. Richter’s Fresh Produce Guide that describe theproduceyou’llfeatureinclass.

4. PhotocopytheSeasonality Guidehandoutforeachparticipant,andbecomefamiliarwiththecontentpriortoimplementingthelesson.

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INSTRUCTIONS

Green Grocer

1. Introducetheproducerepresentativetotheclass.Asktherepresentativetodescribehisorherjobanddiscussresourcesthatareavailableinthegrocerystoretohelp

consumerschoosefruitsandvegetables,suchastheproducedepartmentstaff, in-storesignage,recipes,andotheraids.


2. DistributecopiesoftheDr. Richter’s Fresh Produce Guide and the Seasonality Guide handouttoeachparticipant.

3. Asktherepresentativetodiscusstheseasonalityofdifferentfruitsandvegetables.Forexample,whyaresomefruitsandvegetablesavailableyearround,whileothersareonlyavailableduringthewinter?Refertothe Seasonality Guidehandoutfordiscussionandclarification.

4. Asktherepresentativetodiscussthecostbenefitsofbuyingproduceinseasonandusingfrozenandcannedproducewhenfreshitemsareoutofseason.Forexample,whyaresomefruitsandvegetablesmoreexpensiveduringcertaintimesoftheyear?Arefrozenandcannedfruitsandvegetablesjustasnutritiousasfreshproduce?Whenisthebesttimetochoosedifferentfruitsandvegetables?UsetheSeasonality Guidehandoutagainforclassdiscussionandclarification.

5. Asktherepresentativetoexplainhowtoselectandstorefruitsandvegetables.Forexample,howdoIchooseamelon?Apotato?Lettuce?HowdoIstoremyproduceathometokeepitfresh?Refertothecopiesof Dr. Richter’s Fresh Produce Guide for class discussionandadditionalexamples.

6. Asktherepresentativetodiscussthecharacteristicsofripeandunripeproduceandtodescribehowtoripendifferentfruitsandvegetablesathome.Letparticipantstastesamplesofripeandunripeproduce.

7. Asktherepresentativetodiscussthecharacteristicsofhigh-andlow-quality fruitsandvegetables.Letparticipantslook atsamplesofeach.

8. Concludebysummarizingtheproduceresourcesthatareavailabletoconsumersattheirlocalgrocerystores(e.g.,recipes,selectionandstoragetips,producedepartmentstaff).Encourageparticipantstoshareanytipsabouthowtheyselect,store,andripenfruitsandvegetables.Encouragetheclasstoasktherepresentativeadditionalquestions.

Expansion Ideas

1. Contactalocalstoreandarrangeforastoretourandpresentationfromaproducedepartmentrepresentative.

2. Ifyoutakeastoretour,incorporatethe Walking on the Path to Better Healthlesson.Havetheclasswalktothestorebeforemeetingtheproducerepresentativeandtouringtheproducedepartment.

3. IncorporateoneoftherecipesfromtheHealthy Recipe Demonstration and Samplinglessontoillustrateafun,quick, andtastymealthatcanbemadewithseasonalproduce.

TipIfaproducedepartmentrepresentativeisunabletoaddress the class, contact the store dietitian oralocalproducewholesalerandinvitehimor hertospeak.


LEARNING OBJECTIVES


• Knowhowtomakepersonalandinexpensivegifts andcraftsthatencouragehealthfuleating.

• Informadultfamilymembersandfriendsabouttheimportanceofeating3½to6½cupsoffruitsandvegetableseverydayforgoodhealth.

• Recognizehowdifferentquantitiesandtypesof fruitsandvegetablesadduptotherecommended dailyamounts.

• Usetheactivitiesascreativeremindersforincluding fruitsandvegetablesintheirmealsandsnacks.

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Sharing the Gift of Fruits and Vegetables

Creative Project 1: Craft a Hearty Bean and Vegetable Soup Gift

MATERIALS

• 1-quartglassjarswithlids

• Snack-sizeplasticbags

• Decorativeribbonwithafruitand/orvegetablepattern

• SelectedingredientsfortheHearty Bean and Vegetable Souprecipe,includingdriedpinkbeans,driedlentils,driedblackbeans,yellowsplitpeas,driedkidneybeans,driedblackeyepeas,driedbasil,driedrosemary,driedmarjoram,crushedredchilies,salt,blackpepper,andbayleaves

• Sixlargebowls

• Sixsheetsof8½”x11”paper

• 8½”x11”colorcardstock

• TheHearty Bean and Vegetable Soup recipe handout(p.H–14)

• TheWhat’s in a Cup?handout(p.H–2)

• Onepairofscissors

• Singleholepunch

• Six,½cupmeasuringcups

• Foursetsofmeasuringspoons

• To/fromlabels

• Pens


PREPARATION

1. Buytheglassjarswithlids,snack-sizeplasticbags,ribbon,to/fromlabels,coloredcardstock,beans,lentils,peas,andspices,oraskyourlocalretailertodonatetheitemsorsellthematareducedcost.

2. Formthesixsheetsofpaperintoindividualfunnels.


3. Becomefamiliarwiththecontentofthehandoutspriortoimplementingthelesson.Photocopy the Hearty Bean and Vegetable Souprecipecardhandoutontocoloredcardstock,andholepuncheachcardintheupperleftcorner.Makesuretophotocopyenoughrecipecardsforallparticipants.Also,photocopy the What’s in a Cup?handoutforeachparticipant.

4. Cuttheribboninto34-inchlongstrips.

5. SetupthreestationstoassembletheHearty Bean and Vegetable Soupgiftpackage.

• Atstationone,placetheglassjarsandlids.Also,placethedriedpinkbeans,driedlentils,driedblackbeans,yellowsplitpeas,driedkidneybeans,anddriedblackeyepeasinseparatebowls.Placea½cupmeasuringcupineachbowl.Placethepaperfunnelsnexttoeachbowl of beans, and display the Hearty Bean and Vegetable Souprecipe.

• Atstationtwo,placethesnack-sizeplasticbags.Also,placecontainersofdriedbasil,driedrosemary,driedmarjoram,crushedredchilies,salt,blackpepper,andbayleaves.Placethemeasuringspoonswiththespices,anddisplay the Hearty Bean and Vegetable Souprecipe.

• Atstationthree,placetheribbon,Hearty Bean and Vegetable Soup recipe cards, to/fromlabels,andpens.


INSTRUCTIONS

1. Beginthelessonwithadiscussionaboutsoup.Askparticipantstosharewiththeclasstheirfavoritesoupsandtypesofsoupthattheymakeathomefortheirfamiliesandfriends.Discusswithparticipantsthetypesofvegetablestheyliketouseintheirsouprecipes,andhowsoupsareagreatwaytoenjoyvegetables.

2. Introducetheactivitytoparticipants,andassemblethegroupatstationone.Atthisstation,haveeachparticipantselectaglassjarandlid.Instructtheparticipantstofilltheirjarsinthefollowingorder:

• ½cupdriedpinkbeans

• ½cupdriedlentils

• ½cupdriedblackbeans

• ½cupyellowsplitpeas

• ½cupdriedkidneybeans

• ½cupblackeyepeas

Haveparticipantsusethepaperfunneltoassisttheminfillingtheirjars.


3. Atstationtwo,haveeachparticipantmeasurethespicesaccordingtotherecipe,placethespicesinasnack-sizeplasticbag,andplacethefilledbagintothejarontopofthebeans.

4. Atstationthree,haveeachparticipantplacealidonhisorherjar.DistributeaWhat’s in a Cup?handoutandHearty Bean and Vegetable Soup recipe card to each participant.ReviewtheWhat’s in a Cup? handoutwithparticipants.Askparticipantshowtheywouldincludemorevegetablesinthesouprecipe.Also,askparticipantstotaketheirrecipecardsandwritedown,inthespaceprovided,threewaystoincludefruitasasidedishwiththeHearty Bean and Vegetable Soup.Haveparticipantssharetheirsidedishsuggestionswitheachother.Next,askparticipantstoselectapieceofdecorativeribbon,threadtheribbonthroughthe hole in their recipe cards, place the ribbon aroundthetopoftheirjars,andtietheribboninabow.

5. Concludetheactivitywithadiscussionabouthowimportantitistotellfamilymembersandfriendstoeat3½to6½cupsoffruitsandvegetableseverydayforgoodhealth.Havethefamilymembersandfriendsgoto www.mypyramid.govtofindoutexactly howmanycupsoffruitsandvegetablestheyneed.Talkwithparticipantsabouthowtheymightusecreativeprojects,liketheHearty Bean and Vegetable Soupgiftpackage,asaremindertotheirfamilyandfriendstoeatfruitsandvegetables.Haveeachparticipantselectato/fromlabel,writedownthenameofthefamilymemberorfriendwhowillreceivethespecialgift,andattachthelabeltothejar.

Creative Project 2: Decorate a Colorful Kitchen Utensil Holder

MATERIALS

• Onelarge,emptyandcleantincan(e.g.,tomatojuice,pineapplejuice,orcoffeecans)for each participant

• Oneclothespinforeachparticipant

• Glue

• Clearself-adhesiveshelfpaper

• 1pairofscissorsforeachparticipant

• One1½-inchloose-leafbookringforeachparticipant

• Singleholepunch

• Magazinesand/orproduceadvertisementswithpicturesoffruitsandvegetables

• 8½”x11”colorcardstock

• TheCalifornia Marinated Salad(p.H–10), Tortilla Pizzas(p.H–13),Chicken and Vegetables with Mole Sauce(p.H–14),Sautéed Okra with Onions and Tomatoes (p.H–15),andChicken and Vegetables Creole(p.H–16)recipehandouts

• TheHealth Benefits of Eating Fruits and Vegetables handout(p.H–3)


• Markers


PREPARATION

1. Locateanadequatespacewithtablessoparticipantshaveroomtospreadoutandmaketheutensilholder.

2. Gatherlargeemptytincansoraskparticipantstobringthemfromhome.

3. Buyclothespins,glue,clearself-adhesiveshelfpaper,scissors,1½-inchloose-leafbookrings,andcoloredcardstock,oraskyourlocalretailertodonatetheitemsorsellthematareducedcost.

4. Collectmagazinesand/orproduceadvertisementswithcolorfulpicturesof fruitsandvegetables.

5. PhotocopytheCalifornia Marinated Salad, Tortilla Pizzas, Chicken and Vegetables with Mole Sauce, Sautéed Okra with Onions and Tomatoes, and Chicken and Vegetable Creole recipecardhandoutsontocoloredcardstock,hole-puncheachcardintheupperleftcorner,andgrouptherecipesintosetsforeachparticipant.

6. PhotocopytheHealth Benefits of Eating Fruits and Vegetableshandoutforeachparticipant,andbecomefamiliarwiththecontentpriortoimplementingthelesson.

INSTRUCTIONS

1. Askparticipantstosharewiththeclasstheirfavoritefruitsandvegetables.Haveparticipantsdiscusswhichfruitsandvegetablestheyusemostofteninthe mealsandsnackstheyprepareathome.Writethelistontheboardorsheetof paperfortheclasstosee.

2. DistributetheHealth Benefits of Eating Fruits and Vegetableshandouttoeachparticipant,andreviewtheinformation. Askparticipantstosharetheirimpressions.

3. Distributetheemptycans,glue,scissors,andmagazinesand/orproduceadvertisements.Instructparticipantstofindandcutoutpicturesofcolorfulfruitsandvegetables.Explainthattogetthemosthealthbenefits,participantsshouldeatdifferentcolored fruitsandvegetableseveryday(e.g.,blue/purple,yellow/orange,green,red,andwhite).

4. Haveparticipantsgluethefruitandvegetablepicturestotheircanstocreateacolorful fruitandvegetablecollage.Cutapieceofclearself-adhesiveshelfpapertofiteachcan,andhaveparticipantscoverthepicturesontheircanswiththeclearshelfpaper.

5. Distributetherecipecardsets,1½-inch loose-leafbookrings,andclothespinstoeachparticipant.Reviewthedifferentrecipeswiththeclass,anddiscussthefruitandvegetableingredients.Reinforcethehealthbenefitsofeatingfruitsandvegetables,andremindparticipantsabouttheimportanceofeating3½to6½cupsoffruitsandvegetableseverydayforgoodhealth.Lettheparticipantsknowthattheycangotowww.mypyramid.govtofindoutexactlyhowmanycupsoffruitsandvegetablestheyneedeverydayfor goodhealth.


6. Cutadditionalpiecesofclearself-adhesiveshelfpaperforeachrecipecard,andhaveparticipantslaminatetheircardswiththeplastic.Remindparticipantstoavoidcoveringtheholeintheupperleftcorner.Haveparticipantsplacethe1½-inchloose-leafbookringsthroughtheholeintheupperleftcorner of the recipe cards to create a recipe cardbooklet.

7. Instructparticipantstoplacetheclothespinontheirdecoratedcansanduseittoattachtherecipebooklettotheutensilholder.Encourageparticipantstoplacetheirnewutensilholdersprominentlyintheirkitchensasaremindertoeattherecommendedamountoffruitsandvegetableseveryday.Also,encourageparticipantstoaddnewfruitandvegetablerecipestotheirrecipebooklet.

8. Concludetheactivitybydiscussingwithparticipantshowtheycanusetherecipesasawaytoincludefruitsandvegetablesinthemealsandsnackstheyprepareforthemselvesandtheirfamilies.

Expansion Ideas

SAMPLE HEARTY BEAN AND VEGETABLE SOUP RECIPE

Prepare the Hearty Bean and Vegetable Soup recipeinadvanceandoffersamplestoparticipants.Youmaypurchasetheingredients,oraskyourlocalgrocerystoreorfarmers’markettodonatethem.Remembertohandlefoodsafelywhenconductingfooddemonstrationsandsampling.Tolearnmoreaboutfoodsafety,visitwww.foodsafety.gov.

REFRIGERATOR MAGNETS

Cutoutfruitandvegetablepictures,glueontocardstockorlightcardboard,coverwithclearself-adhesiveshelfpaper,andglueasmallstripofmagnettotheback.

Tips• Haveparticipantsbringtheirown1-quartglass

foodjarstoclassfortheCraftaHearty Bean and Vegetable Soup Giftproject.Cleanspaghettisaucejarsworkthebest.

• Ifit’snotfeasibletouseglassjarsfortheCrafta Hearty Bean and Vegetable Soup Gift project,placethebeansin1-quartplasticbagsanddecoratewithribbon.

• Makeamock-upofeachcraftaheadof timetoshowparticipantsexamplesofthefinishedproducts.


LEARNING OBJECTIVES


• Identifyatleastthreebarrierstofruitandvegetableconsumptionwhiletheyare diningout.

• Describeatleastthreestrategiesfor includingfruitsandvegetablesintheir mealswhilediningout.

• Identifyatleastthreebarrierstofruit andvegetableconsumptionwhilethey areatwork.

• Namethreeeasystepstoaddfruitsandvegetablestotheirlunchesandsnacks atwork.

• Remembertheimportanceofmakinghealthychoiceswheneatingmealsawayfromhome.

MATERIALS


• Markers

• Paperandpensorpencils

• TheSmart Choices on the Go handout(p.H–19)

• ThePower Up at Workhandout(p.H–20)

PREPARATION

1. Arrangetheclassroomsothateachgroupofparticipantswillhaveaworkspace.

2. Becomefamiliarwiththecontentofeachhandoutpriortoimplementingthelesson.PhotocopytheSmart Choices on the Go and Power Up at Workhandoutsforeachparticipant.

Healthy Options Away from Home


Activity 1 — Smart Choices on the Go

INSTRUCTIONS

1. Separateyourclassintogroupsoffourtosixparticipantseach.

2. Provideeachgroupwithseveralsheetsofpaperandapenorpencil.

3. Instructparticipantstoidentifyanote-takerandaspokespersonforeachgroup.

4. Askparticipantstosharewiththeirrespectivegroupstheirdiningouthabits.Havethegroupstalkabouthowoftentheyeatoutduringatypicalweek;wheretheyeatoutmostofthetime;andwhethertheybelieveitisdifficulttoeatfruitsandvegetableswhentheyeatout.Havethenote-takerswritedowntheresponses.

5. Askparticipantstodiscussthereasonstheybelieveitisdifficulttoeatfruitsandvegetableswhendiningout.Havethe note-takerswritedowntheresponses.

6. Askthespokespersonfromeachgrouptosharetheresponses,andwritethemontheboardorsheetofpaperfortheclasstosee.

7. Discusstheresponsesofallgroups,andworkwiththeclasstoorganizetheanswersintogeneralcategories.Forexample,groupthenumberoftimesparticipantseatoutduringtheweek,groupthetypesofrestaurantsparticipantsusuallygoto,andgroupthereasonsparticipantsbelieveitisdifficultto eatfruitsandvegetableswhendiningout.

8. Askparticipantstoworkwiththeirgroupsagaintoidentifywaystoincludefruits andvegetablesintheirmealswhenthey dineout.Havethenote-takerswritedown theresponses.

9. Askthespokespersonfromeachgrouptosharetheresponses,andwritethemon the board or sheet of paper for the class to see.Discusstheresponsesofallgroups, andorganizetheresponsesintoanother setofcategories.

10.DistributecopiesoftheSmart Choices on the Gohandout,andreviewthehelpfultipswiththeclass.Haveparticipantsidentifywhichideasonthehandoutwouldhelpthemovercomethedifficultiestheymentionedpreviously.

11.Concludethelessonbydiscussingwiththegroupadditionalideasforovercomingdifficultiestofruitandvegetableconsumptionwhendiningout.


Activity 2 — Power Up at Work

INSTRUCTIONS

1. Separateyourclassintonewgroupsoffourtosixparticipantseach.

2. Provideeachgroupwithseveralsheetsofpaperandapenorpencil.

3. Instructparticipantstoidentifyanote-takerandaspokespersonforeachgroup.

4. Askparticipantstosharewiththeirrespectivegroupstheireatinghabitsatwork.Have thegroupstalkabouthowoftentheybring lunchfromhome;howoftentheybuy lunchfromthecafeteria,cateringtruck,orvendingmachineattheirwork;and whethertheybelieveitisdifficulttoeatfruitsandvegetableswhileatwork.Havethe note-takerswritedowntheresponses.

5. Asktheparticipantstodiscussthereasonstheybelieveitisdifficulttoeatfruitsandvegetablesatwork.Havethenote-takerswritedowntheresponses.

6. Askthespokespersonfromeachgrouptoshare the responses, and write the responses on the board or sheet of paper for the class tosee.

7. Discusstheresponsesofallgroups,andworkwiththeclasstoorganizetheresponsesintogeneralcategories.Forexample,grouphowoftenparticipantsbringtheirlunchesfromhome,grouphowoftenparticipantsbuylunchesatwork,andgroupthereasonsparticipantsbelieveitisdifficulttoeatfruitsandvegetableswhileatwork.

8. Askparticipantstoworkwiththeirgroupsagaintoidentifywaystoincludefruits andvegetablesintheirmealsandsnacks atwork.Havethenote-takerswritedown theresponses.

9. Askthespokespersonfromeachgrouptosharetheresponses,andwritethemontheboard or sheet of paper for the class to see.Discusstheresponsesofallgroups, andorganizetheresponsesintoanother setofcategories.

10.DistributecopiesofthePower Up at Work handout,andreviewthehelpfultipswiththeclass.Haveparticipantsidentifywhichideasonthehandoutwouldhelpthemovercomethedifficultiestheymentionedpreviously.

11.Concludethelessonbydiscussingwiththegroupadditionalideasforovercomingdifficultiestofruitandvegetableconsumptionwhenatwork.


Expansion Ideas

PHYSICAL ACTIVITY

Repeatthislessonwiththegroup,focusingonhowtobephysicallyactivewhileatworkoronthego.UsethePhysical Activity Pyramidhandouttoprovideexamplesofhowtobephysicallyactivewithabusylifestyle.

ADVOCATING FOR FRUITS, VEGETABLES, AND PHYSICAL ACTIVITY

UsetheSteps to Advocate for Fruits, Vegetables, and Physical Activity in Your Community handouttodiscusswithparticipantsstrategiesforimprovingtheavailabilityandqualityoffruitsandvegetablesattheirlocalrestaurantsandatwork.

Tips• Iftheclasshasafewparticipants,conductthis

lessonasaclass.

• Ifyouhavetimeforonlyoneactivity,youmayusetheotheractivityinafollow-upclass.

S E C T I O N 3 • C O M M U N I T Y E M P O W E R M E N T L E S S O N 31

LEARNING OBJECTIVES


• Identifyanddiscussatleastfourbarrierstofruitandvegetableconsumption.

• Identifyanddiscussatleastfourwaystoovercomebarrierstofruitandvegetableconsumption.

• Identifyanddiscussatleastfourbarrierstophysicalactivity.

• Identifyanddiscussatleastfourwaystoovercomebarrierstophysicalactivity.

• Summarizesixstepstoadvocatefor fruits,vegetables,andphysicalactivityat thecommunitylevel.

MATERIALS

• Paperandpencils


• Markers

• TheSteps to Advocate for Fruits, Vegetables, and Physical Activity in Your Communityhandout (p.H–21)

PREPARATION

1. Becomefamiliarwiththecontentofeachhandoutpriortoimplementingthelesson.PhotocopytheSteps to Advocate for Fruits, Vegetables, and Physical Activity in Your Communityhandoutforeachparticipant.

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INSTRUCTIONS

Advocate for Fruits, Vegetables, and Physical Activity in Your Community

1. Dividetheclassintogroupsoffourtosixparticipantseach.

2. Distributepaperandapenciltoeachgroup.Instructparticipantstoidentifyanote-takerandaspokespersonforeachgroup.

3. Asktheparticipantstoworkwiththeirgroupstoidentifybarrierstofruitandvegetableconsumption.Haveparticipantsfocusonbarriersintheircommunity.Havenote-takersrecordthebarriersthattheirgroupsidentify.

S E C T I O N 3 • C O M M U N I T Y E M P O W E R M E N T L E S S O N32

4. Askthespokespersonineachgrouptosharethelistofbarriers.Writethelistontheboardorsheetofpaperfortheclasstosee.

Examples of barriers:

• Therearetoomanyfastfoodrestaurantsinmycommunity.

• Thereisalackofqualityfruitsandvegetablesinmyneighborhood grocerystore.

• ThereisalackoffruitsandvegetableswhereIwork.

Askparticipantstoworkwiththeirgroupstoidentifysolutionstothebarriers.

Examples of solutions:

• Advocateforfastfoodrestaurantstoservemorefruitsandvegetables.

• Urgemylocalgrocerystoretosellqualityfruitsandvegetables.

• AskmyemployertoprovidefruitsandvegetablesinthevendingmachinesandcafeteriawhereIwork.

Askthespokespersonineachgrouptosharethelistofsolutions.Writethelistontheboardorsheetofpaperfortheclasstosee.

5. Askparticipantstoworkwiththeirgroupstoidentifybarrierstophysicalactivity.Haveparticipantsfocusonbarriersintheircommunity.

Examples of barriers:

• Myneighborhoodisnotsafeforwalking.

• Mycommunitydoesnothavebicyclelanes.

• Thewalkingpathsinmycommunityparksarepoorlymaintained.

Askthespokespersonineachgrouptosharethelistofbarriers.Writethelistontheboardorsheetofpaperfortheclasstosee.

Askparticipantstoworkwiththeirgroupstoidentifysolutionstothebarriers.

S E C T I O N 3 • C O M M U N I T Y E M P O W E R M E N T L E S S O N 33

Examples of solutions:

• Workwithlocallawenforcementtoprovidesafewalkingzones.

• WorkwiththeDepartmentofTransportationtoconstructbicyclelanes.

• WorkwiththeDepartmentofParksandRecreationtorestorewalkingpaths.

Askthespokespersonineachgrouptosharethelistofsolutions.Writethelistontheboardorsheetofpaperfortheclasstosee.

6. DistributetheSteps to Advocate for Fruits, Vegetables, and Physical Activity in Your Communityhandouttoeachparticipant.

Describeeachsteptoparticipants,andallowthemtimetodiscusswiththeirgroupshowtheywouldapplythestepstoonefruitandvegetablesolutionandonephysicalactivitysolution.Havethespokespersonineachgroupdescribehowhisorhergroupappliedthestepstothesolutions.

7. Encourageparticipantstocontinuetoworkontheirfruit,vegetable,andphysicalactivitysolutionsafterclasswiththeirgroups,friends,familymembers,andneighbors.

Note: Toachieveoptimalresultsfromthislesson,itishighlyrecommendedthatyouconducttheexpansionideaswiththeparticipantsduringfollow-upclasses.

Tips• Dependingonclasslength,youmaywantto

conductthefruitandvegetablebarriers/solutionsportionofthelessonduringoneclassandthephysicalactivitybarriers/solutionsportionduringanotherclass.

• Inviteacommunitydevelopmentprofessionaltoyourclasstodiscusshowyourparticipantscanmakepositivechangesintheircommunitiestoincreasefruitandvegetableconsumptionandphysicalactivity.

• Usetheexpansionideastocreateamini-courseoncommunityempowerment.

S E C T I O N 3 • C O M M U N I T Y E M P O W E R M E N T L E S S O N34

Expansion Ideas

FRUIT, VEGETABLE, AND PHYSICAL ACTIVITY COMMUNITY ASSESSMENT

Planafollow-upclasswiththesamegroup,andworkwithparticipantstoconductacommunityassessmenttodeterminewhatisavailablein theircommunityandwhatislackingintermsof accesstoqualityfruitsandvegetablesandphysical activityopportunities.PhotocopytheFruit and Vegetable Community Assessment(p.H–22) and Physical Activity Community Assessment (p.H–23)handouts.Dividetheclassintotwoteams,andhaveoneteamfocusonaccesstoqualityfruitsandvegetablesandtheotherteamfocusonopportunitiesforphysicalactivity.Distributethe Fruit and Vegetable Community Assessment and Physical Activity Community Assessment handoutstotheappropriateteams.Workwitheachteamtocompletetheassessments.Aftertheassessmentshavebeencompleted,haveafollow-upclasstodiscusstheresults,andinstructparticipantstousetheSteps to Advocate for Fruits, Vegetables, and Physical Activity in Your Community handouttodevelopanactionplanforimprovingaccesstofruitsandvegetablesandphysicalactivityopportunities.

COMMUNITY WALKABILITY CHECKLIST

Plananotherclasswiththesamegroup,andworkwiththeparticipantstoconductawalkabilityassessmentoftheircommunity.PhotocopytheWalkability Checklist (p.H–24)handout,anddistributeittoparticipants.Aftertheassessmentshavebeencompleted,haveafollow-upclasstodiscusstheresults,andinstructparticipantstousetheSteps to Advocate for Fruits, Vegetables, and Physical Activity in Your Communityhandouttodevelopanactionplanforimprovingwalkingconditionsintheircommunity.

S E C T I O N 4 • P H Y S I C A L A C T I v I T Y L E S S O N S 35

LEARNING OBJECTIVES


• Namethreehealthbenefitsofphysicalactivity.

• Recallthephysicalactivityrecommendations.

• Identifythreewaystobephysicallyactiveathomeandatwork.

• UsethePhysical Activity Pyramid and Physical Activity Scoreboardhandoutsto helpcreateaweeklyphysicalactivityroutine.

• RecognizehowtheFrequency,Intensity,Time,andType(FITT)formulacanhelpthemimprovetheirphysicalactivitylevels.

MATERIALS


• TheHealth Benefits of Physical Activity handout(p.H–7)

• ThePhysical Activity Scoreboardhandout (p.H–8)

• TheKeeping FITThandout(p.H–25)

• ThePhysical Activity Pyramidhandout(p.H–26)


• Markers

PREPARATION

1. Becomefamiliarwiththecontentofeachhandoutpriortoimplementingthelesson.PhotocopytheRecommended Minutes of Physical Activity for Adults, Health Benefits of Physical Activity, Keeping FITT, Physical Activity Scoreboard, and Physical Activity Pyramidhandoutsforeachparticipant. Ifyouareteachingthislessoninaseries,youmaywanttoreproduceonlythehandoutsthatare newtothegroup.

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Be Active Your Way

S E C T I O N 4 • P H Y S I C A L A C T I v I T Y L E S S O N S36

1. DistributetheRecommended Minutes of Physical Activity for Adultshandouttoeachparticipant,andreviewtheinformation.Explaintoparticipantsthattomaintaingoodhealthandreducetheriskofchronicdiseases,adultsneedatleast30minutesofmoderate-intensityphysicalactivityeveryday.Explainthatformostpeople,greaterhealthbenefitscanbeachievedbydoingmorephysicalactivity.Forexample,tohelp managebodyweightandpreventgradualweightgain,adultsneed60minutesofmoderate-tovigorous-intensityphysicalactivityonmostdaysoftheweek.Tosustainweightloss,adultsneed60to90minutesofmoderate-intensityphysicalactivityeveryday.Notethatsomepeoplemayneedtoconsultwithahealthcareproviderbeforeparticipatinginthislevelofactivity.

2. Askparticipantstodescribesomeofthehealthbenefitsofbeingphysicallyactive.Writetheresponsesontheboardorsheetofpaperfortheclasstosee.Distributethe Health Benefits of Physical Activity handout,andaskparticipantstocomparethe responses listed on the board or sheet ofpaperwiththeinformationinthehandout.Talkwithparticipantsabouthowphysicalactivitycomplementsfruitandvegetableconsumptioninimprovingaperson’soverallhealth.Encourageparticipantstoaskquestionsandsharetheirimpressions.

3. Engageparticipantsinadiscussionabout thekindsofphysicalactivitiestheyliketo doandhowoftentheyshouldbephysically activeeachday.Askparticipantstodescribe thetypesofphysicalactivitytheyenjoy doingwiththeirfamilymembers,friends,at work,andathome.Writetheresponseson the board or sheet of paper for the class to see.DistributethePhysical Activity Pyramid handout,andreviewtheinformationwith theclass.Haveparticipantscomparethe responses listed on the board or sheet of paperwiththeinformationinthehandout. Talkwithparticipantsaboutthedifferentbenefitsassociatedwithmoderate-andvigorous-intensityphysicalactivity,strengthtraining,andstretching.Encourageparticipantstoaskquestionsandshare theirimpressions.

INSTRUCTIONS


4. UsingthePhysical Activity Pyramidhandout,talkwithparticipantsaboutstrategiestheycanusetoincreasetheirlevelsofphysicalactivity.Askparticipantstosharehowtheymightmakeactivities,suchaswalking,dancing,orbicyclingmorechallenging.Writethe responses on the board or sheet of paper fortheclasstosee.DistributetheKeeping FITThandout,andreviewtheFITTformulawiththeclass.Demonstratetoparticipantshowincreasingthefrequency,intensity,ortimeofaphysicalactivitycanmaketheiractivitiesmorechallengingwhileincreasingthehealthbenefits.Encourageparticipantstoaskquestionsandsharetheirimpressions.

5. ConcludethelessonbydistributingthePhysical Activity Scoreboardhandout,andtalkwithparticipantsaboutusingthehandouttotracktheirprogress.Directtheirattentiontotheweeklygoalssectionofthehandout,anddiscusswithparticipantssomehelpfultipsforbeingmorephysicallyactive.Talkwiththemaboutteamingupwithafriendorfamilymembertobemorephysicallyactive.Mentionhowsocialsupportcanmakelivingahealthylifestylemucheasier.EncourageparticipantstousethePhysical Activity Pyramid, Keeping FITT, and Physical Activity Scoreboard handoutstocreateaweeklyphysicalactivityroutineforthemselves.


TipInvitearepresentativefromYMCA,YWCA,orParksandRecreationtopresentthelessonwithyou.

Expansion Ideas

TARGET HEART RATE

PhotocopyanddistributetheTarget Heart Rate(p.H–27)handouttoparticipants.Askparticipantswhattheyhaveheardorknowabouttargetheartrate.Writetheresponseson the board or sheet of paper for the class to see.ReviewtheTarget Heart Ratehandoutwithparticipants,andexplainthatthetargetheartrateisatoolthatcanbeusedtomonitortheirexertionlevelswhendoingphysicalactivity.Haveparticipantscalculatetheirtargetheartratein stepone,andthenreinforcetheinformationinstepstwoandthreeofthehandout.

BUDDY UP FOR PHYSICAL ACTIVITY

Workwithparticipantswhoareinterestedinhavingapartnertosetupascheduleforwalking,bicycling,ordoingaerobicstogether.Createasign-upsheetwhereparticipantscanleavetheirnamesandtelephonenumberssothey cancalleachotheriftheyareinterested.

PHYSICAL ACTIVITY ROUTINE

Hostafollow-upclassaweekafterdoingthislesson,andaskparticipantstobringtheirPhysical Activity Scoreboardhandouts.Haveparticipantssharewitheachotherwhattheyaccomplishedduringthepreviousweekandstepstheytooktomeettheirgoals.


LEARNING OBJECTIVES


• Identifyatleastthreebenefitsofwalkingasaformofphysicalactivity.


• Applytheprinciplesofexercisesafetytophysicalactivity.

• Usewalkingasaformofphysicalactivityatworkandathome.

• Recognizewalkingasawaytobephysicallyactivewithfriendsandfamilymembers.

• Monitortheirexertionduringphysicalactivity.

• Nameonenewwaytogetfamilymemberstoeatmorefruitsandvegetables.

MATERIALS

• Awatchthathasasecondhand

• Acellphoneorquickaccesstoaphone

• Asafewalkingrouteatapark,inaneighborhood,ataschool,inamall,oranothereasilyaccessiblelocation

• Water(provideaccesstoawaterfountainorotherwatersources)


• Markers




• TheLet’s Get Active handout(p.H–28)

• ThePhysical Activity and Exercise Safetyhandout(p.H–29)

• TheStretching Exerciseshandout(p.H–30)

• Pencilsorpens

Walking on the Path to Better Health



2. DistributetheLet’s Get Activehandoutandpensorpencilstoparticipants.Askparticipantstocompletethehandout.

3. Askparticipantstosharetheiranswers,andrecord their responses on the board or a sheetofpaperfortheclasstosee.

4. Reviewthelistofresponseswiththeclass,andusethediscussiontointroducetheWalking on the Path to Better Healthlesson.Explainsomeofthehealthbenefitsofwalking.Forexample,it’sgreatforimprovingcardiorespiratoryfitness,itimprovescirculation,anditstrengthensandtoneslegmuscles.Explainthatwalkingisafunandeasywaytogetatleast30minutesofphysicalactivityeveryday.

5. DistributethePhysical Activity and Exercise Safetyhandout,andreviewit withparticipants.Engageparticipantsinawarm-upbywalkinginplaceatarelaxedpacefor3to5minutes.

PREPARATION

1. Locateasafeoutdoororindoorwalkingroutethatwillaccommodateparticipants.

2. Becomefamiliarwiththecontentofeachhandoutpriortoimplementingthelesson.PhotocopytheRecommended Minutes of Physical Activity for Adults, Physical Activity Scoreboard, Physical Activity Pyramid, Let’s Get Active, Physical Activity and Exercise Safety, and Stretching Exercises handoutsforeachparticipant.Ifyouareteachingthislessoninaseries,youmaywanttoreproduceonlythehandoutsthatarenewtothegroup.

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WARM-UP ACTIVITY


INSTRUCTIONS

1. Provideparticipantswithdirectionsormapsthatcoverthewalkingroute.

2. Groupparticipantsintopairs,andinstructparticipantstogettoknowtheirpartnerduringthewalk.Haveparticipantsasktheirpartnersabouttheirfavoritefruitandvegetable;theirfavoritewaytopreparethem;andtipstheyuseforgettingtheirfamiliestoeatmorefruitsandvegetables.Thenhaveparticipantsasktheirpartnersabouttheirfavoritephysicalactivity;theirfavoriteplacefordoingphysicalactivity;andtipstheyuseforgettingtheirfamiliestobemorephysicallyactive.

3. Startthewalkslowly,andgraduallyincreasetoacomfortablewalkingpace.

4. HaveparticipantsmonitorthemselvesduringthewalkaccordingtothechartonthePhysical Activity and Exercise Safety handout.Haveparticipantsadjusttheirpacedependingonhowtheyfeel.

5. Continuethewalkfor15to20minutes.

6. Cooldownbygraduallyreturningtoaslowerpaceforthelast2to3minutes.

7. Leadparticipantsthroughavarietyofslowstretches as described in the Stretching Exerciseshandout.

8. Concludethelessonbyremindingparticipantsthatbriskwalkingisan exampleofmoderate-intensityphysicalactivity.Explaintoparticipantsthattheycanmeettheirphysicalactivitygoalsbytaking10-minutewalksthroughouttheday,suchaswalkingtothestore,walkingduringtheirlunchbreak,walkingatamall,orwalkingafterdinnerwiththeirfamilymembers.Next,distributethePhysical Activity Scoreboard handouttoparticipants.Also,distributethePhysical Activity Pyramidhandout.EncourageparticipantstousethePhysical Activity Scoreboardathometomonitortheirphysicalactivityprogress.EncourageparticipantstousethePhysical Activity Pyramidhandouttolearneasyandfunwaystoincludephysicalactivityintheirdailylives.


Tips• Walkandtimetherouteadayortwobeforethe

activitytobesurethattherouteissafe,accessible,andtheappropriatedistance.

• Increasetheintensitylevel,ifdesired,byhavingparticipantspumptheirarmswhiletheywalk.

• Remindparticipantstodrinkplentyofwaterbefore,during,andaftertheactivity.

• InvitearepresentativefromYMCA,YWCA,orParksandRecreationtopresentthelessonwithyou.

Expansion Ideas

WALKABILITY CHECKLIST

UsetheWalkability Checklisthandout,andhaveparticipantsworkingroupstodeterminethewalkabilityoftheirneighborhood.PairtheWalkability Checklist with the Advocate for Fruits, Vegetables, and Physical Activity in Your Community lesson as part of a multi-sessionclass.

WALK TO THE PARK

Walktoanearbypark.Haveparticipantsbringahealthysnackorlunchforagrouppicnic.Atthepark,discussthebasicprinciplesofsafe,effectivephysicalactivity,andhelpparticipantsdevelopapersonalwalkingplan.Encourageparticipantstofindwaystoincludetheirfamilymembersandfriendsinregularwalkingactivity.

TARGET HEART RATE

Duringthewalkandimmediatelyafter,useawatchandhaveparticipantstaketheirpulsefor15secondsandmultiplytheresultbyfour.HavethemcomparetheirresultstotheTarget Heart Ratehandouttomeasuretheirexertionlevels.


LEARNING OBJECTIVES


• Identifyatleastthreebenefitsofdancingasaformof physicalactivity.


• Recognizedancingasawaytobephysicallyactive withfriendsandfamilymembers.

• Recognizehowtoincreaseanddecreaseintensitywhen doingaerobicactivities.

• Nameatleastthreeinexpensivewaystobephysicallyactive.


MATERIALS

• Adequate,clutter-freespace

• AmusicplayerequippedwithaCDplayer

• TheShake It Up! Tool Kit Version Music CD

• Water(provideaccesstoawaterfountainorother watersources)

• Awatch


• Markers

• TheRecommended Minutes of Physical Activity for Adults handout(p.H–6)



• TheLet’s Get Activehandout(p.H–28)



• TheDance for Fun and Fitnesshandout(p.H–31)

• Pensorpencils

Dance for Fun and Fitness


1. DistributetheRecommended Minutes of Physical Activity for Adultshandouttoeachparticipant,andreviewtheinformation.Explaintoparticipantsthattomaintaingoodhealthandreducetheriskofchronicdiseases,adultsneedatleast30minutesofmoderate-intensityphysicalactivityeveryday.Explainthatformostpeople,greaterhealthbenefitscanbeachievedbydoingmorephysicalactivity.Forexample,tohelpmanagebodyweightandpreventgradualweightgain,adultsneed60minutesofmoderate-tovigorous-intensityphysicalactivityonmostdaysoftheweek.Tosustainweightloss,adultsneed60to90minutesofmoderate-intensityphysicalactivityeveryday.Notethatsomepeoplemayneedtoconsultwithahealthcareproviderbeforeparticipatinginthislevelofactivity.


3. Askparticipantstosharetheiranswers,andrecord their responses on the board or sheet ofpaperfortheclasstosee.

4. Reviewthelistofresponseswiththeclass,andusethediscussiontointroducethe Dance for Fun and Fitnesslesson.Explainsomeofthehealthbenefitsofdancing.Forexample,it’sgreatforimprovingcardiorespiratoryfitness,itimprovescirculation,andittonesmusclesinthelowerandupperbody.Explainthatdancingisafunandeasywaytogetatleast30minutesofphysicalactivityeveryday.

5. DistributethePhysical Activity and Exercise Safetyhandout,andreviewit withparticipants.Engageparticipantsina warm-upbywalkinginplaceandpracticingthedifferentarm,leg,andbodymovementsfromthedanceroutineatarelaxedpacefor3to5minutes.

PREPARATION

1. Locatearoomoropenspacethatwillsafely accommodateallparticipants.

2. SetupthemusicplayerwiththeShake It Up! Tool Kit Version Music CD.

3. Becomefamiliarwiththecontentofeachhandoutpriortoimplementingthelesson.PhotocopytheRecommended Minutes of Physical Activity for Adults, Physical Activity Scoreboard, Physical Activity Pyramid, Let’s Get Active, Physical Activity and Exercise Safety, Stretching Exercises, and Dance for Fun and Fitnesshandoutsforeachparticipant.Ifyouareteachingthislessoninaseries,youmaywanttoreproduceonlythehandoutsthatarenewtothegroup.

4. ReviewtheDance for Fun and Fitnesshandoutseveraltimes,anddevelopafunexerciseroutinethatincorporatesmovementsforslow-,medium-,andfast-pacedmusic.

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WARM-UP ACTIVITY


INSTRUCTIONS

1. DistributetheDance for Fun and Fitness handout,andreviewthedifferentarm, leg,andbodymovementswithparticipants.Showhowtoindividualizeintensitybydemonstratinghowtomovefrom moderate-tovigorous-intensity.Haveparticipantsfollowalong.

• Big/Small Movements—Bigarmorlegmovementsrequiremorebodymotion. Demonstrate: Marching with knees up high is more strenuous than walking in place.

• High/Low Impact—Movingarms abovetheheartorbringingbothfeet offthegroundisanexampleofhighimpact,whilemovingthearmsbelow theheartorkeepingatleastonefootonthegroundatatimeisanexampleof lowimpact. Demonstrate: Placing arms overhead while moving is more strenuous than placing arms at the waist, and jogging is more strenuous than walking.

• Fast/Slow Pace—Movingquicklyrequiresmoreworkandmovingslowlyrequiresless. Demonstrate: March at a fast and slow pace.

• High/Low Intensity—Walkingatabriskpacewithyourarmsmovingismorestrenuousthanwalkingcasuallywithyourarmsatyoursides. Demonstrate: Walking at a brisk pace with your arms moving, and then walking casually with your arms at your sides.

• Change in Direction—Walkingforwardandbackwardismorestrenuousthanwalkinginplace. Demonstrate: March forward 4 steps, then march backward 4 steps.

2. Startthemusicplayer,andfollowthemovementsintheDance for Fun and Fitnesshandout.

3. Beginwithaseriesofmovementsata low-intensityfor3to5minutes.

4. Graduallyincreasetheintensityto achievemoderatelyintensedancingfor5to10minutes.Remindparticipantstopacethemselvesandusetheself-monitoringquestionsfromthePhysical Activity and Exercise Safetyhandout.

5. Graduallyreturntoalow-intensitycool-downandmaintainitfor3to5minutes.

6. Leadparticipantsthroughavarietyofslowstretches as described in the Stretching Exerciseshandout.


7. Havetheparticipantstakeawaterbreakandabriefrest.

8. Ifparticipantsfeellikedancingmore,repeatthelessonfollowingsteps4through6,ortryanexpansionidea.

9. Concludethelessonwithadiscussionabouthowdancingcanbeafunandeasywaytomaintainahealthylifestyleandenjoytimewithfamilyandfriends.Discusswiththeparticipantsaboutopportunitiesfordancingandexercisedanceclassesinthelocalarea.Talkwiththemaboutcreatingtheirowndanceclasses,suchasorganizingaclassatthecommunitycenter,encouragingdancingatthenextfamilygathering,orgettingtogetheratafriend’shouseanddoingaerobicstotheirfavoritemusicorexercisevideo.

10.Next,distributethePhysical Activity Scoreboard and Physical Activity Pyramid handoutstoparticipants.EncourageparticipantstousethePhysical Activity Scoreboardathometomonitortheirphysicalactivityprogress.EncourageparticipantstousethePhysical Activity Pyramidhandouttolearneasyandfunwaystoincludephysicalactivityintheirdailylives.

Expansion Ideas

FREESTYLE DANCING

Askparticipantstopresentandteachtheirfavoritedances(suchasSalsa,ElectricSlide,Hustle,orafavoritetraditionaldance).Asanalternative,inviteadanceinstructortoleadaclassandteachtraditionaldances.

GREATER INTENSITY

Haveparticipantsbringtwocansoffruitsorvegetablesfromhomeorbuyankleweights,anddemonstratehowaddingresistancecanincreasetheintensityofanaerobicactivity.Showparticipantshowtheycandoarmcurlsandoverheadshoulderliftsusingcannedgoods.MixarmmovementsandtheaddedresistancewiththeotherdancemovementsfromtheDance for Fun and Fitnesshandouttocreateanewroutine.Remindparticipantsthatwhenusingweightsitisimportanttomaintainthesamerangeofmotion.

Tips• UsingtheStretching Exercisehandoutasaguide,

setupstretchingstationsthroughouttheroompriortoimplementingtheWarm-UpActivity.Postthepagesusingadhesivetape.Haveparticipantsrotatetoeachstretchingstation.

• Keepdancemovementssimpleandfun.

• Faceyourparticipants,andmakesureyourfootworkmirrorsthepositionoftheirfeet.Forexample,ifparticipantsstartwiththeirrightfootforward,youshouldstartwithyourleftfootforward.

• Includeasegmentinwhichparticipantsdotheirowndancemovementstoasong.

• Haveparticipantsdrinkwaterbefore,during,andafterthelesson.



LEARNING OBJECTIVES


• Identifyatleastthreebenefitsofjumpingropeasaform ofphysicalactivity.

• Namethreerulesofexercisesafety.

• Applytheideaofpairingphysicalactivitywithfamilytime.



MATERIALS

• Onejumpropeforeachparticipant



• AmusicplayerthatisequippedwithaCDplayer

• TheShake It Up! Tool Kit Version Music CD


• Markers






• TheStretching Exercises handout(p.H–30)

• Pencilsorpens

Jump for More Physical Activity





4. Reviewthelistofresponseswiththeclass,andusethediscussiontointroducethe Jump for More Physical Activitylesson.Explainsomeofthehealthbenefitsofjumpingrope.Forexample,it’sgreatforimprovingcardiorespiratoryfitness,itimprovesagility,anditstrengthensandtoneslegmuscles.Explainthatjumpingropeisafunandeasywaytogetatleast30minutesofphysicalactivityeveryday.


PREPARATION

1. Locatearoomoropenspacethatwillsafelyaccommodateallparticipants.

2. SetupthemusicplayerwiththeShake It Up! Tool Kit Version Music CD.

3. Becomefamiliarwiththecontentofeachhandoutpriortoimplementingthelesson.PhotocopytheRecommended Minutes of Physical Activity for Adults, Physical Activity Scoreboard, Physical Activity Pyramid, Let’s Get Active, Physical Activity and Exercise Safety, and Stretching Exerciseshandoutsforeachparticipant.Ifyouareteachingthislessoninaseries,youmaywanttoreproduceonlythehandoutsthatarenewtothegroup.

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WARM-UP ACTIVITY


Game 1 — Simon Says — Let’s Get Active

INSTRUCTIONS

1. Distributeajumpropetoeachparticipant,andaskparticipantstospreadoutasafedistancefromoneanother.

2. ReviewtherulesofSimonSayswiththeclass.Remindparticipantsthattheyaretoactonacommandwhenitisprecededwith“SimonSays.”Ifthecommandisnotprecededwith“SimonSays”andparticipantsactonthecommand,theyareoutofthegame.Whenparticipantsactonacommandnotprecededby“SimonSays,”remindthemthat“Simondidnotsay…”Thelastparticipantremainingisthewinner.

3. Beforethegamestarts,demonstratethefollowingsamplecommands:

SimonSays—Jumpwithbothfeet.

SimonSays—Jumpropewithonefoot.

SimonSays—Keepjumpingandsay“Eatmorefruitsandvegetableseverydayforgoodhealth.”

SimonSays—Stopjumping,putyourjumpropeontheground,andmarchinplace.

SimonSays—Jumpropeandsay,“Beactiveeverydayforgoodhealth.”

SimonSays—Jumpononefootandsayyourfavoritevegetable.

SimonSays—Jumpwithbothfeetandsay,“Physicalactivitywithfriendsisfun.”

Nowhopupanddown(participantswhohopupanddownareoutofthegame).

4. Beginthegamebycallingoutthefirstcommandstartingwiththephrase“SimonSays.”Ifaparticipantmissesaturnjumpingrope,havehimorherstartagaintocontinuethegame.

5. Continuebycallingoutcommands withthephrase“SimonSays.”Repeat eachcommandtwice,andallow 20to30secondsbetweencommands.

6. Alternatecallingoutcommandswithoutthephrase“SimonSays”everyfourtosixcommands.Ifparticipantsfollowthiscommand,theyareoutofthegame.

7. Continuecallingoutcommandsuntilonly oneparticipantisleftjumpingrope.


Game 2 — Jump to the Music

INSTRUCTIONS

1. StarttheShake It Up! Tool Kit Version Music CD,andinstructparticipantstojumpropeatasteadypace.

2. Tellparticipantstocontinuejumpinguntil theyhearthemusicstop.Theparticipantswhokeepjumpingafterthemusicstopsareoutofthegame.

3. varytheamountoftimebetweenstartingandstoppingthemusic.

4. Betweeneachpauseinthemusic,asktheremainingparticipantstonametheirfavoritephysicalactivityandwheretheyliketodoit.

5. Continuethegameuntilonlyoneparticipantisleft.

6. Foratiebreaker,askparticipantstonametworulesofexercisesafety.Thewinneristheparticipantwhoanswerscorrectly.

7. Concludegames1and2byleadingacool-downandstretchsessionbyhavingparticipantswalkinplaceandcompleteavarietyofstretchesasdescribedinthe Stretching Exerciseshandout.Askparticipantshowtheymightusethejumpropegamesathomewiththeirfriendsandfamilymembers.Next,distributethePhysical Activity Scoreboard and Physical Activity Pyramidhandouttoparticipants.EncourageparticipantstousethePhysical Activity Scoreboardathometomonitortheirphysicalactivityprogress.EncourageparticipantstousethePhysical Activity Pyramidhandouttolearneasyandfunwaystoincludephysicalactivityintheirdailylives.


Tips• UsingtheStretching Exercisehandout,setup

stretchingstationsthroughouttheroompriortoimplementingtheWarm-UpActivity.Postthepagesusingadhesivetape.Haveparticipantsrotatetoeachstretchingstation.

• ForSimon Says — Let’s Get Active,makeupadditionalcommandsthatincorporatetheLet’s Get Activehandout.Forexample,haveparticipantsjumpropeandtelltwowaystobephysicallyactiveatwork.

• ForJump to the Music,makeyourowntapeorCDofpopularmusic.

• Betweengames,discusswithparticipantsthehealthbenefitsofphysicalactivity.

• Remindparticipantsabouttheimportanceofexercisesafety.

• Askparticipantshowtheymightpairjumpingropewithspendingtimewithfriends,family,orchildren.


Expansion Ideas

JUMP ROPE CONTEST

Conductacontesttodeterminethebestropejumper.Recruitfourtosixparticipantstodemonstratetheirropejumpingskills.Jumpropeskillscanincludethebestjumpropetrick,thelongestnumberofjumpswithoutstopping,jumpingbackwards,jumpingononeleg,andsoon.Remembertokeepsafetyinmind.

THE ALPHABET CHALLENGE

Haveparticipantsrecitethealphabetwhilejumpingropeandnameafruitorvegetableforeachletter.Whenaletterdoesnotcorrespondwithafruitorvegetable,havetheparticipantssay“_____isforeatingmorefruitsandvegetables.”Theparticipantwhocannamethemostfruitsorvegetableswhilesayingthealphabetandjumpingropeisthewinner.

GAMES FROM YOUR CHILDHOOD

Encourageparticipantstodemonstratedifferentjumproperoutinestheydidaschildren,suchas“doubledutch,”ifequipmentisavailable.


LEARNING OBJECTIVES


• Identifyatleastthreebenefitsofphysicalactivitybyplayinginteractivegames.




• Recallthreerulesofexercisesafety.


MATERIALS



• Oneballperfourplayers—theycanbebasketballs, soccerballs,oranykindofmedium-sizedball madeofrubberorplastic

• Astopwatch

• Awhistle


• Markers







• Pencilsorpens

All Aboard the Physical Activity Train





4. Reviewthelistofresponseswiththeclass,andusethediscussiontointroducethe All Aboard the Physical Activity Trainlesson.Explainthatthetraingamesareafunandeasywaytogetatleast30minutesofphysicalactivityeveryday.


PREPARATION

1. Locatearoomoropenspacethatwillsafelyaccommodateallparticipants.

2. Becomefamiliarwiththecontentofeachhandoutprior toimplementingthelesson.PhotocopytheRecommended Minutes of Physical Activity for Adults, Physical Activity Scoreboard, Physical Activity Pyramid, Let’s Get Active, Physical Activity and Exercise Safety, and Stretching Exerciseshandoutsforeachparticipant.Ifyouareteachingthislessoninaseries,youmaywanttoreproduceonlythehandoutsthatarenewtothegroup.

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WARM-UP ACTIVITY


INSTRUCTIONS

1. Divideparticipantsintoteamsoffourtosixplayers.

2. Instructeachteamtostandinasinglefile linetoformatrain.Thepersoninfrontofeachlinebecomestheconductorandreceivesaball.

3. Demonstratethefollowingpassingsequencesto the participants:

Track 1:Passtheballoverheadtothenextpersoninline.Thelastplayerwalkstheballuptobecometheconductor.

Track 2:Twisttotherightsideandpasstheballtothenextpersoninline.Thelastplayerwalkstheballuptobecometheconductor.

Track 3: Twisttotheleftsideandpasstheballtothenextpersoninline.Thelastplayerwalkstheballuptobecometheconductor.

Track 4:Bendthekneesandpasstheballbetweenthelegstothenextpersoninline.Thelastplayerwalkstheballuptobecometheconductor.

4. Haveeachteampractice,inplace,each ofthefourpassingsequences.Callout eachsteptoinstructtheteamstotrya newsequence.

5. Aftertheteamshavepracticed,callout “Allaboard!”Havetheteamswalkinplacefor2to3minutesasawarm-up.Instructtheteamstoincreasetheirpacetoacomfortablewalk-in-placeandkeepthatsamepacethroughoutthegame.

6. Callout”Track1,”anddemonstratethefirstpassingskill.Theteamscontinuethispassingskillforseveralcycles.

7. After2to3minutes,callout“Changingtracks,”anddemonstratethesecondpassingskill(forexample,twisttotherightandpasstheballbehind)asthetrainscontinuetomove.Continuethroughallfourpassingskills,makingeachserieslast2to3minutes.

8. After10to12minutesofactivity,callout“Trainstationahead!”Instructtheconductorsto hold the balls and slow down the train with a2to3minutewalking-in-placecooldown.

9. Inbetweengames,haveaquestionandanswersessionaboutthebenefitsofphysicalactivity.Remindparticipantsabouttheimportanceofexercisesafety,andanswertheirquestions.


10.Concludethelessonbyleadingacool-downandstretchsessionbyhavingparticipantswalkinplaceandcompleteavarietyofstretches as described in the Stretching Exerciseshandout.Askparticipantshowtheymightusethislessonorasimilarlessonathomewiththeirfriendsandfamilymembers.Next,distributethePhysical Activity Scoreboard and Physical Activity Pyramidhandoutstoparticipants.EncourageparticipantstousethePhysical Activity Scoreboardathometomonitortheirphysicalactivityprogress.EncourageparticipantstousethePhysical Activity Pyramidhandouttolearneasyandfunwaystoincludephysicalactivityintheirdailylives.

Expansion Ideas

ALTERNATIVE PASSING

Demonstratetotheclassalternatingpassingsequences.Forexample,theconductorbeginsplaybytwistingtohisorherleftandpassingtheball.Thenextplayerpassestheballbytwistingtohisorherright.Thealternatingpatterncontinuesuntilthelastplayerwalkstheballuptobecomethenewconductor.Anotheroptionistoalternatepassingtheballovertheheadwithpassingtheballthroughthelegs.

MORE MOVEMENT

Insteadofwalkinginplace,instructtheclasstowalkforwardwhilepassingtheballinthevariouspassingsequences.

TARGET HEART RATE

Betweengames,haveparticipantstaketheirpulsefor15secondsandmultiplytheresultbyfour.HavethemcomparetheirresultstotheTarget Heart Rate handouttomeasuretheirexertionlevels.



• Supermarketsandlargeretailerssellinexpensive,colorfulrubberballsinthetoyorsportinggoodssections.

• Ifballsarenotavailable,beanbagsorFrisbeesmakeadequatesubstitutes.

• Askparticipantswhatvariationstheywouldmaketothetraingame.

• Usethe Shake It Up! Tool Kit Version Music CD to addmusictothetraingame.



LEARNING OBJECTIVES


• Identifyatleastthreebenefitsofbeingphysicallyactive.



• Usetherelaygameasanexampleofhowtobephysically activeindoors.



MATERIALS


• Water(provideaccesstoawaterfountainorotherwatersources)

• Maskingtape

• Onechairforeachteam


• Markers





• ThePhysical Activity and Exercise Safety handout(p.H–29)

• TheStretching Exercisehandout(p.H–30)

• Pencilsorpens

Physical Activity Relay



2. Distributethe Let’s Get Activehandoutandpensorpencilstoparticipants.Askparticipantstocompletethehandout.


4. Reviewthelistofresponseswiththeclass,andusethediscussiontointroducethePhysical Activity Relay lesson.Explainthatrelaygamesarefunandeasywaystoget atleast30minutesofphysicalactivity everyday.


PREPARATION

1. Locatealargeroomoropenspacethatwillsafelyaccommodateallparticipants.Thespaceshouldbeatleast30by40feet.

2. Usethemaskingtapetodesignateastart/finishlineforeachteamofparticipants.

3. Placeeachchair30to35feetfromthestart/finishline.

4. Becomefamiliarwiththecontentofeachhandoutpriortoimplementingthelesson.PhotocopytheRecommended Minutes of Physical Activity for Adults, Physical Activity Scoreboard, Physical Activity Pyramid, Let’s Get Active, Physical Activity and Exercise Safety, and Stretching Exerciseshandoutsforeachparticipant.Ifyouareteachingthislessoninaseries,youmaywanttoreproduceonlythehandoutsthatarenewtothegroup.

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WARM-UP ACTIVITY


INSTRUCTIONS

1. Arrangeparticipantsintoteamsoffourto sixplayers.

2. Haveeachteamstandbehindthestart/finishlineinasinglefileline.

3. Demonstratethefollowingfourrelaygames:

Relay 1:On“go,”thefirstplayerineachteamwalksbrisklytothechair,touchesthechair,andwalkstothebackoftherelayline.Assoonasthefirstplayercrossesthefinishline,thenextplayergoesanddoesthesameroutine.Continueuntilthefirstplayerreturnstothefrontoftheline.Eachtimeaplayertouchesthechair,heorshemustsay“atleast30minutesofphysicalactivityeverydayforgoodhealth.”Thefirstteamtohaveallofitsmemberscompletetherelayisthewinner.

Relay 2:On“go,”thefirstplayerineachteamwalksbrisklytothechair,circlesthechair,andwalkstothebackoftherelayline.Assoonas the first player crosses the finish line, the nextplayergoesanddoesthesameroutine.Continueuntilthefirstplayerreturnstothefrontoftheline.Eachtimeaplayercirclesthechair,heorshemustsay“eatmorefruitsandvegetableseverydayforgoodhealth.”Thefirstteamtohaveallofitsmemberscompletetherelayisthewinner.

Relay 3:On“go,”thefirstplayerineachteamwalksbrisklytothechair,sitsonthechair,getsupfromthechair,andwalkstothebackoftherelayline.Assoonasthefirstplayercrossesthefinishline,thenextplayergoesanddoesthesameroutine.Continueuntilthe

firstplayerreturnstothefrontoftheline.Eachtimeaplayersitsonthechair,heorshemustsayhisorherfavoritephysicalactivitybeforeleavingthechair.Thefirstteamtohaveallofitsmemberscompletetherelayisthewinner.

Relay 4:On“go,”thefirstplayerineachteamwalksbrisklytothechair,sitsonthechair,doesthreelegliftswithlegstogether,getsupfromthechair,andthenwalkstothebackoftherelayline.Assoonasthefirstplayercrossesthefinishline,thenextplayergoesanddoesthesameroutine.Continueuntilthefirstplayerreturnstothefrontoftheline.Afterdoingtheleglifts,eachplayermustnameonebenefitofbeingphysicallyactivebeforeleavingthechair.Thefirstteamtohaveallofitsmemberscompletetherelayisthewinner.


4. Duringeachrelay,instructallplayerstomarchinplaceandcheerfortheirteammembers.

5. Concludethelessonbyleadingacool-downandstretchsessionbyhavingparticipantswalkinplaceandcompleteavarietyofstretches as described in the Stretching Exerciseshandout.Askparticipantshowtheymightusethislessonorasimilarlessonathomewiththeirfriendsandfamilymembers.Next,distributethePhysical Activity Scoreboardhandouttoparticipants.Also,distributethePhysical Activity Pyramid handout.Encourageparticipantstousethe Physical Activity Scoreboardathometomonitortheirphysicalactivityprogress.EncourageparticipantstousethePhysical Activity Pyramidhandouttolearneasyandfunwaystoincludephysicalactivityintheirdailylives.

Expansion Ideas

DRIBBLING RELAY

UsetheballsfromtheAll Aboard the Physical Activity Trainlessonandhaveadribblingskillsrelay.Instructeachteammembertodribbletheballtothechair,aroundthechair,andthenreturntothebackoftherelayline.

TARGET HEART RATE

Betweenrelays,haveparticipantstaketheir pulsefor15secondsandmultiplytheresultbyfour.HavethemcomparetheirresultstotheTarget Heart Ratehandouttomeasuretheirexertionlevels.



• UsetheLet’s Get Activehandouttoincorporateadditionalinformationintotherelays.

• Ifadequatespaceindoorsisnotavailable,conductthelessonoutside.

• Ifparticipantsenjoybeingcompetitive,awardprizestothewinningrelayteams.


LEARNING OBJECTIVES - Californianetwork-toolbox.cdph.ca.gov/en/pdf/AllLessons.pdf · 2009. 2....

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Transcript of LEARNING OBJECTIVES - Californianetwork-toolbox.cdph.ca.gov/en/pdf/AllLessons.pdf · 2009. 2....