The Eagle Book Series, A Guide for Educators and Communities

EagleBooks

The Eagle Book Series:

A Guide for Educators and Communities

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

Centers for Disease Control and Prevention

Table of Contents

page

Foreword..................................................................................................1

Introduction............................................................................................2

PurposeoftheEagleBooks................................................................................... 2

Descr�pt�onoftheSer�es....................................................................................... 2

Using.the.Eagle.Books...............................................................................4

HeadStartAct�v�t�es............................................................................................. 5

Classroom.Activities.(Pre-K.Through.4th.Grade)...................................... 6

Book1:ThroughtheEyesoftheEagle................................................................ 7 Storytell�ng.............................................................................................. 7 L�nk�ngNat�veCultureandHealth....................................................... 9 Learn�ngaboutD�abetes........................................................................ 9

Book2:KneesL�ftedH�gh................................................................................. 11 Storytell�ng............................................................................................ 11 L�nk�ngNat�veCultureandHealth.....................................................12 Phys�calAct�v�ty.................................................................................... 14

Book3:PlateFullofColor................................................................................... 18 Storytell�ng............................................................................................ 18 L�nk�ngNat�veCultureandHealth..................................................... 19 Learn�ngaboutD�abetesPrevent�on................................................... 24

Book4:Tr�ckyTreats.......................................................................................... 27 Storytell�ng............................................................................................ 27 L�nk�ngNat�veCultureandHealth..................................................... 28 D�abetesPrevent�onSk�lls................................................................... 29

Independent.Learning.Activities............................................................34

Review.and.Revisit.................................................................................36

Resources...............................................................................................37

SupplementalEducat�onalInformat�onaboutD�abetes................................... 37

SupplementalEducat�onalInformat�onaboutEagles.......................................38

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Table of Contents (continued)

Page

SupplementalEducat�onalInformat�onaboutAmer�canInd�ansandAlaskaNat�ves................................................................................. 39

ThroughtheEyesoftheEagle:D�abetesPrevent�onResources........................40WebS�tes...................................................................................................40

KneesL�ftedH�gh:Act�v�tyResources................................................................44WebS�tes...................................................................................................44PhoneOrderSources................................................................................ 47GamesandPhys�calAct�v�tyBooksforCh�ldren................................... 47

PlateFullofColor:Nutr�t�onResources.............................................................49WebS�tes...................................................................................................49BooksaboutAmer�canInd�an/AlaskaNat�veFoods.............................51Ch�ldren’sBooks.......................................................................................52

Tr�ckyTreats:W�lyFoodCha�nsandW�seFoodCho�ces..................................56WebS�tes...................................................................................................56Ch�ldren’sBooks.......................................................................................57

Vocabulary.and.Concepts........................................................................59

Expla�n�ngD�abetestoCh�ldren........................................................................ 59

VocabularyandDefin�t�ons.................................................................................59

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Foreword

FormanyAmer�canInd�ansandAlaskaNat�ves(AI/ANs),theeagle�samessengerorteacherrepre-sent�ngbalance,v�s�on,courage,strengthandw�sdom.Astheeagle�nsp�resustostr�veforbalance�n ourl�ves,sodothosewhol�vew�ththereal�tyofd�abetes.Forpeoplel�v�ngw�thorwork�ngto preventd�abetesand�tscompl�cat�ons,“balance”carr�esspec�almean�ng.

Just50yearsago,d�abeteswasrare�nInd�anCountry.Manyoldertr�balmemberscanremembera t�mewhendescr�pt�onsofd�abetesd�dnotex�st�nthe�rrespect�velanguages.Increas�ngly,d�abetes hasbecomepartofthefabr�coflosses�nmanyAI/ANcommun�t�es.Manych�ldrenandyouthshelp tocareforfam�lymembersw�thd�abetes.Thesadnessoflos�ngearlythew�sdomandnurturanceof eldersandotherfam�lymembershasal�nger�ng�mpactoncommun�t�es.Today,evenamongyoung people,type2d�abetes�s�ncreas�ng.Noone�ssurewhyAI/ANshaved�sproport�onatelyh�ghratesof d�abetes.However,werecogn�zethatmanyenv�ronmentalfactorsare�nvolved,aswellas�ncreases�n overwe�ghtandphys�cal�nact�v�ty.Thetrad�t�onalfood-gather�ngandcook�ngmethodshave,�n many�nstances,g�venwaytotechnolog�cadvancements,sedentaryworkandrecreat�on,telev�s�on (TV)watch�ng,andtheexcess�ntakeofh�gh-calor�efoodsandbeverages.

W�ththegrow�ng�nc�denceofd�abetes�nAI/ANcommun�t�es,theCentersforD�seaseControland Prevent�on(CDC)Nat�veD�abetesWellnessProgram(WellnessProgram)andtheInd�anHealth Serv�ce(IHS)D�v�s�onofD�abetesTreatmentandPrevent�onsharethev�s�onofmanytr�balleaders thatthe�rpeoplecanl�veaga�nfreeofd�abetesandrelatedchron�c�llnesses.In2001,TheTr�bal LeadersD�abetesComm�ttee(TLDC)encouragedtheWellnessProgramtodevelopculturally-based mater�alsforch�ldrenthatpromotehealthyl�festyles--preserv�ngculture,trad�t�ons,andvalues.

Through the Eyes of the Eaglehadbeenwr�ttenbyNambePueblo’sGeorg�aPerez(Nat�veAmer�can D�abetesProject,Un�vers�tyofNewMex�co)andwoventhroughthecurr�culumofthe“Strong�n BodyandSp�r�t”program�nthelate1990s.Ms.Perezfoundthatwhench�ldrenheardthestoryof theeagle,theyl�stened�ntently.Afterward,theywereeagertotakethed�abetes-prevent�on�nforma-t�onbacktothe�rparentsandgrandparentstosharewhattheyhadlearned.Theroleoftheeagleas “teacher”andthestory’ssuccessledtothecreat�onofaser�esofch�ldren’sbookswhosepurpose�sto conveytoch�ldrenthehealthywaysofthe�rpeople.Allofthestor�esreflectlong-heldvaluesofAI/AN people–respect,grat�tude,andgeneros�ty–wh�leteach�ngtheun�versalw�sdomofhealthyeat�ng andphys�calact�v�ty.Throughouttheser�es,ayoungNat�veboyandh�sfr�endslearnabouthealthy hab�tsfromMr.Eagle,M�ssRabb�t,andCoyote.

V�v�dlybroughttol�febythe�llustrat�onsofPatr�ckRolo(BadR�verBand,Oj�bwe)andL�saA.F�field (One�daTr�beofW�scons�n),thesestor�eshavebecometheEagleBookser�es:Through the Eyes of the Eagle, Knees Lifted High, Plate Full of Color, and Tricky Treats.W�thsupportfromtheTLDCandIHS,the WellnessProgram�swork�ngtomaketheEagleBooksava�labletoallschoolsandcommun�t�esthat serveAmer�canInd�anandAlaskaNat�vech�ldren.Th�sGu�deforEducatorsandCommun�t�es�sfor everyoneus�ngtheEagleBooks,whether�ntheclassroom,l�brary,healthcl�n�c,home,orother sett�ng.

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lspencer

Note

Marked set by lspencer

Introduction

Purpose of the Eagle Books

TheEagleBookshelpch�ldrenunderstandseveral�mportantmessagesaboutd�abetesandbe�ng healthy:

• trad�t�onall�festylesofAmer�canInd�ansandAlaskaNat�vesmayhavehelpedtoprotectmanypeoplefromdevelop�ngtype2d�abetes.

• ManyNat�vepeoplenolongereattrad�t�onald�etsorpract�cev�gorousphys�calact�v�ty.

• Type2d�abetescanbeaconsequenceofth�sl�festylechange.

• Nat�veknowledgeprov�desw�sdomandpowertoprevent/controld�abetes.

• Return�ngtohealthyd�etandphys�calact�v�tycanhelppreventd�abe-tes.

• Fr�endsandfam�l�escanhelpeachothertopreventd�abetesbyeat�nghealthyfoodsandstay�ngact�ve.

Description of the Series

“Through.the.Eyes.of.the.Eagle”�ntroducesthecharacterofMr.Eagle.Mr.Eaglebefr�ends Ra�nThatDances,thepr�marych�ldcharacter�nthebook,toeducateh�maboutd�abetesand howthel�festylesandhealthofthepeoplehavechanged.Mr.Eaglehascometorem�ndthe ch�ldrenofthehealthywaysofthe�rpeoplesothattheycanbestrongandhealthyaga�n.

Fry.Readability.Level:Secondgrade,seventhmonth.

“Knees.Lifted.High,”thesecondbook,cont�nuesthestoryw�thMr.EagleandRa�nThat Dances,and�ntroducesanewcharacter,ThunderCloud,Ra�nThatDances’sbestfr�end.Mr. Eaglesharestheknowledgethatlackofmovement(�nadequatephys�calact�v�ty)contr�b-utestodevelopmentoftype2d�abetes.Heencouragestheboystofindwaysofbe�ngact�ve justasthe�rancestorswere.Heel�c�ts�deasfromtheboysonwaystogetthe�rbod�esup andmov�ng.

Fry.Readability.Level:Th�rdgrade,seventhmonth

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“Plate.Full.of.Color,”.theth�rdbook,�ntroducesM�ssRabb�tandtheboys’fr�end,L�ttle Humm�ngb�rd.M�ssRabb�t�sahelper.Shewantstoteachtheyoungch�ldrenaboutways theycanpreventd�abetesandhelpelderslearnaboutprevent�ngandcontroll�ngthe d�sease.Ra�nThatDances,ThunderCloudandL�ttleHumm�ngb�rdl�stentoM�ssRabb�t expla�nhowMotherEarthprov�deswonderfullyhealthyth�ngstoeat.

Fry.Readability.Level:Th�rdgrade,s�xthmonth

“Tricky.Treats,”.thefourthbook,cont�nuesthethemeofhealthyfoodbyencourag�ng ch�ldrentochoosenutr�t�onalvalue�nfoodsandbeverages.Th�sstory�ntroducesthe characterofCoyotewho�n�t�allychallengesthehealthymessagesofferedbyMr.Eagle. Tr�cksters,suchasthecoyote,aretrad�t�onalcharacters�nAmer�canInd�anstor�esand l�teraturewhocannotbetrustedbecauseofthe�rjokesandtr�cks.Thetr�cksteroften comesaround�ntheendas�nth�sstory.Inthebook,Mr.Eagleencouragesthech�ldrento choosehealthysnacksandnotbetr�cked�ntous�ngfoodsandbeveragesthatarenot healthyforthem.Healthyfoodsare�dent�fiedas“everydayfoods,”wh�lelessopt�mal cho�cesaredescr�bedas“somet�mesfoods.”Mr.Eagleteachesthech�ldrenaboutfood safetyandthe�mportanceofnottak�ngth�ngsthatbelongtosomeoneelse.

Fry.Readability.Level:Th�rdgrade,fourthmonth

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Using the Eagle Books

Beforeus�ngtheEagleBookser�es,teachersandothersmaywanttolearnmoreabouttheways thattype2d�abetesaffectsAI/ANcommun�t�es.Type2d�abetes�smorethantw�ceascommon amongAI/ANsthanamongwh�tes.Ifnotcontrolledovert�me,d�abetescandamageeveryorgan �nthebody,d�m�n�sh�ngthequal�tyandthelengthofl�fe.AN/AIpeopleandotherssuffergreatly from�tscompl�cat�ons,�nclud�ngbl�ndness,k�dneyfa�lure,andamputat�on.

Manypeoplearenotawarethattheonsetoftype2d�abetescanoftenbepreventedor�tsonset delayedforyears.Recenthealthresearchhasshownthatpeoplewhoareatr�skfortype2d�abe-tes(e.g.,be�ngoverwe�ghtandhav�ngh�gherthannormallevelsofglucose�nthe�rblood)can preventordelaytheonsetoftype2d�abetesthroughach�evementandma�ntenanceofareg�men that�ncludesahealthyd�etandmoderatelevelsofwe�ghtlossandphys�calact�v�ty.Formore �nformat�onaboutthegoodnewsthattype2d�abetescanbeprevented,teachersandgroup leaderscanv�s�ttheWebs�teoftheCDC’sD�v�s�onofD�abetesTranslat�onathttp://www.cdc. gov/d�abetes/consumer/prevent.htm.Add�t�onal�nformat�on�sava�lable�ntheResourcesSect�on ofth�sgu�de.

Today,justas�nthepast,peoplecanbenefitfromeat�nghealthyfoodsandbystay�ngact�ve. Moreover,�nd�genousculturesoffermean�ngfulwaystoprotectthehealthandwell-be�ngof the�rcommun�t�esthroughstrongfam�lyt�es,healthytrad�t�onalfoods,phys�calact�v�t�es,and respectforan�mals,plants,water,andtheland.

TherearemanywaysthattheEagleBooks,�ntendedpr�mar�lyforch�ldren�nPre-Kthrough fourthgrade,canbeused�nclassroomsand�nvar�ouscommun�tysett�ngs.Thebooks’preven-t�onmessagescanbeconveyedtoch�ldrenandthe�rfam�l�esthroughschools,l�brar�es,and commun�tyorgan�zat�ons.Parents,grandparents,auntsandunclesareencouragedtoreadthe booksw�thch�ldren.TheEagleBooksandtheeducat�onalact�v�t�esdeta�led�nth�sgu�demay alsooffer�deastod�abeteseducatorswork�ng�ncommun�tyhealthcenters,cl�n�cs,andhosp�tals; theycanalsobeusedeffect�velybycommun�tyhealthworkersreach�ngouttofam�l�esthrough homev�s�ts,commun�tyrecreat�oncenters,andlocalhealthdepartments.Locall�brar�anscan alsoplayan�mportantrolebyencourag�ngparentsandgrandparentstoreadthebooksw�ththe�r ch�ldrenandby�ncorporat�ngthebooks�ntol�brary-read�ngprograms.TheEagleBookscan supportmanylocald�abetes-prevent�onefforts.Weencouragecommun�t�estobecreat�ve!

TheEagleBooksmayalsobeused�nch�ldren’splayareas�nstores,recreat�oncenters,andwa�t-�ngrooms,andtheycouldbethefocusfora“story-t�me”boothatahealthfa�r.Thestor�es�nthe EagleBooksarealsoappropr�ateforHeadStartandotherPre-Kprograms,asdeta�ledbelow. Storytell�ng�ss�gn�ficant�nallcultures.It�s�mportanttonotethat,trad�t�onally,stor�eswere told�nthew�ntert�meamongAI/ANfam�l�es.TheEagleBookshonorthetrad�t�onofsuch storytell�ng.Byhav�ngthesebooks�nwr�ttenform,fam�l�esandcommun�t�escanchoosewhen tousethesestor�es�nwaysthatrespectthe�r�nd�v�dualcommun�ty’sculturalnorms.

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Head Start Activities

• EachoftheEagleBookscanbethefocusofaone-weeklesson�ntheclassroom.

• Teachersorgroupleadersshouldreadeachbookf�rsttobecomefam�l�arw�ththe story.When�ntroduc�ngthebooktothech�ldren,theteachermaywanttotellthe story�nh�sorherownwordsbeforeread�ng�ttothem.The“storytell�ng”approach w�llmake�teas�erfortheteachertoshoweachpageof�llustrat�onsandtousethe eaglepuppettore�nforcethemessagesoftheeagle.Later,whenread�ngthebookto thech�ldren,theteachershouldtaket�metoexpla�nandtalkaboutthehealthmes-sages.

• TheEagleBookscanbeteach�ngtoolsforuse�nHeadStartclassroomsford�scuss�ng healthyeat�ngandphys�calact�v�ty.Dur�ngc�rclet�me,theteacherorleadercanleada d�scuss�onoftrad�t�ons:s�ng�ng;storytell�ng(espec�ally�nthestyleusedbygrandpar-ents);stor�esaboutMotherEarth;waystr�balmembersworktogether;the�mportance ofeaglestothetr�be;knowledgeaboutan�malsl�keb�son,deer,andf�sh;andgrow�ng andgather�ngofNat�vefoodssuchascorn,beans,ch�l�es,acorns,w�ldsp�nach,and w�ldon�ons.C�rclet�meprov�desanopportun�tytotalkabouthowwepreventd�abe-tesbyeat�nghealthyfoodsandbe�ngphys�callyact�ve.

• Asasupplementtoclassroomact�v�t�es,ch�ldrenalsow�llenjoyhear�ngtheEagle Bookstor�esreadtothembyolderfam�lymembers(parents,grandparents,aunts,and uncles).Ch�ldrenwhoareread�ngatfourthgradelevelshouldbeabletocomfortably readthebookstoHeadStartch�ldren.

Many.Head.Start.domains.may.be.addressed.through.Eagle.Book.activities:

• Thestorycanbereadononedayorspreadoverf�vedays,justasgrandparentsoften tellstor�es.Ifthebook�sreadoverseveraldays,doarev�eweachdaybeforecont�nu-�ngthestorysothatch�ldrenrecallthecharactersandthestoryl�ne.Allowamplet�me forthech�ldrentoofferthe�rown�nterpretat�onsandmakemean�ngofthe�rown exper�ences.(HeadStartProgramDoma�ns:L�teracy,Phys�calHealthandDevelop-ment)

• Agrandparentcanv�s�ttheclassandcookan�nd�genousfoodw�ththech�ldren.(Nutr�t�on Doma�n)

• Ch�ldrencanhelpprepareas�mplerec�pefromacookbookofhealthy�nd�genousfoods.Shar�ngthe�rd�sh,alongw�ths�ng�nganddanc�ng,w�llmakethe�rmealafest�veandspec�aloccas�on.(Nutr�t�on/LanguageDevelopment/CultureDoma�ns)

• Ch�ldrencanlearnaboutfoodsfeatured�nthecookbookbygrow�ngapottedgarden from�nd�genousseeds.(Sc�ence/D�scoveryDoma�n,Outs�deArea)

• Ch�ldrenw�llenjoymak�ngf�ngerpuppetsorst�ckpuppetsoftheEagle,Ra�nThat Dances,andothercharacters�nthebooks.Thepuppets,madefromartpaperand pops�cleorcraftst�cks,addact�ontothestorytell�ngandencouragethech�ldren’s part�c�pat�on.Feltboardf�gurescanbeusedtoenhancethestoryact�on.(Creat�veArt Doma�n)

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• Ch�ldrenmayv�s�tgrandparentsorotherelderlyrelat�vesathomeoratasen�or center.Theycanactoutthestoryw�thpops�cleorcraftst�ckpuppetsastheteacher readsthestory.(Soc�al&Emot�onalDevelopmentDoma�n)

• Ch�ldrencanmakeupthe�rownstor�es�np�ctures.Theycandraworcutoutmagaz�ne �llustrat�onstodescr�behowtheycanpreventd�abetesbyeat�nghealthyfoodsandbe�ng act�ve.These�llustrat�onscanbed�splayedonabullet�nboard.(ApproachtoLearn�ng Doma�n)

Classroom Activities (Pre-K through 4th Grade)

Classroomact�v�t�escanre�nforcethemessagesoftheEagleBooks.Someofthelesson plansl�stedonthefollow�ngpagesarenotappropr�ateforallagegroupsandclass levels;however,teacherscanchoosethosethattheycons�dertobethemostappropr�-ateand/ormod�fythemtomeettheneedsofthe�rstudents.Generally,theact�v�t�es shouldbeprecededbytheteacherread�ngtheEagleBookstor�es,wh�leus�ngafinger puppettore�nforcetheEagle’smessage.Thebooksarenotappropr�atefor�ndependent read�ngbyPre-K,k�ndergarten,orfirstgradeclasses,butch�ldren�ntheseagegroups w�llenjoyl�sten�ngtothestor�eswhenreadaloudor�frecordedonaud�otape.(Order �nformat�onfortheEagleBooks�sprov�ded�ntheResourcesSect�ononpage40.)

Theact�v�t�esareorgan�zed�ntofiveareas—storytell�ng,l�nk�ngcultureandhealth, learn�ngabouthealthyfoods,part�c�pat�ng�nphys�calact�v�ty,andga�n�ngknowledge aboutd�abetesprevent�on.Mostarecross-curr�cular,�ntegrat�nghealthandphys�cal educat�on(PE),w�thread�ng,math,soc�alstud�es,andart.Teachersw�llfindl�stsof suggestedvocabularyandselectedresourcesaccompany�ngmanyact�v�t�es,w�th vocabularydefin�t�onsandmoreextens�veresourcereferencesprov�ded�ntheResourc-esSect�on.Becauseofthe�nterrelatednessoftheEagleBooks,�tmaybebenefic�alto rev�ewalloftheresources,evenwhenread�ngonlyoneofthebooks.

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Activities

Book 1: “Through the Eyes of the Eagle”

Storytelling

SToRyBoARdS

Performance.objective:Ch�ldrenw�llworktogether�ngroupstoretellthe�rvers�on of“Through the Eyes of the Eagle”bydraw�ngsequencedp�cturesandnarrat�ngthemasa storytotheclass.

Background:Asnotedprev�ously,stor�esarepartoftheoraltrad�t�onsofmostAI/AN commun�t�es.Manytr�bestoldstor�estoteachandenterta�nch�ldrendur�ngthelong, coldw�ntermonths.Intoday’sschools,depend�ngonlocalnorms,stor�esmaybetold andreaddur�ngtheent�reschoolyeartoteach�mportantlessons,�ncreasevocabulary andwr�t�ngsk�lls,andencouragecreat�v�ty.Astoryboard(asequent�aldep�ct�on)�s anotherwaytotellastorybycomb�n�ngoralandgraph�celements.Storyboardsare mostfrequentlyusedtoplanhowthescenes�namov�eorv�deow�llunfold,butcom�c str�psaregoodexamplesofstoryboardsthatch�ldrenw�llrecogn�ze.Storyboardscan gofromr�ghttoleftortheycanbearrangedupanddown.Theyareexcellenttoolsfor help�ngstudentstorecallortotellastory�nthe�rownwords.

Activity:Breaktheclass�ntogroupsofthreeandreread“Through the Eyes of the Eagle” aloudtothem.Thenass�stthestudents�nthefollow�ngact�v�t�es:

• Eachteammemberdrawstwop�ctures,us�ngoneorbothofthecharacters�nthe story.Tellthech�ldrenthatthe�rcharacter(s)shouldbedoingsometh�ng—f�sh�ng, talk�ngtoeachother,play�ngagame,p�ck�ngflowers,ormaybejustth�nk�ng.

• Then,askeachteamtosequencethe�rs�xdraw�ngssothattheycreateastoryboard. Thech�ldrencanmakeupthe�rstorybeforetheybeg�ntodrawortheycandraw the�rp�ctures�nd�v�duallyandthen“d�scover”thestorythatemergesbasedonthe sequenceofthep�ctures.Encouragethech�ldrentorearrangethe�rp�ctures�n var�ousways.Whenthesequencechanges,thestorychanges.

• Whenthech�ldrenhavedec�dedwh�chstorytheyl�kebest,theycantapethep�ctures together.

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Dur�nggroupt�me,�nv�tetheteamstosharethe�rstoryboardsw�ththeclass.Ask otherclassmatestotellthestorythey“read”fromthep�ctures;thenhavetheteamtell the�rstory.Thech�ldrencanaddcapt�onstothe�rstoryboardp�cturesasafollow-up act�v�tyand/orhavetheteacherwr�tethe�rstor�esonthechalkboard.

Teacher Tip: For younger children, the teacher can invite each child to draw a picture that features a character(s) or a scene from the book. The children can share their drawings with the class, telling the story of what is happening in their picture. Another approach that teachers may try is “collective drawing,” an activity in which each child can participate in creative expression by drawing their individual pictures on one large piece of art or butcher paper. This is a great “warm-up” activity for discussing the health messages in the book and it creates an instant bulletin board display.

Community Tip: A captioned storyboard based on Through the Eyes of the Eagle would be an excellent activity for a local boys’ or girls’ club. The storyboard could be donated for display at a local health department, a recreation center, or a senior center.

Resources:Forastoryboardlessonplanwr�ttenforsecondandth�rdgraders,goto http://www.eduref.org/.Type“storyboards”�nthesearchfunct�on.Th�sw�lltakeyouto Storyboard of the Biggest Pumpkin Ever,anexcellentexampleofth�screat�vestorytell�ng act�v�ty.

Materials:Artpaper,butcherpaper,crayons/markers,tape.

Cross-curricular.connections:LanguageArts,Art.

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Linking Native Culture and Health

VEnn.dIAGRAMS

Performance.objective:Thech�ldrenw�llcom-pleteaVennd�agramtocompareandcontrastwaysthatthe�rancestorsstayedhealthyandthewaystheycanstayhealthytoday.

Activity:Havethe ch�ldrendrawtwooverlap-p�ngc�rcles,creat�ngthree d�fferentareas.Theareasofthec�rcles thatdonotoverlaprepresenttheancestors’sways(walktor�versandspr�ngstoget water;gatherw�ldfru�tsandseeds)andmodernways(walktothestore;buyhealthy snacksl�kefru�tsandvegetablesatthestore).Wherethetwoc�rclesoverlap�sthearea wheretheancestor’s’waysandmodernwaysarethesame(playrunn�nggames).Ch�l-drencancolorthethreepartsofthed�agramd�fferentlyandwr�tethe�rl�sts�nthe appropr�atesect�ons.

Materials:Artpaper,crayons.

Cross-curricular.connections:Health,LanguageArts,Art,Soc�alStud�es,Math.

Learning about Diabetes

K-W-L.CHARTS

Performance.objective:Thech�ldrenw�llpart�c�pate�ngroupd�scuss�onandcomple-t�onofaK-W-Lcharton:(K)whattheyKnowaboutd�abetes;(W)whattheyWantto knowaboutcausesofd�abetesandwaystoprevent�t;and,attheendoftheact�v�ty,(L) whattheyhaveLearnedaboutthecausesandprevent�onofd�abetes.Forolderch�ldren, (L)whatIhavelearned�ncludesarev�s�tofthe�ror�g�nal(K)and(W),toseehowthose columnshavechangedbasedonthe�rnewknowledge.

Teacher Tip: This is a good activity for introducing new vocabulary, for knowledge about the causes of diabetes, and for ways that the body works. The vocabulary suggested below is more appropriate for children in third and fourth grades.

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Vocabulary:Glucose,�nsul�n,pancreas,d�abetes,energy.

Materials:Poster-s�zepaperforthechart,markers.

Resources:Inpreparat�onfor�ntroduc�ngtheK-W-Lcharts,teachersmaywantto refertoanexcellentwebs�tethatprov�desexamplesofK-W-Lchartsandsample lessonplans:TheNorthCentralReg�onalEducat�onalLaboratory(NCREL) http://www.ncrel.org.

Cross-curricular.connections:Health,Sc�ence.

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Book 2: “Knees Lifted High”

Storytelling

PUPPET.THEATRE

Performance.objective:Thech�ldrenw�llworktogether�nteamstowr�tethe�rown playus�ngthecharacters�n“Knees Lifted High”andactoutthed�aloguew�thst�ck puppets.

Activity: Break the class �nto two-member teams; then ass�st the students �n the follow�ngact�v�t�es:

• make up the�r own story about Mr. Eagle, Ra�n that Dances, and other story characters.

• wr�teaplayscr�pt�nclud�ngwordsspokenbythecharactersandadescr�pt�onofthe�r act�ons.

• makest�ckpuppetsofthethreecharacters.

• presentthe�rplaytotheclass,read�ngfromthescr�ptand�llustrat�ngtheact�onw�th thest�ckpuppets.

Materials:Craftst�cks,tonguedepressors,orpa�ntst�rrers;crayons,construct�onpa-per,sc�ssors,paste.Therearemanywaystomakest�ckpuppets.

Teacher Tip: Younger children may dictate their story to the teacher who will write the script, and read it as they act out their play with the stick puppets.

Resources:Excellentwebs�tesprov�d�ng�nstruct�ons�nmak�ngst�ckpuppetsare: http://www.jul�asra�nbowcorner.comand http://www.tc.edue.center/ncrest/nancybeal/class.htm

Cross-curricular.connections:LanguageArts,Art.

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TRAdITIonAL.GAMES

Performance.objective:Ch�ldrenw�llrecogn�zeandrecallAI/ANformsofplayand exerc�se.

Background:Gamesl�kef�eldhockey(somet�mescalledsh�nny)were�nventedby Amer�canInd�ans.Manytr�besplayedvar�at�onsoflacrosseorst�ckball�nwh�chteams droveaballbetweengoalpoststoscorepo�nts.Runn�ng,relayraces,games�nvolv�ng toss�ngandcatch�ng,roll�ngandthrow�ng,andarcherywereverypopular�npastt�mes andarest�llplayedtoday.

Activity:Ch�ldrencand�scussgamesthataretrad�t�onaltothe�rtr�beandgamesthat areplayedbyothertr�bes.Thech�ldrenw�llenjoylearn�ngaboutgamesl�ke“snow snake”thatwasplayed�nthew�nterbypla�nstr�bes,orCherokeest�ckballandvar�ous “hoopandpole”gamesthatwerepopularamongmanynat�ons.Gamesplayedbythe Inu�tpeoplearealsoalotoffun,espec�allythe“blankettoss”andtug-of-war.

Teacher Tip: Invite a grandparent to class to teach children how to play a traditional game! Teachers may want to introduce activities that include topics and knowledge more specifically relevant to the culture/history of the children they teach.

Community.Tip:Playtrad�t�onalgamesatpowwowsandcommun�tyfest�vals!

Vocabulary:Lacrosse,archery,st�ckball.

Materials:Nospec�almater�alsareneeded.

Resources:Descr�pt�onsoftrad�t�onalgamescanbefoundontheweb.Manypages,�fpr�nted,aresu�tableforcolor�ng.ChecktheResourcesSect�onformanyexcellentwebs�tes.

Cross-curricular.connections:Phys�calEducat�on,Health,LanguageArts.

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dAnCInG

Performance.objec-tive:Ch�ldrenlearnaboutsoc�aldancesandpowwows,fest�veoccas�onswherepeoplecometogethertodance,s�ng,playmus�cal�nstruments,eattrad�t�onalfoods,meet

thel�v�ngcultureofAmer�canInd�ansandAlaskaNat�ves.

Background:ManyAI/ANspart�c�pate�nceremon�alandsoc�aldances.Wh�leceremo-n�aldancesthathavesacredmean�ngsarenotappropr�atefortheclassroom,soc�al dances,wh�ch�ncludepowwowdanc�ng,arefunwaysthatelementaryschoolch�ldren can“getact�ve.”Manysoc�aldancesareperformedforfam�lyevents,suchaswedd�ngs andb�rthdays,tocelebratetheharvest,meetag�rlfr�endorboyfr�end,tellastory,or justhavefun.Ind�genouspeoplefromd�fferentreg�onsofthecountryhavevery d�st�nct�vesoc�aldanc�ngstyles.

oldfr�endsandmakenewones,andcelebrate

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Activities:

Learn�ng,rehears�ng,andperform�ngthesemanyk�ndsofdancesareexcellentwaysfor ch�ldrentogetthe�rbod�esmov�ng.

• Ch�ldrencanresearchandwr�teaboutthemean�ngofthevar�oussoc�aldances,l�ke theBearDanceortheButterflyDance,aswellaspowwowdances,l�ketheGrass Dance,theJ�ngleDressdance,andthe“Sneak-up.”

• Ch�ldrenwhohavepart�c�pated�nsoc�aldancesandpowwowscandemonstrate the�rdanc�ngtotheclass.

Teacher Tip: Avoid using terms like “chanting” to refer to traditional singing or “costume” to describe traditional clothing worn at powwows or other social dances. “Regalia” is usually accepted as a correct way to describe the outfit of a social dancer.

Community Tip: Have the class participate in local powwow or social dance activities.

Vocabulary:Powwow,regal�a,drum.

Materials:Nospec�almater�alsneeded.

Resources:Teachersw�llf�ndmanywebs�tesaboutsoc�aldancesandpowwows.An excellents�tethatexpla�nstheh�storyandmean�ngofmanypowwowdances�sthe BuffaloB�llH�stor�calCenterathttp://www.bbhc.org/p�m/powwow_dances.cfm.

Anothergoods�teprov�desanexplanat�onofthemean�ngofthewomen’sj�ngledress attheTw�nC�t�esPubl�cTVwebs�te,http://www.tpt.org/powwow/womj�ngle.html

Cross-curricular.connections:Soc�alStud�es,Phys�calEducat�on.

Physical Activity

PHySICAL.ACTIVITy.And.HEALTH

Performance.objective:Ch�ldrenw�llunderstandhowphys�calact�v�tyhelpsustobe healthyandpreventd�abetes.

Activity:D�scussw�ththeclasshowphys�calact�v�ty:

• burnsupcalor�esandturns�t�ntoenergytofeedourmuscles,�nsteadofbe�ng storedasfat.(Hav�ngtoomuchstoredupfatcan�ncreaseourchancesofgett�ng d�abetes);

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• makesourheartstrongsothat�tdoesagoodjobofpump�ngbloodtoallpartsofour bod�es;

• bu�ldsstrongbones,muscles,andjo�ntsthathelpustobeact�ve;and

• makesusfeelhappy—becausewefeelgoodwhenwearerunn�ng,jump�ng,andplay�ng!

Vocabulary:Energy,muscles,calor�e,fat,blood,jo�nts.

Materials:Nospec�almater�alsneeded.

Cross-curricular.connections:Phys�calEducat�on,Health,Sc�ence.

nEW.GAMES

Performance.objective:Ch�ldrencanmakeupnewgamesaftertheclasshaslearned abouttrad�t�onalgames.Thesegamesmay�ncludemanyoftheact�v�t�esused�nthe oldgames–runn�ng,toss�ngandcatch�ng,orroll�ngandthrow�ngaballorahoop. Each�nventedgameshouldhaveanameandrulesofplay.Theclassw�llhavefun play�ngthe�rowngamesatrecess!

Teacher Tip: The simple act of walking 20 minutes each day is a strong way to combat diabetes. Just setting up a time for you to walk with your class or asking the children to walk with their family after school and on weekends is helping in the fight against diabetes. You can make each walk fun and different simply by adding songs or learning new games along the way. It might be fine to find inexpensive pedometers for the students so they can measure their steps each day. There are numerous sites to find inexpensive pedometers on the internet.

Community Tip: Organize local youth teams that play traditional games after school, on weekends, and during summer vacation months

Materials:Balls,hoops.

Cross-curricular.connections:Phys�calEducat�on,LanguageArts.

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MUSCLE.MoTIon

Performance.objective:Bymov�ngthe�rbod�es�nd�fferentways,ch�ldrenw�ll exploreandlearnaboutthemuscles�nthe�rbod�es—andgetexerc�seatthesamet�me! Theyalsocanlearnhowact�v�tyaffectsavery�mportantmuscle�nthe�rbody—the�r heart.

Activity.1:Body,.arm,.leg,.and.foot.muscles:Inv�tethech�ldrentodod�fferent k�ndsofmovementsjustl�keRa�nThatDancesandThunderCloud.Theycanreachup w�ththe�rarms,touchthe�rtoes,flapthe�rarmsl�ketheEagle’sw�ngs,orwalk�n funnyways.Theycantryz�gzagsteps,g�antsteps,babysteps,hopp�ng,andslow-mot�onwalk�ng.Powwowdancestepsarefun,too.Then,askthech�ldrento�nd�cate wh�chpartsofthe�rbod�escome�ntoplaywhentheydocerta�nmovements.

Teacher Tip: Borrow a chart showing the human muscle system from a biology teacher in your local high school. Have the children point out on the chart the muscles they think they are moving. Don’t worry about the names of the muscles, just get the kids moving! This activity is best done in the gym and is a great rainy day activity.

Activity.2:The.Heart.Muscle:.:1)Askch�ldrentos�tveryqu�etlyatthe�rdesksfor twom�nutes.Showthemhowtof�ndthe�rpulseandhavethemdescr�bewhattheyfeel. 2)Thenhavethech�ldrenjump�nplacefortwom�nutesbes�dethe�rdesk.Wh�lest�ll stand�ng,askthemtof�ndthe�rpulseaga�nanddescr�bewhattheyfeel.D�scussw�th theclasswhat�shappen�ngtothe�rheartwhentheyexerc�se.

Vocabulary:Muscle,heart,exerc�se,pulse.

Materials/Environment:Humanmusclechartormodel(opt�onal).Makesurethere �senoughroomforch�ldrentoexerc�sesafely.

Teacher Tip: Teachers can demonstrate on their own body where to put a finger to feel the pulse—the thump which accompanies the surge of blood with each beat of the heart. Pulse locations that are easiest to feel are at the wrist and in the carotid artery in the neck.

Resources:Therearemanybooksaboutphys�calact�v�tythatyoumaywantto�nclude �nyourclassrooml�brary.Thesebooksarereferenced�ntheResourcesSect�onofthe Gu�de.

Cross-curricular.connections:Phys�calEducat�on,Health,Sc�ence.

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BUILdInG.A.FITnESS.TRAIL

Performance.objective:Ch�ldrenbu�ldaf�tnesstra�lthat�ncorporatesseveralfun act�v�t�es.Thetra�lcanbebu�ltonaplayground,but�tcanbemod�f�edforuse�nan �ndoorgym.

Activity:Thech�ldrend�v�de�ntoteamstodes�gnthetra�lwh�ch�ncludesawarm-up stat�onatthebeg�nn�ngofthetra�l,exerc�sestat�onsthat�ncreasethe�rheartrate�n them�ddle,andacool-downstat�onattheend.Eachteamw�llbeg�venacerta�n amountofd�stanceonthetra�lthatw�llbethe�rstat�on.Theyw�llmeasurethe�r allottedd�stanceandw�lldes�gnthes�gnforthe�rstat�on,us�ngthecharactersfrom theEagleBooks.

Thes�gnscan�ncludethean�malcharacterdemonstrat�ngthephys�calact�v�ty,w�th wr�tten�nstruct�onstell�nghowmanyt�mestojump,touchtoes,orbounceaball.For example,atthewarm-upandcool-downstat�ons,M�ssRabb�tcanshowthech�ldren d�fferentwaystobendandstretchthe�rmuscles;atthestat�ons�nthem�ddleofthe tra�l,Mr.Eaglecangu�dethech�ldren�njump�ngrope,hopp�ngononefootor“jump-�ngjacks;”andCoyotecanshowthemfunnyth�ngstodol�kewalk�ngl�keaduck.Let thech�ldrensuggestand�nventthephys�calmovements.

Math.Activity.for.Third.and.Fourth.Graders:Atcerta�npo�ntsonthetra�l,ch�l-drenalsocanmakes�gnstell�ngthepart�c�pants�t�st�metomeasurethe�rheartrate. Thech�ldrencantaketurnsbe�ng“heartratemon�tors.”Tomeasureheartrate,the ch�ldrenw�llpressaf�ngeraga�nstthecarot�dartery�nthe�rneckoratthewr�stand countthenumberoft�mesthe�rheartbeats.Theheartmon�torw�llstartastopwatch atzeroandsay“Count!”to�nd�catewhentheyshouldstartcount�ngthe�rheartbeats. After10seconds,theheartmon�torw�llpunchthestopwatchandsay“Stop!”Mult�ply-�ngthenumberofbeatsfelt�n10secondst�mess�xw�llg�vethe�rheartbeatsper m�nute.Thegoalw�llbeto�ncreasethe�rheartrateastheyprogressalongthetra�l.

Teacher Tip: The Fitness Trail is a terrific activity for a Parents’ Day program. Parents and other family members can “run” the Fitness Trail with their children; and kids will have a great time measuring their mom’s or dad’s heart rate.

Community Tip: The Fitness Trail would also be a fun activity at a health fair.

Materials:Tapemeasureoryardst�ck,mag�cmarkers,jumprope,balls,woodenstakes, andcardboardfors�gnstomarkthetra�l;stopwatches.

Cross-curricular.connections:Math:(us�ngaruleroryardst�ck,measur�ngd�stances onthetra�l;calculat�ngheartrate),LanguageArts,Art,Health,Sc�ence.

17

Book 3: “Plate Full of Color”

Storytelling

CREATInG.A.“LIVInG.SToRy”.

Performance.objective:Ch�ldren�ntheclassmakeupastorytogether.

Background:Th�s�ss�m�lartotheoldparlorgamewhereeveryoneaddsonesentence totheprev�ousperson’ssentenceandthestoryemergesasentenceatat�me.Inth�s case,thech�ldrencreateastoryabouteat�nghealthyfood,us�ngthecharactersofMr. Eagle,M�ssRabb�t,andRa�nThatDancesandh�sfr�ends.

Activity:Totella“l�v�ngstory”�nwh�cheveryonepart�c�pates,havethech�ldrenmove the�rdesks�ntoab�gc�rcle,orhavethems�tonthefloor�nac�rclearoundatape recorder.Re-�ntroducethecharacters�ntheEagleBooksandthetop�cofhealthyfoods from“PlateFullofColor.”Us�ngthecharactersofMr.EagleandRa�nThatDances, beg�nthestorybydes�gnat�ngonestudenttomakeupthef�rstsentence.Thenmov�ng tother�ghtortheleft,makeafulltr�paroundthec�rcle,w�theachstudentadd�ngthe nextsentence�nthestory.When�tgetsbacktothef�rststudent,�ntroduceanother ch�ldcharacterfromthebookandhavethech�ldrencont�nuethestorytell�ng.

Playbackthetape-recordedstorytotheclass.Thech�ldrenw�lllovetohearthe�rown vo�cesonthetape!

Teacher Tip: The addition of new characters and the storytelling can go on as long as you feel it is appropriate, but the story shouldn’t be longer than the children can remember. Make sure that any tape recording is done under teacher supervision to avoid improper language or unsuitable use of voice recording by the children. Also be certain that parents have been informed of this activity in case there is any concern about recording their children. Be sensitive to the fact that while children should be inventive, their stories should be focused on Eagle Book topics and not include direct or overly personal references to their families, friends, or classmates. If there is reason to use the tape recording outside the class, parents should give parental permission in writing.

Materials:Taperecorder.

Cross-curricular.connections:Health,LanguageArts.

18


SEEd.KnoWLEdGE

Performance.objectives:Ch�ldrenw�lllearnto�dent�fyfoodplantsthatwereor�g�-nallycult�vatedbyAmer�canInd�ans�nNorthAmer�caandw�llsproutseedl�ngsof theseplants�ntheclassroom.

Background:Amer�canInd�ansgatheredberr�es,seeds,nuts,androotsthatonlygrew �nNorthAmer�ca;andtheyplantedandharvestedmanyvar�et�esofcorn(orma�ze), squash,pumpk�ns,andbeans.Manyoftheseplantshaveh�ghnutr�t�onalvalueand greatcultural�mportance.Corn,squash,andbeans,knownasthe“ThreeS�sters,”have beenplantedbyAmer�canInd�angardenersforhundredsofyears.Theyareplanted togethertohelpeachothergrow.Th�s�sanexampleofcompanion planting.Thecorn�s thetallgrandfatherwhog�vesthebeansapoletocl�mbup;thebeanscl�mbthecorn andfeedtheso�lforthecorn;thesquashkeepstheso�lmo�stfortheth�rstybeansand corn,andkeepsawayraccoonsandotherpestsw�th�tspr�cklystems.TheThreeS�sters areagoodwayto�llustratehowpeoplecanworktogetherforthegoodofeveryone,or contr�butethe�run�quesk�llstohelpthecommun�tysolveaproblem.Thecorns,beans, andsquashalsorepresentabalancedd�etofprote�n,carbohydrates,f�ber,v�tam�ns, andm�nerals.

Activity:Precedeseedplant�ngw�thaclassroomd�scuss�onaboutthenutr�t�ousvalue ofw�ldandcult�vatedplants.Po�ntouthowmanyoftheplantsf�rstgrownbythe�r ancestorsnowfeedhungrypeopleallovertheworld!Then,prov�deeachch�ldw�tha claypotwh�chtheycanlabelw�ththe�rnameandthek�ndofseedtheychoosetoplant; ortheymayplanttheThreeS�sterstogether.(Youw�llprobablywanttogoouts�deto f�llthepotsw�thso�landplanttheseeds.)Placethepots�nclassroomw�ndows,add waterandsunsh�ne,andwatchtheseedsgrow.Encouragethech�ldrentoprov�dethe�r seedl�ngsw�thl�fe-g�v�ngwatereveryday.

Teacher Tip: For third and fourth graders, this activity may be a good opportunity to introduce concepts about photosynthesis. Explain the way plants use carbon dioxide and water plus sunshine to make sugar and oxygen. We breathe the oxygen and eat the sugar, vitamins, and minerals in plant leaves, roots, fruits, and vegetables.

Vocabulary:Ma�ze,pumpk�n,squash,corn,beans,water,sunsh�ne.

Materials:Seedsfromcorn,squash,pumpk�ns,andmanyvar�et�esofbeans;claypots, seeds,sackofpott�ngso�lorpeat,water.

19

Resources:SeetheResourcesSect�onforseveralbooksabout�nd�genousfoodsthat aresu�tableforch�ldren,aged5-9years.Teachersmayalsowanttof�ndoutmoreabout programsthatpromotethepreservat�onof�nd�genousplants.Programssuchas “DreamforW�ldHealth”andNat�veSeed/SEARCHareprof�led�n“Seed�ngaHealthy Future:AReturntoTrad�t�onalD�etsMayBeKeytoD�seasePrevent�on”byPatr�c�aL. K�rk�nAmerican Indian Report,January2005.Nat�veSeeds/SEARCH�sanonprof�t organ�zat�onthatseekstopreservecropseedsthatconnectNat�veAmer�canstothe�r lands:http://www.nat�veseeds.org/v2/default.php

Cross-curricular.connections:Health,Sc�ence,Soc�alStud�es.

THE.GIFT.oF.Food

Performance.objective:Ch�ldrenw�lllearnstor�esthataretoldbythe�rtr�beand othertr�besaboutfood,an�mals,andplantsthatarereveredasthesusta�nersofl�fe–a g�ftfromMotherEarthforthephys�calandsp�r�tualhealthtothepeople.Ch�ldrencan learnaboutceremon�esthatcelebratetheplant�ngandharvestcycles,aswellasplant foodsthatareusedtoblessandheal.

Background:Depend�ngonthereg�onofthecountry,tr�beshavemanyd�fferent stor�esaboutthean�mals(b�son[buffalo],salmon,deer,orturkeys)andplantsthat madel�feposs�ble.Plantstor�esmay�ncludetrad�t�onsnotonlyaboutthe“Three S�sters,”butalsoabout“CornMothers”andw�ldr�ce.Ch�ldrenmayalsoenjoylearn�ng abouttheGreenCornceremonypract�cedbythesoutheasterntr�bes,theF�rstSalmon ceremony�nwh�chthepeopleofthenorthwestcoastwelcomethesalmonreturn�ng fromthesea,oraboutthefest�veceremon�espract�cedbytheInu�tpeoplewhohonored theseals,whales,andf�shthatfedthepeople.

Activities:

• Inv�teanelderfromthelocalcommun�tytoteachch�ldrenaboutthe�rtrad�t�ons andtotellstor�estotheclass.

• Havethech�ldren�nterv�ewagrandparentorotherrelat�vetoobta�nastorythat canbesharedw�ththeclass.

• Prov�detotheclasscop�esofstor�esonwebs�tesorfrombooksthatdescr�bethe sp�r�tualnatureoffoodan�malsandplants,andthefoodtrad�t�onsandfolkloreof var�oustr�bes,�nclud�ngthe�rowntr�be.Havethech�ldrencompareandcontrast thestor�esforthe�rs�m�lar�t�esandd�fferences.

Vocabulary:Sacred,harvest,ceremony,b�son.

20

Materials:Nospec�almater�alsareneeded.

Resources:TheResourcesSect�onprov�desanextens�vel�stofreferencesaboutInd�g-enousfoodsandthe�rstor�es.

Cross-curricular.connections:Soc�alstud�es,Health,Sc�ence.

CLASSRooM.CooKInG.

Performance.objective:Ch�ldrenw�llhelp�ncook�ngamealfromtrad�t�onalandnutr�t�ousngred�ents.

Background:Cook�ng�ntheclassroom�safunact�v�tythatallowseveryonetosample healthy,tastyfoods.B�sonch�l�(orbuffaloch�l�),posolestew,tort�llas,andbread pudd�ngaregreatrec�pesthatareeasytomake�ntheclassroomandcanbemade�n suff�c�entquant�tysothateveryonecanenjoyasmallbowl.Themeat�nthech�l��slow �nfatandh�gh�nprote�n;andthebeansaresourcesofv�tam�ns,f�ber,and�ron (http://b�sonamer�ca.com/B�son_Amer�ca_Nutr�t�onal_Facts.htm).Theposolestew�s madefromlow-fatmeat,thetort�llasfromwholewheatandcanolao�l,andthebread pudd�ngusesl�ghtcheeseandunsweetenedappleju�ce.

Buffalo.Chili

Ingred�ents:1lb.groundb�sonmeat1med�umon�on,chopped116-ouncecanofp�ntoork�dneybeans,r�nsedanddra�ned116-ouncecanoftomatoes1⁄2cupwater2teaspoonsch�l�powder1⁄2teaspoonsalt1⁄2teaspoonpepper

1. Cookthegroundb�sonandon�on�nask�lletonlowheatunt�lmeat�sbrowned andtheon�on�stender,about10m�nutes.

2. Addthebeans,tomatoes,water,andseason�ngs. 3. Coverands�mmeronlowheatfor1hour,add�ngmorewater�fch�l�becomestoo

th�ck.Makesabout7(1cup)serv�ngs.

21

Posole.Stew.(Hominy.Stew)

Ingred�ents: 1lbdr�edposole,presoakedandr�nsedor 2largecansofhom�ny 1poundofleanporkor2spl�tsk�nlessch�ckenbreasts 1⁄4c.choppedon�on 1⁄2t.crushedoregano 1-2dr�edredch�l�pods(seedsremoved)*Opt�onal Saltandpepper,totaste

.The.meat.ingredients.for.this.dish.should.be.precooked.at.home:Placeporkor ch�cken�nastockpotw�th4cupsofwater.Bo�lunt�lcooked.Removemeatandshred orcut�ntob�tes�zep�eces.Coolstockandsk�mv�s�blefatofftop.Storemeatand stock�nplast�cconta�nersandrefr�gerate.

In.the.classroom:Comb�nemeat,posoleorhom�ny,andrema�n�ng�ngred�ents�na crockpot.Addmorewatertostock�fneededandheatonh�ghtemperaturefor4 hours(unt�lposolehaspopped�fus�ngdr�edposole).Seasontotaste.Addmorestock orwater�fneeded.It�s�mportantnottolettheposolestewdryup.

Whole.Wheat.Flour.Tortillas

Ingred�ents: 1cupwholewheatflour 3cupswh�teflour 2t.bak�ngpowder 1t.salt 1/3cupcanolao�l 3⁄4cupofwarmwater

Comb�nealldry�ngred�ents,addo�landwaterandworktogetherw�thyourhandsto makeasoftdough.Doughshouldnotbest�cky.If�t�s,slowlyaddmoreflourunt�l notst�ckyandnotstay�ngonyourhands.Kneadforabout2m�nutesandlets�tfor about10m�nutescoveredw�thacleantowel.

D�v�dedough�nto12doughballs,rolloutflatandcookones�deonahot,electr�c gr�ddle,fl�poverandcookothers�de.Remove.Tort�llasarebesteatenwarm.Makes 12tort�llas.

22

Bread.Pudding

Ingred�ents: 8-9sl�cesoftoastedbread 1⁄4c.ra�s�ns 1⁄4c.choppedpecans(opt�onal) 1t.c�nnamon 1⁄2c.shreddedl�ghtcheddarcheese 3-4cupsnaturallysweetenedappleju�ce

Coatthe�ns�deofacrockpotw�thnon-st�ckspray.Layerbread,ra�s�ns,pecans, cheese�nthecrockpot.Spr�nklec�nnamononthelayerandpouronjustenoughju�ce tomo�stenbread.Repeatlayer�ng.

Setthecrockpotonlowsett�ngandheataboutonehour,unt�lthecheesemelts. Servewarm.

Teacher Tip: Miss Rabbit urges the children to sample fruits and vegetables of different colors. Offer the children various chopped vegetables to go with their chili, stew, or tortilla, and a fruit for dessert. Venison also can be substituted for bison as a traditional meat.

Materials:Electr�csk�llet,crockpotorelectr�cgr�ddle,measur�ngspoons,canopener, paperbowls,plast�cspoons,rec�pe�ngred�ents.Inmanyareasofthecountry,b�son meatcanbepurchasedatgrocerystorecha�nsormaybeobta�nedfromtr�balb�sonco-opsandotherlocalmeatreta�lers.B�son�sava�lablethroughtheU.S.Departmentof Agr�culture(USDA)FoodD�str�but�onProgramonInd�anReservat�ons(FDPIR).Itw�ll benecessarytohaveaccesstoarefr�gerator�ntheschoolcafeter�aorteacher’slounge.

Resources:Th�srec�pe�sprov�dedbyBuffaloStampede�ntheUSDAFoodandNutr�-t�onServ�ceFDPIRWebs�te:(http://www.fns.usda.gov/fdd/programs/fdp�r/).The FDPIR�safederalprogramthatprov�descommod�tyfoods(�nclud�ngNat�veb�son)to low-�ncomehouseholdsl�v�ngonornearInd�anreservat�ons.Theposolestew,tort�lla andbreadpudd�ngrec�pesareprov�dedbyGeorg�aPerez,authoroftheEagleBooks. SeetheResourcesSect�onforanumberofWebs�tesfeatur�ngNat�veAmer�canrec�pes.

Cross-curricular.connections:Math(measurement),Health.

23

Learning about Diabetes Prevention

“FRIEndLy”.FoodS.oR.“EVERydAy”.FoodS

Performance.objective:Ch�ldrenw�llbeableto�dent�fy“fr�endly”foodsor“everyday” foodsthatkeepthemhealthyandhelptopreventd�abetes.

Background:We�ncreaseourchancesofstay�nghealthyandavo�d�ngd�abetesby eat�ng-everyday-ablanceoffoodsthatprov�denutr�entstoourbod�esandhelpusto ma�nta�nahealthywe�ght.Theseare“fr�endly”foodsthatcanbeorshouldbeeaten everyday.Thesefoodsarelow�nfatandsugar,low�nsalt,andh�gh�nf�berandv�ta-m�ns.Theyalso�ncludecarbohydratesl�kewholegra�nbrownbreadthattakeslonger tod�gestthanbreadmadefromwh�teflour.Toeatlessfat,weshouldeatleanmeat, f�sh,ch�cken,orturkeyandlow-fatorsk�mm�lk,andlow-fatcheeseandmargar�ne.We alsocanbake,bo�l,orgr�llourfood�nsteadoffry�ng�t.Wealsoshouldeatplentyof fru�tsandvegetablesaswellaswholegra�nsandcereals.Thefollow�ngact�v�t�eshelp ch�ldrento�dent�fy“everyday”foodsand“somet�mes”foodsthatcanbeeatenocca-s�onally.

Eat.your.Colors!M�ssRabb�t’sfru�tsandvegetablesareverycolorful.Mostofthem arered,yellow,orange,wh�te,green,andblue.Thebr�ghtcolorstellusthattheyarefull ofcerta�nk�ndsofv�tam�ns,m�nerals,andothergoodth�ngsourbod�esneed.Fru�ts andvegetablesalsoareusuallylow�nfatandtheyhavealotoffiber(http://www.dhs. ca.gov/ps/cd�c/cpns/press/downloads/Color_Spectrum.pdf).Herearesometerr�fic, colorfulfru�tsandvegetables:

• greenvegetables(cabbage,turn�pgreens,broccol�,greenpepper,greenbeans,green peas)andfru�ts(k�w�s,honeydewmelon,greengrapes)

• blue/purplevegetables(eggplant,purplecabbage)andfru�ts(blueberr�es,blackber-r�es,purplegrapes,plums,purplefigs)

• yellow/orangevegetables(carrots,pumpk�ns,sweetpotatoes,w�ntersquash,yellow sweetcorn)andfru�ts(peaches,mangoes,p�neapples,apr�cots,oranges,lemons)

• redvegetables(k�dneybeans,tomatoes,rad�shes,beets,redpotatoes)andfru�ts(red apples,strawberr�es,raspberr�es,watermelon,andcherr�es)

• wh�teandbrown�shvegetables(on�ons,wh�tecorn,turn�ps,caul�flower,mush-rooms)andfru�ts(bananas,pears,wh�tepeaches)

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Activity.1:Breakthech�ldren�ntoteamsandaskthemtol�stasmanyfru�tsand vegetablestheycanthataregreen,blue,yellow,orange,andred.Havetheteams “compareandshare”the�rl�stsw�ththeotherteams.Ident�fywh�chonesaregood forsk�n,eyes,bones,theheart,etc.Asktheteamstocheckoffallthel�stedfru�ts andvegetablesthattheyhaveeaten!

Munch.Some.Crunch!Be�ngh�gh�nfiber,wholegra�nbreadsandcereals,seedsand nuts,andrawvegetablesarecrunchy,cr�spy,orchewy.Th�nkofthe3C’s(crunchy, cr�spy,andchewy)whenyouaretry�ngtodec�dewh�chfoodsarethehealth�est!

Activity.2:Havetheclassl�stallthewordsandsoundstheycanth�nkoftodescr�be crunchy,cr�spyorchewyfoods.L�stwordsl�kecrusty,br�ttle,cr�nkle,orsoundsl�ke pow!pop!snap!crack!Descr�bewhatcornsoundsl�kewhen�t�spopp�ng!

Greasy.Grimer—it’s.a.Slimer!.Wecansomet�mesdetectfr�edfoodsandthoseh�gh �nfatbecausetheyfeelgreasyorleaveano�lsl�ckonpaper.

Activity.3:Handoutpaperbowlsthatconta�nsamplesoffoodsthatareo�lyand foodsthatdon’tconta�nfats(fatty:frozenFrenchfr�es,potatoch�ps,ap�eceof donutorsnackcakew�th�c�ng;andnon-fatty:pretzels,celery,choppedapple, ra�s�ns).Askthech�ldrento�dent�fythe“sl�mers”versusthe“fr�endly”non-fatty foods.Havethech�ldrensmearthefoodsonap�eceofpaper;theo�lyfoodsleavea sl�ckandmakethepapertransparent.(Po�ntoutthatpotatoch�psarecr�spy—but doesthatmakethemhealthy?Ask�fpotatoch�psarean“everyday”foodora“some-t�me”food.Potatoch�psarea“somet�me”foodbecausetheyareokaytoeatsome-t�mes,noteveryday.)

Teacher Tip: Coordinate the Eagle book reading with school meal menus or classroom tasting parties to reinforce and introduce children to new foods.

Resources:SeetheResourcesSect�onforavar�etyofch�ldren’sbooksthatfeaturefru�ts andvegetables.

.Cross-curricular.connections:Health,Sc�ence,Math(measurement).

25

CoLoR.PLATES.And.PLACE.MATS

Performance.objective:Ch�ldrenw�llcreategu�desforhealthyeat�ngbymak�ngthe�rown“platefullofcolor”orplacemattemplates.

Activity:Ch�ldrenw�lldraworpastep�cturesof“everydayfoods”onpaperplates;or theycanconstructaplacematw�thfourtof�vesect�onsanddraworpastep�cturesof healthyfoods�neachsect�on.Besuretostressthed�fferentcolorsofthefoodsandhow �t�s�mportanttoeatavar�etyofcolors.Lam�natetheplacematssotheycanbeusedat lunchortakenhometosharew�thfam�ly.Ch�ldrencang�vetheplacematstofam�ly membersasg�ftsthathelpthemtogu�dethe�rfoodcho�cesandpreventd�abetes!

Materials:Largeconstruct�onpaper,glue,markers,oldmagaz�nes,p�cturesofhealthy foodsfrommagaz�nes,lam�nator.

Cross-curricular.connections:Art,Health.

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Book 4: “Tricky Treats”

Storytelling

WRITInG.CoMMERCIALS.And.AdS

Performance.objective:Ch�ldrenw�llwr�te/performrad�oandTVcommerc�alsor createnewspaperandb�llboardadstry�ngtoconv�ncethe�rclassmatestobuyandeat certa�nfoods.Thech�ldrencanwr�teands�ngj�nglesaspartofthe�rcommerc�als.

Activity:D�v�detheclass�ntogroupsandhavethemengage�nthefollow�ngact�v�t�es:

“Coyote”.Commercials:Ch�ldrenwr�teandpresentacommerc�alaboutfastfood, snacks,andsodas.Asktheclass“aud�ence”topo�ntoutwaysthecommerc�al�stry�ng togetthemtoeat“tr�ckytreats.”L�stthe�robservat�onsontheboardandhavethe classrev�ewwayscommerc�alstrytofoolthem�ntobuy�ngunhealthyfoods.

Healthy.Commercials:Ch�ldrencancreateanewfoodproductthatw�ll�ncreasethe generalhealthofconsumersorbedes�gnedtopreventd�abetes.The�rproductscanbe funnyorconta�nunexpected�ngred�entsl�ke“squashcook�es,”a“vegetablesundae,”or a“beancake.”Havethech�ldrenmakeaNutr�t�onFactLabelforthe�rnewfood.

Billboard.Signs.and.newspaper.Ads:Ch�ldrencanwr�te“copy”fornewspaper advert�sementsorb�llboards�gnsanddraw�llustrat�onstosellthe�rnewhealthyfood product.Whenwr�t�ngthe�rads,ch�ldrenshouldkeep�nm�ndtheyaretry�ngto attractpeoplewhoareconcernedabouthealthandwanttopreventd�abetes.Havethe ch�ldrend�str�butepr�ntedpagesofthe�radstotheclassord�splaythe�rb�llboard. Wouldotherch�ldren�ntheclasswanttobuytheseproducts?Dotheysoundtastyand healthy?

Vocabulary:Advert�sement,commerc�al,j�ngle.

Materials:Posterboard,crayons,andmarkers.

Cross-curricular.connections:Health,Art,LanguageArts.

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LEARnInG.ABoUT..TRICKSTERS.

Performance.objective:Ch�ldrenw�llexploreandunder-standwaysthattr�cksterscandece�veus,makeuslaugh,andalsoteachus�mportantlessons.

Background:Tr�ckstersareafavor�testorycharacterofpeopleallovertheworld.In manystor�es,foxesandrabb�tsoutw�tandlaughatpeopleandotheran�mals,tr�ck�ng them�ntodo�ngfool�shth�ngs.Onanyweekendmorn�ng,ch�ldrencanwatchBugs Bunnyfool�ngElmerFudd,orlaughatW�lyCoyotebe�ngoutsmartedbytheRoad Runner.However,atr�ckster�snotalwaysjustaclown;somet�meshepossessesmag�-calpowersor�sateachertry�ngtomakepeopleth�nkorseethe�rownfool�shness.

Inthestory“Tricky Treats,”thetr�ckster�sthecoyote;butd�fferenttr�bestellstor�es aboutmanyk�ndsofan�maltr�cksters,l�keravens,hares,magp�es,andsp�ders.Intro-ducethech�ldrentootherk�ndsofan�maltr�ckstersfound�nthestor�esofAmer�can Ind�ansandAlaskaNat�ves.Someofthesetr�cksters,l�kethesp�der,cancamouflage themselvestolookl�kesometh�ngtheyarenot,ortheycantransformthemselves�nto othershapes.

Activity.1:

• Ch�ldrenw�llenjoyread�ngtr�cksterstor�estoldbymanytr�bes.Manystor�esare ava�lable�nbooksandonwebs�tes.Anumberofthesestor�eshavebeencollectedby GlennWelkerontheInd�ans.orgwebs�te.Pr�ntcop�esofthestor�esandhavethe ch�ldrenselectthree.Askthemtowr�teaboutthejokesCoyotewasplay�ngorthe lessonsCoyotewastry�ngtoteach�neachofthesestor�es.

• Theclasscanwr�teaparagraphaboutCoyote’str�ckyways�n“Tricky Treats.”The paragraphmayaddresssomeofthesequest�ons:HowdoesCoyotetrytotr�ckthe ch�ldren�ntoeat�ngtoomany“somet�me”treats?Dotheybel�eveCoyotewhenhe sayshefoundsomeone’sbackpackbes�detheroad?Whydotheyth�nkMr.Eagle doesnotletRa�nThatDancesandh�sfr�endseatthetreats�nthebackpack?What doesMr.EaglesayaboutCoyotetak�ngthebackpack?What�sthe“goodtr�ck”that Mr.Eagleandthech�ldrenplayedontheownerofthebackpack?

Activity.2:Br�ngexamplestoclassoffoodproductsthatarecamouflagedtolook healthy,butarenot.Someofthesefoodproductscla�mtobe“sugarfree,”butarefullof fat;othersarelabeled“reducedfat,”“l�te”or“low-fat,”butarefullofsugarand/orsalt.

28

Muff�ns,cook�es,yogurt,andda�rycreamersareexamplesoffoodsthatmaybe “tr�ckedout”toappearhealth�erthantheyare.Low-fatfrozend�nnersmayalsom�s-leadconsumers�ntoth�nk�ngtheyarehealthy,when,�nfact,theyareveryh�gh�nsalt.

Othertr�cks�ncludelabel�ngh�ghcalor�e,lownutr�entfoodsasbe�ngmadefrom“all natural”�ngred�ents.Examplesaresweet“fru�t”dr�nksthatconta�nveryl�ttlefru�t, andbrownbreadswhosecolorsuggeststheyaremadefrom“wholesomewheat”or otherwholegra�ns,buttheyreallyjustconta�ncaramelcolor�ng.Asktheclasstofind labeledfoodconta�nersormagaz�neadsthatpromoteunhealthyfoodsashealthyfood cho�ces,andbr�ngthemtoschooltosharew�thothers.

Materials:Cop�esoftr�cksterstor�es,foodconta�ners,foodadvert�sementsfromnews-papersormagaz�nes.

Resources:SomepopularbooksandWebs�tesabouttr�ckstersarel�sted�ntheResources Sect�on.

Cross-curricular.connections:Soc�alStud�es,LanguageArts.

Diabetes Prevention Skills

CoyoTE.AdVERTISInG

Performance.objectives:Ch�ldrenw�lllearnhowtodetectdecept�veadvert�s�ng cla�msthatpromotethesaleofunhealthyfoodproducts.

Background:Parents�ncommun�t�esoftenobservethatonereasonsomanypeople getd�abetes�sbecauseadvert�serspromoteunhealthy,processedfoodsthatlack nutr�t�onandcausewe�ghtga�n.Be�ngaw�seconsumer,therefore,�sapr�marypreven-t�onstrategyforreduc�ngr�skfordevelop�ngd�abetes.Generally,almostanyfastfood, cereal,candy,orsnack/dessertcommerc�ala�medatch�ldrenw�llbesell�ngafood productthat�sh�gh�ncalor�es,sugar,andfat.Herearesomewaysch�ldrencanbe educatedtorecogn�ze“tr�ckytreats.”

• Advert�sersusebr�ght,happycolorstoattractattent�onandtheyuseclownsor cartooncharacterstotellk�dsthatthesefoodsarefunorgoodforthem(although theymaynotbe).

• Ch�ldreneat�ngthetreatson-screenor�ntheadvert�sementsareoftenlaugh�ng, s�ng�ngcatchysongs,anddanc�ng.

• Advert�serswantch�ldrentoth�nkthateveryone�sbuy�ngthe�rcandyorsnack;�f theydon’thave�tatthe�rhouse,theyarebe�ngleftout!Themessage�s,“So,ask Momtobuysometoday!”

29

Activities:TeacherscantapeTVfoodcommerc�alsa�medatch�ldrenandplaythem�n theclassroom.Ch�ldrenw�llwatchthecommerc�alsandd�scuss/expla�nhowtheyare meantto“tr�ck”them�ntowant�ngtobuythefoodstheyadvert�se.Theclasscanthen talkaboutotherk�ndsoffoodstheywouldl�ketoeat�nstead.Referbacktothehealthy snacksthatRa�nTheDancesandh�sfr�endsareplann�ngtoeat�n“Tricky Treats.”

Materials:V�deocassetterecorder/player,v�deocassettetape,TV.

Cross-curricular.activities:Health,LanguageArts.

oUTSMARTInG.CoyoTE:.REAdInG.Food.LABELS

Performance.objectives:Ch�ldrenw�llreadnutr�t�onlabelsonfoodproductsandbe ableto�dent�fythoseh�ghorlow�nhealthy�ngred�ents.

Background:Nutr�t�onFactLabels�dent�fythe�ngred�ents�nafoodproduct,the numberofcalor�esperserv�ng,thev�tam�nsandm�nerals�nthese�ngred�ents,and the�rpercentageofda�lyrequ�rements.Thef�rst�ngred�entl�stedw�llbethelargest amount,thesecond�temw�llbethesecondmost,andthelast�temw�llbetheleast amount.Unhealthyproductsarethosethatl�stthefollow�ng�ngred�entsf�rst:

• H�ghfructosecornsyrup

• Sugar

• Lardorshorten�ng

• O�l

• Sod�um

• Art�f�c�alcolor�ngorflavor�ng

• Preservat�ves

There�smuch�nformat�ononfoodlabelsthat�stoocomplexforyoungch�ldrento comprehend.However,theycanbetaughtthevocabulary(sugar,syrup,fat,o�l,and sod�um)andtorecogn�zethatfoodsw�thsugar/syruporfats/o�lsasthefirstorsecond �ngred�entarenothealthyeverydayfoods.Olderch�ldren(th�rdandfourthgrade)can makejudgmentsaboutwhetherafood�shealthybasedonthecalor�esperserv�ngand thepercentagesofv�tam�ns,m�nerals,andfiber.

30

Activities:

• Make.copies.of.food.labels.and.distribute.them.to.the.class.Cereallabelsare excellentexamples.Askch�ldrento�dent�fythelabelsforhealthycerealsandthose forunhealthycereals.Thech�ldrenshouldcomparenumberofcalor�esperserv�ng, �ngred�ents,andv�tam�ncontent.Makesureto�ncludelabelsthatshowh�gherand lowercalor�esperserv�ng,andh�gherversuslowerpercentagesofnutr�ents.

• Field.Trip:.Theclasscanv�s�tthelocalgrocerystoreandengage�nvar�ouslabel read�ngtasks.Thech�ldrencancompare/contrastthenutr�t�onlabelsofthesame foodd�str�butedbyd�fferentcompan�es(examples:hotdogs,soups,orju�ces)and theycanrecordwh�chcompanysellsthehealth�estproduct.Theymayalsobuyone canofthecannedfoodthattheydeterm�netobethehealth�estandcompare/ expla�nthe�rselect�onswhentheyreturntotheclassroom.

Community Tip: The class can collect the cans of healthy foods they have purchased and donate them to a local food pantry.

Vocabulary: V�tam�ns, m�nerals, f�ber, nutr�t�on, sod�um, art�f�c�al, sugar, syrup, fat, o�l.

Materials:Nutr�t�onFactLabelsfromvar�ousfoodproducts.

Resources:Informat�onaboutread�ngnutr�t�onfactlabelscanbefoundattheU.S.FoodandDrugAdm�n�strat�onWebs�teathttp://www.cfsan.fda.gov/~dms/foodlab.html.Alsoseepages57and58add�t�onalWebs�tes.

Cross-curricular.connections:LanguageArts,Math,Sc�ence,Health.

HIddEn.SUGAR

Performance.objectives:Thech�ldrenw�ll beabletoobservehowmuchsugartheyare consum�ng�nsodasandsweetenedsports dr�nks;andcompare/contrastwaysthe�r ancestorsquenchedthe�rth�rstandstayed healthyw�thwaystheycan“dr�nkhealthy” today.

Background:Sodasorsoftdr�nksaremadefromcarbonatedwater—that�swater w�tha�rpushed�nto�ttomake�tbubble.Carbonatedwatert�cklesyournoseandmakes thesodafuntodr�nk,butmostsodasarefullofsugarorsyrupandart�f�c�alflavor�ngs thatprov�delotsof“empty”calor�es.Emptycalor�esarea“b�gtr�ck”becausetheydon’t g�vethebodyanyv�tam�nsorhealthysourcesofenergy.

31

Activity.1:We�ghanempty20-ounces�zesodabottleandhavethech�ldrenrecordthe we�ght.F�lltheemptysodabottlew�ththeamountofsugarthat�sd�ssolved�nregular soda(16teaspoons)andwe�gh�t.Havethech�ldrensubtractthewe�ghtoftheempty bottlefromthewe�ghtofthebottlew�ththesugaradded.Th�s�sthewe�ghtofthe sugar�naregularsoda.Repeat,add�ng12teaspoonsofsugartoanempty20-ounce bottle.Th�sw�lldemonstratethewe�ghtoftheamountofsugar�nasweetenedsports dr�nk.

Capthebottlesandpassthemaroundtheclasssothattheycanseeandfeelhowmuch sugar�shiding�nthesedr�nks.

Activity.2:D�splaya20-ouncebottleofregularsodaorsoftdr�nkandasktheclass howcanwef�ndouthowmanycalor�esare�n�t.(Theyshouldknowtoreadthenutr�-t�onlabel.)Repeatfora20-ouncebottleofsweetenedsportsdr�nk;a20-ouncebottleof water;anda20-ouncebottleofd�etsoda.Comparethelargenumberofcalor�es�nthe sodaandsportsdr�nktothezerocalor�es�nthewaterandd�etsoda.Tellthech�ldren that�ftheywanta“somet�me”dr�nk,d�etsodasaref�ne,but�t�salwaysbettertodr�nk pla�nwater.

Activity.3:Follow-upd�scuss�ontop�cs:Havethech�ldrenl�stallthevar�ousk�ndsof beveragestheydr�nk;thenaskthemtoth�nkwhatthe�rgreat-great-grandparentsd�d whentheywereth�rsty.

• Whatd�dourgreat-great-grandparentsdr�nk?

• Whered�dtheygetthe�rwater?

• Haveyouheardyourgrandparentsorgreat-grandparentsspeakaboutwater?

• Howd�dtheytalkabout�t?

• Doyourememberstor�esthatyouhaveheardaboutwater?

Activity.4:.Making.a.Healthy.Soda.Demonstratetotheclasshowtheycanmakea healthysoda.M�xacanofunsweetenedfru�tju�ce(orange,apple,orcherry)w�th carbonatedwaterandpourasmallamountover�ce�n�nd�v�dualcupssothateveryone canhaveataste.Forareally“super-healthy”soda,crushonepoundofanyk�ndofberry orsmallfru�t(blueberr�es,blackberr�es,strawberr�es,cherr�es,etc.).Stra�nandm�xthe ju�cew�thcarbonatedwater.Th�s�sanopportun�tytorem�ndthestudentsthatfru�t ju�ce�satypeofsugarandshouldnotbeconsumed�nlargeamounts.Stra�nandm�x theju�cew�thcarbonatedwater.

32

Teacher Tips: These activities can be demonstrated to the class by the teacher or a group of students. Teachers may want to consult with tribal elders to find out about traditional beverages, such as teas (mint, lemongrass, sassafras), fruit and berry juice drinks, and various types of sweetening.

Materials:

• 120-ouncebottleofregularsodaorsoftdr�nk

• 120-ouncesweetenedsportsdr�nk

• 120-ouncebottleofart�f�c�allysweetened“d�et”var�etyofthesamesoda

• 120-ouncebottleofwater

• 2empty20-ouncesodaorsoftdr�nkbottles

• Sugar

• Sugarsubst�tutes

• Water

• We�ghtscales

• Teaspoon

• Unsweetenedfru�tju�ce(orange,apple,orcheery)

• Carbonatedwater

• Ice

• Scales

• Cups

Cross-curricular.connections:Health,Math.

33

Independent Learning Activities

Thefourbooks�ntheEagleBookser�esalsocanbeusedtocreateopportun�t�esfor�nde-pendentlearn�ng.Atlearn�ngcenters,ch�ldrencanworktogetheroraloneatvar�ous act�v�t�esthatre�nforcetheEagle’smessages.Learn�ngCenteract�v�t�esareexcellentfor youngerch�ldrenwhoarenon-readerss�ncetheycanl�stentothestor�esonaud�oCD. Journalwr�t�ng�san�ndependentact�v�tythat�sappropr�ateforallgradelevels,k�nder-gartenthroughth�rdgrade.

Learning.Centers:AnEagleBooklearn�ngcentermaybesetup�ntheclassroomor commun�tycenterw�ththeEagleBooks,f�ngerpuppets,ataperecorder,andartmater�als: crayons,mag�cmarkers,paste,glue,feltsquares,construct�onpaper,oldmagaz�nes,and sc�ssors.Act�v�t�esatthelearn�ngcentercan�nclude:

• Audiotapingstor�esus�ngthecharactersandthemesofEagleBooks.

• Listeningtotheaud�otapes.

• drawingscenesoffavor�techaracters,foods/plants,phys�calact�v�t�es.Younger ch�ldrencanmakea“p�ctured�ct�onary”ofhealthyfoodsfrommagaz�necut-outsor candrawp�cturesof“everyday”foods,fungames,powwowdancers,andotheract�ve figures.

• Word.Searchesus�ngsuggestedkeyvocabulary.

• Finger.puppets.Ch�ldrencanmakethe�rownEaglef�ngerpuppetsw�thfeltcut-outs,coloredcardstockpaper,pops�cleorcraftst�cks,glue,andcolormarkers.

• Murals..Ch�ldrenworktogetheronamuraldep�ct�ngtheEagleBookcharacters. Themuralcandep�ctmult�plescenesofthevar�ouscharactersfromanyofthefour books.

• Class.books..Ch�ldrencan�nterv�ewthe�rgrandparentsandolderrelat�vesabout gamestheyplayedasch�ldren;whattheyatebeforetherewereconven�encestores andgrocerystores;waysthe�rfam�lyandfr�endsth�nkthatd�abetescanbeprevent-ed.Ch�ldrencanthenwr�teupthestor�esandaccountstheyhavecollectedandput them�naclassbookthat�skeptattheLearn�ngCenterforthewholeclasstoread.

• Eagle.Wheels..Thech�ldrentakepart�nact�v�t�estoconnect1)fam�lyand2) fr�endsw�th3)fun(phys�calact�v�ty)and4)healthyfood.ManyNat�vecultures cons�derthenumberfourtobeasymbolofbalanceandharmony,thebas�sofgood soc�al,phys�cal,mental,andsp�r�tualhealth.Thefourd�rect�ons,espec�allyasthey arerepresented�nthequadrantsofac�rcle,areoftenreferenced�nceremon�esand otherheal�ngact�v�t�es.Thefourelementsof“fam�ly,fr�ends,fun,andfood”canbe awayto�ntegratehealthyl�v�ngw�thfam�lyandfr�endrelat�onsh�ps.

34

.

f�ll �n the sect�ons as they de-s�re. They may wr�te �n the names of fam�ly and fr�ends �n those sect�ons, and wr�te aboutordrawphys�calact�v�-t�es they have done together orwaystheytrytoeathealthy foods �n the sect�ons for fun andfood,respect�vely.

.

)Ch�ldrencandrawc�rcles(orEagleWheels , d�v�d�ng the wheel �nto four sect�ons andlabel�ngonesect�onas“fam�ly,” andtheothersect�onsas“fr�ends,” “food,”and“fun.”Thentheycan

An example of Eagle Wheels d�s-played at the Learn�ng Center may show ch�ldren walk�ng w�th a grand-mother or grandfather, play�ng catch w�th brothersands�stersorfr�ends,bu�ld�nga snowman w�th an uncle or aunt, help�ng Mom p�ck out colorful vegetables at the market,orhelp�ngDadchooseahealthysnack.

JoURnAL.WRITInG

Performance.objective:Journalwr�t�ngoffersopportun�t�esforcreat�veth�nk�ng, personalreflect�on,andexper�ence.Journalsofpre-Kch�ldrenmaylookmorel�ke scrapbooksw�thdraw�ngsorpastedp�ctures.Top�csm�ght�nclude:

• Ifyouknowsomeonew�thd�abetes,whatdotheydotokeepthemselveshealthy?

• What�syourfavor�tewaytohavefunwh�lebe�ngphys�callyact�ve?Is�tawayMr. Eaglem�ghtl�ke?

• What�syourfavor�te“everyday”food?

• Whatfru�ts,vegetables,andmeatsdoyouth�nkyourgreat-great-grandparentsate?

• Whatfoodsdoyoueatthatyourgreat-great-grandparentsd�dnoteat?

• Descr�be how you plan to spend more t�me play�ng outs�de and less t�me �ndoors watch�ngTVandplay�ngv�deogames.

• Ajournal of what you have eaten �n the last week–descr�be or draw p�ctures of the “everyday”foodsand“somet�mes”foodsyouhaveeaten.

35

Review and Revisit

Thefollow�ngsuggest�onsw�llhelptheteacherorgroupleadertocreateongo�ngact�v�t�es thatre�nforcetheconceptsandsk�llsalreadylearned,andass�sttheteacher�ntheassess-mentandevaluat�onprocess.Thepurposeoftheseact�v�t�es�stogu�destudents�nmak�ng w�secho�ces�nd�etandexerc�sefortheprevent�onoftype2d�abetes.Teacherscanonly evaluatethesuccessoftheseact�v�t�esbyobserv�ngthecho�cesstudentsmake.TheRev�ew andRev�s�tallowstheteachertomon�torthesecho�ces�nanauthent�csett�ng.

• Per�od�callyrev�s�tthebooksand�deasbyre-read�ngthebooksandd�scuss�ngw�th thech�ldren�deastheyhavelearned.

• Br�ng�nspeakersfromthecommun�tytore�nforce�deasabouthowtostayhealthy. TherearemanylocalIHS,tr�balhealth,orurbanInd�anhealthd�abetesprograms thatofferd�abetesawareness,educat�on,prevent�on,andtreatmenttocommun�t�es. Inv�teteammembersfromtheseprogramstomakepresentat�onstoclassroomsand commun�tyorgan�zat�ons.

• Cont�nuetoplaythegamesthatthech�ldrenhave�nventedaswellastheNat�ve gamestheyhavelearned.

• Cont�nuetochallengethech�ldrento�nv�tethe�rfam�l�esandfr�endstodosome-th�ngact�vew�ththemeveryday.Re�nforc�ngact�v�t�esmay�ncludeform�ngteams thatcompeteatagroupleveltoseewh�chonescanengage�nthemostact�v�t�es w�ththe�rfam�l�esandfr�ends.Reportsofhomeact�v�t�esmayberecordedona chart.Thewholeclass�srewardedper�od�callyw�thsmallpr�zesandgames.

• Assesseat�nghab�tsper�od�callydur�ngtheschoolyearbyhav�ngch�ldrenreport andrecordonaclasschartthefoodstheyhaveeatendur�ngthepreced�ngdayor week.

• Cont�nuetouse�deasforjournalwr�t�ngandscrapbook�ngthatrev�s�tthelessons thech�ldrenhavelearned.

36

Resources

Supplemental Educational Information About Diabetes

•From1958to2005,thenumberofpeoplew�thd�abeteshas�ncreasede�ghtfold.

•20.8m�ll�onAmer�cans(7%oftheU.S.populat�on)wereest�matedtohaved�abetes. About30%(6.2m�ll�on)ofthemwereunawaretheyhadthed�sease.

•Type2d�abetes,wh�ch�sl�nkedtoobes�tyandphys�cal�nact�v�ty,�s�ncreas�nglycom-monamongyoungpeople.

•Peoplew�thd�abeteshaveashortageof�nsul�noradecreasedab�l�tytouse�nsul�n,a hormonethatallowsglucose(sugar)toentercellsandbeconvertedtoenergy.When d�abetes�snotcontrolled,glucoseandfatsrema�n�nthebloodand,overt�me,dam-agev�talorgans.

•D�abetescancontr�butetoheartd�sease,stroke,bl�ndness,k�dneyfa�lure,pregnancy compl�cat�ons,lower-extrem�tyamputat�ons, anddeathsthatare related tofluand pneumon�a.Heartd�sease�sthelead�ngcauseofd�abetes-relateddeaths,anddeath ratesareabouttwotofourt�mesh�gherforadultsw�thd�abetesthanforthosew�th-outd�abetes.

•Amer�canInd�ansandAlaskaNat�vesare2.2t�mesasl�kelytohaved�abetesasnon- H�span�cwh�tes.

• Recent research funded by the Nat�onal Inst�tutes of Health (NIH) has shown that peoplewhoareatr�skoftype2d�abetes(e.g.,areoverwe�ghtandhaveh�gherthan normal levels of glucose �n the�r blood) can prevent or delay �ts onset by eat�ng a healthy d�et, by los�ng approx�mately 7 percent of the�r body we�ght �f overwe�ght, andbybe�ngphys�callyact�veforatleast150m�nutesaweekorabout30m�nutes,at least5daysperweek.

Formore�nformat�onaboutd�abetes,pleasev�s�t:

http://www.cdc.gov/d�abeteshttp://www.cdc.gov/d�abetes/human_body.htm.http://www.d�abetes.orghttp://www.d�abetes.n�ddk.n�h.gov/http://www.d�abetes.org/d�abetes-stat�st�cs/nat�onal-d�abetes-fact-sheet.jsphttp://d�abetes.n�ddk.n�h.gov/dm/pubs/d�ct�onary/http://www.ndep.n�h.gov

37

Supplemental Educational Information About Eagles

•Thereare59d�fferentspec�esofeagle.Theyareallpredatorsorraptorsandareexcel-lentfl�ersw�thkeenv�s�on.

•Sc�ent�stslooselyd�v�deeagles�ntofourgroupsbasedonthe�rphys�calcharacter�st�cs andbehav�or.Thebaldeagle�saseaorf�sheagle.

•Thebaldeagle,ournat�onalb�rd,�stheonlyeaglethat�sun�quetoNorthAmer�ca.

•FormanyAmer�canInd�ansandAlaskaNat�ves,theeaglerepresentsbalance,courage, heal�ng,strength,andw�sdom,and�sseenasamessengerorateacher.

•BaldeaglesarefoundovermostofNorthAmer�ca–fromAlaskaandCanadatonorth-ernMex�co.

•Abouthalfoftheworld’s70,000baldeaglesl�ve�nAlaska.

•Deadordy�ngf�sharean�mportantfoodsourceforallbaldeagles.

•Eaglesaremembersofthesamefam�lyashawks,k�tes,andold-worldvultures.

•Color–Bothmaleandfemaleadultbaldeagleshaveablack�sh-brownbackandbreast;a wh�tehead,neck,andta�l;andyellowfeetandb�ll.

•S�ze–Thefemalebaldeagle�s35to37�nches–sl�ghtlylargerthanthemale.Themale baldeagle�s30to34�nches.Baldeagleswe�ghfrom10to14pounds.

•L�fespan–W�ldbaldeaglesmayl�veaslongas30years,buttheaveragel�fespan�sprob-ablyabout15to20years.

•Food–Eventhoughtheyaref�sheaters,theyw�lltakewhateverprey�sava�lableand theeas�esttoobta�n.Abaldeagle�sabletol�ftabout4pounds.

•Hearabaldeagle’scry: (http://magma.nat�onalgeograph�c.com/ngm/0207/s�ghts_n_sounds/med�a2.html)

Formore�nformat�onabouteagles,pleasev�s�t:

http://www.baldeagle�nfo.com http://www.�nd�ana.edu/~bradwood/eagles/1eagles.htm http://www.wolf-r�dge.org/whats_hap/nat_note_arch�ve/bald_eagles.html http://www.nps.gov/webrangers/13up/eagle1.htm http://www.nps.gov/noca/journey/act�v�t�es/eagle/skag�t01.htm http://www.npca.org/w�ldl�fe_protect�on/w�ldl�fe_facts/baldeagle.asp http://www.nps.gov/dena/home/resources/W�ldl�fe/b�rdweb/�ndex/b�rdwatchGE.htm

38

Supplemental Educational Information About American Indians and Alaska Natives

• Accord�ngtocensusreports,therearemorethan4m�ll�onpeoplewho�dent�fy themselvesasNat�veAmer�cans�ntheUn�tedStates.

• Thereareover150Nat�veAmer�canlanguages�nCanadaandtheUn�tedStates.

• TheU.S.governmentrecogn�zesmorethan560tr�balgovernments.

• Thereareabout350,000Cherokeepeopletoday,pr�mar�ly�nOklahomaand NorthCarol�na.

• TheOj�bweareoneofthemostpopulousandw�delyd�str�butedInd�angroups�n NorthAmer�ca,w�th150bandsthroughoutthenorth-centralUn�tedStatesand southernCanada.

• Bear,Turtle,andWolfarethethreeclansoftheOne�daInd�anNat�on.Thesoc�ety�s matr�l�neal,wh�chmeanstheclanandNat�onmembersh�pallcomefromthemother.

• TheNavajoNat�onextends�ntothestatesofUtah,Ar�zonaandNewMex�co,and �tspopulat�onnowsurpasses250,000.

• TheCreesareoneofthelargestAmer�canInd�angroups�nNorthAmer�ca.There are200,000Creepeopletodayl�v�ng�ncommun�t�esthroughoutCanadaand�n partsofthenorthernUn�tedStates(NorthDakotaandMontana).

Formore�nformat�onaboutAmer�canInd�ansandAlaskaNat�ves,pleasev�s�t:

www.�nd�ans.org/www.heal�ng-arts.org/tr�bes.htmwww.nat�ve-languages.org/www.navajo.org

39

Book 1: Through the Eyes of the Eagle

Diabetes Prevention Resources

Web Sites

AI/An.Community.Resources.

The.native.diabetes.Wellness.Program,aprogramoftheCDC,�sthesponsorofthe EagleBooksandtheEagle’sNest,asafeplacetov�s�twherek�dscanlearnmoreabout l�v�nghealthyandd�abetes((http://www.cdc.gov/d�abetes/eagle/�ndex.html).

Eagle.Book.ordering.Information.Frees�nglecop�esoftheEagleBooksareava�l-ablefromtheCDCat1-800-CDC-INFO(1-800-232-4636).Bulksuppl�esofthebooks areava�lableforacost-recoverypr�cethroughthePubl�cHealthFoundat�onatwww. bookstore.phf.org.

Alaska.Area.diabetes.Team.Th�snewsletteroftheAlaskaCommun�tyHealth Representat�vesconta�nsahostofart�clesw�thmany�deasforch�ldren’sact�v�t�es (http://www.alaska.net/~akdm/Program/l�nks.htm).

Awakening.the.Spirit:.Pathways.to.diabetes.Prevention.and.Control�sthe Nat�veAmer�canoutreachandeducat�onalprogramoftheAmer�canD�abetesAssoc�a-t�on(ADA),wh�ch�sbasedonStrong�nBodyandSp�r�t!(Un�vers�tyofNewMex�co SchoolofMed�c�ne,OfficeofNat�veAmer�canD�abetesPrograms).Throughadvocacy act�v�t�es,developmentofeducat�onalmater�alsandworkw�thotherorgan�zat�ons �nclud�ngIHS,CDCandNIH,Awaken�ngtheSp�r�tencouragesAmer�canInd�an/Alaska Nat�vecommun�t�estofightd�abetesbymak�nghealthyfoodcho�cesandbybe�ng moreact�ve.ContacttheAmer�canD�abetesAssoc�at�onformore�nformat�onabout l�v�ngwellw�thd�abetesat1-800-DIABETES(1-800-342-2383)oronl�ne(http://www. d�abetes.org/commun�typrograms-andlocalevents/nat�veamer�cans/awaken�ng.jsp).

Strong.in.Body.and.Spirit!.�sacurr�culumdevelopedfortr�balcommun�t�esthrough theOff�ceofNat�veAmer�canD�abetesProgramsattheUn�vers�tyofNewMex�co HealthSc�encesCenter�nAlbuquerque.Th�scurr�culum,thebas�sfortheADA’sAwak-en�ngtheSp�r�t,wasbu�ltonanearl�ervers�onof“Through the Eyes of the Eagle.”To learnmoreaboutthecurr�culumandd�abetes�nNat�veAmer�cans,readthe�rWebs�te: http://www.laplaza.org/health/dwc/nadp/

40

dETS.(D�abetesEducat�on�nTr�balSchools)..DETS�saprojectsponsoredbytheNIH. Located�ne�ghtInd�ancollegesacrossthecountry,�tspurpose�stodevelopand �mplementaschool-basedd�abetescurr�culumforgradesK-12thatsupportsthe �ntegrat�onofAI/ANandcommun�tyknowledgew�thd�abetes-relatedsc�ence.Oneof thepart�c�pat�ngcolleges,HaskellInd�anNat�onsUn�vers�ty,offersanexcellentWeb s�tedescr�b�ngth�sprogram(http://www.haskell.edu/soe/n�hdets.htm).

diabetes:.Finding.the.Balance—Caring.for.your.Body,.Mind,.Heart.and.Spirit.. Th�s�nformat�ve,humorousworkwasdevelopedthroughacollaborat�onofrepresenta-t�vesfrom:theStand�ngRockNat�on;theSp�r�tLakeNat�on;theTurtleMounta�n BandofCh�ppewa;theMan-dan,H�datsaandAr�karaNat�ons;KATProduct�ons;the NorthDakotaDepartmentofHealthD�abetesPrevent�onandControlProgram;and theADANorthDakotaAff�l�ate.Afreepdfof“F�nd�ngtheBalance:Car�ngforyour body,m�nd,heartandsp�r�t”canbefoundonl�ne(http://d�abetesnd.org/D�abetes.ppt).

Health.for.native.Life..TolearnmoreabouttheD�abetesPrevent�onProgram’sfocus onhealthyl�festylebalance,requestHealthforNat�veL�fe(DPPSpec�alEd�t�on).Th�s magaz�neaddresseswaysAI/ANspreventandmanaged�abetesandfeaturesstor�es aboutNat�vepersonswhoaresuccessfullybalanc�ngthe�rl�vesw�thmanag�ngthe�r d�abetes.Italso�ncludesstor�esontr�balprogramsthataresuccessfullymeet�ngthe d�abetesneedsofcommun�tymembers.Toorder,contacttheIHSD�abetesProgram: http://www.�hs.gov/Med�calPrograms/D�abetes/resources/rde/�ndex.cfm.

Indian.Health.Service.division.of.diabetes.Treatment.and.Prevention..Search thecatalogandf�ndmanyresourcesforparentsandteachersond�abetes�nAI/AN commun�t�es.Phone:505-248-4182.(http://www.�hs.gov/med�calprograms/d�abetes)

Kahnawake.Schools.diabetes.Prevention.Project..Tolearnabouthowothertr�bes areprevent�ngd�abetes,checkoutTak�ngtheRespons�b�l�tytoHealOurselves,a25-m�nute�nformat�onv�deoontheexper�encesofthesuccessfulthree-yearD�abetes Prevent�onProject�nKahnawake,aMohawkTerr�tory(Nat�veAmer�can/F�rstNat�ons People)locatednearMontreal,Canada(http://www.ksdpp.org/shop.html)

Message.of.Hope:.We.can.prevent.diabetes.in.native.American.communities.. Th�sv�deo,fundedbytheNat�onalInst�tuteofD�abetesandD�gest�veandK�dney D�seases(NIDDK),Nat�onalInst�tutesofHealth,wasdeveloped�nconjunct�onw�th theD�abetesPrevent�onProgram(DPP)part�c�pantsandpart�c�pat�ngtr�bes.Thev�deo canbeorderedfromBloomV�deoProduct�on,602-493-3195.Formore�nformat�on, v�s�thttp://www.preventd�abetes.comorcalltheNIDDKat301-496-3853.

41

national.diabetes.Education.Program.(ndEP).NDEP,aprogramofNIHandCDC, prov�des a ser�es of colorful, reproduc�ble t�p sheets about d�abetes management and prevent�on.Thef�rst25cop�esofeacht�psheetareprov�dedatnocost.

•“T�psforK�ds:What�sD�abetes?”(NDEP-63) http://catalog.n�ddk.n�h.gov/eta�l.cfm?ID=592

•“T�psforK�ds:BeAct�ve”(NDEP-64) http://catalog.n�ddk.n�h.gov/deta�l.cfm?ID=589

•“T�psforK�ds:StayataHealthyWe�ght”(NDEP-65) http://catalog.n�ddk.n�h.gov/deta�l.cfm?ID=591

•“T�psforK�ds:EatHealthyFoods(NDEP-66) http://catalog.n�ddk.n�h.gov/deta�l.cfm?ID=590

•“Deal�ngw�ththeUpsandDownsofD�abetes”(NDEP-81) http://catalog.n�ddk.n�h.gov/deta�l.cfm?ID=823

•“Help�ngtheStudentw�thD�abetesSucceed:AGu�deforSchoolPersonnel”(NDEP-61) http://catalog.n�ddk.n�h.gov/deta�l.cfm?ID=530&CH=NDIC

nIH.fact.sheet.Thefactsheetpresents�nformat�onaboutd�abetesandAmer�-canInd�ans.Th�ss�tedescr�besd�abetes,d�scusseshowser�ous�t�samongAmer�-canInd�ans,def�nestype1d�abetesandtype2d�abetes,“�mpa�redglucose tolerance,”andcoversgenet�candl�festyler�skfactors,�nclud�ngbodywe�ght,d�et andphys�calact�v�ty (http://d�abetes.n�ddk.n�h.gov/dm/pubs/amer�can�nd�an/#22).

Strong�nBodyandSp�r�t!�sacurr�culumthatwasdevelopedfortr�balcommun�t�es throughtheOff�ceofNat�veAmer�canD�abetesProgramsattheUn�vers�tyofNew Mex�coHealthSc�encesCenter�nAlbuquerque.Th�scurr�culum,thebas�sfortheADA’s Awaken�ngtheSp�r�t,wasbu�ltonanearl�ervers�onof“ThroughtheEyesoftheEagle.” Tolearnmoreaboutthecurr�culumandd�abetes�nNat�veAmer�cans,v�s�tthe�rWeb s�te(http://www.laplaza.org/health/dwc/nadp/).

Ways.native.Communities.Can.Take.Action.Against.diabetes.Formore�nforma-t�on,gotohttp://www.apha.org/journal/nat�on/a�d�abetescover0404.htm.

Za-geh-do-win.Information.Clearinghouse,based�nOntar�o,Canada,hasd�abetes prevent�onv�deos,color�ngbooks,othereducat�onalmater�als,etc.forNat�veK�dsfrom f�rstgradeandh�gher(http://www.za-geh-do-w�n.com).

42

diabetes-Specific.School.and.Health-Promotion.Curriculums

RISTRA.Curriculum..Th�sAmer�canInd�an-spec�f�c,schoolhealtheducat�oncurr�cu-lumforgradesK-6�ncludeslessonplansforeachgradelevelandal�stofv�deos,stu-dentbooklets,posters,puppets,etc.andpotent�alvendorsourcesforeach�tem.The classroommater�alsandstudentconsumablesmustbepurchasedseparately.Tra�n�ng ontheRISTRAcurr�culumcanbearrangedbycall�ngtheHealthEducat�onProgramat theIHSAlbuquerqueServ�ceUn�tat505-256-2924.L�m�toneperorder.

Sandy.Lake.diabetes.Curriculum..Theprogramwasdes�gnedtoaddressthemany levelsof�nfluenceonch�ldren’sbehav�orsthatwereassoc�atedw�thmak�nghealthyf foodcho�cesandphys�calact�v�ty.Thefourcomponentsofth�sprogram�ncludea classroomcurr�culum,fam�lyoutreach,peeract�v�t�es,andchanges�nthe�mmed�ate schoolandgrocerystoreenv�ronment(http://www.sandylaked�abetes.com/5b-class-rooms.html).

WoLF..Th�sd�abetes-prevent�oncurr�culumforch�ldren,calledWOLF(WorkOutLow Fat)hasbeendevelopedbytheM�nnesotaDepartmentofHealth�ncollaborat�onw�th tr�bes�nM�nnesota.Thecurr�culum�sforyoungerch�ldren(K-6orlower)andfeatures acraneandturtleassomeofthepr�nc�palcharacters(www.health.state.mn.us/d�abe-tes/comm�ttees/wolf.html).

General.Information.Sources

AdA..Forgeneral�nformat�onaboutd�abetesandd�abetesprevent�on,call1-800-DIABETESorgotowww.d�abetes.org.TheADAYouth/Ch�ldrenWebs�te�sava�lable onl�ne(www.d�abetes.org/w�zdom).

diabetes.dictionary.and.Topics..D�abetestermsareexpla�nedanddef�nedatth�s s�te(http://www.d�abetes.n�ddk.n�h.gov/dm/a-z.asp).

Board.Games..Th�ss�teg�ves�nstruct�onsforhowtoorderaTr�v�alPursu�t-l�ke �nteract�veeducat�onalboardgameabouttype1and2d�abetes.Thegame,developed byTraceyAssoc�atesandthePushp�nGroup,Inc.,�ssu�tableforth�rdgradersandall olderagegroups.Playerscanlearnwhatcausestype2d�abetes,canresolvefearsand d�spelmythsaboutthed�sease,andcanlearnwhattodo(andnottodo)tohelpfam�ly membersw�thd�abetesmanage�tsuccessfully(http://www.learn�ngaboutd�abetes. com/Game/).

Helping.the.Student.with.diabetes.to.Succeed..Th�scomprehens�vegu�de�s des�gnedtoempowerschoolpersonnel,parents,andstudentstocreateasafelearn�ng env�ronmentandequalaccesstoeducat�onalopportun�t�esforallstudentsw�thd�abe-tes.Def�n�t�onsfortypes1and2d�abetesarealsoprov�ded(http://www.ndep.n�h.gov/ d�abetes/youth/youth.htm).

43

Book 2: Knees Lifted High

Activity Resources

Web Sites

Active.Start:.A.Statement.of.Physical.Activity.Guidelines.for.Children.Birth.to.5. years..Nat�onalAssoc�at�onforSportandPhys�calEducat�on,2002.Th�s25-page documentconta�nsgu�del�nesand�nformat�onforteachers,parents,careg�vers,and healthprov�derswhoare�nterested�npromot�ngphys�calact�v�ty�n�nfants,toddlers andpreschoolers.Thecost�s$13fornonmembersplussh�pp�ngandhandl�ngcosts. Addressordersto:AAHPERDPubl�cat�ons,P.O.Box385,OxonH�ll,MD20750,1-800- 321-0789,ororderonl�neatwww.aahperd.org/naspe.OrderStockNo.304-10254.

BAM!.BodyandM�ndw�lltellyouallyouneedtoknowaboutallthestuffthatmatters (http://www.bam.gov).

Break.Free.of.TV!.SponsoredbytheTV-TurnoffNetwork,anat�onalnonprof�torgan�-zat�on,th�scampa�gnencouragesch�ldrenandadultstowatchmuchlesstelev�s�on,�n ordertopromotehealth�erl�vesandcommun�t�es.Ifyouareateacherandwanttohelp yourstudentsbreakfreeofTV,cons�derorgan�z�ngaTV-TurnoffWeekorus�ngMore Read�ng,LessTV�nyourclassroom.Organ�zerK�tsandNat�onalTV-TurnoffWeekK�ts areava�lable.Contact:TVTurnoffNetwork,120029thStreet,NW,LowerLevel#1, Wash�ngton,DC20007,phone:202-333-9220,www.tvturnoff.org.

Bright.Futures.in.Practice:.Physical.Activity.(2001).prov�desdevelopmentalgu�de-l�nesonphys�calact�v�tyfortheper�odsof�nfancythroughadolescence.Developedby theNat�onalCenterforEducat�on�nMaternalandCh�ldHealth,GeorgetownUn�ver-s�ty,thegu�deofferscurrent�nformat�ononscreen�ng,assessment,andcounsel�ngto promotephys�calact�v�tyandtomeettheneedsofhealthcareprofess�onals,fam�l�es, andcommun�t�es(http://www.br�ghtfutures.org/phys�calact�v�ty/about.htm).

CdC.Brochures.for.Parents,.Teachers,.and.Principals.to.Increase.Physical. Activity.Among.youth..Thesecolorfulbrochuresaredes�gnedtohelpparents,teach-ers,andpr�nc�pals�ncreasephys�calact�v�tyamongelementaryandm�ddleschool-aged youth.V�ewthesebrochuresonl�neororderfreehardcop�estoreadmot�vat�ngmes-sagesandspec�f�cact�v�ty�deasforthehome,theschool,andthecommun�ty.Toorder byphone,call1-888-231-6405oronl�ne(http://webapp.cdc.gov/IXPRESS/PUBSPROD/ DASH+BOOK/DASH.DML).FREE

•.Parent.Brochure:....http://www.cdc.gov/HealthyYouth/phys�calact�v�ty/brochures/pdf/parent.PDF

•.Teacher.Brochure:. ...http://www.cdc.gov/HealthyYouth/phys�calact�v�ty/brochures/pdf/teacher.PDF

44

Exercise.Progress.Chart.and.Stickers..Thes�teprov�desverylow-costclassroom mater�alssuchasaWeeklyExerc�seProgressChartandExerc�seSparkleSt�ckers. Thechartcanbeusedtomot�vatek�dstosetact�v�tygoalsand�seasytocustom�ze toeachch�ld�ntheclass(http://www.trendenterpr�ses.com/ProdOneDeta�l).

Family.Physical.Activity..Getmore�deasaboutmak�ngphys�calact�v�tyaregular partoffam�lyl�fefromafreeparentbrochure(http://www.cdc.gov/HealthyYouth/ Phys�calAct�v�ty).FREE.GamesK�dsPlay.Th�sgreats�tel�stsdozensofgames organ�zedbytype:ballgames,chas�nggames,strengthgames,c�rclegames,etc. Excellent�nstruct�onsareprov�ded�nclud�ngmorethan40jumproperhymes (http://www.gamesk�dsplay.net/)

Inuit.Games..Descr�pt�onsofgamesthatareplayedbytheInu�tarefoundonl�ne (http://gamesmuseum.uwaterloo.ca/vexh�b�t/�nu�t/html)and(http://www.teacher. scholast�c.com/lessonrepro/lessonplans/ect/nat�vegames.htm).

Kids-Walk-to-School.Guide..Coord�nateanefforttogetmorestudentswalk�ngor b�k�ngtoschool.Togetthestarterk�t,gotohttp://www.cdc.gov/nccdphp/dnpa/ k�dswalk

Move.It.and.Reduce.your.Risk.of.diabetes.TheNat�onalD�abetesEducat�on ProgramAmer�canInd�an/AlaskaNat�veWorkGroupdevelopedtheMoveIt!k�tto promotephys�calact�v�tyamongAI/ANyouth.Thek�tconta�nsaser�esofthree fullcolorpostersthatshowAmer�canInd�anteenagersact�velyengaged�navar�ety ofphys�calact�v�t�esthatteensthemselvesl�ketodo-runn�ng,play�ngbasketball andvolleyballandl�ft�ngwe�ghts.ToorderMoveIt!k�tw�thposters,t�psheets,fact sheets,andcasestud�esfromschoolsthathaveusedtheMoveIt!posters,contact: TheAssoc�at�onofAmer�canInd�anPhys�c�ansat877-943-4299orv�s�thttp:// www.aa�p.com.Youcanalsoorderafreek�tfromNDEP.

native.dancer.diabetes.Education.Video.Game..Th�ss�tedescr�besaprojectunder developmentbyNorthDakotaStateUn�vers�tyandtheWh�teEarthReservat�on Tr�balCounc�l.Nat�veDancerw�ll�ncorporatetheemerg�nggenreofv�deogames that�ncludephys�calexerc�se(http://nat�vedancer.ndsu.edu/home/).

Pathways.Study.in.American.Indian.Schools:.American.Indian.Games.Manual.. Thecurr�culumconta�ns24trad�t�onalgames.Itengagesstudents�nda�lyphys�cal act�v�tythroughpart�c�pat�on�nmod�f�edtrad�t�onalgamesdone�ntheclassroom, recessorouts�defreearea.It�ncludesan“Exerc�seBreakBox”ofclassroomexerc�se breakact�v�t�esfor3to5m�nutes(http://hsc.unm.edu/pathways/Downloads/ pact�v�ty.htm)

Physical.Activity.Stickers.and.Posters..CDC’sYouthMed�aCampa�gn(YMC)Web s�teoffersfreemater�alsthatmot�vatech�ldrentobephys�callyact�ve.Althougha�med atch�ldrenaged9-13years,theprogramoffersmater�alsl�ke“Verb”st�ckersthatmay beusedtoencourageyoungerch�ldrento“cl�mb,”“bounce,”or“splash.”TheYMC�salso prov�d�ngafree“Nat�veStyle”postertod�splay�nyouth-or�entedvenuesthatserve mer�canInd�anch�ldren.FREE(http://www.cdc.gov/youthcampa�gn/mater�als/order_ form).

45

Playground.Safety..K�dsHealth�nformat�onfromtheNemoursFoundat�ononplay-groundsandoutdoorplayequ�pmentsafety(http://www.k�dshealth.org).

Ready.to.Learn:.10.Ways.to.Improve.Children’s.TV.Viewing.Practices..Th�ss�te, sponsored by Arkansas Educat�onal Telev�s�on Network , offers ways that parents can pos�t�vely �nfluence the�r ch�ldren’s TV v�ew�ng hab�ts. Top�cs �nclude learn�ng how to res�stcommerc�als,watch�ngTVw�thk�ds,f�nd�ngther�ghtmessages,sett�ngl�m�tsand f�nd�ngotherrecreat�onalopt�ons(http://www.aetn.org).

Rez-Robics.. ProducedbyDream CatchersandtheNavajoHealthPromot�onProgram cop�esof these exerc�sev�deos ared�str�butedfree of charge toNat�ve Amer�cancom-mun�t�esacrossNorthAmer�ca.phone:310-457-1617;onl�ne(http://www.dreamcatch-ers.org/rezrob�cs/order_�nfo.html).FREE.

SPARK. Early. Childhood. Physical. Activity. Program.. Pathways Phys�cal Educat�on un�tsare from a verysuccessfulprogram called SPARK(Sport,Play,and Act�veRecre-at�onforK�ds)thatwasdevelopedto�ncreasephys�calact�v�tydur�ngPEclass�nways thatarecreat�veandfunforbothstudentsandteachers.SPARKhasbeenshownto�n-creaset�meengaged�n“moderatetov�gorous”phys�calact�v�tybyasmuchas50percent. SPARK�soneofthemostthoroughlyevaluatedPEprograms.Phone(1-800-SPARK-PE), E-ma�[email protected],orhttp://www.sparkpe.org/�ndex.jsp.

Walking.Groups.at.School..Amer�caOntheMoveProgram.Youcanreg�steras�ngle classroom,aschool,aschoold�str�ct,orHeadStartProgramforfreew�ththeBas�cGroup part�c�pat�on.Facultyandstaffaswellasstudentsmaypart�c�pate.Promot�onalmater�-alsare ava�lableatnocosttothegroupadm�n�stratorafterreg�strat�on.Teachersand studentsf�ndAOMprogramstobes�mpleandfun.FREE;onl�neatwww.amer�caonthe-move.org.

46

Phone Order Sources

“Max’s.Magical.delivery:.Fit.for.Kids”.�safun,�nteract�veDVDtargetedforch�ldren ages5-9andthe�rfam�l�es.TheDVDofferssuggest�onstof�ndfunwaystogetphys�-callyact�ve�ns�deandouts�de,andtogetawayfromtheTVandcomputerscreens.There �saseparatesect�onforparentsonsmall,ach�evablestepstheycantaketoencourage thesehealthyhab�ts�nthe�rch�ldrenandthemselves.TheDVDwascreatedbyD�scov-eryNetworks�npartnersh�pw�thDepartmentofHealthandHumanServ�ces(DHHS) and Agency for Healthcare Research and Qual�ty(AHRQ). To order by phone, call the AHRQ Publ�cat�ons Clear�nghouse at 1-800-358-9295 to order Product No. 04-0088-DVD.

Games and Physical Activity Books for Children

101 Dance Games for Children Author:PaulRooyackers Publ�sher:HunterHouse Level:Ages,4+ Th�sbookencouragesch�ldrento�nteractandexpresshowtheyfeel,w�thoutwords,�n creat�vedancemovement.Includedaremeet�ngandgreet�ngdancegames,cooperat�on games,storydances,andpartydances.

Activities for Gross Motor Skills Development Author:JodeneSm�th Publ�sher:PartnersPubGroups Publ�cat�ondate:2003 Level:Ages4-6 G�vespreschoolandfirstgradestudentsafull-bodyworkouttobu�ldbodyawarenessand �mproveoverallmovement.Includesbackground�nformat�on,sk�llscheckl�sts,�deasfor ballandequ�pmentusage,sensoryexper�ences,andmore.

From Head to Toe Author:Er�cCarle Publ�sher:Harper-Coll�ns Publ�cat�ondate:1999 Level:Pre-k�ndergartenandk�ndergarten Ch�ldrenexerc�seeachpartofthe�rbody,m�m�ck�ngtheact�v�t�esofanan�malhelper. “Iamacrocod�leandIwr�gglemyh�ps!Canyoudo�t?”

47

Go Outside! Author:NancyBlakey Publ�sher:Tr�cyclePress Publ�cat�ondate:2002 Level:Ages8+

Today’s ch�ldren, plugged �nto v�deo games and �nundated w�th market�ng messages, don’tgetouts�detofeedthesqu�rrels,feelthew�nd,andsmelltheflowers.Th�sbookof-fersurbanandruralk�dsdozensofoutdooract�v�t�esthatkeepthemphys�callyact�ve andprov�dememorableexper�encesw�thfam�lyandnature.NancyBlakey,awell-known authorofact�v�tybooksforch�ldren,hasherownWebs�teatwww.nancyblakey.com.

Movement in a Steady Beat Authors:El�zabethCarltonandPhyll�sWe�kert Level:Ages:3-7

Th�sbook�ncludesaCDofrhymesandact�onsongs.Itprov�desmovementexper�ences thatfocusonfeel�ngandexpress�ngtoasteadybeat.Thephys�calact�v�tyhascross-cur-r�cularconnect�onstolanguagesk�lls,vocabularydevelopment,andgrouppart�c�pat�on. Ava�lablefromEducat�onalRecordCenter,3233BurnetM�llDr�ve,Su�te100,W�lm�ng-ton,NC28402;1-888-372-4543.

Parachute Play Authors:L�z&D�ckW�lmes Publ�sher:GryphonHouse Publ�cat�ondate:2000 Level:3-8

Parachutesareoneofthemostversat�lep�ecesofequ�pmenttousew�thyoungch�ldren outdoors.Ch�ldrenworkasteamtoturnaparachute�ntooceanwaves,an�gloo,amush-roomorapopcornpopper.The50non-compet�t�ve,cooperat�vegames�ncluded�nthe booksbu�ldlanguageandl�sten�ngsk�lls,andfineandgrossmotorsk�lls.Parachutescan beconstructedbyparentvolunteersorready-mades�xfootparachutesw�ths�xhandles canbepurchasedatacostof$12.

The Busy Body Book: A Kid’s Guide to Fitness Author:L�zz�eRockwell Publ�sher:Crown Publ�cat�ondate:2004 Level:4-8 Anexcellentreferenceforparentsandteacherswhow�shtoprov�deelementaryschool ch�ldrenw�tharefresh�nglookathowthebodyworks.It�s�nv�gorat�ng,filledw�then-ergy,and�ssureto�nsp�rech�ldrenandgrown-upsto“getbusy.”

48

Book 3: Plate Full of Color

Nutrition Resources

Web Sites

Nutrition Information and Materials

Coloring.Books!.Th�ss�te,sponsoredbytheNat�onalInst�tuteofEnv�ronmental HealthSc�ences,prov�desfree�llustrat�onssu�tableforonl�necolor�ngw�th“mag�c crayons”oraspr�ntedpagesthatcanbecoloredw�ththeold-fash�onedk�nd.The color�ngpages�ncludenutr�t�onalandphys�calact�v�tytop�csaswellassubjectsabout protect�ngtheenv�ronment,suchasthe“Aunt�ePollut�onColor�ngBook,”“Sunsh�ne MakestheFlowersGrow”and“KeeptheForestClean,GreenandHealthy.”These env�ronment-fr�endlymater�alsareexcellentcomplementstoM�ssRabb�t’smessage aboutprotect�ngMotherEarth.FREE..http://www.n�ehs.n�h.gov/k�ds/color.htm

drinking.Water.for.Health..Th�ss�tedescr�besthebenef�tsofdr�nk�ngwaterfor health,stam�na,fuel,andbu�ld�ngmuscle.http://www.bu�ld�ng-muscle101.com.

Get.Growing-From.the.Ground.Up–Team.nutrition.Garden. http://www.fns.usda.gov/tn/Educators/Garden/�ndex.html.

Harvest.of.the.Month..Th�ss�teoftheCal�forn�aStateDepartmentHealthServ�ces prov�desthetoolsandresourcestog�vestudentshands-onopportun�t�estoexplore, tasteandlearnaboutthe�mportanceofeat�ngfru�tsandvegetables(http://www. harvestofthemonth.com).

Head.Start.Training.Modules.and.Workshops..Ind�anHealthServ�ceNat�onal Nutr�t�onandD�etet�csTra�n�ngProgram.www.�hs.gov/Med�calPrograms/Nutr�t�on/

Healthy.Lunches..Th�sart�cle,postedonl�nebytheAssoc�atedPress,descr�besnew schoolpol�c�esthatwereadopted�n2004bytheBuffalo,NY,publ�cschoolstoprevent chron�cd�seasesl�ked�abetes.Topromotehealthyeat�ng,the“HealthySchoolLunch” programg�vestang�blerewardstostudentswhochoosefru�tsandvegetables�nthe lunchl�ne.Teachersandparentsmaybe�nterested�nread�ngaboutth�sapproachand l�nk�ngtoothers�testhatdescr�behowschoolboardscanbe�nfluencedtoenact pol�c�esthatsupporthealthyeat�ng.http://www.healthylunches.org.

.nutrition.Posters.and.Brochures..Th�ss�teoffersfreemater�als�nclud�ngthe “Fru�tandVegetableChallengePacket,”“HealthyEat�ngHelpsYouMaketheGrade” and“Help�ngStudentsLearntoEatHealthy”brochures,the“TenStepsforParents” flyerandmanymore!FREE..http://www.fns.usda.gov/tn/Resources/NTISform.html.

49

Shake.It.Up!.with.Fruit.and.Veggies.�sacomp�lat�on17fru�tandvegetablesongs. TheprojectwascreatedbytheLosAngelesUn�f�edSchoolD�str�ctw�thfund�ngfrom theUn�tedStatesDepartmentofAgr�culture’sFoodStampProgramthroughthe California Nutrition Network for Healthy, Active Families (http://fru�tandvegg�efun.com).

TEAM.nutrition-youth.Activities.. http://www.fns.usda.gov/tn/Educators/Youth_Act�v�t�es/�ndex.html.

The.new.Food.Guide.Pyramid..Thefoodpyram�dhasbeenrebu�lt!Checkoutth�s webs�tefora“k�d-fr�endly”�nterpretat�onofthenewgu�de. http://k�dshealth.org/k�d/stay_healthy?food/pyram�d.html.

United.States.department.of.Agriculture.(USdA)..“MyPyram�d:StepstoaHealth-�erYou.”Th�ss�tehasfreedownloadablepostersandfeaturesaMy Pyramid Plan Box and My Pyramid Trackerwh�challowsdeta�ledassessmentofan�nd�v�dual’sfood�ntakeand phys�calact�v�ty.FREE.http://www.mypyram�d.gov/

native.Foods.Recipes.and.Cookbooks.online

Cookbooks.for.Kids..USDATEAMNutr�t�ons�te.http://www.fns.usda.gov/tn/Students/Fun/Readers/cookbooks.html.

Inuit.Foods.Anoutstand�ngs�tethatdescr�besInu�tfoodsandcelebrat�ons�shttp://www.arct�cblast.polarhusky.com/nomad/nomad.nsf/weeklytop�cs/week04

navajo.Recipes..Agreatcornsouprec�pefromthesouthwest�sava�lableonth�ss�te, wh�ch�ssponsoredbyWaltonFeeds,Inc.,aproducerofdehydratedfoods.Thecompany sponsorsaNavajoHomePagethatdescr�besaprocessfordry�ngcorn.Ch�ldrencandry corn�ntheclassroomandthencookthecorn�nas�mplerec�pesu�tableforacrockpot orelectr�csk�llet.http://waltonfeed.com/peoples/navajo/�ndex.html.

oneida.nation.Three.Sisters.Cookbook..Th�sonl�necookbookprov�desmany trad�t�onalrec�pesforcorn,squash,andbeans.http://one�da-nat�on.net/FRAMESfood. html

Plains.Buffalo.Recipes..Th�ss�teprov�desrec�pesfornumerousbuffalostews,meatloaf, andch�le.www.angelf�re.com/ct/deerwhorns/narec�pes.html

The.Sweet.Lure.of.Chocolate..Ch�ldrenmaybe�nterested�ntheor�g�nsofchocolate, an“Amer�canInvent�on”oftheOlmecs,Mayans,andAztecs.Chocolateand�tsnegat�ve andpos�t�vehealtheffectsared�scussed�nth�sart�clefromExplorator�umMagaz�ne. http://www.explorator�um.edu/explor�ng/explor�ng_chocolate/

50

Three.Sisters.Cookbook..TheKahnawakeD�abetesPrevent�onProject’scookbookfeatur�ngcorn,beans,andsquash.http://www.ksdpp.org/shop.htmlForadescr�pt�onoftheIroquo�slegendoftheThreeS�sters,gotohttp://www.carneg�emuseums.org/cmnh/exh�b�ts/north-south-east-west/�roquo�s/three_s�sters.html. Traditional.Foods.of.the.Cree.People..Amongthemanyrec�pesonth�ss�te�sone for“NutButter,”wh�chrequ�resgr�nd�ngupnutsandm�x�ngthemw�thateaspoonof honey.Ch�ldrencanmakethe�rownNutButterandspread�tonwholegra�nbreadfora healthysnack.http://www.aurora-�nn.mb.ca/food.html.

Tsalagi.(Cherokee).Recipes..Th�ss�te�ncludesdr�nks,breads,soups,andvegetable d�shesoftheCherokee.The“cornandbeans”rec�pe,wh�ch�ncludeswalnutsand molasses,�saveryhealthyd�sh,appeal�ngtok�ds’tastebudsandsu�tableforclassroom cook�ng.http://members.tr�pod.com/~sek�tuwahnat�on/�ndex/rec�pes.htm.

nativetech:.Food.and.Recipes..Th�ss�te�sacollect�onofrec�pessubm�ttedbytr�bes fromalloverNorthAmer�ca.Ifyouarelook�ngforbeverage,meatorpoultry,fru�tand vegetable,orbreadrec�pesthatrepresentalltheNat�ons(�nclud�ngMet�sfromCanada andnumerousCal�forn�atr�bes),youw�llf�nd�there.http://www.nat�vetech.org/food/ �ndex.php.

Wild.rice.(Mahnoomin).of.the.ojibwe..Rec�pesoftheOj�bwepeoplearefeaturedon th�ss�te,�nclud�ngaw�ldr�ceandgrapesaladrec�pe,thatwouldbesu�tableformak�ng snacksathomeand“classroomcook�ng.”http://www.kstrom.net/�sk/food/r_w�ld.html.

yakima.Recipes..Th�sresource,locatedontheAssoc�at�onofAmer�canInd�anPhys�-c�answebs�te,prov�desrecommendedserv�ngsoftoday’sfoodsandtrad�t�onalfoods. ItwasdevelopedbytheYak�maTr�balWICProgramandtheWash�ngtonStateDepart-mentofHealth.http://www.aa�p.com/

Books about American Indian/Alaska Native Foods

The Art of American Indian Cooking: Over 150 Delicious, Authentic and Traditional Dishes from five North American Regions Authors:YeffeK�mballandJeanAndersonPubl�sher:GlobePequotPressPubl�cat�ondate:2000

Alaska Native Food Practices, Customs and Holidays Author:KarenHaldersonPubl�sher:Amer�canD�etet�cAssoc�at�onPubl�cat�ondate:January,1998

51

Navajo Food Practices, Customs and Holidays Authors:KarenBachman-Carter,RobertaM.DuncanandSuzannePel�canPubl�sher:Amer�canD�etet�cAssoc�at�onPubl�cat�ondate:January,1998

Northern Plains Indians Food Practices, Customs and Holidays Authors:Non�eWoolf,K�bbeCont�,CharleneJohnson,V�rg�n�aMart�nez,JodyMcCloud andElenoraZeph�er Publ�sher:Amer�canD�etet�cAssoc�at�on Publ�cat�ondate:1999

Spirit of the Harvest: North American Indian Cooking Authors:BeverlyCoxandMart�nJacobsPubl�sher:U.S.Med�aHold�ngsPubl�cat�ondate:1991

Children’s Books

Belly Laughs Author:CharlesKellerPubl�sher:S�monandSchusterPubl�cat�ondate:1990Level:Ages4-8Includes75foodjokesand�llustrat�onswr�ttenespec�allyforch�ldren.

Blue’s Snack Party Author:SandraLandy Publ�sher:S�monSpotl�ght Publ�cat�ondate:2000 Level:Ages4-5 Blue’sfr�endsbr�nghealthysnackstoaparty.D�scovereachsnackbyl�ft�ngflapsthat reveal�ngred�ents,rec�pes,andfin�shedd�shes.

Cherokee Legends Audiotapes, 1, 2 (includes a similar story to First Strawberries) Kath�Sm�thL�ttlejohnCherokeePubl�cat�ons,1993.P.O.Box430Cherokee,NC28710Telephone:704-488-8856

Corn is Maize: The Gift of the Indians Author:Al�k� Publ�sher:HarperTrophy Publ�cat�ondate:1986 Level:4-8 Th�sstorydescr�beshowNat�veAmer�canfarmersfoundandnour�shedaw�ldgrass plantlongago,andhowcorn�sgrownandusedtoday.

52

Eating Fractions Author:BruceMcM�llan Publ�sher:Scholast�cPress Publ�cat�ondate:1991 Level:Ages4-8 Twoyoungch�ldrenshareamealoffood�temsthathavebeensect�oned�ntoanumber ofp�ecessuchasahalvedbananaandarollthatbreaks�ntothreep�eces.

Gregory, the Terrible Eater Author:M�tchellSharmat Publ�sher:Scholast�c Level:Ages4-8 GregorytheGoatl�keseggs,vegetables,fru�tandfish.Buth�sparentswanth�mtoeat junkfood!(Th�sstory�salsofeaturedaspartoflearn�ngact�v�tycalled“Questfor Health”athttp://www.bgsu.edu/colleges/l�brary/crc/webquest/gregory/�ndex.htm)

Growing Vegetable Soup Author:Lo�sEhlert Publ�sher:VoyagerBooks Publ�cat�ondate:1990 Level:Ages4-8 Afterplant�ng,water�ng,andwatch�ngthevegetablesgrow�nthe�rgarden,afather andsoncookthem�ntoasoup.Rec�pe�ncluded.

I Eat Vegetables Author:HannahTofts Publ�sher:EvansPubl�sh�ngGroup Publ�cat�ondate:1999/2001 Level:Veryyoungch�ldren Am�xtureofart,photography,andlarge,cleartype�ntroducesch�ldrentofru�tsand vegetables.

I Will Never Not Ever Eat a Tomato Author:LaurenCh�ld Publ�sher:Candlew�ckPress Publ�cat�ondate:2000 Level:Ages4-8 Lola’ss�sterCharl�econv�nceshertoeatfru�tsandvegetables.Forexample,Charl�e callsmashedpotatoes“cloudflufffromthepo�nt�estpeakofMountFuj�.”

Lunch at the Zoo Author:BrendaCarteeLee Publ�sher:L�ttleCottage Publ�cat�ondate:2003 Level:Pre-k–3. Educat�onal,amus�ng,andcolorful,th�sbooksharestheescapadesofal�ttleboy namedBubba�nordertoteachch�ldrenthebenefitsofchoos�ngahealthyd�et.

53

Native American Gardening: Stories, Projects, and Recipes for Families Authors:M�chaelJ.CadutoandJosephBruchac Publ�sher:Fulcrum Publ�cat�ondate:1996 Level:ElementarySchool

Oliver’s Vegetables Author:V�v�anFrench Ol�verwon’teatanyth�ngexceptch�ps.But,whenhegoestostayw�thh�sgrandpar-ents,Ol�verhastostr�keabarga�n.Ifhecanfindthepotatoes�nh�sgrandfather’s vegetablegarden,Ol�vercanhavech�ps.Buthemusteatalltheothervegetableshe findsdur�ngthehunt.

Pass the Fritters, Critters Author:CherylChapman Publ�sher:Houghton-M�ffl�n Publ�cat�ondate:1993 Level:Ages4-5 Shouldthebunnypassthehoney?Shouldtheparrotpassthecarrots?Notw�thoutthe mag�cword!

The Beastly Feast Author:BruceGoldstone Publ�sher:HenryHoltandCompany Publ�cat�ondate:1998 Level:Ages4-5 Atthegreatan�malfeast,bearsbr�ngpearsandmosqu�toesbr�ngburr�tos.

The Carrot Seed (Board Book) Author:RuthKrauss;Illustrator:CrockettJohnson Publ�sher:HarperColl�ns Publ�cat�ondate:1993 Level:Baby-preschool Al�ttleboyplantsacarrotseed....

The First Strawberries: A Cherokee Story Author:JosephBruchacandAnnaVojtech Publ�sher:Puffin Publ�cat�ondate:1998 Level:Ages4-7 Th�sstoryexpla�nstheor�g�nsofstrawberr�es,grownbythesuntohelphealar�ft betweenfirstmanandfirstwoman.Throughthesymbol�csweetnessofthestrawber-r�es,theylearnthemean�ngoffr�endsh�pandlove.

54

The Race Against Junk Food Author:AnthonyBuono Publ�sher:BarnesandNoble Publ�cat�ondate:1997 Level:Ages4-8 TommyandtheSnakPosse(wh�ch�ncludesfru�t/vegetablepeople)w�nafootrace aga�nstthejunkfood“SugarCoat”Gang.

The Vegetable Show Author:LauraKrasnyBrown Publ�sher:L�ttleBrownandCompany Publ�cat�ondate:1995 Level:Ages4-8 Watchvegetablesdoal�ttlevaudev�lle�nthe�rattempttodanceands�ngthe�rwayonto theplatesand�ntotheheartsofk�ds.K�dsw�lltrulybetemptedbythedel�ghtful characters�nclud�ngtheT�p-TopTomatoTw�nsandBudtheSpud.

The Very Hungry Caterpillar (Board Book) Author:Er�cCarle Publ�sher:Ph�lomelBooks Publ�cat�ondate:1994 Level:Baby-preschool Thecaterp�llareatsh�swaythroughtheweek(andbook)beforechang�ng�ntoa beaut�fulbutterfly.

“NeatSolut�onsforHealthyCh�ldren.”Th�swebs�te(http://www.neatsolut�ons.com) prov�des�nformat�onaboutthebookser�es.“What.is.for.lunch?”byPamRobsonand Cla�reLlewellyn.Forages4-8,th�sser�es�ncludesbooksaboutbananas,m�lk,peanuts, potatoes,r�ce,corn,peas,andbread.Th�ss�tealsofeaturestheTrue.Bookser�es,also forch�ldren4-8,wh�ch�ncludesthebooks,“Tomatoes,”“Apples,”“Wheat,”“Bananas,” “Corn,”and“Sugar”byEla�neLandau;“V�tam�nsandM�nerals”byJoanKalbacken;and “Amer�canInd�anFoods”byJayM�ller.“GoodEnoughtoEat”byL�zz�eRockwelland “Eat�ngR�ght,”booksforfirstgraderspubl�shedbyTeacherCreatedMater�als,arealso featured.Th�ss�tealsoprov�des�nformat�onaboutfam�lygarden�ng.

What Am I? Looking Through Shapes at Apples and Grapes Authors:D�aneandLeoD�llon Publ�sher:BlueSky/Scholast�c Publ�cat�ondate:1997 Level:Ages3-7 Inv�tech�ldrentoguesseachfooddescr�bed�narhymeandshownthroughahole.

55

Book 4: Tricky Treats

Wily Food Claims and Wise Food Choices

Web Sites

Advertising.and.Children’s.Health..Th�stop�c�sh�ghl�ghtedonthe“Ch�ldrenNow” webs�te.Asusefulbackgroundmater�alforteachersandparents,theart�cle�dent�f�es healthproblemssuchasobes�tyandbe�ngoverwe�ght,smok�nganddr�nk�ng,wh�ch arerelatedtoconsumpt�onpatternspromotedbyadvert�s�ng.Thes�terecogn�zesfood compan�esthatarepromot�ngpos�t�vehealthmessages.http://www.ch�ldrennow.org.

Children’s.Energy.needs.Calculator..Th�ss�mpleonl�necalculator�sprov�dedbythe USDA/ARSCh�ldren’sNutr�t�onResearchCenteratBaylorCollegeofMed�c�ne.Al-thoughcount�ngcalor�es�snotadv�sedornecessaryforhealthych�ldren,understand-�ngenergyneedscanhelpch�ldrenbetterapprec�atethe�mportanceofphys�calact�v�ty andsmartfoodcho�ces.http://www.k�dsnutr�t�on.org/consumer/nyc/vol1_03/energy_ calculator.htm.

Food.and.nutrition:.Choices.for.Health..Th�ss�te,developedbyIowaStateUn�ver-s�ty,prov�des�nformat�onaboutwhatparents,commun�t�es,andch�ldcareprov�ders needtoknowanddoaboutra�s�nghealthych�ldren.Top�cs�ncludech�ldobes�ty, phys�calact�v�ty,healthyfoodcho�ces,andTVwatch�ng.Thes�tefeaturesafour-book ser�est�tled“Ra�s�ngHealthyK�ds”w�thadd�t�onalwebs�teresources.http://www. extens�on.�astate.edu/nutr�t�on

Food.Matters..Th�s�sanutr�t�onnewsletterpostedonl�nequarterlyforfam�l�esw�th ch�ldrenunderage5.D�str�butedbyapartnersh�pofAustral�aneducat�on,nutr�t�on, andmed�calorgan�zat�ons,thecontentaddresses�ssuesthatalsoaffectAmer�can ch�ldren:theroleoffam�l�es,thecommun�ty,andschools�n�nfluenc�ngch�ldren’sfood cho�ces,healthyfood/snackopt�ons;andwaysto�ncreasepos�t�veeat�ngbehav�ors. http://www.chdf.org.

Healthful.Food.Choices.for.Kids..Th�sart�cleappeared�ntheSanD�egoUn�on-Tr�bune,January22,2005,andprov�dest�psthathelpk�dsandparentsmakehealthy l�festylecho�ces.Suggest�ons�ncludewaystodealw�th“tr�cky”nutr�t�onquest�ons relat�ngtoport�ons�zes,useoffoodasareward,howtoeat“on-the-go,”androle model�ngforch�ldren. http://www.s�gnonsand�ego.com/un�ontr�b/20050122/news_1c22fitt�p2.html.

56

Lesson.plans.to.improve.media.literacy..Th�smed�al�teracyonl�neproject,spon-soredbytheCollegeofEducat�onattheUn�vers�tyofOregon,offerslessonplanson truth�nadvert�s�ngandfoodmarket�ng.Manyofthesuggestedact�v�t�escomplement themessages�ntheEagleBooks.http://�nteract.uoregon.edu/Med�aL�t/mlr/courses/ Sauerland/lesson.html.

Media. Literacy. Expectations. and. Activities.. The Ontar�o Med�a L�teracy Web s�te offersgreat�deasforGrades1-3regard�ngdevelopmentofcr�t�calth�nk�ngsk�llsabout advert�s�ng,telev�s�on,mus�c,andpopularculture.Someact�v�t�esfocusspec�f�callyon foodadvert�s�ngandnutr�t�on.http://www.angelf�re.com/ms/Med�al�teracy

native.Culture

Trickster. Stories.. To access coyote stor�es of the P�ma, Ch�ppewa, Blackfeet, Navajo andCaddonat�onsandothers,gotohttp://www.�nd�ans.org/welker/coyote.htm.

TodownloadtheInu�tstory,“TheRavenStealstheL�ght,”gotoNat�veAmer�canPeople/ Tr�bes:TheInu�tPeopleathttp://www.snowowl.com/people3.html.

Children’s Books

Numerous tr�ckster stor�es may be read tocomplement the tr�ckster theme �n “Tr�cky Treats.”Manyfeaturehumorouss�tuat�onsaboutfoodandcook�ng,wh�leothersteach �mportantlessonsabouttruthfulnessandfa�rplay.SeveraloftheAmer�canInd�an/Alas-ka Nat�ve tr�ckster stor�es l�sted below feature the rabb�t �nstead of the coyote as the tr�ckster.

Coyote: A Trickster Tale from the American Southwest Author:GeraldMcDermott Publ�sher:ReedBus�nessInformat�on,Inc. Publ�cat�ondate:1994 Level:Earlyelementarygrades A boastful Coyote, demand�ng that he be taught how to fly, �s taught a lesson by the crows.

How Rabbit Tricked Otter Author:GayleRoss Publ�sher:Harpers Publ�cat�ondate:2003 Level:Ages6+ Th�sbookandaud�o�ncludes15Cherokeetalescelebrat�ngthecharacterofthetr�ckster-hero,Rabb�t.W�thBear,Possum,andOtterandthe“tr�cky”Rabb�t,thestor�esexplore contrast�ngvalues,suchashonestyversusdece�tandgreedversusgeneros�ty.

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Old Meshikee and the Little Crabs Author:M�chelSpoonerandLol�taTaylor Publ�sher:Holt Publ�cat�ondate:1996 Level:Elementary Th�sOj�bwefolktale,wh�chhasastrongk�nsh�ptoBr’erRabb�tandtheBr�arpatch, tellshowthesandcrabstrytogetr�dofTurtle’sdrumm�ng.

Piggie Pie Author:Marg�ePalat�n� Publ�sher:Clar�on/Houghton Publ�cat�ondate:1995 Level:Ages5-8 Aw�tchhasallthe�ngred�entsforthe“p�gg�ep�e”exceptforthee�ghtp�gs�ntherec�pe. Afterconsult�ngtheyellowpages,shearr�vesatOldMacDonald’sfarm.Thep�gs d�sgu�sethemselveswellenoughtofoolthew�tch,butnotthereaders.

Stone Soup Author:TonyRoss Publ�sher:Puffin Publ�cat�ondate:1990 Level:Ages4-8 Aredhen�sthecook�nth�svers�onoftheoldfavor�te.Thev�lla�n�sawolfandthere�s adoublecongameafoot.

The Tawny, Scrawny Lion byKathrynJackson Publ�sher:AClass�cL�ttleGoldenBook Publ�cat�ondate:1952 Level:Ages4-6 Arabb�tavo�dsbe�ngeatenbyal�onbyserv�ngh�mdel�c�ouscarrotstew.Meanwh�le, thel�onlearnsthetruemean�ngoffr�endsh�p.

Trickster Tales: Forty Folk Stories from Around the World Author:J.Sherman Publ�sher:AugustHouse Publ�cat�ondate:1996

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Vocabulary and Concepts Explaining diabetes to children

Explanat�onsthatteachersprov�destudentsdonothaveto�ncludemed�calorphys�olog�cal termstobemean�ngful.Th�sgu�de�ncludesmanyresourcesandWebs�testoenhanceyour-d�scuss�onond�abetes,energyandbalance,�nclud�ngTheEagle’sNest(http://www.cdc.d�a-betes/eagle/�ndex.html).

Vocabulary.and.definitions. . .

Thefollow�ngwordsarefound�ntheEagle Booksormayar�se�nclassroomact�v�t�es:

Advertisement:anannouncementthat tellspeopleaboutaproductandencour-agesthemtobuy�t.

Ancestors:aperson’srelat�vesthatl�veda longt�meago.

Archery:sk�lleduseofthebowandarrow.

Artificial:descr�bessometh�ngthat�s �m�tat�onornotreal.

Beans:seedsorpodsofvar�ouscolorsand s�zesthatgrowonv�nesandaregoodto eat.

Bison:thelargefoodan�malofmanyAmer�-canInd�antr�bes,commonlyknownasthe buffalo.

Blood:flu�dthatcarr�esfoodandoxygento allpartsofthebodythroughanetworkof tubesorvessels.

Calories:theamountofenergy�nacerta�n amountoffood.

Ceremony:aneventthathonorsacultural, sp�r�tual,or�mportantl�feoccurrencel�ke aharvestcelebrat�on,aheal�ngact�v�ty,or awedd�ng.

Commercial:anadvert�sementpresented onTV,therad�oor�nmov�es.

Corn:ayelloworwh�tegra�nthatdevelops askernelsonacob.

Coyote:asmallan�malofthewolffam�ly found�nNorthAmer�cathat�sknownfor �tsab�l�tytoadaptandsurv�ve.

diabetes:ad�sease�nwh�chthebodydoes notusefood�nther�ghtway,caus�ng peopletobecomeveryth�rsty,weak,and unabletoheal.Manypeoplew�thd�abetes mustbeverycarefultoeatandexerc�se properlyand/ortake�nsul�ntostaywell.

disease:ana�lmentord�sorderthatmakes peoplefeels�ck.

drum:aroundmus�cal�nstrumentw�tha topmadeofsk�nthatmakesadeepsound whenstruckbyast�ck.

Eagle:alargehunt�ngb�rdw�thahooked beak,long,broadw�ngsandasoar�ng fl�ght.Th�sb�rd�sasymbolofstrength andw�sdomtomanypeoplesoftheworld.

Exercise:keep�ngf�t,be�ngact�ve,work�ngout.

Energy:thepower�nsunl�ghtthatplants capture�nthe�rroots,stems,andleaves; andthepower�ntheplantfoodthat peopleandan�malsusetobu�ldthe�r bod�esandstayact�ve.

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Fat:t�ssue�nthebodythatstoresthe energyfromthefoodsweeat.

Fiber:astr�ngyorrubberysubstance found�nfoodsl�keoatmealorthesk�nof beansthataddsbulktoourfoodand helpsusd�gest�tproperly.

.Fruit:sweet-tast�ng,fleshygrowths(l�ke apples,plums,andberr�es)w�thseeds �ns�dethatareproducedbytrees,bushes andv�nes.

Garden:aplacewhereseedsareplantedso thatfru�tsandvegetablesw�llgrow.

Glucose:thesugar�nourbloodthatfeeds allthecells�nourbod�es.

Harvest:thegather�ngoffru�ts,gra�ns, andvegetables,usually�nthefallofthe year.

Healthy:reflect�ngaastateofcomplete phys�cal,mentalandsoc�alwell-be�ng andnotmerelytheabsenceofd�seaseor �nf�rm�ty(WorldHealthOrgan�zat�on, 1948)

Heart:organthatpumpsbloodthrough-outthebody.

Insulin:asubstancethathelpsfood�nthe formofsugar(orglucose)travelfromthe bloodtocells�nallpartsofthebody.

Jingle:asongthatadvert�sesaproduct andusuallygoesw�thacommerc�al.

Joints:theplacesonourbod�eswhere bonesjo�n,allow�ngourarmsandlegsto bend—l�ketheknee,elbow,andwr�st.

Lacrosse:aballgameplayedbymany tr�bes�nNorthAmer�ca.

Maize:anotherwordfor“corn.”

Minerals:substancesl�kecopper,z�nc,or �ronthatourbod�esneedtobehealthy.

Muscles:bodyt�ssuesthatcontractand relax,allow�ngustomoveourbod�es.

nutrition:be�ngnour�shedbyfood.

oil:agreasyl�qu�dthatcomesfrom an�malorvegetablefat.

Pancreas:theorgan�nthebodythat makes�nsul�n.

Powwow:aneventwheretr�bescome togethertodance,s�ng,andfeast.

Pulse:thethrobb�ngofbloodvessels, producedbythebeat�ngoftheheartthat canbeseenorfelt.

Pumpkin:alarge,orangegourd-l�kefru�t thatgrowsonav�ne.

Rabbit:along-eared,small-ta�ledan�mal thatl�ves�nburrowsandeatsplants.

Regalia:trad�t�onalclothesthattr�bal peoplewearatpowwowsandceremon�al events.

Sacred:descr�besaholyperson,place,or eventl�keaceremony.

Snack:asmallamountoffoodeaten betweenmeals.

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Sodium:oneoftheelements�ntablesalt.

Stickball:aballgameplayedbymany southeasternandOklahomatr�bes.

Sugar:sweet-tast�ngsubstancefrom plantsthatg�vesenergytothebodyand canbestoredasfat.

Sunshine:l�ghtfromthesunthatg�ves warmthandenergysothatplantscan grow.

Syrup:ath�ck,sugaryl�qu�doftenusedto sweetenfoodanddr�nks.

Squash:ayellowororangevegetable, nat�vetotheAmer�cas,wh�chbelongsto thegourdfam�ly.

Traditions:thebel�efsandcustomsofa people.

Vegetable:aplantwhoseroots,stems, flowers,orleavescanbeeaten.

Vitamins:nutr�entsfound�nfoodthat weneedtobehealthy,l�kev�tam�nsA,B, andC.

Water:aclear,tastelessl�qu�dthatan�-malsandplantsneedtol�ve.

Wheelchair:aspec�alcha�rw�thwheels thatallowspersonswhocannotwalkto moveabout.Manypeoplew�thd�abetes mustusewheelcha�rs.

yogurt:acreamyfoodmadefromm�lk.

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The Eagle Book Series, A Guide for Educators and Communities

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Transcript of The Eagle Book Series, A Guide for Educators and Communities