Category: Duration

Milk Matters

Posted on

Lesson Overview

This lesson helps young people understand the health benefits of low-fat milk by analyzing nutrition labels.

Instructor Notes

Beformide facilitating this lesson, you may want to review the following information about low-fat milk products. These facts can be shared with kids and parents during your discussions.

  • The 2015 Dietary Guidelines recommends Americans switch to fat-free or low-fat milk. According to researchers, fat-free and low-fat milk is essential to children and adolescents’ development and overall wellness. In fact, fat-free and low-fat milk and milk products provide four of the five “nutrients of concern” that children don’t get enough of: calcium, potassium, Vitamin D and magnesium.
  • White milk comes in four varieties: whole (full fat), 2%, 1% (low-fat) and Skim (no fat). Flavored milk also comes in different varieties such as low-fat and fat-free.
  • Who should drink whole milk? Answer: Children 12 months to 24 months (1-2 years old). After that, kids may switch to 2%, low-fat or skim milk. (As long as the child isn’t gaining weight quickly, they can drink 2% milk.)
  • Babies (0-12 months) should drink breast milk or infant formula as cow’s milk isn’t digested well by babies under 12 months, and it lacks essential nutrients.
  • Some children are allergic to some nutrients/items found in milk, like protein. A milk allergy is an overreaction of the immune system to the protein found in milk and can trigger a range of symptoms from mild (rash, hives, swelling, etc.) to severe symptoms (trouble breathing, wheezing, loss of consciousness, etc.) This means that they may need to choose a milk substitute. Make sure to choose a milk alternative that is fortified with 30% DV (Daily Value) of calcium. If you have young people in your class that fall into this category, ask them to complete the activity with the understanding that this may not specifically apply to them.
  • Other children may have an intolerance to lactose found in milk, which means they are missing the enzyme lactase, which breaks down lactose, a sugar found in milk and dairy products. This results in the inability to digest milk or other dairy products which may cause symptoms such as nausea, cramps, gas, bloating and diarrhea. Lactose intolerance can cause great discomfort, but it is not life threatening.

Activity

  1. Ask the youth: What kind of milk do you drink? If they don’t know, show them examples of cartons of each type to see if that helps them identify the type of milk they usually drink.
  2. Let’s figure out which type of milk may be the healthiest for us to drink by looking at what’s on the Nutrition Facts labels of four different types of milk. Pass out the Milk Nutrition Facts Labels worksheet and the Compare Milk Activity worksheet you printed at the beginning of the lesson. Tell the youth to use the milk Nutrition Fact labels to fill in the chart and answer the questions on the worksheet.
  3. Ask young people to share what they learned about the type of milk they drink.
  4. Review answers to questions with the youth using the Instructors Answer Key.

Conclusion

Encourage kids and parents alike who don’t already drink 1% or skim milk to work towards that as a goal. Tell them if they don’t like it at first, try mixing 1/2 their milk with the lower fat milk, changing it gradually each week until you are drinking only the lower fat milk. Most people really do get used to the skim milk after awhile. The same idea works for flavored milk. If you are used to drinking flavored milk, try mixing 1/2 white skim or lower fat milk until you get used to not having the added sweetness.

Or you might want to try this approach: If you usually drink whole milk, switch to 2% by the end of one week, 1% by the end of two weeks, and skim by the end of three weeks. If you usually drink 2%, switch to 1% by the end of one week, and skim milk by the end of two weeks.

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, so that families can continue discussing their milk choices at home.

Additional Instructor Resources

Breakfast Power

Posted on

Lesson Overview

This lesson helps young people understand the importance of eating a healthful breakfast every day. The youth will plan and research a breakfast meal and create a poster or digital presentation including nutrient information.

Instructor Notes

Before facilitating this lesson, you may want to review the following information about breakfast habits for young people. These facts can be shared with the youth during your discussions.

  • Studies show that kids who eat breakfast tend to eat healthier overall and are more likely to participate in physical activities which helps in maintaining a healthy body weight.
  • Kids will often skip breakfast, which makes them feel tired, restless, and irritable.
  • Breakfast gives the body the refueling it needs for the day ahead after going without food for 8 to 12 hours during sleep.
  • What they eat in the morning is important too. Choosing breakfast foods that are rich in whole grains, fiber, and protein while low in added sugar may enhance their attention span, concentration, and memory — which they need to learn in school.

Introduction

  1. Ask the youth, what does the word “breakfast” mean?
    Break = to separate or divide.
    Fast = a period of time without food.
    Breakfast means to break the fast.
  2. How many hours does your body normally fast from suppertime to breakfast? How about from breakfast to lunch?
  3. Why is “breaking” your fast by eating in the morning so important?  Young people can share ideas and brainstorm why it is important. Possible answers include: less tired, less likely to overeat later in day, more likely to choose healthful foods, think more clearly, perform better at school and extra-curricular activities.
  4. Explain to the youth that our bodies were not designed to go from suppertime to lunch the next day without eating so our brain and body go into what is referred to as a “starvation mode”. This is where your brain and body starts to conserve energy as a natural mechanism to protect your from starvation, which may leave you feeling more tired, irritable, less able to concentrate, and overall sluggish.

Activity: Calculate Your Basal Metabolic Rate

  1. Show the formulas for estimating Basal Metabolic Rate, which is the baseline number of calories our body’s burn in a day when we are being sedentary. Exercise and other activity will increase this, but it gives a starting point. Point out that each person is different. Here are the formulas:
    Male Calculation:
    [Basal Metabolic Rate] = (Body Weight (kg) x 10) + (Height in centimeters (cm) x 6.25) – (Age x 5) + 5
    Female Calculation:
    [Basal Metabolic Rate] = (Body Weight (kg) x 10) + (Height in centimeters (cm) x 6.25) – (Age x 5) – 161
  2. ***Body weight in kilogram (kg) = Weight in pounds divided by 2.2 (Example: 130 lbs ÷ 2.2 = 59 kg body weight.
  3. ***Height in centimeters (cm) = Height in inches x 2.54 (Example 5’5 ft tall = 65 inches x 2.54 = 165 cm tall.
  4. Ask young people to calculate their personal Basal Metabolic Rate, using calculators if necessary and available. They can keep their height and weight private during this activity.
  5. Once they have done this, explain that the BMR gives a general idea of how many calories they need to consume each day in order to effectively fuel their bodies. However, if we go too long without eating (for most people between 8 and 12 hours) our BMR drops because our body begins to go into “starvation mode.” That means it burns fewer calories in order to protect itself. This can be bad for weight control, as the body naturally fights back, doing everything it can to make you stop losing any weight. The body and brain may respond by making you hungrier so that your will eat more and at the same time hold onto more of the calories you consume to protect you from losing weight. It also will likely have many other effects on you such as lower energy levels, poorer concentration, poor memory, and feelings of irritability.
  6. The bottom line of all this is that breakfast is a very important meal, perhaps the most important of the day.

Activity: Breakfast Recommendations for Young People

  1. Ask the youth for some reasons why young people don’t eat breakfast. Possible answers include: want to sleep more, not enough time, nothing to eat at home, not hungry that early in the morning, takes too long to prepare, don’t like typical breakfast foods.
  2. Ask the youth for some solutions. Possible answers include:
    • Go to bed 15 to 30 minutes earlier.
    • Get up 15 minutes earlier or set out clothes and shower the night before.
    • Eat school breakfast.
    • Pack breakfast or a snack to eat on way to school.
    • Plan three easy quick breakfasts ahead of time.
    • Eat leftovers from last night’s dinner.
  3. Ask, what makes a healthful breakfast?  A healthful breakfast is one that has many nutrients, includes foods from different food groups (fruits, vegetables, grains, dairy, and protein).  It should be low in added sugars and fats, high in vitamins and fiber.
  4. Introduce the poster activity and have the youth plan and research a breakfast meal and then create a poster or PowerPoint including nutrient information. Grade his or her recommendations by breakfast completeness (at least three of the five food groups included), taste, appearance, and time it takes to prepare.
  5. Assign a day to have young people present their breakfast idea to the group.

Conclusion

Breakfast is a critical piece of the Health Powered Kids puzzle. Without breakfast our bodies don’t get the jumpstart they need to operate at their fullest potential throughout the day. Encourage young people to share with their families the ideas they gained through this activity, and to work on making breakfast a routine part of their day.

Continuing the Conversation
Hand out the Healthy Families Newsletter in English or Spanish, which also includes these tips, so that families continue discussing the importance of breakfast at home.

Related Health Powered Kids Blog

Rise and dine! The importance of a healthy breakfast

Additional Instructor Resources

ChooseMyPlate.gov
Article: Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents
There Are Sneaky Sugars! – (Russian) – (Somali) – (Spanish)

Stretch for Your Best!

Posted on

Lesson Overview

This lesson helps children understand that stretching their muscles is a part of a healthy lifestyle at all ages. This activity will teach several easy stretches for kids to do together.

Introduction

Provide kids with information on the positive benefits and importance of stretching:

  • Stretching is important at any age
  • Stretching:
    • helps move joints through a full range of motion, by keeping ligaments (attach muscle to muscle) and tendons (attach muscle to bone) flexible
    • prevents injury
    • improves athletic performance
    • encourages a healthful lifestyle
    • helps ease sore or tight muscles
    • promotes better posture
    • avoids stiffness and speeds recovery of muscles after running or playing sports
    • encourages blood to circulate to the muscles and joints throughout the body
    • reduces stress

Before the beginning of these stretching exercises for kids, inform participants of the proper way to prepare:

  • The President’s Council for Physical Fitness and Sports states, “warmed-up tissues are less likely to be injured.”
  • Stretching before warming up increases the risk for pulled muscles and doesn’t promote increased flexibility, so it’s best to wait until the end of physical activity, or at least warm-up, by walking or jogging and gradually increasing heart rate, for five to 10 minutes before stretching. Warming up helps to deliver more blood to the muscle and helps the muscle become warm and able to stretch easier.
  • Warm-up phase should not cause you to feel tired. Tell the kids to stretch for the feeling of a gentle pull, not a painful feeling. Advise them to stretch after exercising.

Activity: Stretching

On yoga mats or other dry, soft, flat areas, such as in the grass, lead the way in the following easy stretches for kids. Note the parts of the body that each pose stretches.

Toe Touch

A toe touch stretch is a basic stretch for kids, an easy one for most to perform. This stretch targets largely the muscles of the legs, especially the calves and hamstrings. From a standing position, the kids will bend over at the waist and reach for their toes with feet together. If the kids can’t quite reach their toes, they can stretch just as far as is comfortable. From a sitting position, each kid sits with legs outstretched and together. They then bend forward, reaching for the toes or as far as is comfortable. In both stretches for kids, they should hold the stretch for 15 seconds and then release.

Neck Half Circles

This stretch for children starts by touching the right ear to the right shoulder. The kids then roll their heads around, chin to chest, in a half-circle to the left shoulder, and then back again, chin to chest. Slow movements in this stretch for kids are important to protect the neck muscles from injury.

Shoulder Circles

Begin this kids’ stretching exercise by having them shrug their shoulders and rotate them forward and down in a circle. Switch directions after five or six turns by shrugging the shoulders and then moving backward in a circle.

Arm Circles

Arm circles can be used to stretch the muscles supporting the elbow and shoulder joint where the arm attaches to the shoulder. The child holds their arms out to the side, creating a horizontal line with their arms. The child then draws circles with their hands, starting with small circles and slowly growing to large circles, then back to smaller circles. Start first by drawing circles clockwise, and then switch to counter-clockwise. Keep the movements slow, and prevent the child from just flailing his arms around.

Side Bends

Have each child stand up straight with arms to the outside of each thigh. Slowly move the fingers down toward the outside of one knee, while bending at the waist. Alternate sides, do 10 side bends on each side.

Reach for the Stars

Just like the title of this stretch for kids, have the kids reach up as high as they can while standing on their tiptoes. This stretch can even be done while lying down on a mat. The goal is to reach their hands and feet away from each other.

Child’s Pose

The child’s pose is a stretch for kids, taken from yoga. It can be used outside of yoga as part of your child’s stretching routine for more of a full-body stretch. To perform the child’s pose, the child gets on their knees with feet together. The child then sits on their heels and bends their body forward until the forehead touches the ground. Bring the arms around to each side of the body, resting with their palms facing towards the sky. Hold the pose for 30 seconds, and then return back to an upright kneeling position.

Conclusion

After these stretching exercises for kids, ask them to recall the reasons for stretching offered in the Lesson Introduction above. Hand out the Healthy Families Newsletter in English or Spanish, so that families can continue stretching together at home. Find more health lessons for kids from Health Powered Kids to help children and families live their happiest and healthiest lives.

Additional Instructor Resources

Marketing Mania

Posted on

Lesson Overview

This lesson helps young people discover “tricks of the trade” in food and beverage marketing. They practice comparing the messages conveyed through advertisements with the nutrition information available about different products.

Introduction

Explain to the youth that eating healthful foods is important to a person’s growth, development and overall well-being. Their eating behaviors in childhood will carry over into adulthood and contribute to their long-term health and risk for chronic (long-lasting) disease. One of the driving factors influencing eating behaviors and food choices of youth is food advertising. Food advertisers spend large amounts of money targeting children, in an attempt to build brand loyalty and to persuade them to desire a particular food product. It is important that children begin to develop the skills to navigate this complex media-saturated world they live in.

Activity: Exploring Advertisements

  1. Advertisements are all around us. Ask young people to name some places they might encounter advertisements.
  2. Show young people a variety of food and drink packages, print ads, and video clips. If possible, have multiple examples for several different products or families of products.
  3. Other popular methods of marketing foods might be sweepstakes, contests or “clubs.” If one of these methods is used to market a product, then they must adhere to these rules:
    • If there is a prize, it should be clearly presented.
    • If there is an opportunity to win a prize, the odds of winning should be clearly stated. Share an example or two if available.
  4. Ask young people to compare various marketing strategies used to sell the products. For each example, ask the following questions. (Depending on the size of your group, you may want to split the youth into small groups to each answer the questions about a different advertisement. If time permits, small groups may present their responses to the entire group.)
    • What methods were used to promote and sell the products? (e.g., animation, music, bright colors or celebrities)
    • How do these methods affect your thoughts and feelings about these products? Do the props make the product more interesting?
    • What is the message? (e.g., you’ll be stronger, smarter, have more fun if you eat/drink the product)
    • Do you believe it?
    • How does the portion size of the product shown compare to what a single serving might be? (e.g., sports drink packaged in 20 oz bottle is actually 2.5 servings)
    • How does the suggested or advertised portion compare to the amount you or your family/friends would usually consume? (They are likely to consume the entire packaged/portioned amount.)

Optional Interactive Activity

Young people can practice marketing “tricks of the trade” on CoCo’s AdverSmarts Interactive Food Marketing Game. See additional game formats below.

Conclusion

Learning how to be savvy consumers is a skill that will serve young people well throughout their lifetimes and in many different contexts. Encourage them to pay particular attention in the days ahead to the messages that are all around them, and whether or not those messages are accurate or misleading.

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, so that families can practice spotting the youth-targeted marketing all around us.

Related Health Powered Kids Blog(s)

Additional Instructor Resources on Food Marketing to Children

Splash! Why Is It Important To Bathe?

Posted on

Lesson Overview

This lesson helps young people understand why we need to bathe on a regular basis—with an emphasis on bathing several times a week. The youth will take part in a demonstration that helps them visualize how germs are spread from person to person. Finally, they will practice proper hand-washing with soap.

Instructor Notes

Before facilitating this lesson, you may want to review the following notes about cleanliness. These facts can be shared with young people during your discussions about why it is important to bathe.

How often a person should take a bath or shower depends somewhat on individual preference and family and cultural norms. But there are several reasons that it’s important to make sure kids know why we bathe, including:

  1. Physical Health—Regular baths or showers with a mild soap, followed by drying with a clean towel, help wash away germs and prevent illness, infection, and other problems.
  2. Mental Health—Taking a bath or shower in the morning can be invigorating and help you wake up. If you prefer bathing in the evening, it can be soothing and help you calm down.
  3. Social Health—Bodies have smells…lots of them. The less often we clean ourselves the more likely we are to develop noticeable odors. Sometimes these can turn people off. The appearance of not being clean can also cause us to feel self-conscious and insecure. Most people don’t need a lot of deodorant, special creams, or perfumes to look, feel, and smell clean as long as they are following a regular cleaning routine.

Introduction

Begin by asking the youth: “why is it important for us to regularly take baths or showers?” Most young people will be able to answer this but many children do try to avoid the bath at some point in their lives, so reinforcing the concept is a good idea. Use the information from the Instructor Notes above as appropriate.

Activity: Looking for Germs

Explain to the youth that one very important reason to take a bath or shower is to wash away germs that can make us sick. Tell them they are going to demonstrate how easy it is to pass germs around.

  • Explain that germs are a lot like glitter in that they get on everything we touch or that touches us. That’s why it’s so important to bathe ourselves at the end of a day or a time we’ve been very active or gotten dirty.
  • Give each young person a small amount of petroleum jelly to rub on their hands.
  • Then sprinkle their hands with a bit of glitter. Have them shake hands with one another, and touch pieces of paper or other objects that can get a little bit glittery. (Caution…this can get MESSY!)
  • Once the youth have experienced how easy it is to spread germs (by touching other objects), instruct them to wash their hands thoroughly to remove all glitter.
  • To assure proper hand-washing, we need to rub all surfaces of our hands using soap and clean running water to make a lather. Rub hands for at least 20 seconds.
  • Once everyone has had a chance to wash their hands, ask the youth about their experience and note that a quick rinse didn’t remove glitter or germs.

Activity: Hand Washing

  • Teach young people a song to the tune of “Here We Go ‘Round the Mulberry Bush.” The words are, “This is the way we wash our hands, wash our hands, wash our hands; this is the way we wash our hands, to make sure they get clean.”
  • Explain that this song can help you make sure you wash your hands for at least 20 seconds. Using a clock or timer, see how long it takes you to sing the song. For example, if it takes 10 seconds to sing the verse, young people can sing it twice so that they know that they have washed their hands for at least 20 seconds.
  • Have the young people each practice washing their hands while singing the song.
  • If time permits, ask for suggestions of other verses and mime them as a class. They might suggest, for example, “This is the way we wash our hair.”

How Often Should You Take a Bath?

One common question can be how often children should bathe or shower. While some resources will advocate the importance of bathing daily, we advocate a routine of bathing several times a week.

Conclusion

At the end of the session, you can reiterate that while bathing and washing are personal things and everyone gets to make their own choices about them—including whether to shower or take baths and how often—there are good reasons to have a regular routine. You can also emphasize that it especially impacts others around us if we don’t keep our hands clean. Check out our Starter Kit program and find all of your classroom lessons for kids in one place.

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish so that families can continue the conversation about healthy washing habits.

Move it! The Importance of Daily Exercise for Kids

Posted on

Lesson Overview

This exercise lesson helps kids understand why being active is important for their bodies and minds. The youth will experience how they feel different before and after physical activity. In this activity, kids will estimate how much daily exercise they get and think of ways they can be more active.

Introduction

Ask young people, why is it good for us to move around and get exercise?

There are so many reasons why exercise is important. Some of the most important things for kids to know are:

  1. Exercise is good for heart health. It helps your heart pump blood all through your body. Your heart can never take a rest, so it needs to be strong! Good food and plenty of exercise help.
  2. Exercise can put you in a good mood. When you exercise, your body makes a chemical — called an endorphin — that helps you feel good.
  3. Exercise helps your body stay at, or reach, a healthy weight. The food you eat is energy that you put into your body. This energy is also called “calories.” To stay at a healthy weight, you have to use up the energy you eat. Exercise helps you do that. If you don’t use the energy, it stays in your body and can make you gain weight that you don’t need. Extra weight is hard on your heart, muscles, and bones.

Energy In vs. Energy Out

In this exercise lesson, explain that “energy in” is the food we eat and the beverages we drink. “Energy out” is the physical activity or exercise we do every day.

Talk with the children about what happens when we take more energy in than energy out and vice versa. Our bodies need energy to properly grow. If we take in more food and beverages on a regular basis than our bodies need, it is possible for us to gain excessive weight. Explain not only the importance of exercise for kids, but also how a healthy balanced diet helps our bodies grow and be healthy.

Activity: Before and After

  1. With the kids sitting quietly, explain that you are going to do a classroom experiment involving exercise.
  2. On the flip chart or whiteboard draw a vertical line down the middle. Label one column “before” and the other “after.”
  3. Ask for words that describe how they are feeling as they are sitting quietly in their seats. Encourage them to pay attention to what kind of mood they are in, what their bodies are telling them, and how much energy they have. They may say things like: calm, tired, antsy, bored, comfortable. Whatever they say is fine as long as they say what they actually feel. Write these words or phrases in the “before” column.
  4. Lead the kids in a variety of exercises, such as high-knee marching around the classroom, sit-ups, push-ups, jogging in place, or jumping jacks. See if anyone has suggestions of activities. Exercise for at least five minutes before having them return to their seats.
  5. Now have them share how they are feeling after exercising. Write those words in the “after” column. They may say things like: alert, awake, happy, full of energy, excited.
  6. Talk about the activity. Reiterate information on the positive health benefits and importance of exercise for kids:
    • It helps your body maintain overall good health.
    • It helps build and maintain healthy bones and muscles.
    • It increases flexibility.
    • It feels good, if done right.

Activity: Thinking Through Exercise Habits

  1. Ask: How much time should kids exercise each day? How can you get more? The answer is that it’s good for kids to exercise daily for at least one hour, but wait to offer this until the kids have made suggestions of their own. Then use the following questions to help them think about their own exercise habits.
  2. How much exercise do you get at school? Prompt them to think about how much time they spend in gym class, and how much time outside for recess. Ask them if that adds up to one hour a day. You may want to add up the amount of time mentioned on the board.
  3. How much exercise do you get when you’re home after school? If young people say that they don’t get much exercise after school, ask them what they do instead of exercise. Ask what their favorite exercise is and plan how they can do more of it. They could turn off the television after 7 p.m., encourage the family to go on a walk before or after dinner, or go outdoors and play with their friends.
  4. What about exercise on the weekends? Ask the kids to make a list. Make sure they remember things like soccer, dance, etc., in addition to playing outside with friends. In fact, it can be anything that involves moving your body, like going for a bike ride, walking the dog, running, helping in the yard, ballet class, soccer practice, gym class—anything that gets your body moving. After the kids make their lists, ask them to write downtimes during the day that they can add these exercises to what they’re already doing so that they reach one hour a day.

Conclusion

After this exercise lesson is complete, encourage the group to try more simple exercises for kids at least one time, even if they don’t think they will be very good at them. Remind them that you don’t have to think you’re good at something to enjoy and to benefit from it. If they stay open to new possibilities they may be surprised by what they discover.

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, so that families can explore new ways to exercise together at home.

Additional Instructor Resources

Encouraging Your Child to Exercise video

Oversweetened: The Truth About Sugary Drinks

Posted on

Lesson Overview

This lesson helps young people understand the sugar content of popular beverages such as sodas, energy or sports drinks. The youth will measure out granulated white sugar so they can picture the true amount of sugar in these drinks. Young people will think of more healthful options to quench their thirst throughout the day.

Instructor Notes

Before facilitating this lesson, you may want to review the following information about sugar-sweetened drinks. These facts can be shared with young people during your discussions.

  • Added sugars are sugars and syrups which are added to foods or beverages when they are made. Some foods have sugar that is naturally found in them, such as milk and fruit.
  • Americans are drinking more sweetened beverages than ever before. Some beverages have as many as 500 calories. This can be up to a quarter of a person’s calorie needs for the day just in added sugars.
  • Manufacturers will often target their advertising in hopes that if these drinks are purchased by consumers at an early age they will continue to be loyal buyers of that product into adulthood.
  • The body needs fluids to keep healthy; meeting those needs with sweetened beverages is not a good idea and can lead to unhealthful consequences.

Introduction

  1. Ask the youth about the types of beverages they and other young people typically drink. Common examples include sodas, sports drinks (Gatorade™, Powerade™, Vitamin Water™), energy drinks (Monster™, Red Bull™), and specialty coffee drinks (mochas, smoothies).
  2. Ask the youth if they have ever thought about how much sugar has been added to the beverages? (Added sugar refers to sugars and syrups which are added to foods or beverages when they are made and do not occur naturally in the drink.) Added sugars can also be found in many other foods including cereal, yogurt and granola bars. Read the Sneaky Sugars handout to learn more about sneaky sugars hidden in common foods and beverages.
  3. Ask the youth, why do you think it isn’t good to get too much added sugar? Show pictures or models as visual examples of health consequences as they share. Ask them for their ideas, but make sure they get this message:
    • Too much sugar is not good for your teeth—it can cause cavities.
    • Too much sugar is not good for your heart.
    • Too much added sugar each day can cause you to gain weight if your body doesn’t need those extra calories in one day.
    • We want most of what we eat and drink to be things that are good for our bodies and not fill up on things that are not healthful for us.

Activity

Explain to the youth that in this lesson we are going to see exactly how much added sugar is in some popular beverages. In order to do this we need to understand how to read and get the information we need off of the Nutrition Facts label for each type of drink. Show young people the Nutrition Facts Label handout by projecting the image on the board or printing it out. Point out a few significant statistics from the label (such as serving size, number of servings per container, total carbohydrate and sugars).

Tips to teach:

  • One teaspoon of sugar has 16 calories.
  • One teaspoon of sugar weighs 4 grams.
  1. Ask for volunteers to demonstrate for the large group or divide young people into small groups. The youth will figure out how many teaspoons of added sugar are in some popular drinks. Pass out an empty beverage container, granulated sugar, measuring teaspoon and funnel (or sugar cubes) to the volunteers or small groups.
  2. Have the youth calculate the added sugars by reading the information on the label.
    • Multiply the number of servings in the container by the number of grams per serving.
    • Divide that number by four to get the number of teaspoons of sugar per beverage. Young people may use calculators if they wish.
    • Use the funnel to carefully pour the granulated sugar into the empty bottle. Secure bottle top and pass around to emphasize the look, feel and weight of the amount of sugar dissolved in the typical soft drink.
  3. Ask young people to share their findings with the class. You can see that you can get a lot of added sugar just from drinking popular beverages!
    • How many teaspoons of added sugar do you think might be OK in a healthy daily food plan? Ask them to guess a number, just for fun. The answer is about 3 teaspoons each day.
    • How does that compare with the number you might usually have each day, especially if you are having a beverage with high amounts of added sugar? For most young people it will be a lot less than what they are having each day.
  4. Explain to the young people that our bodies need plenty of fluids, including water, every day but we need to find ways to make sure we’re not getting too much added sugar in our daily food plan. Ask the youth what options they might choose to drink instead of sugary drinks to stay hydrated and keep their bodies healthy? Wait for young people to answer but be sure they understand these items:
    • Remind young people that water is the best choice to drink throughout the day for thirst and staying hydrated. Water gets the job done. It quenches your thirst, keeps your skin healthy and glowing, and won’t cause tooth decay, chronic (long-lasting) diseases or gaining high amounts of weight.
    • Milk or a milk substitute is a healthful choice with meals and snacks because it’s full of nutrients your body needs.
    • 100% fruit juice doesn’t have any added sugars and can be healthful if you drink small amounts, no more than 4 to 6 ounces each day. (100% fruit juice doesn’t have all of the fiber and nutrients as whole fruit so it’s best to get most of your fruit servings by eating whole fruits instead).
    • What about diet pop and other diet drinks? Although they have no added sugars, they don’t have any nutrients that are good for our body either, so it is best to avoid filling up on diet drinks that do nothing to keep us healthy.

Conclusion

Challenge the youth to read the nutrition label of the next sweetened beverage they want to drink. How many calories and grams of sugar are in it? Remember how the white granulated sugar looks when it’s measured out, teaspoon by teaspoon. See if you can think of a more healthful option to quench your thirst!

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, so that families can talk about alternatives to sugary drinks from their pantries at home.

Additional Instructor Resources

Body Composition

Posted on

Lesson Overview

Bodies get a lot of attention in our society, some of it not very positive, much of it focused on appearance more than actual health. This lesson helps young people understand different components that make up the structure of the human body. Youth will learn how eating and exercise habits influence how much muscle and fat each person has inside their body.

Instructor Notes

Before facilitating this lesson, you may want to review the following information about body composition. These facts can also be shared with young people during your discussions.

  • Body weight is the combination of muscle, fat, organs, fluid, tendons, ligaments, and bones.
  • The human body is made up of about 600 to 700 muscles.
  • Voluntary muscles attached to the skeleton allow the body to move, while involuntary muscles allow the movement of internal organs.
  • Voluntary muscles are the muscles that you can move by thinking about it. You can flex your bicep muscle by lifting up your arm and “showing how strong you are.” They are called voluntary because you can make the decision to do it, just like you can volunteer to wash dishes after dinner. Involuntary muscles are those muscles that work automatically; you do not have to think about digesting your food, or flexing your own heart to pump blood around your body.
  • Ligaments are tissues connecting bones to other bones to form joints.
  • Tendons connect muscle to bone.
  • Bone is hardened connective tissue that supports the body, protects organs, and aids movement of the body. Bones store minerals, these minerals are phosphorus, magnesium, fluoride and calcium, and are involved in cell formation. The body is made up of 206 bones.
  • The heart is an organ. It is also a muscle that pumps blood through the body.
  • The lungs are organs that exchange oxygen from the air with carbon dioxide from the blood.
  • Fat is unused energy.
  • The intestines absorb nutrition from food to be used by the body. They allow the nutrients to enter the blood.
  • The stomach releases enzymes that break down food into nutrients that can be used by the body.

Introduction

Show the youth the two containers (don’t show the inside). One box is filled with a heavy item the other a lighter item.

Ask: Can you tell what is inside? Both boxes are full.

Let the young people handle the boxes, feeling the differences in weight.

Ask: Do you think both boxes have the same materials inside? Why?

Explain that you can’t tell what is inside the packages by looking at the outside. Our body is just like these packages. We see the outside, but do not know what is inside. Each body is different. All of our bodies have: muscle, fat, organs, fluid, tendons, ligaments, and bones. All these combined make up our total weight.

Activity: Body Components

Looking at how the body is put together will help young people understand that everybody is different. Each person has a unique body and unique needs. Introduce 5 components of the human body.

If you have access to a projector and the proper software, use the the interactive whiteboard files to guide young people through learning about the parts of the body. In unavailable, discuss the following facts with the youth.

  • Your body is made up of five separate components, each of which has an important role:
    • Bones give you height and support your body. How many bones do you have in your body?  206
    • Muscles give you movement and strength. How many muscles do you have in your body? 600 to 700
    • Internal organs support life. Can you name some of your organs? Skin, stomach, intestines, liver, spleen, pancreas, heart, brain, lungs, gall bladder, kidneys, and bladder.
    • Skin keeps you together and your organs inside your body.
    • Fat keeps you warm, protected, and provides stored energy.
  • All of these components change with age and level of activity.
  • Two people could look alike on the outside and weigh the same, but be very different on the inside. Our eating and exercise habits, along with age and genetics, determine how much muscle and fat each person has inside their body. Eating healthy and being active helps our bodies in the following ways:
    • strengthens our muscles
    • keeps our heart, lungs, and bones strong
    • helps build the right amount of protection and stored energy
    • and helps our organs work properly.

If we eat unhealthily and are not active, our muscles and bones become weak, our heart and lungs have to work harder to do their jobs, and sometimes we store extra fat our bodies do not need.

Ask: What happens to your body when you get older (grow taller, gain weight, muscles become stronger)? What are some activities we can do to keep our bodies healthy as we get older? What are some foods we should eat to keep our bodies healthy as we get older? What kinds of food and activities could make you unhealthy and be bad for your body?

Conclusion

Point out that our human beings are amazing and complex! Encourage young people to try to make choices every day that help their bodies be healthy, strong and fit.

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish so that families can continue discussing body composition at home.

Additional Instructor Resources

Healthy Heart

Posted on

Lesson Overview

This lesson helps young people understand how their hearts work and why it is important to keep them healthy. The youth may participate in any of the five activities that teach how the heart delivers oxygen-rich blood to every part of the body.

Instructor Notes

Before facilitating this lesson, you may want to review the following information about the heart. These facts can be shared with young people during your discussions.

Your heart is a muscle that pumps oxygen-rich blood to your body and brings oxygen-poor blood back to your heart and lungs. Your blood travels through several miles of blood vessels. The cells in your body need the oxygen to survive.

Your heart is located near the middle of your chest, slightly to the left. This tough muscle is about the size of an adult fist, and it weighs about one pound. The average human heart beats 72 beats per minute.

We work to keep our hearts healthy to help avoid these serious and relatively common health problems:

  • Heart disease – Fatty deposits can form and harden in the arteries of your heart. This material, or plaque, narrows the arteries in a process called atherosclerosis, which can restrict blood flow to your heart. The more plaque in your arteries, the greater your risk for a heart attack.
  • High blood pressure – Blood pressure is the amount of pressure within the walls of arteries. Many factors can cause high blood pressure including having too much salt. High blood pressure puts stress on your blood vessel walls. There are usually no signs or symptoms. The silent condition can lead to:
    • heart attack
    • heart failure
    • stroke
    • kidney disease.
  • Stroke – A stroke happens when blood and oxygen flow to the brain is stopped or interrupted. This happens because of a ruptured or blocked blood vessel. A stroke is similar to a heart attack and just as serious.
  • Heart attack – Heart attack happens when an artery becomes blocked with plaque or a clot. When blood cannot flow to the heart, damage or death to the heart muscle may occur.
  • Sudden cardiac arrest – This is a sudden loss of heart function caused by an abnormal heart rhythm. Heart and breathing stop. Death can occur without immediate help. Sudden cardiac arrest is sometimes referred to as a “massive heart attack.” Sudden cardiac arrest can happen to anyone, anywhere at anytime.

Introduction

Provide young people with information on the human heart.

According to the American Heart Association, the normal human heart is a strong, muscular pump a little larger than a fist. Each day an average heart “beats” (expands and contracts) 100,000 times and pumps about 2,000 gallons of blood. Red blood cells carry oxygen. In a 70-year lifetime, an average human heart beats more than 2.5 billion times.

Now let’s take a closer look at our hearts and how they are connected to our overall health and physical fitness. The more oxygen your body gets the more energy you will have.

Ask the young people to take slow deep breaths to help their bodies build up a supply of oxygen. Does it feel different when they pay attention to their breathing? The higher a person’s heart rate the greater the demand for oxygen. In other words, as your heart rate goes up so does the need for more oxygen. We breathe harder, pulling more air into our system which eventually goes into our bloodstream.

Activities

Here are five heart health activities:

  1. Have the young people each make a fist and squeeze their bicep (upper-arm) muscle, then relax. Now have the young people flex their quadriceps (thigh muscle), then relax. Next, tell the young people to flex their “heart.” Pause while the young people realize they can’t voluntarily move their heart. The heart is a muscle but not one we can flex when we tell ourselves to do so. Therefore, we need exercise to get the heart muscle to flex and get a good workout.
  2. Have the young people lay their forearms on their desktops, palm up. Have them gently make a fist then release the fist fully and rhythmically, as many times as they can for one minute. As you are timing the minute, observe how the young people react.  Is the exercise getting hard? Are some young people pacing themselves? Did some quit before the minute was up?  Review what you observed with the youth. Tell them that even though they may be getting tired after just one minute of opening and closing their fist, their heart needs to pump all day long, everyday without taking a break. Explain that when the heart is filling with blood, it is like the hand when it is open, and when the heart is pumping blood to the rest of the body, it is like the hand squeezing into the fist. This is why it’s important for us to get exercise because it strengthens muscles in our body including the heart muscle. The stronger the heart, the easier the pumping.
  3. Refer young people to the Healthy Heart word find worksheet. Allow five minutes to complete the word find. Next review the “everyday heart health tips” listed on the handout. Write the young people’s heart health ideas in an area where they can see the full list. Encourage youth to write their heart health tips in the space provided on the handout.
  4. Pass out one activity chart per young person. Read the instructions aloud. They are to take the activity chart home and track their physical activity for one week. The goal is to get 60 minutes of physical activity each day. Note – They will receive bonus minutes if a family member is physically active with them.
  5. What’s your heart rate?
    • Your heart rate is the number of times your heart beats each minute. This amount will increase with activity.
    • To check your heart rate, place your index (pointer) finger and middle finger on the side of your neck (carotid artery). Count the number of beats for 60 seconds. You can also count for 30 seconds and then multiply by 2.
    • The number counted is your heart rate or how many beats per minute your heart is currently beating.
    • Your heartbeat can also be felt by placing your hand over your heart or by placing two fingers (excluding thumb) on the inside of their wrist. Young people can do this before and after physical activity to get an idea of the speed at which their heart beats in comparison to their physical activity level.

Conclusion

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish so that families can continue discussing heart health at home.

Related Health Powered Kids Blog

Stay active to keep your heart healthy

Additional Instructor Resources

www.HeartRescueNow.com

Power Off!

Posted on

Lesson Overview

This lesson helps young people define “screen time” and potential problems with spending too much time looking at electronic screens.  They will analyze how much of their day they spend in front of electronic screens and think of healthy ways to limit their screen time.

Introduction

Help the youth define screentime by asking these questions and discussing as a group:

  • What exactly is screen time? (Screen time includes time spent in front of the TV, computer, phone/texting, or video game playing.)
  • How much screen time do you have?
  • What are some ways you can cut down on screen time?

Activity: How Much Screen Time Do You Have?

Ask young people to write down their screen time each day for one week. They track their total numbers of hours each day. It could also help for them to write down what type of screen time it is. This will give them a visual sense of how they’re spending their time throughout the week.

After young people have tracked their screen time for a week, discuss the group’s results with the following questions:

  • How much screen time do you usually have in the morning, before school? Is this your routine just about every morning?
  • Do you have any screen time during school? How much?
  • What about after school, before dinner?
  • How about during dinner?
  • How about at night, after dinner?
  • How about on Saturdays? Sundays?

Young people might be surprised by how much screen time pediatricians (doctors who take care of children) think is healthy for youth to have each day.

Ask the youth, how much for kids 2 years old and younger? (Have the young people write down a number.)

Next, how much for kids older than 2? (Again, have them write down a number.)

The American Academy of Pediatrics recommends the following for screen time:

  • Children younger than 18 months: No screen time, except for video-chatting.
  • Children 18 months to 24 months: If you want to introduce screen time to your child, choose high-quality programs and watch them with your child.
  • Children age 2 to 5: Limit your child to 1 hour or less of high-quality programs each day. Watch these programs with your child to help him/her better understand them.
  • Children age 6 and older: Set a screen time limit that is right for your child and the whole family. It’s important that screen time never replaces healthful behaviors such as physical activity, sleep and interaction with others.

Ask the young people, how do you feel about this? Does it surprise you? (Getting feedback from them will help them to feel like they’re part of this process.)

Can you guess what some of the reasons are for why you should only have two hours or less? Ask them for their ideas, but make sure they get this message:

  • One of the main reasons is that the more screen time you have, the more time you spend sitting or lying down, and not really moving your body.
  • The less time you spend moving your body, the higher the chances are that you could end up having too much extra weight on your body.
  • Extra weight can cause health problems now, and when you get just a little older. Health problems include: weaker heart and bones, high blood pressure, and diabetes. These conditions used to only be found in older people, now pediatricians are seeing younger kids with these conditions.

Activity: Cutting down screen time

Now we need to take a look at the amount of time you spend in front of a screen each day to figure out ways to get it to about two hours or less, if it’s not there already. Here are some simple things you can do:

  • Try to remember to turn off the television if nobody’s really watching.
  • Plan ahead! Look at the shows that are going to be on each day, and choose which ones would be good to watch.
  • Turn off the television and games when eating meals.
  • Avoid eating while at the computer or watching TV. This helps keep us from eating too much.
  • Set a timer to help us remember to get away from the TV or computer or whatever screen we’re using, because it’s easy to lose track of time when you’re in front of a screen.

Ask the youth to come up with some ideas of things they would like to do to replace screen time with other things. And let’s make them things that will be fun to do as a family, or fun for you to do with your friends, or sometimes just fun for you on your own.

Remind young people that this is just one of many lessons about breaking habits that aren’t so healthful and replacing them with habits that are healthful. Changing habits is challenging for everybody—kids and parents. We can all help each other, and remind each other we’re doing this to make improvements in our health, but also to have fun together as a family.

Conclusion

Set screen time goals for the next week. Some examples include:

  • Turn the television off if nobody’s really watching it.
  • Eat our food in the kitchen or dining room. No screen time while eating!
  • Do not text during family meals or other time set aside for family activities.

Keep track of your screen time each day. When you’ve reached two hours, replace your screen time with a healthy activity. If you’ve had plenty of exercise already, read a book, make artwork or crafts, or even just have a conversation with other family members.

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, which also includes these tips, so that families can continue discussing ways to limit screen time at home.

Additional Instructor Resources

Decreasing Screen Time Article