Category: Duration

More Milk, Please!

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Lesson Overview

This lesson helps young people visualize how much milk they should drink each day by pouring 8 ounces into each of three glasses. The youth will complete a milk-themed maze activity. Optionally, the young people can photograph themselves with milk mustaches to remind them to drink milk each day.

Introduction

  1. Talk with the youth about why drinking milk is good for them.
    Drinking milk will:

    • give your body important nutrients like calcium and vitamin D to help your bones grow strong
    • give your body protein to help build strong muscles.
  2. Ask the youth, what could happen if your body doesn’t get enough calcium?
    Answer: Your bones can get weak and could easily break.
    If you’re allergic to cow’s milk, you can try fortified “milk” made from soy, rice, coconut or almonds. If that doesn’t sound too good, you can also:

    • drink calcium-enriched orange juice
    • eat vegetables rich in calcium, such as cooked broccoli and spinach.
  3. How much milk should you have each day?
    Answer: For most kids your age, three 8-ounce glasses of milk each day is enough to give your body all the calcium and protein it needs.

Activity

  1. To show how much milk a young person should drink each day, pour 8 ounces of milk into three glasses.
  2. Ask for feedback from the youth: Are they surprised with the amount? Did they think they needed to drink more or less?
  3. Give each young person a glass or carton of milk and ask them to try and make a milk mustache. (Offer a milk substitute such as soy milk for young people who cannot have cow’s milk.)
  4. Optional: Take a group photo of the young people with their milk mustaches to hang in your classroom as a reminder to drink milk every day.
  5. Have the youth complete the milk maze.

Conclusion

Remind the young people that drinking milk is good for their bones, muscles, and overall health. Ask them to count how many 8 ounce glasses of milk they have to drink today. Will they get to 3 glasses? Count again tomorrow and remember to get enough milk every day!

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, so that families can continue to talk about drinking milk getting enough calcium at home.

Related Health Powered Kids Blog

Healthy snacking: Moving beyond milk and cookies

Additional Instructor Resources

The Dish on Gluten

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Lesson Overview

This lesson will help young people understand gluten allergy and gluten sensitivity. They will look for gluten in the food groups on MyPlate and think of ways to be kind to those who follow a gluten-free diet.

Instructor Notes

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

  • Gluten is a protein found in wheat, rye, barley and triticale. (Experts recommend only consuming oats labeled gluten-free as cross-contact may occur when oats are grown side-by-side with wheat, barley or rye.) This includes a lot of foods you probably eat everyday like bread, cookies, crackers and pasta.
  • The gluten in bread makes it soft and spongy. Gluten helps baked goods like bread, cakes and muffins rise and hold their shape. It also acts like glue to help food such as crackers to not crumble.
  • There are many health claims surrounding following a gluten-free diet, some of which are not supported by scientific studies. Many believe that eating a gluten-free diet is healthier and will increase energy levels. This can be true if a well-executed gluten-free eating plan is established. It often means buying fewer processed foods and eating more fresh, fiber-rich fruits and vegetables. If not carefully planned gluten containing foods are often swapped for more highly processed foods, which is an unhealthful way of eating.
  • Gluten is harmless for most people, except those with celiac disease or a gluten sensitivity.
  • Celiac disease damages the small intestine and keeps the body from using nutrients from food. People who have celiac disease cannot eat any food that has gluten. Their immune system responds to the gluten by damaging the small intestine. It can cause gas, bloating and diarrhea. They may also have a headache and feel really tired. If not treated it can affect growth and cause damage to the nervous system. It can also cause people to be malnourished.
  • A gluten sensitivity is similar to celiac disease, but it does not damage the small intestine or affect growth and development. Eating gluten may cause someone with a gluten sensitivity to feel sick, but the person’s body will still be able to use the nutrients from the food he or she eats. Other symptoms someone may have who is gluten sensitive is “foggy mind”, depression, abdominal pain, bloating, diarrhea, gas, constipation, headaches, bone or joint pain, and chronic fatigue when they eat gluten containing foods. They will want to eat gluten-free so they feel better every day.
  • Food you eat has many nutrients (vitamins, minerals and calories) to help you be healthy. When people who shouldn’t eat foods with gluten in them do, their bodies will not be able to use the nutrients as they should.
  • Common gluten-free grains include rice, corn (maize), soy, potatoes, beans, quinoa (KEEN-wah), tapioca, millet, sorghum, buckwheat, flax, chia seeds, teff, nut flours and gluten-free oats. Despite the name “buckwheat”, there is no wheat or gluten found in buckwheat and instead it is actually a relative to rhubarb.
  • Other gluten-free foods include fruits, vegetables, fresh meat and eggs.
  • It isn’t always clear which foods have gluten in them. It can be very challenging to try to eat only foods that are gluten-free. People who have to eat this way get very good at reading nutrition fact labels to see if a food is gluten-free or not.
  • People who have food allergies, sensitivities or other restrictions often have to deal with people not understanding their situation. Sometimes other people can be unkind about it, or put their friends at risk by not being careful.

Introduction

Give some background on gluten and gluten-free foods.

  • Show the youth grains that have gluten: wheat, rye, barley.
  • Show the youth examples of grains that do not have gluten, such as rice, quinoa, corn and others listed above.
  • Show the youth how on MyPlate the gluten-free grains fit into the same orange section as the grains with gluten.

Activity: Gluten-free Foods on MyPlate

Go to MyPlate. Click on each food group, one at a time, to explore which foods are gluten-free. Within each food group, click on “View Food Gallery” and click through the slideshow to have the young people guess which of the foods are gluten-free.

  • Fruit: All gluten-free.
  • Vegetables: All gluten-free.
  • Grains: Brown rice, popcorn and white rice are gluten-free. (Note: Many cereals have other things added to them that have gluten even if they are made from corn. Cornbread is only gluten-free if it is made in a special way without regular flour.)
  • Protein: All fresh cuts of meat, nuts and seeds and beans are gluten free. (Note: Deli meat is usually not gluten-free unless it is made especially for people who cannot eat gluten. The gluten-free deli meats will be labeled “gluten-free.”
  • Dairy: Milk, soymilk and cheese are gluten-free. (Note:  Yogurt, pudding and frozen yogurt may all have gluten in them because of added flavorings. Always check the label to see if a product is gluten-free.)
  • Oils: All oils are gluten-free as long as the one type of oil is the only ingredient in the ingredient list.
  • Special consideration: Even though potatoes are naturally gluten free, when you deep fry them to make French Fries they can be cross contaminated with other gluten foods that were fried in the same oil.

Activity: Gluten-free Birthday Party

  1. Let’s put ourselves in the shoes of someone who needs to avoid gluten. We are going to act out a story about a birthday party. A boy named Logan has celiac disease and needs to avoid eating gluten. All of his friends can eat foods with gluten, including the tasty birthday cake. As you are acting out the story, remember how hard it would be for someone like Logan to not be able to eat the same food as his friends.
  2. Read the following story out loud: Logan has celiac disease. On Friday night, he goes to his friend Andrew’s birthday party. A birthday cake made with wheat flour is served, but there is also a special cupcake for Logan. Some of the other friends tease Logan and are rude. They seem to be jealous about the special treatment. Alex stands up for his friend Logan and helps explain that celiac is a serious disease.
  3. Break the youth up into small groups to act out the story. Walk around and offer ideas for what Alex could say when he stands up for Logan. If young people need prompting in how to address the topic in a positive way, Alex could respond that he wanted everyone to feel special at the birthday party without excluding anybody for any reason.  The gluten-free cupcake was just one consideration of the needs of the friends invited to the party.
  4. Then ask for a few volunteers or one small group to act out their storyline to the entire group. Discuss.

Activity: Word Find

Pass out the Gluten Word Find and instruct young people to find all 18 foods that contain gluten. The answers can be found on the Gluten Word Find Answer Key.

Conclusion

Remind young people that it can be very challenging to try to eat only foods that are gluten-free. Ask the youth to pay attention to nutrition labels and notice how many of the things they eat contain gluten. If they have a classmate or friend who can’t eat gluten, think of ways they help that person from being left out when food or treats are given out at special events.

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, so that families can practice spotting gluten in their meals at home.

Related Health Powered Kids Blog(s)

The dish on gluten

What you need to know about food allergies

Food Allergy Awareness for the School Year

Additional Instructor Resources

Does My Child Need a Gluten-Free Diet?

Gluten-Free Diet

 

 

How Hungry Am I?

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Lesson Overview

This lesson helps young people think about the ways their bodies give them signals telling them when they need to eat. They will use a worksheet to track their hunger before and after a snack and learn that tracking your hunger can keep you from overeating.

Introduction

Ask the youth, what does a baby do when it is hungry? Usually he or she cries or whimpers. A dog might do the same thing…bark or whine to let us know it’s time to eat.

Inform the youth that our bodies let us know in much the same way when we are starting to feel hungry. How? Maybe our stomach growls, we get a headache, we become cranky or irritable, or feel tired or weak. It takes about 10-15 minutes once we have started eating for our bodies to notice the change. The feeling of fullness is the result of your brain reacting to chemicals and hormones that are released when you eat. Your brain can take up to 20 minutes to register these chemicals before you are signaled you are getting full. Therefore, it’s important to eat slowly enough to give ourselves time to adjust. Our bodies send signals that we’ve had enough, like our belly actually feeling a bit more filled up. If we eat too much too fast we can’t notice those cues until it is too late and we feel extremely full and uncomfortable.

Here’s a simple way to gauge before, during and after eating what state we’re in:

😐 = Pretty hungry, my stomach feels empty

🙂 = Just right! Not too hungry or too full; satisfied

🙁 = Too full, I ate too much

This language of hunger is different from the cravings we feel when we smell our favorite food or see something delicious looking in a magazine. That’s our thoughts telling us, “Wow…I sure would like to taste that,” no matter whether our body is hungry or not.

Being hungry is different from craving and we can teach ourselves to better listen to our bodies to know the difference.

Activity

  1. Ask the young people to make a fist. Tell them that their stomachs are about the same size as their fist.
  2. Ask the following questions to further explore the topic of hunger:
    • How would your stomach feel if you put too much food in – two or three times the size of your fist? (Sore, bloated, sticking out)
    • How would your stomach feel if you didn’t put enough food in or if you missed having a meal or a snack? (Pain, rumbling)
    • Would it feel this way if you saw a piece of cake on the counter that you thought looked really delicious? Or if you smelled your favorite meal cooking? (You might feel these things for a short while when you are having a craving, but if you take a few minutes to pay attention they will go away. A craving won’t make you feel hunger that lasts.)
    • What if you put just the right amount of food in your stomach— about the same amount as your fist? How would it feel? (Content, not stuffed, good, nice, satisfied)
  3. Let’s enjoy a snack in an amount that is a little bit smaller than our fists, or the size of our stomachs, but let’s first think about how hungry we actually are so that we don’t eat too much and get those uncomfortable feelings.
  4. Pass out the Kids Hunger Tracker worksheet. Ask the youth to fill in the first line, writing down today’s date and then drawing the appropriate face in the “Before the Meal” column.
  5. Then pass out the snack. Encourage young people to eat slowly and chew the food well. Have them notice the flavor and taste and how their bodies feel. Encourage them to stop when they feel satisfied regardless of whether the food is gone.
  6. After the snack, have them complete the final column on the worksheet.

Conclusion

Encourage young people to use the worksheet over the next several days to track their hunger and see what they notice. The more they practice this mindful approach, the more attuned they will become to their bodies’ food needs.

Related Health Powered Kids Blog

‘Tis the season to take note of your hunger cues

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, so that families can continue discussing the ways that young people know they are hungry and when they have eaten enough.

Mental Remix

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Lesson Overview

This lesson helps young people understand how they can change their perspective to a more positive view by practicing new ways of thinking, or mental models. The youth will learn about the Five Pillars of Excellence, which can help identify what we want and how to get there. They will learn how to use the Mind-Power for Life™ meditation technique to help them change their thinking in order to thrive.

Introduction

In this lesson you will learn about the Five Pillars of Excellence that can help with a “mental remix”— identifying what you want and understanding how to get there.

Introduce the youth to the Five Pillars of Excellence through the Mental Remix Online Learning Activity. Young people may explore the lesson independently on computers or mobile devices, or the presentation can be projected to the classroom’s SMART or Promethean Board.

Five Pillars of Excellence

Below is a text-based version of the content in the Mental Remix Online Learning Activity.

In order to achieve anything in life you need to know what you’re aiming for, not what you’re trying to avoid. It’s strange but true that the more you concentrate on what you don’t want the more you get exactly that. Unfortunately, that happens to a lot of us frequently. However, when you can learn to create pictures in your mind of the things you really hope for, sometimes called a mental model, you’re much more likely to get what you want.

Five Pillars of Excellence

  1. Know what you want — Have you ever asked a friend what he wants to eat and he says he doesn’t care, but rejects every suggestion you make?? It’s so frustrating! It makes it almost impossible to make a choice. People make better decisions, achieve more success and are happier when they know what they want instead of what they don’t want. You’ll probably do better on that math test, for example, if you know what grade you are hoping to get rather than just that you don’t want to fail.
  2. Be flexible — No matter how much you plan and act in certain ways, there is so much that is out of your control. You can’t, for example, make a teacher like you. You can’t control her or his feelings. What you are able to change is what you do. In the long run, this will change the results you get. So you can work hard, be respectful, help out in class, and then see what happens. It will probably make a difference!
  3. Learn from experience —To achieve success and reach your goals, you have to know if you are getting closer or further away. Another way to think of this is that there are no failures, only feedback. A failure signifies an end…a defeat. Getting feedback is different. It implies learning. Shifting your mindset away from the idea of failure toward all information being feedback allows you to keep going, keep trying and keep moving toward the result you want, even when the going gets tough.
  4. Take action now—The only way to make change is to change. Action is your only option. What are you willing to do right now to get you moving toward what you want?
  5. Treat your whole self with care. There is a saying that goes, “Garbage in, garbage out,” meaning that what we bring into our lives, what we feed ourselves, physically, emotionally, intellectually and so on, has a direct result on what we get out of our lives. The more we care for ourselves, the more benefits we reap, which impacts our ability to think straight and have a positive frame of mind.

Activity

Meditation is a mental remixing strategy. Lead the young people through a short practice meditation and then consider making it part of your regular classroom routine.

Mind Power for Life™ Technique

  1. Start by breathing in through your nose and breathing out through your mouth. Breathe out longer than you breathe in. Keep breathing like this during the exercise.
  2. With your eyes open, focus your attention on a point in the distance. Allow your eyes to relax and your awareness of what’s around you to expand. You’ll start to notice space and things you can see off to the side. (Peripheral Awareness)
  3. Start thinking and saying to yourself “I am.” Try to say it while you’re breathing. Breathe in while saying “I.” Breathe out while saying “am.”
  4. Get a picture in your mind of what you want for the moment or day. Maybe it’s to be very calm and relaxed, or focused, or energetic. Whatever it is, let go of the image, while continuing the breathing, saying to yourself, “I am.”
  5. When you are ready to complete the process of the meditation reverse steps 3-1.

Meditation can be done for as little as 5-20 minutes, once or twice a day.

Any one of the above steps can also be done separately if you need an extra mental “boost.” Using one part of the technique alone will work better if you are already really good at doing the whole technique.

Conclusion

It has been said by different people in different ways that we see things not based on the way they are, but on how we are. Mental remix helps us see the world in new and more hopeful ways, thus helping us be the very best, and happiest, we can be.

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, which includes some additional meditation instructions so that young people and families can practice the Mental Remix at home.

Additional Instructor Resources

Meditation FAQs

Getting the Most out of Meditation

ChangeToChill.org by Allina Health

Gardening – Growing Goodness!

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Lesson Overview

This lesson helps young people understand where healthy food comes from. The youth will discuss what kind of plants produce their favorite fruits and vegetables. Then they will try out gardening themselves by planting some bean seeds and watching the plants grow.

Introduction

  1. Ask the young people where our food comes from. Give the youth a couple of minutes to share with another person where they think certain fruits and vegetables grow.  Discuss their thoughts as a group. You may want to mention the following points:
    • All food has to “grow” somewhere, whether it’s an animal for meat, grains for processing into flour and other products, or artificial flavorings made in a lab to mimic whole food flavors found in nature. Artificial flavorings and colors are used in some candies and flavored drink mixes.
    • It’s good to eat foods as close to their natural state as possible. Fruits and vegetables are the easiest type of food to find in a natural state. That means that not much has been done to them before they get to us. Foods that come in boxes and can be stored on shelves for months, for example, have been processed and have had things added to them to preserve them long before they get to us, in particular lots of them may have added sugar.
    • The sugar that is in fruits is different from the sugar in candy. The sugar in fruit is a natural sugar that is not made from many different chemicals like those found in candy, cookies, cereal and other sweetened treats, that’s known as processed sugar. Foods direct from the earth, no matter how sweet, are the healthiest foods for people to eat. So just where do our fruits and vegetables come from? Fruits and vegetables grow in many different ways. They can grow on trees like apples do, or they can grow underground from a root like a carrot. They also grow on vines and bushes.
  2. Download the interactive whiteboard activity from the What You Need section above. The goal of the activity is to match up the fruit or vegetable with the growing location whether it’s underground, above ground on the surface, or on a tree.
  3. Were they able to match certain fruits and vegetables to the type of plant they grow on such as underground, on a vine or in a tree?

Activity: Plant a Garden

  1. Talk about: Why are gardens healthy? Growing a garden can be beneficial in more ways than just getting healthy food. Gardening can help people relax. It can also be a time for family bonding if you work together in the garden. Gardening can even be a type of physical activity. Furthermore, seeds are cheap to buy, so why not grow your own food and save some money?

  2. Plant a mini garden. Have the young people plant their own green beans. You can split the youth into groups of four so they can plant one as a group, or you can hand out clear plastic cups to all young people to plant their own. However you wish to do this, you will need to handout a clear plastic cup (16 ounces) to everyone who will be planting seeds. Follow these steps for a successful gardening project:

    • Each young person or group will need to write their names on the cup so they know whose is whose.

    • Next use a thumbtack to poke a few holes in the bottom of the cup to let the extra water drain.

    • Once this is done, each cup will need to be loosely packed half way with potting soil. Make sure the soil is moist/damp.

    • Then place 5 to 6 seeds near the side of the cup so the youth are able to see them grow through the clear cup.

    • Cover the seeds with more moist soil to the top of the cup, and lightly pack it.

    • Place plastic wrap over the cups to help keep in the moisture, and place near a window for sunlight.

    • Once you see the beans starting to sprout, remove the plastic wrap and water as needed.

    • Continue to keep the cup in the sun.

    • The cups may need to be put into some sort of tray so the water doesn’t leak.

Activity: Veggie Scramble

If time allows, hand out the Veggie Scramble worksheet. Allow the youth time to complete the word puzzles, then share the correct answers from the Veggie Scramble Answer Key.  This worksheet may also be sent home as an enrichment activity.

Conclusion

You can keep the cups in the classroom and note their progress. This provides great informal, ongoing opportunities to talk about nutrition and health. Or you can have the young people bring plants home and care for them there. In that case you can, if you like, ask for periodic reports on how they are growing. Either way, once their plant has grown big enough, young people can transfer their seedlings into a big garden or larger pot at home!

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, which also includes these tips, so that families can continue discussing fresh, healthy foods at home.

Related Health Powered Kids Blog(s)

Additional Instructor Resources

What Kind of Sugar is in Your Food? Handout – (Russian) – (Somali) – (Spanish)

MyPlate and Yours Too!

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Lesson Overview 

This lesson helps young people get acquainted with MyPlate and how it can be used as a visual tool for a lifetime of healthy eating. They will explore the food groups that are represented on MyPlate and analyze a meal of their own by drawing it on a paper plate. Finally, youth will reflect on the food they eat and how they can make more balanced meal choices in the future.

Introduction

Ask the youth: Why do we need to learn about the right foods to eat, and how much food to eat?

Allow the young people time to give their answers, but make sure they understand:

  • Eating healthful food keeps our brain, heart, muscles, and bones growing and developing well. The right amount of food helps us feel good and have plenty of energy. It even helps us learn better in school.
  • If we eat too much of certain foods and not enough of others, we could end up hurting instead of helping our bodies.

Tell the youth that one way to learn about healthful foods, and healthful amounts of food, is with MyPlate.

Ask the young people: What do you know about MyPlate?

MyPlate is a tool that helps show us what kinds of foods we should eat every day and how much of those foods we should eat. Its message is simple: eating a variety of colorful foods from the five food groups at each meal helps our bodies stay healthy.

Note: Instructors should be aware of young people with special nutrition needs including food allergies and intolerances. Instructors should clarify to those young people that it is okay that they follow special food guidelines set by their parents and/or doctors.

Activity: Getting to know MyPlate

Explore each section of section of MyPlate on the interactive whiteboard lesson (see What You Need) or the ChooseMyPlate.Gov website. Click on each of the sections and read some examples aloud. Discuss the information about the foods included in the different food groups.

  • Click on the Grains section, to see the differences between whole and refined grains. Emphasize that we want at least half of our grains to come from whole, unprocessed sources.

  • Click on the Vegetables section to see the five subgroups of vegetables. Emphasize that the deeper, darker colored vegetables will be higher in nutritional value.

  • Click on the Fruits section to see whether frozen or canned fruits are okay, and also to see whether or not 100% fruit juice counts as a fruit.

  • Click on the Dairy section to see what kind of dairy foods are best to choose.

  • Click on the Protein Foods section to see what kinds of choices are best and how to get variety.

  • Fats and Oils (butter, mayonnaise, oils found in fried foods) are not considered a food group, but are part of one’s daily food intake.

  • If using the interactive whiteboard lesson, practice by sorting the foods into the food groups. Can you name other foods to put in the different sections of MyPlate?

Activity: Color Your Plate

Just for fun, let’s think about a meal we’ve eaten recently. It’s time to bring out the paper plates! Pass out paper plates to young people.

Ask young people to draw, list, or cut and paste the foods they had for one meal on their paper plate. Remind them to include drinks.  For example, if they had a grilled cheese sandwich and milk, those items could be listed, drawn, or cut and glued onto the plate.

When the group is finished, review the paper plate activity and invite young people to share with the class what is on their plate:

  • How does your plate compare with MyPlate?

  • What food item could you add to include more food groups?

  • What food/drink could you have less of or substitute with another food/drink to make it more like MyPlate?

  • Are there any food items on your plate that are not part of the five food groups?  (fats, oils, added sugars)

Remind the youth that eating foods not in the five food groups is OK in small amounts as long as they are eating most of their foods for the day from the five food groups.

Conclusion

Continuing the Conversation

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

Additional Instructor Resources

Super Sleep

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Lesson Overview

This lesson helps young people understand how important sleep is to growing bodies and minds. The youth will determine how many hours of sleep they should get each night and learn how to track healthy sleeping habits in a sleep diary.

Introduction

Introduce the topic of sleep by asking the questions below and facilitating a discussion with the participants’ answers.

How many hours should kids sleep every night? Let young people guess first. Then tell them the answer according to the following guidelines:

  • ages 3 to 10: 10 to 12 hours each day
  • ages 11 to 12: about 10 hours each day
  • teenagers (ages 13 to 17): about nine hours each day.

Then ask them: OK, so if you get up at (use an example of a time they might get up), what time should you go to sleep at night to make sure you get enough hours in? Help young people figure this out if they cannot do it on their own.

Why do kids need plenty of sleep? Let the youth answer, but make sure they understand the following reasons why sleep is important:

  • Sleep plays an important role in healthy growth and development. Your body needs the deep rest it gets during sleep to help your muscles, bones, and skin prevent injury and illness and helps your brain develop well.
  • Sleep also helps you remember what you learn, pay attention and concentrate, solve problems and think of new ideas. Studies show that people can focus better when they’ve had enough sleep, that’s especially important during school. Having enough sleep simply makes you feel better during the day.

Is all sleep the same? Let young people answer first and then explain that just like nature is full of cycles (the earth rotates, causing cycles of light and darkness – day and night; the moon has cycles) we have cycles in our sleep as well. Our bodies can’t get fully rested unless they are able to go through all the cycles several times. Explain that there are five stages in one cycle of sleep. Each cycle of sleep takes about 90 minutes. That means that within 10 hours of sleep we go through about six cycles and 33 stages of sleep.

  • Stage 1 and 2: You first fall asleep, but are not yet in a deep sleep.
  • Stage 3 and 4: You are in a deep, restful sleep. Your breathing and heart rate slow down, and your body is still.
  • Stage 5: You are in REM (rapid eye movement) sleep. Your brain is active and you dream.

Activity: Healthy Bedtime Habits

Ask the youth to think about what bedtime is like right now.

  • How do you sleep best? (Have kids demonstrate their favorite way to sleep.)
  • Do you sleep with any special blankets, stuffed animals, pillows etc.? (Have kids raise their hands to answer.)
  • What kinds of things things help you relax and feel sleepy? 
  • What makes it easier for you to go to sleep when you need to? 

Can you name some things that might help you have better bedtime habits? When young people come up with helpful ideas for how to develop good sleep habits, ask them to write them down on a piece of paper in checklist form. (Alternately, create a master checklist based on the answers and distribute copies.) Possible answers:

  • Try to go to bed at the same time every night. Your body gets used to a schedule and will be ready to sleep.
  • Don’t drink sodas with caffeine, especially in the afternoon and at nighttime.
  • Make sure your bedroom is cool, dark and quiet.
  • Exercise during the day. Running and playing at least 3 hours before bed helps your body get ready for sleep.
  • Avoid big meals before bedtime. Drink a glass of warm milk or have a light, healthful snack like fruit.
  • Have a bedtime routine. Do the same relaxing things before bed each night, like taking a warm shower, reading or listening to quiet music. Your body will know it’s time to get ready to sleep.

Activity: Sleep Diary

A good night’s sleep is important. Keep track of your sleeping habits using a sleep diary.

After a full night of sleep, you wake up ready for a new day of school, fun activities or family time. You use a lot of energy throughout your day to go to school, play outside, do your homework, participate in sports, practice an instrument, and play with your friends. After all of that, your body needs sleep!  Your body is just like a car’s gas tank, full in the morning and empty at the end of the day. If your family has a car, your parents have to fill up the car’s gas tank. Getting enough sleep will help you to fill up YOUR own gas tank! A full tank gives you enough energy to stay busy and do your best each and every day!

When you get enough sleep, you can:

  • pay attention better in school
  • be creative
  • fight sickness so you stay healthy
  • be in a good mood
  • get along with friends and family
  • solve problems better.

When you don’t get enough sleep, you can:

  • forget what you learned
  • have trouble making good choices
  • be grumpy and in a bad mood
  • have trouble playing sports/games
  • be less patient with brothers, sisters and friends
  • have trouble listening to parents and teachers
  • become sick more often.

You should talk to your parents and doctor if you:

  • have trouble falling asleep or staying asleep
  • snore or have trouble breathing while you sleep
  • have weird feelings or “growing pains” in your legs
  • feel sleepy or tired during the day.

Conclusion

Ask the young people to use this sleep diary to keep track of their sleep over the next week to help them know how healthy their sleep habits are or are not.

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, so that families can continue discussing healthy sleep habits at home.

Related Health Powered Kids Blog(s)

Promoting a good night’s sleep

Are your kids getting enough sleep?

Additional Instructor Resources

Your Kid’s Sleep

Decreasing Screen Time

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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.

Instructor Notes

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

We live in a world full of electronics and screens. We can find screens everywhere, from the face of a cell phone to the big movie screen. There are television, computer, tablet screens and more. People spend time in front of screens for work as well as play. They are necessary, however many people spend far too much time in front of a screen.

Screen time includes time spent:

  • watching television
  • using the computer or internet
  • texting using a cell phone
  • playing handheld games
  • other electronic devices.

Too much time in front of a screen can be harmful to our eyes. Individuals are encouraged to look away from screens every 20 minutes so our eyes have a chance to focus on other objects before returning to the screen. Increased screen time is often associated with decreased activity. A decrease in physical activity can lead to weight gain and other health problems.

How much screen time do you think that kids 2 years old and younger be allowed?
How much screen time for kids older than 2?

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.

Activity

  1. Ask the young people if they know what screen time is. Then explain that screen time includes time spent:
    • watching television
    • using the computer or internet
    • texting using a cell phone
    • playing hand-held games
    • other electronic devices.
  2. Have the youth list the various screens in their current environment or home. You can then point out the growing number of screens each young person is exposed to in a typical day. Here are some to add to the list: cell phones, televisions, movie screens, screens in arcades, handheld games, computers, and screens in cars.
  3. Ask the young people how much time they spend in front of a screen each day. Talk about the importance of limiting total screen time to two hours or less each day.
  4. Emphasize the benefit to their body by having them be physically active over sedentary screen time activity. Our bodies like to move and be physically active. When we sit in front of a television screen for hours we don’t get the amount of physical activity our bodies need every day.
  5. Pass out the “Change the Channel on Screen Time” handout and crayons to each young person. Cross out the pictures of screens. Color the pictures that show good things to do when you turn away from the screens.
  6. Allow the youth time to color. If time permits, young people can draw a picture of their own idea on the back of the paper, emphasizing the healthful benefits of physical activity over screen time. Volunteers can share their drawings.

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.

What Did You Really See?

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Lesson Overview

This lesson helps young people understand that the way they see things isn’t necessary the “truth” about the way they are. The youth will experience the impact a positive mindset can have, practice noticing subtle differences and cultivating an optimistic perspective.

Instructor Notes

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

There is a lot of pressure these days on young people, teachers and others to “do and be their best.” Yet many of the things we do to try to accomplish this or help others accomplish it actually work against us. Mindset, the way we see things, plays a huge role in this.

People who thrive, rather than just survive, tend to have positive mindsets. They see the learning in difficult situations, they see the benefit that comes from hardship, and they see themselves and others as having what’s needed to be their best.

We can actually learn to think this way even if it doesn’t feel totally natural right now.

Consider this: Why is it that two people can see the same movie and describe it totally differently? Or what about when we watch the same movie more than once: Why do we notice different things each time? The truth is that our minds shape our experiences, our memories, and we can learn to influence our minds to see things differently.

Introduction

Show the Mental Remix video from  ChangeToChill.org by Allina Health.

Explain to the youth that our “success” in life, however we define it, depends a lot on our attitude and how we see things.

Ask: Why is it that two people can see the same movie and describe it totally differently? Or what about when we watch the same movie more than once: Why do we notice different things each time?

Give time for discussion of the questions. Then explain that our minds shape our experiences, our memories, and we can learn to influence our minds to see things differently.

Activity: What’s Changed?

Let the youth know that you are going to do an activity that highlights the idea that how we see things is shaped by what we’re looking for and what we focus on. Don’t tell them more than that. Then give them the following instructions:

Round one (there are three total)

  1. Pair young people each with a partner.
  2. First, tell them to stand facing their partner and simply observe.
  3. Then ask pairs to stand back-to-back a couple feet away from each other. They are not to look at their partners.
  4. Ask each young person to change three things about their physical appearance, without their partner knowing what the changes are. If they need a little help with ideas suggest removing items of jewelry and/or clothing such as a shoe, rolling up a sleeve, changing something about their hair, and so on.
  5. After everyone has made the changes, ask the young people to face their partner again and each take a turn at trying to identify the things that have changed. Some will be able to identify the three changes in their partner’s appearance; some will not, that’s OK.
  6. Ask, “Who found all three?” “Who found two of the three?” etc.

Round two

Without changing the first three things back to the way they were, repeat round one. It may be harder this time for them to think of things to change. Encourage them to be creative.

Round three

Repeat the exercise again a third time and then talk about these questions:

  • What was it like doing this activity? How did you feel? What were you thinking about?
  • Was it easy or hard to think of things to change? Why?
  • Was it easy or hard to figure out what changes your partner made? Why?
  • Did you start looking at your partner differently after I told you to make changes? Why do you think that was?
  • (Young people may say things like that they looked more closely at details; they noticed different things, they tried to remember what the person “looked” like before and couldn’t).

Make the point that how we see something changes based on what we’re looking for, where are minds our focused, what our goal or task is. This is true for life as well as in the exercise.

Activity: Changing Perspective

  1. Ask the young people if they have examples of situations they could look at differently simply by changing their perspective or changing what they are looking for. Examples could include doing poorly on a test, something that happened in a sporting event, or a situation with a friend.
  2. Encourage young people to share examples and give a least two different perspectives, such as looking at a bad test score as having messed up or as a great lesson in needing to study more.
  3. After the conversation ask them to each write about a time when they saw something as negative but looking back on it could have been seen as more positive.

Conclusion

Remind young people that our minds shape our memories and that knowing that can help us be more resilient and thrive. Present this challenge: Next time you are confronted with a potentially negative situation, ask yourself the following questions:

  • Is the situation really as bad as I think?
  • Is there another way to look at the situation?
  • What can I learn from this experience that I can use in the future?

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, which also includes these tips, so that families can practice seeing situations from different perspectives at home.

Additional Instructor Resources

Change To Chill by Allina Health

Guided Imagery for Younger Children

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Lesson Overview

This lesson helps young people understand the negative effects of tension and stress, and how guided imagery can help you relax. The facilitator will lead young people in a guided imagery exercise.

Instructor Notes

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

What is guided imagery? How can guided imagery be helpful to us? How do you do it?

Guided imagery is a simple, powerful technique that can have many health-related physical and emotional benefits. It can help people feel less nervous or upset, be less bothered by pain, or achieve a goal such as an athletic or academic achievement. Through guided imagery you can learn to use your imagination to “create the state you want,” meaning that you can actually change how you are feeling and what you are focused on. Even very young children can begin to learn this skill by linking images in their minds with feelings and experiences.

Introduction

This introduction demonstrates the negative effects tension and stress can have on our bodies. The next activity teaches youth how to reduce stress and tension through guided imagery.

  1. Use a rubber band to help describe to young people how much it can hurt us to be stretched and stressed too far or for too long.  Stretch the rubber as far as it will go and point out that if we keep it in this position too long it will snap. Explain that the same thing is true for humans, we need to be able to relax, calm, down, and get rid of our tension in order to be well.
  2. Have the youth flex as many muscles in their bodies as they can and then have them hold the tense, tightened position for several seconds. As they are doing so, ask how long they think they can keep it up? Will they be OK if they have to be this tense all day? Point out that sometimes our minds are tense like that and we don’t know how to let them go.

Activity: Guided Imagery

This activity teaches youth how to reduce stress and tension through guided imagery. Introduce guided imagery by explaining that it’s a way you can make pictures in your mind that can help you feel calm and relaxed. Then lead them through this simple guided imagery process.

  1. Find a comfortable position. You can sit or lie down.. Notice how you are feeling right now… your body and your mind.
  2. Take a deep breath in through your nose, and let the air out through your mouth.
  3. Take another breath, and feel your whole body getting calm as you breathe out.
  4. Continue to breathe slowly and gently.
  5. Breathe in relaxation….. and breathe out any worries….. breathe in calm…. and let all your worries go as you breathe out….
  6. Now imagine in your mind a place where you feel totally comfortable and happy. This might be a favorite place you have been, or somewhere you have seen, or it might be completely made up. It’s up to you.
  7. Picture a place where you feel happy and calm.
  8. Start to add details now: What do you see there? What do you hear? How does this wonderful, calm, happy place smell?
  9. Imagine how your body feels. You are comfortable, enjoying the nice temperature….happy being still and relaxed or doing whatever enjoyable activities you participate in here.
  10. Enjoy the way you feel in this safe place.
  11. You feel calm and safe here.
  12. Remain in your place while you practice being calm and relaxed.
  13. Again notice the environment around you in this place. Take some moments to just enjoy it and be here. Soon, it will be time to leave, but know that you can return here in your imagination any time to relax, feel calm, and feel comfortable and safe.
  14. In a moment I will count to three. You can become more awake and energized  on the count of three.One… take a deep, cleansing breath in… and breathe out slowly.
    Two… take another deep breath…. and breathe out…
    Three…. you are feeling calm, confident, and refreshed.

Conclusion

Hand out the Healthy Families Newsletter in English or Spanish, which also includes directions for guided imagery, so that families can practice “creating the state they want” at home. Learn more about Health Powered Kids and how we provide exercises and lessons for young people.

Related Health Powered Kids Blog

In the know on guided imagery

Additional Instructor Resources

Visualizing Your Special Place