Duration: 30 Min

Healthy Heart

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

Hand-Washing: A Weapon Against Germs!

Lesson Overview

This lesson helps young people understand the importance of hand-washing by showing them firsthand how everyday germs start out invisible, but when left unattended grow into something very unappealing. They will review proper hand-washing techniques.

Instructor Notes

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

Hand-washing is easy to do. It’s one of the most effective ways to prevent the spread of many types of germs in all settings—from your home and workplace to schools and more. Clean hands can stop germs from spreading from one person to another.

When should we wash our hands? You should always wash your hands:

  • before, during, and after preparing food
  • before and after eating food
  • before and after caring for someone who is sick
  • after using the toilet
  • after blowing your nose, coughing or sneezing
  • after touching an animal
  • after touching garbage
  • any time they feel or look dirty.

It seems simple and obvious that it’s important, but according to the American Society of Microbiology, 96 percent of people say that they wash their hands after using a public restroom, but during observations conducted as part of a study, only 93 percent of females and 77 percent of males actually do.

Introduction

Fifty percent of young people in middle and high school wash their hands, and of these, only 33 percent of females and eight percent of males use soap. That makes it even more important to wash hands since so many of the same people are touching door handles, tabletops, computer keyboards and so many other things every day. 

  1. Show the video Wash Your Hands by the Centers for Disease Control and Prevention. (The 30 seconds long.)
  2. Review the steps covered in the video and the simple directions below for proper hand-washing.
    1. Wet your hands with clean running water (warm or cold). Apply soap.
    2. Rub your hands together to make a lather. Scrub them well. Be sure to scrub the backs of your hands, between your fingers, and under your nails.
    3. Continue rubbing your hands for at least 20 seconds.
    4. Rinse your hands well under running water.
    5. Dry your hands using a clean towel or paper towel. You can also let your hands air dry.
  3. If soap and water are not available, you can use an alcohol-based hand sanitizer that has at least 60 percent alcohol.
    • Alcohol-based hand sanitizers can quickly reduce the number of germs on hands in some situations, but they do not remove soil and other substances and do not eliminate all types of germs.
    • Also, alcohol-based hand sanitizers are not good at removing elements of food for those who suffer from food allergies.  A child or adult with a severe food allergy could have a reaction if someone else near them has not washed their hands with soap and water and comes in contact with that person.
  4. Remind young people that good hand-washing is one sure way to keep you and others in good health!

Activity: A Slice with Germs

  1. Ask young people to touch their faces, hair, desk or other object to get their hands dirty.
  2. Give each young person a slice (whole or half) of preservative-free, fresh bakery bread and tell them to touch it all over, keeping it flat.
  3. Have young people place the slice of bread in bag with two small drops of water. Seal the bag shut.
  4. Label the bag with the young person’s name and date.
  5. Put all the bread slices in a brown grocery bag. Include one piece of bread in a bag that was untouched.
  6. Seal the grocery bag shut. Place in warm spot.
  7. Each day, have the youth open the brown grocery bag and observe the bread for any changes. Typically it takes about five days to two weeks for good mold growth.
  8. Explain to the youth that the mold is from the germs they had on their hands. Even though we can’t see these germs, they are there. These germs can spread easily and cause us to become sick.
  9. Hand-washing is the simple most effective way to reduce the number of germs on our hands!

Conclusion

Remind young people that hand-washing is the simple and effective way to reduce the number of germs on our hands. Picture the mold your germs grew on the bread to remember how important it is to wash your hands throughout the day!

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish, so that families can continue discussing good hand-washing habits at home.

Related Health Powered Kids Blog

Practicing good hand-washing techniques will help keep germs away

Additional Instructor Resources

Infection Prevention: Hand Washing video

Guided Imagery

Lesson Overview

This lesson helps young people understand the negative effects of tension and stress, and how you can use your imagination to help you relax. The youth will draw pictures of their minds under stress. Then the instructor will lead young people in a guided imagery exercise.

Introduction

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

Explain to the youth that 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.

Activity: Picturing Stress

Complete the Create the State You Want worksheet as a way to think about the power of images and how we create pictures in our minds based on how we are feeling.

Activity: Guided Imagery

Read aloud the Guided Imagery script to your class or group. When everyone has had time to come back to full awareness of the present, allow young people time to talk about their experience.  Do they feel more calm and relaxed after the guided imagery experience? Remind them that our brains are very powerful and can impact our positive and negative thoughts.

Conclusion

Encourage young people to take time to practice guided imagery. Let them know it can be done almost anywhere at any time and can be done to help them face a particular challenge (such as an upcoming test), or just because it’s healthy and feels good.

Continuing the Conversation

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.

Additional Instructor Resources

Visualizing Your Special Place

Gratefuls and Grumbles: Helping Kids Develop an Attitude of Gratitude

Lesson Introduction & Overview

Emerging research shows many powerful benefits of approaching life with an attitude of gratitude. The benefits of being grateful can include mental wellness, school success, generosity, and even physical health. An attitude of gratitude isn’t something that people are born with or not; very young children can begin to learn skills and practices that will help them move through life with an appreciative mindset, even when dealing with challenges. This lesson focuses on teaching young children about the concept of gratitude and some ways they can start to incorporate gratitude practices into their lives.

Activity

Gratefuls and Grumbles Circle

Gather young people in circle. Explain that you are going to spend a little time thinking about gratitude. Ask if any of them know that word and what it means. If they don’t, tell them that being grateful or feeling gratitude means being thankful. Ask what they think of when they hear the word thankful or thanks. Give them a few minutes to talk about what it means.

Share with the young people that every day you personally have things in your life that make you feel gratitude, or thankful. Give an example from today.

Then explain that every day you also have things that happen that feel hard, that make you grumble. Ask if they know the word grumble. Talk for a few minutes about some examples of grumbles, ranging from small irritations to bigger worries or troubles. Give a few examples.

Then explain the activity: Each person in the circle is going to have a chance to share with the group one GRATEFUL and one GRUMBLE. You can say something like, “When it’s your turn, say your name. Then say, ‘One thing I am grateful for today is _________, and one thing that makes me grumble today is, ___________.” Give your own example using your name and a grateful and a grumble you shared earlier.

Begin the activity. Younger children may have a hard time with this. Be patient and coach them through it. Remember that you are teaching them a process. It’s okay if they stumble.

At the end, thank everyone for participating. Explain that even when we can’t make the grumbles go away, thinking about things we’re grateful for can help us feel better.

Gratitude Breathing: 

Once everyone has shared, transition into a breathing exercise that focuses on gratitude. You can explain it like this:

“Choose a way to sit that’s comfortable for you. You can be on chair, cross-legged, or on your heels. Place your right hand on your belly and your left hand on your chest. Take a deep breath in for four counts. Then breathe out through your nose for four counts. Keep your lips closed and just let the air move through your nose. Feel the rise and fall of your chest and belly.”

You can use a Hoberman sphere to demonstrate to the young people what their chests and bellies will be doing when they breathe in and out.

Once they have the idea of how to do the breathing, ask them to think of some of the things they said they are grateful for during each inhale and exhale. They may even get a few more ideas as they go through the process.

Continue this deep belly gratitude breathing for a few minutes. Let them know it’s okay to close their eyes if they want to.

Pay It Forward: 

Draw young people’s attention back to you. Ask if anyone thought during their breathing of a person for whom they are grateful.  Explain that it’s important to let other people know when we’re grateful for them or for things they do. It makes them feel good, it makes us feel good, and it makes the world a better place when people show appreciation for one another. Pick one person in your school, organization or community who you want to show gratitude for as a group. You can pre-select this person, or use a group process. On the flip chart or butcher paper, write, “Thank you, _______________, for ___________________.  We are grateful for you! Or choose a message of your own. Then invite each young person to use the paints to leave a handprint on the paper. Once the paint is dry you can deliver the “Gratitude card” to the recipient.

 

Conclusion

Like physical fitness, gratitude is something that has to be built and maintained. Fortunately, also like fitness, it’s something everyone can work on, no matter where they are starting. Different practices work more or less for different people. The activities in this lesson are just a few examples. The parent newsletter has additional ideas. Consider making gratitude practice a regular part of your classroom or group and see what happens!

Continuing the Conversation

Hand out the Healthy Families Newsletter in English and Spanish so that families can practice an attitude of gratitude at home.

Related Health Powered Kids Blog

An Attitude of Gratitude

Additional Instructor Resources

Fast Food Alert

Lesson Overview

Finding a healthful, well-balanced meal in most fast food restaurants can be a challenge, but there are always choices you can make that are better than others. In this lesson, young people will explore common fast food choices and the corresponding nutritional information. They will list healthier choices to make when eating at fast food restaurants.

Introduction

Today’s families are busy and on the go with work and activities. Kids are eating away from home more than ever. To introduce the topic of fast food, ask the youth:

  1. How often do you usually go to a fast food restaurant? Once or twice a week? More than that?
  2. Why do we go to fast food restaurants? (Quick, easy, tastes good)
  3. Ask young people to list some of their favorite fast food restaurants? List their answers on the chalkboard or whiteboard.

Activity: Your Fast Food Menu

Each young person will need a blank piece of paper and pencil.

  • Have the youth fold their paper lengthwise into thirds. (A fun way to tell them is to fold it the “hot dog” way for lengthwise.)
  • In the first column (left side) ask young person to write down each food and drink item they order from one of their favorite fast food restaurants. Tell them to make sure to include the size they get, such as small, medium or large.
  • In the second (middle) column, have them write down which of the five food groups each food or drink item belongs to (vegetables, fruits, grains, protein, dairy). Review the five food groups with the youth as needed. Show MyPlate graphic or use our Interactive Whiteboard activity (see What You Need) to talk about MyPlate. If their food doesn’t fit into one of the food groups have them write “extra” instead. Remind them that some foods fit into more than one category. A cheeseburger would be protein/grain/dairy and “extra” for added fat.

Activity: Fast Food Nutrition Information

How can we find nutrition information about the meals you typically choose?

  • You can find the nutrition facts on the individual website link including the amount of sugar, salt, calories and nutrients in each food and drink.
  • We’ve provided links here to nutrition information from the fast food places kids are most likely to name, but if the young people name others, you are likely to find nutritional information on each restaurant’s websites.
  • Help the youth find their favorite choices in the links below, and take a look at the nutritional information that’s provided. It will be helpful to write down calories, sodium (salt), sugar, fat and vitamins. Be sure to watch portion sizes as you compare!

Fast food nutrition information
Pull up different fast food restaurant nutrition information on a projector. Here is a list of restaurants:

McDonalds® Nutrition Information
Wendys® Nutrition Information
Burger King® Nutrition Information
Arby’s Nutrition® Information
Dairy Queen® Nutrition Information
Subway® Nutrition Information

Ask the following questions:

    1. What size French fries do you usually order? Notice the difference between the calories, fat and salt (sodium) between the large size and small size fries.
    2. What size burger do you usually order? Compare the nutrition information of the biggest burgers to the smallest ones.
    3. How about drinks? If you choose pop, the same idea is true—smallest is best.
    4. Ask if there are better food options available at fast food restaurants. What have they tried or heard about?
    5. What could you have instead of French fries that would be a better choice?
      • McDonalds® – apple dippers (peeled apple slices with low fat caramel dip), Yoplait Go-Gurt, or Fruit ‘n Yogurt Parfait.
      • Wendy’s® – apple slices
      • Burger King® – natural applesauce
      • Arby’s® – applesauce
      • Dairy Queen® – applesauce or banana
      • Subway®- baked chips or apple slices
    6. What are some other ways we can make better choices when eating out at fast food restaurants?  Allow young people to offer ideas. Here are some example:
      • Try salads with low-fat dressing, use less dressing or try it without dressing.
      • Use mustard instead of mayonnaise on sandwiches, ask for half the normal mayo/special sauce or go without mayo/special sauces. (lowers calories, fats)
      • Always choose the smallest size of whatever you are ordering, especially if it is a menu item higher in calories, fat, salt and/or sugar.
      • Choose grilled instead of breaded and fried. (lowers fat and calorie content)
      • Choose water or low-fat milk to drink. Juice can be ok sometimes if the portion size is a single serving of four to six ounces and made from 100% juice. (lowers calories and added sugars and fats)
      • Choose fruits/vegetable options when available as sides to increase intake of fruits and vegetables to make it a more healthful meal.

Conclusion

After completing the exercises above, have the youth take out their folded sheets again. Using the nutrition information they have learned, in column number three (right side), have the young people list other options for food and drink choices to make their meal better and include more of the five food groups.

Continuing the Conversation

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

Related Health Powered Kids Blog

You have options: choosing healthy foods on the run

Additional Instructor Resources: 

Eye Protection

Lesson Overview

This lesson helps young people understand how their eyes work, how to keep them healthy, and ways to protect them during different activities. The topic is introduced with whole-group formative assessment questions to generate interest and discussion. Then, youth complete an activity where they learn the parts of the eye. Finally, they learn tips for taking care of their eyes.

Introduction

Start with an interactive voting activity. Use the lesson for the interactive whiteboard (see What You Need) or write the questions on the board.  Let the young people vote.

1. An eyeball is about the size of:

  1. A marble
  2. A grape
  3. A tennis ball
  4. A ping pong ball (correct answer)

2. Our eyebrows are useless and just for appearance:

  1. True
  2. False (correct answer; eye brows kept moisture, like sweat, out of our eyes)

3. You can get a sunburn on your eyes.

  1. True (correct answer; You can protect your eyes by wearing sunglasses with UV protection.)
  2. False

4. Which of the following can be a sign that someone has an eye problem?

  1. Blinking or rubbing their eyes a lot
  2. Eyes looking crossed or one seems to be going the wrong way sometimes
  3. Squinting when looking at objects
  4. All of the above (correct answer)

Ask if any of the answers were suprising. Which ones? Let young people talk about any problems they’ve have with their own eyes if they volunteer that information, but keep the conversation relatively brief and focus on what they can do to keep their eyes healthy, no matter what problems they’ve had in the past.

Activity: Parts of the Eye

After the opening quiz, have the youth work in small groups to do the Eye Didn’t Know That activity on the worksheet or at the interactive whiteboard. Once the small groups have identified the parts of the eyes, discuss the answers as a large group.

Conclusion: Taking Care of your Eyes

You only have one set of eyes and they have to last you your entire life. There are several ways you can take care of your eyes that will help them work better for you now and in the future. Discuss these tips with the youth.

  1. Give your eyes a break from the screen—Our eyes need rest just like the rest of us does…when working on a computer or using other electronics take breaks every 15 minutes or so.
  2. Make sure you have good light when reading, writing, doing puzzles, or otherwise focusing closely for an extended period.
  3. Protect eyes from bright light and sun exposure. Say something like, Research is linking UV rays from the sun to eye problems. Problems range from temporary blindness to developing something called cataracts, which cause cloudy vision and can only be repaired with surgery. Buying the right kind of sunglasses can help prevent problems from UV rays. For the best protection look for at least 98 percent protection from both UVA and UVB rays. Then ask for examples of other ways to protect eyes during different activities. If not mentioned, talk about the following:
    • Outdoor cold weather sports with lots of sun exposure such as skiing or snow boarding—Sport goggles with UV protection.
    • Outdoor warm weather sports with lots of sun exposure such as sailing or other water sports
  4. Protect eyes from possible injury.
    • Swimming—Swim goggles, especially in chlorinated water
    • Contact sports such as basketball or soccer—Sport goggles if a prescription is needed
    • Shooting sports, using power tools, doing science experiments—Protective glasses or goggles
  5. Eat foods with lots of beta carotene—Ask if anyone knows of foods that contain this nutrient. Beta carotene is food in large quantities in orange foods such as carrots, sweet potatoes, and pumpkins. It helps keep your eyes strong and working well.

Continuing the Conversation 

Hand out the Healthy Families Newsletter in English or Spanish, which also includes these tips, so that families can continue discussing eye health and eye protection at home.

Related Health Powered Kids Blog

Seeing clear around eye protection

Additional Instructor Resources

Phillips Eye Institute
Children’s Eye Health and Safety Month
Children’s Eye Safety – Gear Up! Poster

Drive Your Bike! Keys to Safe and Healthy Cycling

Lesson Introduction & Overview

Riding a bike is a great way to stay fit, get around your neighborhood or town, have fun with family and friends, and enjoy the great outdoors. While bike riding can be so good for our health, there is also a risk of crashing or falling. Many times we are sharing trails with other bikers or walkers, sharing roads with cars, or riding on rough terrain. It’s important when we’re riding to do everything we can to stay safe. This lesson focuses on four ways to do that.

Activity: Four Keys to Staying Safe on Your Bike

Introduce the idea that your bike is a vehicle. There are basic things that anyone has to learn before driving a vehicle. While we don’t need a license to ride a bike, there are still things we need to do to stay safe.

  • Know the Rules of the Road
    • Distribute the “Know the Rules of the Road” matching activity handout to each child. (Instructor Answer Key)
    • Signal your turns (we’ll practice in a minute!)
    • Be predictable! Two ways you can be predictable are by always riding on the rights side of the bike path or road and in a straight line.
    • Use signals to alert cars, other cyclists and walkers of what you are about to do. Explain to youth that you are going to play a game of ‘Simon Says’ using the hand signals that cyclists use. Teach them the signals first and then play the game. (Since they will be moving side-to-side as well as forward and back, it’s important to make sure you have a big enough space for this activity.) Here are the signals.
  • Be Aware: Being aware means paying attention to your surroundings as well as yourself and your equipment.
    • To stay aware of your surroundings, make sure you can see and hear well – no headphones! Every time you get to an intersection, stop and search. This means looking left, then right, then left again before proceeding.
    • It’s also important to be aware of the ‘ABCs’ of taking care of your bike. You’ll see a little bit more later in a video about how to check your bike, but you can remember that A means making sure there is enough air in the tires, B means having breaks that you know work, and C means that your chain is in good working condition and in the right place.
  • Be Visible: Just because you can see a vehicle doesn’t mean they can see you. When cycling wear bright clothing, have reflectors on your bike and ride during day light.
    • Distribute the “Be Visible” coloring activity sheet to each child. Directions: Color the cyclist on this coloring sheet as brightly as you can.
  • Save your Brain
      • Tell young people that protecting their brains is one of the most important parts of cycling/bike safety. Let them know that this video (4 minutes) will explain why it’s important and ways they can do it. Always Wear Your Helmet:

  • Reflection: Ask each young person to say one thing they learned about bike safety today.

Credit: BikeMN (bikemn.org/education/walk-bike-fun)

Conclusion

Cycling has lots of great benefits and is fun! By taking these simple but very important steps you can ensure that you “Drive Your Bike” in the safest way possible.

Continuing the Conversation

Hand out the Healthy Families Newsletter in English or Spanish so that families can continue to discuss and practice cycling/bike safety at home.

Related Health Powered Kids Blog

Bike safety: Understanding the rules of the road

Additional Instructor Resources

Decreasing Screen Time

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.

Breathe Easy: Asthma 101

Lesson Overview

Asthma is a disease that causes the small airways in your lungs to become inflamed or swollen. It may also lead to airway spasms. Both of these conditions narrow your airway and make it hard for you to breathe.

Commons asthma triggers include:

  • cigarette smoke (including secondhand smoke)
  • car exhaust and other air pollutants
  • smoke from recreational fires
  • cold air
  • chemical sprays
  • perfumes, scented deodorants and other strong odors
  • allergy triggers such as animal dander, dust, mold, pollen and mites
  • strong emotions
  • exercise, sports, work or play.

Warning signs of an asthma attack vary from person to person. In general, the following are signs of an attack:

  • coughing
  • shortness of breath
  • chest tightness
  • wheezing
  • faster breathing
  • itchy or sore throat
  • a drop in your peak flow rate.

You can manage asthma by:

  • using a peak flow meter (A peak flow meter is a small hand-held device to measure how fast you can move air through your lungs.)
  • following an asthma Management Plan
  • exercising
  • eating right
  • maintaining a healthy weight
  • working closely with your health care provider.

Asthma Medicines for Children

There are different kinds of medicines to treat asthma. Different medicines work for different people. Two common kinds of medicine are:

Controllers. These are used daily to help prevent a person’s airways from getting inflamed. They are also called anti-inflammatories.

Rescuers (relievers). These are used when person is having symptoms to keep an asthma flare-up from getting worse. Rescuers sometimes can help relieve asthma symptoms. They are also called bronchodilators. It is important for people with asthma to always keep a supply of rescue medicine on hand, and keep this supply up-to-date.

Activity

  1. Introduce the topic of asthma and show the brief introductory video: https://allinahealth.videosforhealth.com/Home/v/VideoDetail/c/229/programcode/hc_pd_10001
  2. Give each young person a straw. Tell them to put the straws in their mouths and try to breath. They should have their mouths closed around their straws. Have them try blocking the tip of the straw a bit. This is what it feels like to have an asthma attack.
  3. Ask if anyone knows anyone who has asthma or has asthma themselves. It’s very likely there will be a number of people. About 12 percent of teens in Minnesota and Wisconsin have been diagnosed with asthma. There are definitely more young people than that who have asthma-like symptoms but who have not been tested or treated.
  4. Distribute the “How to Care for Asthma” handout and locate the “Asthma Triggers” checklist and ask them to check off any of the triggers they are exposed to on a regular basis.
  5. Ask the group to tell you what kinds of things they think people with asthma can and can’t do. Then explain that as long as people who have asthma are able to control their symptoms, they can do anything anyone else can do: exercise, play, hang out with friends.

Ask them to flip over their checklists to the “How to Care for Asthma” side and to work in pairs to brainstorm things they can do to support a friend or family member who has asthma, or to manage their own asthma if they’ve been diagnosed. For a friend or family member this might be reminding them to take their medicines, being kind and understanding if they have to take a break for an activity, not wearing strong perfumes or other scents around them, or telling a teacher or other adult right away if they think someone is having an asthma attack. For themselves it might be remembering to do all these things. Encourage young people to be creative with this brainstorm.

Conclusion

Ask young people to say aloud their ideas and make a list on a white board or flip chart paper of the ways they can support people with asthma or manage their own asthma. The idea is to build awareness of and compassion for people who live with this chronic condition. Distribute the Healthy Families Newsletter in English or Spanish and ask them to be sure to share it with their parents.

Related Health Powered Kids Blog

Asthma 101: Helping kids breathe easy

Additional Instructor Resources

Asthma videos – Allina Health Video Library

American Lung Association

Centers for Disease Control and Prevention

Asthma and Allergy Foundation of America

Allergy & Asthma Network Mothers of Asthmatics

Brain Boost

Lesson Overview

This lesson helps young people understand what they need to do to protect and help grow their brains. They will learn about activities and habits that help their brains develop and function at their best.

Introduction

The brain is a very important organ. Without it, nothing else in a body can function. Scientists are learning more all the time about how brains grow and develop, and how we can best care for them.

Guide young people through the Brain Basics online learning activity. The main points are also listed below.

  1. Nutrition: Brains need lots of fuel. What you eat can have short-term impacts on things like concentration and focus, as well as longer-term effects on how your brain grows and develop. A balanced diet that includes lots of whole foods rich in vitamins and minerals, healthy fats, and proteins, is your best bet. It’s also important for kids to to eat throughout the day…especially breakfast.
  2. Sleep: Specific sleep needs vary, but children and teenagers need more than adults do. Some general guidelines are:
    • 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.
  3. Stimulating thinking activities: People of all ages need to use their brains in lots of different ways to keep them sharp and effective. This means mixing it up with different activities that involve logic and problem solving, concentration and memory, reading, making plans, being silly and creative, and working hard on something.
  4. Physical activities: Exercise and movement are critical. Playing sports, free play, running, hiking, jumping, skipping…all of this and more promote health brain development.
  5. Mindfulness/relaxation/rest: Even little kids can get worried and stressed out. Too much of that isn’t good for how we feel in the moment or how our brains change over time. Everyone needs to find ways to quiet and calm their minds. Learn more through other Health Powered Kids lessons or the Change to Chill web site: changetochill.org.
  6. Protection: Our skulls, which surround our brains, are fairly hard and tough and do a good job of keeping our brains safe. But our brains are actually pretty soft and they can be sensitive and sometimes when we’re doing more rough activities, like biking, skiing, or skateboarding, it’s good to have even more protection than usual. And if our brains get injured, we need to rest and following a doctor’s instructions for healing.

Activity: Brain Drawing Worksheet

  1. Hand out the Brain Basics Drawing Worksheet (see What You Need).
  2. Explain that our brains are very important because they keep the rest of our bodies working, including things we don’t ever have to think about like our lungs breathing and our hearts beating. While we’re sleeping we don’t realize it but even then our brains are working hard to keep everything running smoothly.
  3. Explain that since our brains take such good care of us, it’s important for us to take care of them. Point out the sections on the worksheet and say that they each represent things we can do to take care of our brains. As a class, brainstorm some ideas for the sections. In the Protect Your Brain section, for example, young people could draw a picture of themselves wearing a helmet while riding a bike. For the “What Else?” category, choose another method that was discussed in the Brain Basics online learning activity, such as sleeping, meditating, or doing stimulating thinking activities. Have the youth draw pictures of things that help boost their brains.

Activity: Concentration Game

After giving students a bit of time to work on their activity sheets, play a game of concentration. There are lots of variations of this game, but here’s one: Players sit in a circle cross-legged and take a number each, starting with number one.

Students start chanting the following while slapping their thighs twice then clapping their hands twice:

Concentration (slap slap clap clap)

Are you ready? (slap slap clap clap)

If – so – (slap slap clap clap)

Let’s – go! (slap slap clap clap)

Then player one, continuing the rhythm, says their own number twice followed by another number in the circle.

For example: 1, 1, 4, 4 (slap slap clap clap)

Player 4 then does the same, starting with their own number and following with someone else’s:

4, 4, 7, 7 (slap slap clap clap)

Anybody who makes a mistake or doesn’t keep the rhythm is out but remains in the circle, making it more difficult for the other players, who must remember not to use the numbers of the people who are out.

Conclusion

After playing the game for a while, explain that games like concentration help your brain by forcing it to do more than one thing at a time (make your hands move, remember the pattern, think of a number, say and number, and so on). Ask if anyone has examples or ideas of other things that could help strengthen your brain. If anyone has an idea of a game give it a try if you have time.

If the youth did not have time to finish the activity sheets, encourage to finish working on them at home.

Continuing the Conversation

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