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 Table of Contents

lntroduction.. ...3
VARlErylntroduction ......5
VARIETY Lesson Plan (K, 1, 2, 3) ......6

VARIETY Lesson Plan (4, 5, 6) ...II

SMART EATINC lntroduction . .. . l9

SMART EATINC Lesson Plan (K-6) . . . . .20

MOVETHATBODYlntroduction. .....29
MOVE THAT BODY Lesson Plan (K-6) . . 30

Written by Vicki KURZBAN . Edited by Benjamin PrRnv o Designed by Bob Sc:Hn,cv

Copyright 2005, InJoy Videos, All Rights Reserved
B0A -326 -/082, www.injoyvideos.com

rAr Printed on Recvcled Pancr cuntaining

{61 loolo Post-Consumer Wasre
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 Materials Needed
l.Heakhy Habits for Kids Video (Section 1:VARIETY)
2. Copy of "Food Picture Cut Out Sheet" (p. 7) for each student. (Tip:
Teacher may want to pair up younger students so they can work together.
In this case teachers will need only one copy per pair of students.)
3. Copy of "W'here Does Each Food Belong?" activity sheet (p. 8) for each
student or one per pair of students. An answer sheet (p. 9) is provided for
your reference.
4. Crayons, scissors, and glue for each student or pair of students.
5. Copy of "Letter and Recipe Home" (p. 10) for each student.

Discussion Question
lXhat
foods do you think are good
for us and why?
Ask students this question and write the answers on the board. Discuss with students the importance
of knowing what foods are good for our bodies.
(ANswrn: We need to know what foods are good for us so we can remember to eat them.)

Show Healthy Habits for Kids Video Section 1: VARIETY (3 minutes)

SuultRRy oF SECTIoN 1: Teaches students about the USDA MyPyramid, its food groups, nutrients,
and the benefits of eating a variety of healthy foods from those food groups every day.

ln-Class Activity
1. Summarize what students learn in the video by going over the Pyramid's different food groups
and what foods belong in each of the groups. Refer to list on board from earlier discussion.
2. Pass out the food pictures and make sure students know the names of each food pictured.
3. Have the students color and cut out the food pictures. Older students can label the foods.
4. Pass out "Where does each food belong?" activity sheet to the students and explain it.
5. Have the students glue the food pictures in the correct food group.
6. Have the students share their work with each other or with the class.
7. Pass out the letter home to parents and read together with students. Make sure they take them home.
8. Encourage students to make the recipe at home.

Final Discussion Questions

1. What healthy foods do you eat at home?
2. Who is going to make the Chicken Salad Wrap recipe at home?

Further Activities for Teacher

1. For older grades, teachers can gather food flyers from their local grocery stores and have students use
these instead of copies of food pictures for cutting and gluing. Food flyers are useful because they
help students make the connection from the grocery store to the home.
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 Activity Sheet
Fru its Veqetables
PROVIDES VITAMINS & MINERALS PROVIDES VITAMINS & MINERALS

C rain s
PROVIDES ENERCY

Meat & Beans

PROVIDES CALCIUM PROVI DES PROTEI N
 Nl]t_OUd SICtAOUd wntftvl s:lctnoud
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 LETTER HOME

Date

Dear

Today I learned that eating a lot of different foods is healthy. I learned that there are five food groups
and that I need to eat different foods from each of those food groups. Here is a healthy recipe that has
a food from each of the food groups.

Easy and Healthy Chicken Salad Wrap r..r.rr......rrrr.rrrrrrrr

INcRporpNrs:
o 2 cans chicken (10 ounce cans)
o Plain lowfat yogurt (8 ounces)
o Red grapes (1 pound)
o Lettuce leaves
. Tortillas

DrRecrroNs:
1. Open and drain canned chicken.
2. Cut grapes in half.
3. Put chicken, grapes, and yogurt into a bowl and mix.
4. Place a piece of lettuce onto a tortilla.
5. Put chicken salad on the lettuce and ro11 up the tortilla.
6. Eat and enjoy!

GnarNs FRurrs VEcrrRRlEs Mrn MEer & BraNs

Let's draw or write the foods from the Chicken Salad Wrap recipe into the box they belong together.
Then let's make and eat it!

Love,
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3. Pass out bingo cards. Important: There are two different bingo cards.

Younger grades: This card has food group names in the boxes, like "grains," "ffuits," "vegetables," etc.
This card is for younger grades.

Older grades: This bingo card has food group names, and what each food group gives our bodies, such
as "energy" (grain group), "vitamins" (fruits and vegetable groups), "calcium" (milk group), and "pro-
tein" (meat and beans group). This card is more difficult since students will have to figure out how
each food benefits our body.

4. Now explain the game. Hold up one food picture. Have students tell you what food it is and
which food group it belongs in. For example, if you hold up a picture of yogurt students should
respond "yogurt belongs in the milk group." Now ask students to write the word "yogurt" in one of the
squares that says "milk." Older students: "yogurt" could be written in a box that says either "calcium"
or "milk." Explain to students that even though they all have the same bingo sheet, they will have
different results since there is more than one box for each of the food groups and each student may
choose a different box.

5. Ji3ll students that they can win the game by filling in the boxes in a complete line (across, down,
or diagonal). It is against the rules to erase their answers and move it to another box.

6. Start the game by continuing to hold up food pictures or simply naming a food. After a player has
won, check his/her answers. Continue the game until there are a few winners.

?. Pass out the letter home to parents and read together with students. Have students fill in the blanks.

8. Make sure they take the letter home.

9. Encourage students to make the recipe at home.

Final Discussion Questions

1. What healthy foods do you eat at home and at school?
2. Who is going to make the Chicken Salad \7rap recipe at home?

Further Activities for Teacher

1. For older grades, have students write out a short paragraph on what each food group can do for
the health of their bodies.
2. Bring in the ingredients for the Chicken Salad Wrap recipe to make and eat with students.
 Et
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 FOOD BINCO

Answer Sheet
Fru its Veqetables
PROVIDES VITAMINS & MINERALS PROVIDES VITAMINS & MINERALS

G rain s
PROVIDES ENERCY

M
lCereal
il

Meat & Beans

PROVIDES CALCIUM PROVIDES PROTEIN
 st
SNVIITI N
SNI\rUC SiI]TIVJECEN SJINUC )-IIY,{
TVEI^I
SNVES N
SNI\/UC SJINUC S:I-I8VJECEA SNI\/UC .LVEI^I
SNVAS N
SAIgVIflCAN SJINUC )'IIh{ SJINUI
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SNVES N SNIVUC SE'IIIVIECEA SIINUC SNIVUC
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 BINCO_OLDER

ENERGY VITAMINS VITAMINS ENERGY

MEAI
& BEANS

CALCIUM VEGETABLES ENERGY VITAMINS MILK

MILK
MEAI CALCIUM VITAMINS VEGETABLES
& BEANS

ENERGY GRAINS VEGETABLES FRUITS ENERGY

CALCIUM PROTEIN VITAMINS VEGETABLES GRAINS

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 Materials Needed
l. Healthy Habits for Kids Video (Section 2: SMART EATING)
2. Copy of "My Healthy Recipe Book" (p. 23-26) for each student
3. Crayons or colored pencils for each student

Review and Discussion Questions

GraAes K, 1 , 2, 3
Rrvmw: Go over with students what they leamed about eating a variety of foods. Remind them that
it is important to eat a variety of foods from the different food groups every day so our bodies can get
all of the nutrients we need.

DrscussroN QursrtoNs: Vlhy should you always eat breakfast? What are some heahhy breakfasts?
Whnt are some heakhy snacks Jou caTr mnke at home? Whnt are some healthy convenience foodst

Grades4,5,6
RrvrEv: Go over with students what they leamed about eating a variety of foods. Remind them it is
important to eat a variety of foods from the different food groups so our bodies can get all of the nutrients
we need. Ask students to name the different benefits that come from eating a variety of foods from each
of the food groups
o Grains - Energy
o Fruits and Vegetables - Vitamins and Minerals
o Milk Foods - Calcium for Strong Bones
o Meat and Beans Protein for a Growing Body
-
DrscussroN QursrtoNs What are some healthy breakfasts md why should you always eat breakfast?
V/hat are some heakhy snacks and why are they heokhy?

Show Healthy Habits for Kids Video Section 2: SMART EAfING (3 minutes)

Sur,,lvaRy oF SECTIoN 2: Teaches students about making SMART EATING choices, including healthy
breakfasts, beverages, snacks, and convenience foods.

20
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Further Activities for Teacher
1. VEcEr,qslE SNacr Acrtvrry
Grades K, 1 , 2, 3
Bring in ingredients for the "Vegetables with Dip" recipe in the recipe book to make with the class.
Students can cut up vegetables with plastic knives and coated paper plates. Having students prepare
the snack gives them confidence in food preparation, and it will also make them more willing to try
new foods if they help in the preparation.

2.'WnrrtNc DnscrtoNs FoR MertNc A PEANUT Burrgn AND BANANA SANDwTcH Acrrvrry
Grades4,5,6
) Bring in a big jar of peanut butter, 2 loaves of sliced whole wheat bread, 10 bananas, paper
plates, plastic knives, and napkins for students to make a peanut butter and banana sandwich. Also
bring in a cutting board, knife, and large bowl for the bananas.
l After reading the recipe book as a class, tell the students you want them to write their own
recipe for making a peanut butter and banana sandwich. Sit down in a desk in front of the class with
the jar of peanut butter, loaf of bread still bagged , 113 of a banana, plate, plastic knife, and napkin.
Tell your students you are from Mars and have never made or eaten a peanut butter and banana
sandwich before.
] Ask students to tell you what each of the ingredients is, why each ingredient is healthy, and
what food group it fits in. Then ask them to give you directions on how to make a peanut butter and
banana sandwich.
l As the students direct you, follow their directions exactly. For example, if a student tells you to
put the peanut butter on the bread, take the jar of peanut butter and put it on the loaf of bread. Go
through the whole process of making the sandwich this way until you have your students completely
frustrated. Then finally eat the sandwich exclaiming how delicious it is.
Tell students you want them to write out a recipe for this snack at the back of their recipe books.
' they are finished with their recipes, they can make one of their own to eat and enjoy!
When

22
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 Healthy Brealdasts
Cereal with Banana

lNcnrorsNrs:
o cereal (whole grain)

. 1 banana

o milk

DrRscrroNs: -xx$.-.sffig*
S
&sss*&sg .wW$s
1. Put cereal in a bowl. w-JWW

2. Cut banana into slices and put them in the bowl.

3. Pour milk into the bowl.

4.Eat and enjoy your healthy breakfast.

Peanut Butter Bagel with Apple

INcRsorpNrs:
. 1 bagel

o peanut butter

. 1 apple

DrRpcrroNs:

1. Toast the bagel.

2. Spread peanut butter on the bagel.

3. Wash apple and cut the apple into slices.

4.Eat and enjoy your healthy breakfast.

24
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My Favorite Healthy Recipe
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 Materials Needed
l. Healthy Habits for Kids Video (Section 3: MOVE THAf BODY)

2. Copy of "lnvitation to Family" 1p. 3a) to get acrive

3. Crayons or colored pencils

Review and Discussion Questions

Review with students what they leamed about eating a VARIETY of foods and making SMART EAfING
choices. Ask them to list the food groups, what foods go in those groups, and some healthy breakfasts and
snacks. Ask them to tell you what kinds of healthy foods they have been eating. Ask them if they have
tried any of the healthy recipes that they took home to their share with their families.

DtscusstoN QuesrtoN: Besides eatingright, what do we need to do to keep ow bodies healthy?

(Aruswrn; Moving our bodies.)

Show Healthy Habits for Kids Video Section 3: MOVE THAf BODY (3 minutes)

Suvtuanv oF SECTIoN 3: Teaches students about the importance of moving their bodies and the prob-
lems associated with too much screen time.

In-Class Activity
1. Summarize what students leamed in the video. Ask students what they like to do at home and at
school that gets them active. Remind students that being active is fun and healthy.

2. Now tell students they are going to do a special activity that helps them feel how being active
affects their bodies.

3. Start by having students close their eyes and think about how their bodies feel. Tell students that
you will do all the talking while they sit quietly and listen to your directions.

4. Have students think about how their mind, heart, and breathing feels. Tell them to keep their
answers to themselves. They should feel calm and relaxed; tell them this is how they should feel.
Give them one minute to sit quietly as you talk to them in a relaxing way.

30
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Further Activities for Teacher
1. Calonrg BalaNcr Acrtvrrv aNn CseRt:
Food Calories Activity Minutes
2 mini Oreos 30 jogging in place 6

2 potato chips 75 jogging in place 5

5 M&Ms 20 jogging in place 4

U4 apple t5 jogging in place .)

2 baby carrots 10 jogging in place 2

lBring in 1 small bag of mini Oreos, 1 small bag of potato chips, 1 small bag of M&Ms, 10 apples,
1 bag of baby carrots, small paper plates, and napkins. Also bring in cutting board, knife, and large
bowl for the apples.
l'Sfrite out calorie balance chart on the board.
)Explain to students what a calorie is. A calorie is a measure of how much energy is in the food
we eat. If we eat more calories than we use, the extra calories get stored in our bodies as fat and we
gain weight. If we eat fewer calories than we use, we lose weight.
)Explain that we use calories (energy) for everything we do. If we eat lots of calories, we need
to be more active so we use up all of the calories we eat.
l
Explain that for our health, we should try to balance the amount of calories we eat with the
amount of calories we use.
]Show students the calorie balance chart on the board. Ask students questions that relate to
the chart. Do all foods have the same number of calories? What types of foods have more calories?
(ANswrn: high-fat foods)
) Tell students most fruits and vegetables have little or no fat and that is why they have fewer
calories. Remind students that fruits and vegetables also have lots of vitamins and minerals.
)Tell students that they are going to do a calorie balance activity. Tell them that they can choose
to eat one of the foods on the calorie balance chart. Tell them that after they eat the food of their
choice they will jog in place to use up the energy that the snack gave them.
) out to each student his or her food of choice. Make sure to give them the same amount that
Pass
is on the calorie balance chart.
l After they have eaten their snack, have the running in place. A{ter 2
class stand up and start
minutes have the students who ate carrots sit down, after 3 minutes have the students who ate the
apple sit down, and so on.
] Discuss with the students why being active and eating right are so important for their health.
)Explain that the foods we eat and physical activity that we do can make a big difference in our
health for our entire life.
) Encourage students to eat healthy and MOVE THAf BODY!
l Cut up and pass out the remaining apples and carrots for the students to enjoy as a healthy snack.

32
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WHAT:

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