|
Spring Quarter 2005
CHILDHOOD OBESITY LESSON PLAN AND RESOURCES
A Healthy Mind and Healthy Body

The number one health problem in America today is obesity. North Carolina’s children are experiencing a Childhood Obesity Epidemic!
DID YOU KNOW?
According to the national Kids Count Data Book, North Carolina ranks 39th in the nation-among the 12 worst states-on the health and well being of children. Research also indicates that children are adopting sedentary lifestyles as early as age three!
Piaget
Piaget's first two stages of intellectual development (sensorimotor and preoperational) indicate that developmentally appropriate health instruction and cognitive and behavioral skills building are important. Parents and teachers need to spend time addressing preoperational concepts, for example, distinguishing between different vegetables and fruits by color, shape and taste. This prepares older children for more concrete operations such as choosing high-fiber and low-fat foods.
FitTogetherhttp://www.fittogethernc.org/
Fit together, a partnership of UNC Center for Public Television, BCBSNC and the NC Health and Wellness Trust Fund, is one of the most comprehensive state obesity prevention campaigns nationwide. The Fit Together approach is unique in that it emphasizes both individual and community action to prevent obesity. The Fit Together Web site connects individuals to local resources such as fitness programs, exercise facilities and counseling on nutrition and healthcare. It also spotlights North Carolina communities that successfully promote healthy lifestyles.
All Living Things Change
Change happens everywhere and all the time. All living things change: people, plants and animals. Some things change quickly and some things take a long time to change. Even things that are not living change. The slow change of mountains, deserts and oceans is difficult for young children to grasp. The following suggestion talks about how you can explain change to your children.
Talk with Your Child
Every morning you may wear the same jeans, but one day you look down and see that your pants look smaller. Your jeans did not get smaller; you got taller. Your are growing and you are changing. We plant seeds in the garden, and as we care for them we can watch as they change. Foods change when mixed together and cooked, baked, or frozen. Fresh foods do not last forever. When they get old, they rot and change. Water can be frozen so that it changes into ice.
Water can be heated so that it becomes steam or vapor. Everyday the weather changes. Days change into nights and nights change back into days. Clocks and calendars are used to measure these changes.
All living things change: Have each child and teacher bring in his/her own baby picture. Place them on display. Take pictures of everyone in class. Match the pictures. Discuss how people looked when a baby and how they look now.
Fresh foods do not last forever: Bring in a banana and a tomato. Watch each day to see if there are any changes. Have children make comments about what they observe. Do they change the same way? Do they change in the same amount of time?
Overall Goals:
- Participants will understand that good health in its broadest sense is a process rather than an end.
- Participants will explore the causes and consequences of childhood obesity
- Participants will explore how to help their children live a healthy lifestyle.
- Participants will be introduced to state and national standards regarding healthy living.
According to a report recently released by National Institute for Health Care Management Foundation, researchers believe that giving kindergartners at least five hours of physical education time per week - the amount recommended by the federal government - could potentially reduce the prevalence of obesity and overweight among girls by 43 percent.
Ice Breaker
Resource:
Never Take a Pig Out to Lunch and Other Poems
Nadine Bernard Westcott 64 pp. New York: Orchard Books, 1998
ISBN: 0-53-107098-0 Age: 4-8 years
Abstract: A collection of 50 poems and traditional rhymes about food and eating.
Ice Breaker Procedures:
- Read one poem and discuss the messages included within the poem and why children learn well through the use of rhyme and repetition.
- Select poems to be read and discussed in the small groups. Have participants look for messages and discuss how they would use the poem to introduce healthful living messages in a fun way to their children. Each group will select a reporter (reports out to the group as a whole), a note taker (records what the group discusses), coach (keeps everyone participating) and a timekeeper (keeps group moving to meet the time limit).
- Have each group’s reporter share with the whole group
Discussion Guide:
Preventing Childhood Obesity Through Healthy Eating and Exercise
The number of overweight and obese children in the United States is growing at a phenomenal rate. On the whole, kids are spending less time exercising and more time in front of the TV, computer, or video game console. And today's busy families have fewer free moments to prepare wholesome, home-cooked meals, day in and day out. From fast food to electronics, quick and easy seems to be the mindset of many people, young and old, in the new millennium.
Since the 1960s, the number of overweight kids and adolescents in the United States has nearly doubled. Today, 10% of 2- to 5-year-olds and more than 15% of children between the ages of 6 and 19 are overweight. And a whopping 31% of adults are also obese. Studies indicate that overweight and obese adolescents have up to an 80% chance of becoming overweight and obese adults, especially if one or more parent has the same condition.
Overcoming overweight and obesity in your own children means adapting the way you and your family eat and exercise and the way you spend time together. Ensuring that your children lead a healthy lifestyle begins with you, the parent, and leading by example.
Is Your Child Overweight or Obese?
Although you may think that your child is overweight or even obese, only a doctor should make that determination (calculating your child's body mass index, or BMI, can be a good indicator).
To determine BMI, the doctor divides the child's weight by his or her height squared, or wt/ht 2. ( Important: To use this formula for BMI, the child's weight and height measurements must be in kilograms and meters, respectively. If you use pounds and inches, multiply the result by the conversion factor 703.) This calculation helps the doctor determine whether the child's weight is appropriate for height.
Children ranking higher than the 97th percentile for age are considered obese. Kids with a BMI score between the 85th and 97th percentile are considered overweight or at risk for becoming obese (or extremely overweight). And children who fall between the 5th and 85th percentile are considered normal weight.
For example, a 13-year-old boy who's an average 5 feet, 3 inches tall would rank as follows:
Above 141 pounds = obese
124 -141 pounds = overweight
88 - 123 pounds = normal weight
Below 88 pounds = underweight
There are exceptions, of course, like for those who are very muscular (because extra muscle adds to a person's body weight - but not fatness). It's important to remember that BMI is usually a good indicator - but is not a direct measurement - of body fat.
If you're worried that your child or teen may be overweight, make an appointment with your family doctor to find out for sure. Your doctor will need to evaluate your child not only for obesity, but also for the medical conditions that can be associated with obesity (see below).
Before adopting any kind of diet or weight-loss plan, talk to your child's doctor, who may refer you to a registered dietitian or a weight management program. Depending on the child's weight and age, the doctor or specialist may not emphasize immediate weight loss but may focus, instead, on decreasing the rate of weight gain as the child grows
Source:Overweight and Obesity
The Truth About Fats
Like carbohydrates in recent years, fats have been wrongly accused of being "bad." Although some are definitely better than others, certain kinds of fat are actually good for you and your child and are an important part of a healthy diet.
What Is Fat?
Fats, or lipids, are nutrients in food that your body uses to build nerve tissue (like the brain) and hormones. Your body also uses fat as fuel. If fats that you've eaten aren't burned as energy or used as building blocks, they're stored by the body in fat cells. This is your body's way of thinking ahead: By saving fat for future use, your body plans for times when food might be scarce.
Fat gives food flavor and texture, but it's also high in calories, and excess amounts of fatty foods (as with excess amounts of any food) can cause many health risks. For children and adolescents, desserts and snacks (including potato chips, chocolate, cakes, doughnuts, pastries, and cookies) are a significant source of fat. Kids also get fat from whole milk products and high-fat meats, such as bacon, hot dogs, and non-lean red meat.
Of course, fast food and take-out meals tend to have more fat than home cooking; and in restaurants, fried dishes are the highest in fat content. Fat also often "hides" in foods in the form of creamy, cheesy, or buttery sauces or dressings.
Still, though, fat is an important part of a healthy diet when your child eats the right kinds of fats (especially those from certain kinds of fish) in recommended amounts.
Why Some Fats Are Healthy
Although many of today's children are much less physically fit than previous generations and the percentage of obese children has more than doubled in the United States since 1976, fatty foods certainly aren't the lone culprit behind the obesity epidemic.
No t exercising, being sedentary (watching TV, spending time on the computer, and playing video games), and eating larger portions of foods than we need take the lion's share of blame for the obesity epidemic. Of course, lower-fat diets have been recommended to promote good health and help people prevent obesity and maintain a healthy weight.
But the benefits of fats, in general, are often overlooked. They:
- Are essential to growth and development (Young children, especially, need a certain amount of fat in their diets to help the brain and nervous system develop correctly. That's why toddlers need to drink whole milk, which has more fat, whereas older kids can drink low-fat or skim milk.)
- Can’t always be manufactured by the body, so they have to be eaten
- Fuel the body
- Aid in the absorption of some vitamins (Vitamins A, D, E, and K are known as fat soluble, meaning they can only be absorbed if there's fat in a person's diet.)
- Are the building blocks of hormones
- Are necessary for insulating all nervous system tissues in the body
- Help people feel full, so they're less likely to eat as much
- Can protect against heart disease
However, there's confusion about the amount of fat that should be in a healthy diet, for both kids and adults. Fat has more than twice as many calories as protein or carbohydrates (1 gram of fat provides 9 calories, whereas 1 gram of both carbohydrates and protein provide 4 grams each). So fat is, therefore, a great source of energy but also adds twice the amount of calories to a meal.
There are many different "diets" that suggest different amounts of fat - or even no fat - as being healthy. However, some experts think the low-fat/no-fat revolution has gone too far, overlooking the complex nature of fats and how they work in the body. In fact, the new dietary recommendations emphasize healthy percentages of calories in the diet from fats for kids, teens, and adults.
What Are the Types of Fats?
To help you figure out how to size up fat in your child's diet, here's a look at the three major types:
Unsaturated fats: Found in plant foods and fish, these fats are seen as neutral or even beneficial to heart health. The best of the unsaturated fats are:
- Monounsaturated , found in avocados and olive, peanut, and canola oils
- Polyunsaturated , found in most vegetable oils
- Omega-3 fatty acids , found in oily fish such as albacore tuna and salmon
Saturated fats: Found in meat and other animal products, such as butter, shortening, lard, cheese, and milk (except skim or nonfat), saturated fats are also in palm and coconut oils, which are often used in commercial baked goods. Eating too much saturated fat can raise blood cholesterol levels and increase the risk of heart disease.
Trans fats: Found in margarine (especially the sticks), commercial snack foods and baked goods, and some commercially fried foods, trans fats (also called trans fatty acids) are created when vegetable oils are hydrogenated (meaning that hydrogen atoms are added to the fat molecule so they remain solid at room temperature). Like saturated fats, eating too much trans fat can raise cholesterol and increase the risk of heart disease. By 2006, food manufacturers must list trans fats on food labels. For now, keep an eye out for "hydrogenated" or "partially hydrogenated" oils on the ingredient list.
Looking at Labels
When you're out shopping for food, picking up products, and perusing labels, it's important to understand that food companies want their foods to seem healthier, low in fat, or low in calories, so they may make their serving size smaller than the portion size most people would normally eat. For example, a bag of corn chips might list five chips as a serving size. But you'd have a hard time finding anyone who would eat only five chips. That's why it's always important to compare serving sizes.
When it comes to fat, labels can say many things. Low-fat, reduced fat, light (or lite), and fat-free are common terms often splashed across food packages. But the government has strict rules about the use of two of these phrases. By law:
- Fat-free foods can contain no more than 0.5 grams of fat per serving.
- Low-fat foods may contain 3 grams of fat or less per serving.
Reduced-fat and light (lite) foods are a little trickier, though, and you may need to do some supermarket sleuthing. Light (lite) and reduced-fat foods may still be high in fat. The requirement for a food to be labeled light (lite) is that it must contain 50% less fat or one third fewer calories per serving than the regular version of that food.
Foods labeled reduced fat must contain 25% less fat per serving than the regular version. But if the regular version of a particular food was high in fat to begin with, a 25% to 50% reduction may not lower the fat content enough to make it a smart snacking choice. For example, the original version of a brand of peanut butter contains 17 grams of fat and the reduced fat version contains 12 grams. That's still a lot of fat!
Do not expect the label to tell all. The percentage of fat in a food isn't always listed on the label. But it is easy to calculate. Divide the number of calories from fat by the number of total calories and multiply by 100. For example, if a 300-calorie food has 60 calories from fat, you divide 60 by 300 and then multiply by 100. The result shows that that food gets 20% of its calories from fat.
How Much Fat Should My Child Get?
Although the tendency for some parents is to try to cut fat altogether or excessively limit it, it's crucial for fat to stay a part of your child's diet. Despite the bad press, fat is not the enemy. In fact, restrictive diets aren't recommended for kids.
For young children, especially, fat and cholesterol play important roles in brain development. And for kids below 2 years old, fat should not be restricted. Starting at 2 years old, children should eat a varied diet with about 30% to 35% of calories coming from fat. For ages 4 to 18 years, the recommendations are about 25% to 35% of calories.
Fit Fats and Your Family
Although eating adequate amounts of fat is an important part of a healthy diet, it is true that many kids today do eat too much of it. And excess fat in a child's diet may lead to weight gain. Kids who carry excess weight into adulthood have greater risk of heart attacks, high blood pressure and early death, and have a higher incidence of depression and orthopedic problems.
So here are some ways to keep your child's fat intake in check and within the recommended healthy levels:
- Offer naturally low-fat foods, such as fruits and vegetables, whole grains, and lean meats, as well as low-fat dairy products.
- When cooking meat, opt for broiling, grilling, or roasting (on a rack). These methods allow the fat to drip away during cooking, which cuts down on calories, too. Frying, on the other hand, keeps foods in their own fat or requires added fat.
- Resist low-fat crackers, cookies, and other snacks that may be high in calories and easy for your child to overeat.
- Pack school lunches and meals for family outings, instead of going to fast-food restaurants or relying on your child to make healthy choices in the school cafeteria.
- Try planning your child's meal ahead of time to eliminate reliance on fatty foods.
- When you dine out, help your children make balanced choices that don't include large amounts of fat. For example, make a green salad part of your order and use low-fat dressing on the side. Encourage choosing mustard instead of mayonnaise on sandwiches. Choose stir-fried or steamed dishes rather than fried. If your child wants to skip the burger and just have fries at a fast-food restaurant, suggest that he or she order only a small portion of fries and have it with a salad.
Probably the most effective way to teach your child healthy eating habits is to set a good example. Make nutritious food a priority in your life by limiting visits to fast-food restaurants and by teaching your child how to prepare meals and snacks healthfully. Simply be a good nutritional role model. If your child sees you eating junk food, it's likely that he or she will, too. Establishing sensible eating habits, choosing foods wisely, and exercising regularly are the keys to long-term good health.
Reviewed by: Barbara P. Homeier, MD
Date reviewed: January 2005
Preschool Healthy Living

Jay Jay The Jet Plane
Jay Jay The Jet Plane - Bodies Change and Grow
Three times throughout the year, take pictures of students in the class. Mount all three pictures in sequence and observe changes at the end of the year.
- Subject: Health & Fitness
- Grade Level: K-2, PreK
- Topic: The Body
- Resource Type: Project
Lets Think About... Our Healthy Bodies
Activities:
1. Bodies Change and Grow Three times throughout the school year take pictures of each child in class. Post the pictures on a bulletin board. At the end of the year mount all three pictures in a sequence on construction paper.
"Can you see how much I have grown?"
Designate one door as a giant measuring post. Measure each child within the first couple of months. Use different colored masking tape to indicate each child's height. Remeasure twice within the year. Each time you measure use a different color tape to demonstrate the child's growth throughout the year.
2. Some Parts of Our Bodies are Different and Unique
How are you the same? How are you different? Use small non breakable mirrors. Instruct the children to look closely at their faces. Have them check out the color of their eyes and the color and texture of their hair.
Then instruct children to draw their own faces.
Give each child a card (4" by 6" works well) with a drawing of eyes on it. For homework have children color their eyes like their own and return the card to class.
Assemble a picture bar graph according to eye color. Compare and discuss.
3. Your Fingerprints are Different From Everyone Else's in the World
Using a stamp pad and index cards, select 3 to 5 children daily to have their thumb prints made. Provide children with a large magnifying glass (note: preferably one on a stand). Have children examine the differences between their thumbprints and their classmates thumbprints. Continue throughout the week until all children have had their prints made and have had the opportunity to study them using the magnifying glass.
4. Making Healthy Snacks
Friendship Salad. Have each child bring his/her favorite fruit to share. Graph the real fruit on a large piece of butcher paper, placing all apples together, oranges, etc. Using plastic knives for cutting and paper plates for cutting boards, prepare a fruit salad that can be eaten at snack time with yogurt. Be vigilant about hand washing and no tasting while preparing.

Barney and Friends
Chase Bubbles
Suggested Grade Level: Preschool-K
Based on:Barney & Friends #708: "Play For Exercise!"
Objectives:
Young children are naturally active. They need opportunities to run, jump, climb and move to exercise their muscles and develop their physical coordination. Exercise does not need a formal routine. Something as simple as running and playing provides opportunities for large muscle development.
The children will:
- Know that exercise is fun
- Understand that exercise is necessary for developing stamina and strength
- Know that exercise is appropriate for all ages
- Learn that chasing bubbles is good exercise
Skills:
- Gross motor
- Math (measurement)
- Following directions
Materials:
- Open area
- Water
- Liquid dishwashing soap
- Measuring cup
- Glycerin
- Bubble blowers: clean plastic fly swatter, embroidery hoops, empty wooden spools, small juice cans (with both ends removed), sieves, and colanders.
Directions:
Children love to run and chase, and it's great exercise too! Choose a wide-open area like a park or playground for this activity.
Here's a simple recipe that makes lots of bubbles:
- 2 cups water
- 1 cup liquid dishwashing soap
- One-fourth cup glycerin (available at drug stores - not necessary, but a small amount helps make better bubbles!)
Write the recipe on a large piece of poster board and children can help follow the recipe. You may even allow some students to help measure and pour.
When the bubble solution is mixed, give children objects to blow bubbles with. They can use bubble blowers, or some suggestions for making a variety of bubble sizes include a clean plastic fly swatter, embroidery hoops, empty wooden spools, small juice cans (both ends removed) sieves, and colanders.
After children blow the bubbles, they can chase and pop them!
Extension:
Play "Ring Around the Rosie."
Make a large circle with all children holding hands. Sing and recite "Ring Around the Rosie." Repeat changing the verses to "Run," "Skip," and "Hop" Around the Rosie. This game encourages exercise by running, skipping and hopping.

Arthur
Healthy Snacks: Distinguish healthy foods from junk
Based on: Arthur
Age Range: 3-5
Skills/Subjects: Art, Life Skills & Math
Materials
- Glue
- Marker
- Pictures of food (from magazines, grocery fliers, etc.)
- Poster board (two large pieces)
Directions
Use this sorting activity to help children discover and define the differences between healthy food and junk food.
Prepare: Collect pictures of healthy foods and junk foods from magazines, fliers, newspapers, etc. On one piece of poster board, write the title "Healthy Food" and draw a green traffic light. On the other piece of poster board, write the title "Junk Food" and draw a yellow traffic light.
Sort healthy: Point to the green traffic light and ask: What does a green light mean?(Go ahead.) Kids should feel free to go ahead and eat lots of healthy foods. Help children choose and glue down two or three pictures of healthy foods onto this poster.
Sort junk: Point to the yellow traffic light and ask: What does a yellow light mean? (Slow down, and prepare to stop.) Explain that we should only eat junk food once in a while, if at all. Help children choose and glue down two or three pictures of junk food onto this poster (e.g., candy, chips, soda).
Continue to sort: Keep sorting food pictures while you discuss healthy eating habits.
Talk About It
Ask: What sorts of things should we eat? How can we keep our bodies strong?
Based on an activity in Play and Learn with Arthur, Volume 1
North Carolina Standard Course of Study
Healthful Living K-3
North Carolina Standard Course of Study Healthful Living Education
Related Goals & Objectives: Changing Vision in Healthful Living Education
Students in North Carolina are more obese than ever. It is imperative that broad-based implementation of healthful living reforms continue so that all students in our state can realize their potential. Because health education and physical education are so different from a
generation ago, the nature of healthful living is changing. A revised perception of teaching is required in order for healthful living goals to be achieved.
One important change is the rapid sharing of information that our children are unhealthy; furthermore, unhealthy behaviors have more impact on citizens, employees, students, and parents. For example, the quality of our lives is enhanced by healthy behaviors and participating in lifelong activities. In order to do this as adults, students must be provided the opportunity to learn and practice healthy behaviors, making good decisions, conflict resolution, goal setting, calculating and predicting health outcomes, and physical activity skills accessible in today's society. Students and adults alike have greater opportunity to participate in life skills, ranging from choosing appropriate foods to opportunities to participate in physical activity.
However, these programs are not designed to teach students the motor skills to participate. Nor are they designed to replace physical education or health education.
For these reasons, students need a stronger understanding of health, a safe place to learn, and the ability to obtain a healthy and active life. Together with an emphasis on the application of healthy behaviors and the opportunity to practice and build on a student’s skill level, the
Healthful Living Curriculum will help all students to be safe, healthy, and physically active.
Student Learning We have known that healthy, active kids learn better. Now data provides information for us. More and more studies are being done to show that healthy active kids have fewer absences, have fewer discipline problems, and can do better in school performance in academic areas. As a result, we can now plan instruction in ways that are far more likely to help them develop skills in health and physical education to be applied in their adult working lives.
A comprehensive Healthful Living Education program for all students has as its foundation learning experiences which are designed to help each individual develop pro-active health promotion behaviors. Students should develop positive attitudes toward regular physical activity and its effect on health. The following educational descriptors are reflective of the goals and objectives found in the K-3 Healthful Living Education curriculum:
By the end of grade three : Students will be aware of the important health risks for their age group and will comprehend some of the major influences on their own health, especially including the role of their own behaviors in regard to eating breakfast and balanced meals; rest and exercise; using seat belts; responding to traffic, fire, and other warning signs, sounds, and symbols; avoiding burns and getting help in an emergency; and the impact of substances, including alcohol and tobacco, on their lives; identify social and psychological contributions of physical activity.
Students will know and understand the value of being physically fit and the types of activities that contribute to total fitness; express feelings with challenges; be aware that choosing to be physically active is a conscious decision and personal choice for both enjoyment and health related benefits.
Source: North Carolina Standard Course of Study (PreK-12)
HEALTHFUL LIVING—KINDERGARTEN
COMPETENCY GOAL 5: The learner will apply behavior management skills to nutrition-
related health concerns.
Objectives
- 5.01 Place foods in the appropriate group of the Food Guide Pyramid.
- 5.02 Eat a variety of foods for good health, including unfamiliar and culturally diverse foods.
- 5.03 Select a school breakfast and lunch that contain a variety of grains, vegetables and fruit.
- 5.04 Keep foods and their containers clean.
- 5.05 Keep hands clean, using appropriate cleaning techniques.
- 5.06 Recognize the agricultural origins of common foods.
- 5.07 Identify snack foods that help the teeth and body.
COMPETENCY GOAL 8: The learner will exhibit a physically active lifestyle.
Objectives
- 8.01 Identify likes and dislikes connected with participation in physical activity.
- 8.02 Select and participate in activities that require physical activity during non-school hours.
- 8.03 Recognize the joy of participating.
COMPETENCY GOAL 11: The learner will participate successfully in a variety of
movement forms and gain competence towards lifetime physical activities.
Objectives
- 11.01 Demonstrate non-locomotor movements using different parts of the body.
- 11.02 Demonstrate a variety of locomotor and combination skills in a movement pattern.
- 11.03 Utilize non-locomotor, locomotor, and combination skills to demonstrate movements in
- creative sequences and in simple patterned dances.
- 11.04 Demonstrate a variety of non-locomotor, locomotor and combination skills while
- participating in different games and activities.
- 11.05 Develop movement control for safe participation in games and sports.
- 11.06 Demonstrate the emerging skills of catching, kicking, throwing, and striking necessary for
- participating in activity.
- 11.07 Demonstrate forward and backward rolling patterns.
- 11.08 Perform rolling movements, which can be used as safety rolls.
HEALTHFUL LIVING EDUCATION – Grade 1
COMPETENCY GOAL 5: The learner will apply behavior management skills to nutrition-
related health concerns.
Objectives
- 5.01 Discuss how foods of the Food Guide Pyramid are needed for growth and health.
- 5.02 Select healthful snacks for teeth and body from the Food Guide Pyramid.
- 5.03 Recognize and appropriately respond to physical signs of hunger and satiety.
COMPETENCY GOAL 7: The learner will achieve and maintain an acceptable level of
health-related fitness.
Objectives
- 7.01 Examine one or two components of a health-related fitness assessment.
- 7.02 Demonstrate the ability to understand the concept of pacing during cardiovascular
- endurance activities.
- 7.03 Demonstrate knowledge of flexibility through stretching exercises and perform exercises,
- which enhance flexibility in a variety of muscle groups.
- 7.04 Demonstrate knowledge of muscular strength and endurance through strengthening
- exercises and perform exercises, which enhance muscular strength and endurance in a
- variety of muscle groups.
COMPETENCY GOAL 8: The learner will exhibit a physically active lifestyle.
Objectives
- 8.01 Investigate likes and dislikes connected with participation in physical activity.
- 8.02 Explore activities you like which require physical activity during non-school hours.
- 8.03 Accept and carry out safe rules while participating outside school hours.
HEALTHFUL LIVING EDUCATION – Grade 2
COMPETENCY GOAL 5: The learner will apply behavior management skills to nutrition- related health concerns.
Objectives:
- 5.01 Conclude that foods provide nutrients, which maintain and promote health.
- 5.02 Identify the serving sizes and number of daily servings needed from each food group of the
- Food Guide Pyramid.
- 5.03 Describe how microorganisms can cause foodborne illnesses.
- 5.04 Provide examples of how the media uses persuasive techniques to influence food-related
- purchasing decisions.
- 5.05 Accept and respect the uniqueness of differing physical characteristics.
- 5.06 Recognize the social significance of food in the United States.
COMPETENCY GOAL 7: The learner will achieve and maintain an acceptable level of
health-related fitness.
Objectives
- 7.01 Examine 2 or 3 components of health-related physical fitness assessment.
- 7.02 Recognize the physiology indicators that accompany moderate to vigorous physical activity.
- 7.03 Recognize the relationship between nutrition and physical fitness.
COMPETENCY GOAL 8: The learner will exhibit a physically active lifestyle.
Objectives
- 8.01 Engage in physical activity in your community.
- 8.02 Demonstrate good sportsmanship and other positive behaviors related to physical activity.
- 8.03 Investigate that physical activity is a conscious choice.
COMPETENCY GOAL 11: The learner will participate successfully in a variety of movement forms and gain competence towards lifetime physical activities.
Objective
- 11.01 Demonstrate mature motor patterns in simple combinations.
- 11.02 Demonstrate smooth transitions between sequential motor skills.
- 8.02 Engage in regular physical activity.
- 8.03 Understand that participation in physical activity is a conscious
- 8.04 Discover personal likes and dislikes related to physical activity.
HEALTHFUL LIVING EDUCATION – Grade 3
COMPETENCY GOAL 5: The learner will apply behavior management skills to nutrition- related health concerns.
Objectives
- 5.01 Identify the important nutrients in each of the food groups of the Food Guide Pyramid.
- 5.02 Plan healthy meals and snacks that emphasize the principles of the Food Guide Pyramid.
- 5.03 Practice safe food handling that promotes cleanliness and avoids cross-contamination.
- 5.04 Understand the basic information on food labels.
- 5.05 Distinguish between internal and external cues for starting and stopping eating.
- 5.06 Recognize the social significance of food in family and cultures.
COMPETENCY GOAL 7: The learner will achieve and maintain an acceptable level of
health-related fitness.
Objectives
- 7.01 Recall all of the components of a health-related fitness.
- 7.02 Complete a modified version of a health-enhancing personal fitness test.
- 7.03 Demonstrate appropriate warm-up and cool down activities.
COMPETENCY GOAL 8: The learner will exhibit a physically active lifestyle.
Objectives
- 8.01 Develop and demonstrate a positive attitude toward being physically active.
- 8.02 Engage in regular physical activity.
- 8.03 Understand that participation in physical activity is a conscious
- 8.04 Discover personal likes and dislikes related to physical activity.
COMPETENCY GOAL 11: The learner will participate successfully in a variety of
movement forms and gain competence towards lifetime physical activities.
Objectives
- 11.01 Demonstrate American and International folk dances.
- 11.02 Create movement sequences to a rhythmic beat while manipulating objects.
- 11.03 Demonstrate catching and throwing patterns with balls and other appropriate objects.
- 11.04 Discover the ability to change direction and levels with objects.
- 11.05 Perform the skills of kicking, dribbling, passing, and trapping.
- 11.06 Demonstrate the ability to strike with a paddle or other appropriate extensions.
- 11.07 Demonstrate inverted movements.
- 11.08 Perform a variety of forward and backward rolling movements and sequences.
- 11.09 Create a variety of gymnastic routines, which focus on inversion and rolling sequences.
- 11.10 Successfully perform a variety of jump rope skills.
COMPETENCY GOAL 12: The learner will demonstrate a competent level of physical
activity, sport, and fitness literacy.
Objectives
- 12.01 Identify safe practices in physical activity settings.
- 12.02 Follow rules during a variety of physical activities.
- 12.03 Assess the major characteristics of mature walking, running, throwing, catching.
- 12.04 Use feedback to improve performance.
- 12.05 Identify and understand the critical elements of basic fitness terms.
Source: North Carolina Standard Course of Study from the North Carolina Department of Public Instruction http://www.dpi.state.nc.us/

K-3 Healthy Living
(Read-View-Do)
Lesson Meet
The North Carolina Standard Course of Study Curriculum Guidelines
K-2 Healthful Living
Berenstain Bears
Video Lesson Plan #13: Building A Food Pyramid
After watching the video clip, students will listen to the story "Gregory, the Terrible Eater". Have a discussion on good eating habits. Students will bring in food packaging to classify according to food group. (section 5)
See, Think & Do Activity Preparation:
1. Cue up the Outreach Videotape to Clip #13.
2. Make or use an existing (large) Food Pyramid Diagram.
Be sure there is plenty of room on the diagram for items to be taped or stapled under each category.
3. Write a note to parents and guardians informing them that children need to bring in small, clean food containers and wrappers.
Give Food Pyramid categories as suggestions.
See, Think & Do Activities:
“See” – a Video Clip
1. Tell the class that they are about to watch Brother, Sister and Papa Bear as they pick out food items from the grocery store. Ask that as they watch, children think about whether they are “good” or “bad” foods for the bears to eat.
2. Show the :29 clip on the Bears happily grabbing junk food from off the market shelves.
Objectives:
Children will:
* View and discuss a junk food-themed clip from the Berenstain Bears episode, “Too Much Junk Food.”
* Listen to “Gregory, the Terrible Eater” (or another story about eating habits) and compare the book and video clip themes.
* Talk about nutrition, the Food Pyramid and their favorite foods.
* Bring in food containers from home, talk about home meals, and classify the containers and meals according to Food Pyramid categories.
Grades: K-2
McRel Standard(s): Health - Standard 6.1, Classifies foods and food combinations according to the food groups.
Learning & Curriculum Area(s): Health, Language Arts
Vocabulary Words: Food Pyramid, healthy, unhealthy, junk food
Time Needed: short class periods over two days
Video Lesson Plan #13
Building a Food Pyramid.
Learning about healthy eating habits and Food Pyramid categories.
Learning Area: Health, Classification, Critical Analysis
Episode: “Too Much Junk Food” Synopsis: When Sister, Brother and Papa feel ill-prepared for a race, they are forced to reconsider their eating and exercise habits. They decide to make healthier choices.
Materials Needed: Outreach Videotape, VCR, TV set, large Food Pyramid diagram, “Gregory, the Terrible Eater” (or similar title), note to parents, tape or stapler, magazines
Lesson Plan Overview :
Children will watch a clip from “Too Much Junk Food” and discuss whether the foods depicted would make us feel good or bad. They will listen to a story about eating habits and a comparison will be made between food choices made in the book vs. those in the video. After learning about nutrition and the Food Pyramid, students will be asked to bring in food wrappers and containers from home. The packages will be assessed for which food group they fall into and children will discuss the meals they’re associated with.
SEE
3. Discuss the clip in relation to healthy eating choices, such as:
*What food items did you see Brother, Sister and Papa Bear get at the store?
*Do you think these foods will make the Bears feel good or bad? Why or why not?
*Have you asked your parents to buy foods like these? If so, what kinds? How did they make you feel after eating them?
What other kinds of food do you ask for?
“Think ” – about similar ideas within a Reading Extension
Read “Gregory, the Terrible Eater“ (or a similar-themed book about eating habits). Encourage students to compare the food-related ideas in the book and video, such as:
*What foods does Gregory like to eat? Do you think they’re really terrible? Why or why not?
*Do you think the foods Gregory likes to eat are better or healthier than the ones Brother, Sister and Papa were buying at the store? Why or why not?
*Have you eaten any of the foods that Gregory likes? Which ones and how did they make you feel?
“Do ” – a hands-on Activity
Activity One – Making Food Pyramid “Connections”
- Explain that even though certain foods taste really good (like candy, cookies and french fries), they’re not as healthy for us as foods like bread, cheese, fruit and vegetables. Unlike “junk food,” healthy foods can give us energy to do the things we enjoy, like ride our bikes, play, swim, skate, etc.
- Show students the Food Pyramid and describe the different categories. Explain that the healthiest foods are in the bottom five areas. These are the sections we should try to choose foods from every day.
- Ask students to think of additional items that belong in each section. (Help them with ideas as needed.) Ask where their favorite foods belong.
- Give children the parent note and ask that they bring in empty food wrappers and containers from home. Mention that the packages should be clean before bringing them to class.
- Once gathered, ask students to match their food packages with correct Pyramid categories. Help them tape or staple the containers under the correct section.
- Encourage children to talk about different meals prepared at their homes and the different Pyramid categories they’re associated with.
- As an additional homework assignment, ask children to write down or draw different fruits and vegetables they eat at home (since this category probably won’t be represented by the packaging brought in). As a class, also discuss these in relation to the Food Pyramid.
Additional Activities
- If a VCR is available, tape the full episode of “Too Much Junkfood” (see How to Locate Episode). Ask children what they think happened after Brother, Sister and Papa bought and ate the “junk food,” then show and discuss the actual outcome.
- Other books that can be read to or explored by children to extend the theme of healthy eating include: “Oliver’s Vegetables” by Vivian French, “The Race Against Junk Food” by Anthony Buono, “Cloudy With a Chance of Meatballs” by Judi Barrett, and “Eat Your Peas” by Kes Gray.

Grade Three
Anne of Green Gables—Episode 15 – The Swim of Things
Encourage children to learn more about balanced diet and exercise by researching nutrition and physical fitness. Create a related picture dictionary. Invite an aerobics or square dance instructor to teach the fun and importance of exercise.
- Subject: Health & Fitness
- Grade Level: 3-5, K-2
- Topic: Fitness, Food & Nutrition, Fitness & Nutrition
Episode Description
It's swimming time at the pond and everybody is having fun -- everybody, that is, except Felix. A poor swimmer, he is discouraged and disheartened. Like everybody else, Anne is impatient with her friend's limitations. However, when an injury sidelines her, Felix helps her with her exercises and finds his own true ability. Soon the two unlikely friends are hard at work, helping one another train.
Learning Objective
Physical development often refers to a child's whole body as well as the overall health and fitness of a growing body. Like any other developing skill, physical and motor skills require exploration and practice. These activities will strengthen physical/motor skills.
Talking About the Episode
- Who can describe what it means when people say: "Practice makes Perfect"?
- In this episode, we see Anne practice trying to heal her shoulder and Gilbert practice his dives --why do you think this helped them do a good job?
- Is there anything you practice? Tell us about it.
- Tell us why the kids had a hard time swimming after they drank the sodas? What about a good's night rest?
Fitness Fun
Nutrition and exercise is an on-going learning process. Encourage children to learn more about the roles of a balanced diet and exercise by:
- Making a picture dictionary and by cutting out or drawing pictures of body words. Help them write definitions and make a book.
- Researching how athletes exercise and train to make their muscles stronger.
- Inviting an aerobics instructor or square dance instructor to teach the fun and importance of exercise, or use a workout video.
Digital Diet
These websites have great ideas for learning more about the benefits of a healthy diet:
The Nutrition Expert at http://www.cce.cornell.edu/food
American Heart Association http://www.americanheart.org
Suggested Storybooks
- The Magic School Bus: Inside the Human Body by Joanna Cole
- What's Inside My Body? by Angela Royston
- The Edible Pyramid: Good Eating Every Day by Loreen Leedy
Parent Assignment

(On card placed in a self-addressed envelope)
- Write down one thing that you plan to change in your child’s eating habits to prevent childhood obesity.
- Write down one thing that you plan to change in your child’s physical activity habits to prevent childhood obesity.
For More Information: Fittopgether
PARENT HANDOUTS
Meeting the Challenge of Childhood Obesity Through Nutrition and Exercise
Family Guide to Better Health BE ACTIVE
Make it a family priority to be active together! Children should accumulate 60 minutes of physical activity every day. Walk, run and play with your children – don’t just sit on the sidelines.
EAT RIGHT
It is the parent’s job to provide nutritious, well-balanced meals, to keep healthy foods and beverages in the house, and to set a good example.
- Serve portion sizes appropriate to a family member’s age and activity level. Begin with small portions and provide the opportunity for more.
- Serve water, fat-free milk and 100% juice instead of high-calorie, low-nutrient sugar-sweetened beverages.
- Prepare and eat meals at home. Eat together and turn the TV off during mealtime.
- Help children learn to eat slowly, enjoy food and when satisfied stop eating.
- Refrain from using food as a reward. Help children learn to eat for nourishment and satisfaction.
MONITOR AND LIMIT SCREEN-TIME
Monitor and limit screen-time to 1 to 2 hours a day. Do not have a TV in a child’s bedroom; instead, locate the TV in an out-of-the way location so watching does not dominate the activity in the home.
Did You Know?
- Behaviors that have contributed to the increase in overweight prevalence for adults may be transmitted within the family setting and affect the weight status of children.
- The availability of high-fat foods and their association with fun activities contributes to the increased incidence of childhood obesity.
- Children spend an average of 17 hours a week watching TV plus the time they spend on video and computer games.
- As many as 10 repeated exposures to try a new food, by actually tasting it, are necessary before a child’s acceptance of it is achieved.
- Children seem to be able to regulate their caloric intake, however as they age, environmental and psychological factors can override a previous sensitivity to internal food regulating cues.
- Only one in five children eats five servings of fruits and vegetables a day, as recommended by the National Cancer Institute.
- Inactive children, when compared with active children, weigh more, have higher blood pressure and lower levels of heart-protective high-density lipoproteins (HDL cholesterol).
- A physically active lifestyle adopted early in life may continue into adulthood. Even children ages 3 and 4 years who were less active tended to remain less active than most of their peers.
- Physical activity helps kids to improve their strength and endurance, build healthy bones and muscles, reduce anxiety and stress and increase self-esteem. Studies show that physical activity may improve children’s function and academic performance.
- Studies show that families who eat home-prepared meals instead of eating out routinely tend to have a healthier eating pattern.
- Having a television in the bedroom has been reported to be a strong predictor of being overweight, even in preschool aged children.
- Teens who eat with their family have better nutrition, higher academic scores and even less “high risk” behavior.
- An overweight child at 6 years of age has a 50% chance of being an obese adult. If overweight continues into the teen years, the teen has a 70-80% chance of becoming an obese adult.
- Have you ever wondered whom your child wants to be most like? A survey conducted by the American Dietetic Association Foundation indicated that it is mom and dad. Parents have a greater potential to influence their children’s behavior than anyone else --- that includes behaviors such as eating habits.
Parent Tips
If your child is overweight or at risk of becoming overweight, you may be wondering what can parents and families do to help?
- Help your children establish healthy habits by creating a healthy environment at home.
- Get the whole family involved. Everyone will benefit physical activity and healthy eating.
- Be role model. You are your child’s first teacher.
- Establish healthy and realistic goals that apply to the whole family
- Work towards two or three small changes in eating or physical activity.
- Make sharing a family meal a priority. Schedule meals and snacks at regular intervals made with foods the whole family can enjoy together.
- Remember, change takes time. Be patient even after you have made healthy eating and being active part of the family daily routine, it may take time to notice changes your child’s weight.
- When your family has turned a healthy change into a habit reward yourselves with a fun physical activity such as bowling or miniature golf.
Teenagers Need Nutrition Guidance Too
Teenagers make most of their own choices affecting their health and nutrition. As a parent, remember that you still have an important role in modeling and promoting healthful habits.
- Adolescence is a time of great growth and development. Youth will gain:
15-20% of their height
50% of adult weight
45% total skeletal mass
**In North Carolina, one in four teenagers and one in five children, from five to 11-years-old, are overweight.
What can a parent do?
- Make nutrition relevant to your teen’s life. Discuss nutrition in terms that interest your teen:
- Athlete … nutrition can improve sports performance.
- Aspiring chef …an interest in cooking up healthy dishes.
- Academically-focused… interest in how proper nutrition can maximize brain power.
- Appearance…connection between nutrition and health, weight, skin and hair.
- Stock pantry and refrigerator with healthful snacks such as fruits, vegetables – cut up and ready-to-eat, yogurt, lean deli meats, whole grain breads, baked chips and salsa, fat-free milk, bottles water and 100% fruit juice.
- Make family meals a priority . . . at least a few times a week.
- Never give up. Stick to your plan. You and your family are establishing a healthful foundation that your child will return to someday in the future.
- Role model healthy eating and activity behaviors. Your teen is watching
More>>
|
|