Nutrition Staff, the Canucks for Kids Fund, and Local Educators to Ensure the Program’S Relevancy and Practicality

Home , Bo Horvat, Daniel Sedin, Henrik Sedin

INTRODUCTION

PARTNERSHIP: The Vancouver Canucks and the Canucks For Kids Fund are proud to offer the Canucks Power PLAY Program to Intermediate classrooms throughout British Columbia. The program was developed in partnership between various members of the Vancouver Canucks strength and conditioning staff as well as the team nutrition staff, the Canucks for Kids Fund, and local educators to ensure the program’s relevancy and practicality.

PROGRAM AUTHORS: Jessica Hoffman – Program Manager, Community Partnership, Vancouver Canucks Cristina Sutter – MHSc, Registered Dietitian Roger Takahashi – Strength & Conditioning Coach, Vancouver Canucks

PROGRAM CONTRIBUTORS: Glenn Carnegie – Skill Coach, Vancouver Canucks Kaleigh Gellert – Community Partnerships, Vancouver Canucks Michelle Murvai – Community Partnerships, Vancouver Canucks Harold Cecchetti - Community Partnerships, Vancouver Canucks

GRADES 6-7 • INTRODUCTION 2 PURPOSE:

The primary purpose of the Canucks Power PLAY Program is to help both PE Specialists and regular classroom teachers fulfill physical education learning outcomes in the required instructional time as mandated by the BC Ministry of Education in the Integrated Resource Package for Physical Education K to 7. Due to recent budget shifting and changes to school staffing strategies, the Vancouver Canucks and the Canucks for Kids Fund understand that fulfilling physical education learning outcomes in BC elementary schools can be challenging for educators and administrators. Our goal is for the Power PLAY Program to assist educators in a fun, meaningful and fulfilling manner.

Canucks Power PLAY Program will provide curricula for intermediate students based on two key subject areas:

1. healthy eating and nutrition 2. positive active living strategies

Within the active living component there will be a focus on floor hockey, including teaching the basic skills and game development.

FRAMEWORK:

The framework of the Canucks Power PLAY Program will follow the BC Ministry of Education’s aim and goal for physical education K-7:

AIM OF PE K-7: • To provide opportunities for all students to develop knowledge, movement skills, and positive attitudes and behaviours that contributes to a healthy, active lifestyle. • An effective physical education program provides opportunities for all students to develop and knowledge and skills to participate regularly and safely in a variety of physical activities.

GOALS FOR PE K-7: • Students will have opportunities to participate daily in a variety of physical activities. • Students will develop age-appropriate knowledge and skills for participating productively, safely, and responsibly in a range of physical activities. • Students will develop the knowledge, skills, and attitudes that enable them to attain and maintain a healthy, active lifestyle. • Students will develop an understanding of the value of a healthy, active lifestyle.

GRADES 6-7 • INTRODUCTION 3 MANDATED CURRICULUM & LEARNING OUTCOMES:

Please refer to your personal copy of “Physical Education K to 7: At A Glance for complete details (IRP, Physical Education K-7, page 13-14)

Canucks Power PLAY Program will follow the BC Ministry of Education’s curriculum mandates for physical education K-7:

1. ACTIVE LIVING: Provides opportunities for students to develop knowledge and skills related to: • The physical and emotional benefits of regular participation in physical education • The importance of fuelling physical activity with healthy nutritional practices, appropriate water intake, and adequate sleep • Self-monitoring of personal exertion levels • Setting goals for an active lifestyle

2. MOVEMENT SKILLS: Provides opportunities for students to: • Develop specific non-locomotor movement skills through participation in physical activities from all activity categories • Develop specific locomotor movement skills through participation in physical activities from all activity • Develop specific manipulative movement skills through participation in physical activities from all activity categories

3. SAFETY, FAIR PLAY AND LEADERSHIP: Students develop positive interpersonal behaviours through active involvement in a variety of physical activities in all activity categories. Students learn the importance of safety guidelines and practices for all forms of physical activity. They develop respect for self and others as they learn and practice the skills of cooperation, fair play, and leadership. Provides opportunities for student to develop knowledge and skills related to: • Safe participation in a variety of physical activities in all activities categories. • Working co-operatively and playing fairly with others when participating in physical activities. • Acquiring leadership skills for participation in physical activities.

Canucks Power PLAY Program will follow the BC Ministry of Education’s prescribed learning outcomes for physical education K-7. For all learning outcomes, please refer to pages 42-55 in the Ministry’s Integrated Resource Package for Physical Education K to 7.

GRADES 6-7 • INTRODUCTION 4 SCHEDULE & EVALUATION:

Canucks Power PLAY Program is meant to be implemented into your classroom at your own pace. Some teachers may be able to get through the entire curriculum in two weeks, while other teachers may use up to six months to complete the curriculum.

The difference between Grade 4/5 and Grade 6/7 program will be that the Grade 6/7 program will include a more in-depth look at concepts and issues. Please be advised, however, that the Grade 6/7 program is not intended to be a continuation of the 4/5 program.

Students participating in Canucks Power PLAY can be evaluated by their teachers using the Student Achievement – Full Scale Achievement Indicators for each grade as outlined in the in the Ministry’s Inte- grated Resource Package for Physical Education K to 7.

If at any time you have questions or feedback about the program, please contact the Canucks Power PLAY program staff at [email protected].

GRADES 6-7 • INTRODUCTION 5 CURRICULUM OVERVIEW:

GRADE 6/7 UNIT DETAILS:

UNIT 1: Nutrition: Healthy Bodies, Healthy Minds p9 TOPIC 1 - Nutrition and Your Body p10 TOPIC 2 - Canada’s Food Guide analysis p21 TOPIC 3 - Calories p30 TOPIC 4 - Healthy habits – portion size, balanced meals, etc. p36

UNIT 2: Nutrition: Vitamins & Minerals and the Colours of the Rainbow p49 TOPIC 1 - Importance of vitamins and minerals p50 TOPIC 2 - Choosing brightly coloured foods p62 TOPIC 3 - Nutritional goal setting p74

UNIT 3: Nutrition: Unwrapping the Food Industry p80 TOPIC 1 - Food agriculture in British Columbia p81 TOPIC 2 - Grocery stores & food marketing p88 TOPIC 3 - Nutrition labels p100 TOPIC 4 - Eating Out p110

UNIT 4: Fitness: Active Bodies, Active Minds p121 TOPIC 1 - Introduction to Fitness p122 TOPIC 2 - Heart Health p129 TOPIC 3 - Staying Active p134

UNIT 5: Fitness: Basic Anatomy & Proper Stretching Technique p141 TOPIC 1 - Basic Anatomy – Major Muscle Groups & Bones p142 TOPIC 2 - Proper Stretching Technique p153

UNIT 6: Fitness: Floor Hockey p161 TOPIC 1 - Intro to Floor Hockey p163 TOPIC 2 - Skill Building p169 TOPIC 3 - Play a game p180

GRADES 6-7 • INTRODUCTION 6 GRADE 6 PRESCRIBED LEARNING OUTCOMES ACHIEVED VIA CANUCKS POWER PLAY PROGRAM as mandated by the BC Ministry of Education

GRADE 6 – ACTIVE LIVING (KNOWLEDGE)

p A1: Relate personal physical and emotional health benefits to regular participation in physical activity (e.g. energy, endurance, stress management, fresh air and sunshine when activities are done outside) p A2: Relate the development of muscular strength and endurance, cardiovascular endurance, and flexibility to participate in specific physical activities p A3: Analyze nutritional considerations for physical activity p A4: Monitor own exertion while participating in physical activity (e.g. manual or electronic heart rate monitoring) p A5: Set personal goals for attaining and maintaining a physically active lifestyle

GRADE 6 – MOVEMENT SKILLS

p B1: Practice learned non-locomotor, locomotor, and manipulative movement skills in order to improve p B2: Demonstrate offensive and defensive strategies in a variety of activity categories p B3: Demonstrate the proper technique to send and receive an object with or without an implement in predictable settings (e.g. kick a soccer ball against a wall, strike a tennis ball with a racquet, chest pass a basketball to a partner, throw a flying disk to a team-mate) p B4: Apply a combination of learned skills to create original sequences, drills, challenges, or games

GRADE 6 – SAFETY, FAIR PLAY, AND LEADERSHIP

p C1: Demonstrate safe procedures for specific physical activities (e.g. wearing safe attire for the activity, safe use of equipment and facilities, participating in warmup and cooldown appropriate to the activity) p C2: Model fair play when participating in physical activity p C3: Demonstrate leadership in respecting individual differences and abilities during physical activity

GRADES 6-7 • INTRODUCTION 7 GRADE 7 PRESCRIBED LEARNING OUTCOMES ACHIEVED VIA CANUCKS POWER PLAY PROGRAM as mandated by the BC Ministry of Education

GRADE 7 – ACTIVE LIVING (KNOWLEDGE)

p A1: Relate the effects of regular participation in a variety of types of physical activities to quality of life (e.g., stress reduction, prevents the onset of certain diseases, increased overall physical and emotional health)

p A2: Analyze the relationship between personal nutrition choices and participation in physical activity

p A3: Assess their heart rate during physical activity in relation to target heart rate zones

p A4: Design a plan for achieving physical activity goals

GRADE 7 – MOVEMENT SKILLS

p B1: Apply learned movement skills in new and unfamiliar physical activities

p B2: Demonstrate proper technique to send and receive objects with accuracy, distance, and control in unpredictable settings (e.g. kick an object varying distances, intercept an object from an opponent, pass an object to a moving partner)

p B3: Perform sequences using learned non-locomotor, locomotor and manipulative movement skills, demonstrating effective use of qualities of movement (e.g. speed, force, flow)

GRADE 7 – SAFETY, FAIR PLAY AND LEADERSHIP

p C1: Apply safe procedures for specific physical activities

p C2: Model fair play in all aspects of physical activity

GRADES 6-7 • INTRODUCTION 8 UNIT 1 – NUTRITION: HEALTHY BODIES, HEALTHY MINDS

TOPIC 1: NUTRITION & YOUR BODY - THE IMPORTANCE OF NUTRITION AND HOW IT CONTRIBUTES TO A HEALTHY BODY AND HEALTHY MIND

TOPIC 2: CANADA’S FOOD GUIDE ANALYSIS

TOPIC 3: CALORIES

TOPIC 4: HEALTHY HABITS - PORTION SIZE, BALANCED MEALS, ETC.

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES,4-5 • INTRODUCTIONHEALTHY MINDS 9 UNIT 1 – NUTRITION: HEALTHY BODIES, HEALTHY MINDS

TOPIC 1 NUTRITION & YOUR BODY

Objectives: • Students understand the role each nutrient plays in the body. • Students recognize the importance of a variety of foods in a healthy diet.

Learning Outcomes: • Students can identify main nutrients. • Students can list good sources of each nutrient. • Students can describe the function of each nutrient in the body.

Resources: • Nutrients & the Human Body chart • Human Body template • Human Body answer key • Crossword Puzzles

TOPIC 1 NUTRITION & YOUR BODY

Q: What is the definition of a nutrient?

A: The ingredients in food that humans need to grow and survive.

Q: What are the main essential nutrients?

A: carbohydrates, proteins, fats, vitamins (vitamins A, B, C, D and E), minerals (sodium, potassium, chloride, calcium, magnesium, phosphorous, iron, zinc, copper, manganese, fluoride, iodide, sulfur, molybdenum) and water

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 10 Q: Why is it important to eat a variety of foods from each food group?

A: Every food item has a different mix of types of nutrients and no one food contains all nutrients, so we have to eat a variety of foods to get all the nutrients.

TOPIC 1 NUTRITION & YOUR BODY

ACTIVITY 1: NUTRIENT CHART

Photocopy and handout the Nutrient Chart to all of the students. Discuss the nutrients with the class, explaining each of the four main topics/questions for each nutrient.

ACTIVITY 2: CROSSWORD PUZZLES

ACTIVITY 3: NUTRIENTS AND THE HUMAN BODY

Photocopy and hand out the Human Body worksheet. Have students refer back to their Nutrients & the Human Body chart in order to fill out which nutrients benefit which body parts. Some clarification may be required as to which body parts the lines are pointing to. Students can either complete the worksheet independently or with you leading the classroom.

BONUS QUESTION: Though calcium has not yet been introduced in the curriculum (Unit 2), any basic breakdown of the body requires that bones are included! Give students the opportunity to answer the bonus question without help, though you may have to give them the answer.

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 11 STUDENT HANDOUT

NUTRIENTS & THE HUMAN BODY

NUTRIENT WHY DOES OUR WHAT HAPPENS NAME 5 FOODS WHAT BODY PART BODY NEED THIS WHEN OUR BODY THAT CONTAIN BENEFITS FROM NUTRIENT? DOESN’T GET THIS NUTRIENT? THIS NUTRIENT? ENOUGH OF THIS NUTRIENT? Carbohydrate Main fuel (energy) Low energy; tired Grains (pasta, cereal, rice, Muscles; brain; source for muscles and weak muscles; bread); Vegetables and immune system to work. Only energy difficulty concentrat- Fruits (potatoes, carrots, (in the blood) source for the brain. ing and learning; banana); Milk and alter- Fiber from grains lowers immune natives (milk, yogurt); helps digestion. system legumes (baked beans, hummus) Protein Makes muscles, an- Lose muscle, lower Meat and alternatives Muscles; hormones tibodies, hormones, immunity, poor (chicken, tofu, eggs); Milk and immune system hair, etc. growth and alternatives (cheese, (in the blood); hair milk, yogurt); Grains also have a little protein Fat Main fuel (energy) Dry, scaly skin; Meat and alternatives Skin; hair source for body at dry dull hair; poor (beef, fish, eggs, nuts); rest; carries vitamins growth Milk and alternatives in body; protects (cheese, yogurt) vital organs; keeps body warm

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 12 STUDENT HANDOUT CARBOHYDRATES CROSSWORD PUZZLE The following words are all food items that contain lots of healthy carbohydrates! Foods like these should make up half of your daily diet. TIP: Use a pencil so that you can erase your answers easily if you have to change them.

1 2

5 4 6

7 8

ACROSS 3. Two slices for a sandwich 4. Lots of tiny white grains WORD BANK 5. Vegetable that can be mashed, roasted, fried… OATMEAL 7. Add hot milk to this for some porridge MUFFIN 9. Shaped like a donut, but much healthier GRANOLA CRACKERS

CEREAL DOWN RICE 1. Breakfast food in a bowl BAGEL 2. Usually eaten in “bar” form and often contains nuts BREAD 5. Dinner dish from Italy POTATO 6. Thin and crunchy snack squares PASTA 8. Do you know…the ______man? (He lives on Drury Lane!)

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 13 CARBOHYDRATES CROSSWORD PUZZLE - ANSWER KEY

C G E R B R E A D E N P O T A T O R I C E A L L R S O A T M E A L T U C B A G E L F K F E I R N S

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 14 STUDENT HANDOUT FAT CROSSWORD PUZZLE The answers to the following clues are all food items that are rich in fat. Some have a healthy amount of fat, while others do not. Foods like these should make up only a small part of your diet. TIP: Use a pencil so that you can erase your answers easily if you have to change them.

3 4

7 8

ACROSS 3. Not floor-nuts or ceiling-nuts 5. Can be bright orange, or pale white WORD BANK 7. Smooth, creamy and with a giant pit BACON 8. Sunnyside-up, over-easy, scrambled… SARDINES 9. Ocean food for sandwiches MILK EGGS DOWN CHEDDAR WALNUTS 1. Primary source of calcium AVOCADO 2. Made by churning fresh cream TUNA 4. Small, salty and often crammed into a can with oil BUTTER 5. Brown and hairy on the outside, white on the inside COCONUT 6. Fried breakfast food – Careful not to eat too much of this! BACON

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 15 FAT CROSSWORD PUZZLE - ANSWER KEY

M I B W A L N U T S K T A T R C H E D D A R O R I B C N A V O C A D O E G G S C N S O T U N A N T

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 16 STUDENT HANDOUT PROTEIN CROSSWORD PUZZLE *The following words are all food items that are rich in protein. Foods like these should make up about a quarter of your diet. TIP: Use a pencil so that you can erase your answers easily if you have to change them.

1 2

3 4

8 9

ACROSS 3. Pig meat + Karate move WORD BANK 7. A Thanksgiving-must! PORKCHOP 8. Sliced up and eaten in sandwiches EGGS 10. Boiled, fried, poached… YOGURT STEAK DOWN ROASTBEEF 1. A meat alternative popular with vegetarians PEANUTS 2. Eat this with granola and fruit for breakfast. SALMON 4. Comes in blocks or wheels, bright orange or white TURKEY 5. Aquatic animal; lots of these in BC! CHEESE 6. “Buy me some ______and crackerjacks” TOFU 9. Rare, medium or well done

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 17 PROTEIN CROSSWORD PUZZLE - ANSWER KEY

T Y P O R K C H O P S F H G A U E U L E R P M S T U R K E Y R O A S T B E E F A N T N E U A T K E G G S

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 18 TEACHER TEMPLATE HUMAN BODY

HAIR BRAIN Nutrient Nutrient Food Food Food Food

MUSCLES Nutrient Food STOMACH/DIGESTION Food Nutrient Food Food

*BONUS!*

SKIN BONES Nutrient Nutrient Food Food Food Food

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 19 HUMAN BODY – ANSWER KEY

BODY PARTS NUTRIENTS NEEDED FOR THOSE BODY PARTS

Brain Carbohydrate

Hair Protein, Fat

Skin Fat

Stomach/digestion Fibre (Carbohydrates)

Muscles Carbohydrate, Protein

Bones Calcium

Blood cells/immune system Carbohydrate, protein

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 20 TOPIC 2 CANADA’S FOOD GUIDE ANALYSIS

OBJECTIVES: • Students calculate how many servings from each food group they consume in one day. • Students compare their food intake to the number of servings recommended for their age group.

LEARNING OUTCOMES: • Students can identify the four food groups. • Students can give examples of foods from each food group. • Students can describe the serving sizes of each food group. • Students can identify the number of servings from each food group recommended for their age.

RESOURCES: • A copy of Canada’s Food Guide for each student can be ordered from the Public Health Agency of Canada at: http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/order-commander/index-eng.php • Food Tracker Worksheet • Food Tracker Answer Key • Your Personal Food Record • Do It Like The Pros: Bo Horvat’s Pre-Game Meal • Getting To Know: #53 Bo Horvat

TOPIC 2 CANADA’S FOOD GUIDE ANALYSIS

Review Canada’s Food Guide with students. (Available online at http://www.hc-sc.gc.ca).

Q: What are the four food groups?

A: (1) Vegetables and Fruit

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 21 (2) Grain Products (3) Milk and Alternatives (4) Meat and Alternatives

Q: What are examples of foods from each of the four food groups?

A: (1) apple, banana, berries, avocado, lettuce, green beans, cauliflower, etc. (2) cereal, bread, rice, perogies, crackers, granola bar, etc. (3) milk, yogurt, cheese, soy milk, etc. (4) egg, peanut butter, meat, chicken, tofu, beans, etc.

Q: Why is it important to eat foods from all four food groups?

A: Each food group contains foods that provide unique nutrients not found in the other food groups.

Q: Describe one serving size from each food group. Ask for examples of foods for each serving size. Record the answers for everyone to view and keep the answers on display for the Activities.

A: (1) 1 cup leafy vegetables (spinach, lettuce) or ½ cup all other vegetables or 1 whole fruit or ½ cup sliced fruit or ½ cup 100% fruit juice.

(2) 1 slice bread or ½ bagel or ½ pita or ½ tortilla or ½ naan bread or ½ cup cooked rice or pasta or ¾ cup oatmeal or 30g (approximately ½ -1 cup) cold cereal

(3) 1 cup milk, ¾ cup yogurt, 50g cheese (size of two 9 volt batteries)

(4) ½ cup meat, fish or chicken or ¾ cup of cooked legumes (e.g. chickpeas, lentils, kidney beans or tofu) or 2 eggs or 2 Tbsp or ¼ cup nuts or seeds.

Q: How many servings from the Canada’s Food Guide are recommended for this age group?

A: For students ages 9-13 years old, they need approximately: • 6 servings of vegetables and fruit; • 6 servings of grain products; • 3-4 servings of milk and alternatives and • 1-2 servings of meat and alternatives.

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 22 TOPIC 2 CANADA’S FOOD GUIDE ANALYSIS

ACTIVITY 1: FOOD TRACKER

Photocopy and provide each student with the Food Tracker handout. Have each student fill in the number of servings from each food group that each food item provides. Refer students to the examples of serving sizes in Canada’s Food Guide.

Allow students to estimate when exact servings are not clear e.g. granola bar is approximately the same as a slice of bread. Review the answers with the class.

This activity can be done as a class or in small groups.

ACTIVITY 2: YOUR PERSONAL FOOD RECORD

Using the Your Personal Food Record handout provided, have students write everything they ate for lunch yesterday. If possible, give the students the Food Tracker Worksheet a day in advance so that it is brought to class with the foods already recorded. Or have students complete the exercise with the lunch they brought to school that day.

• Give students class time to fill in the table with the number of servings from each food group. • Have students write the recommended number of servings from each food group for their age in the bottom row.

When students have completed their table, lead a discussion with the class: • Ask students which food groups they were missing or getting enough of. • Explain that students who are active or tall may need more servings than their friends. • Discuss that it is okay if some days we don’t eat all our food groups, but this activity just tells us if we are usually getting enough or too much of a food group. • If we eat too much of one food group and not enough of another food group, then we may be missing some nutrients. • Canada’s Food Guide can help us balance our diet so that we get all our nutrients.

Save the completed Food Record Worksheets for students to refer to when doing the activity in Unit 2 Topic 3 - Goal Setting.

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 23 STUDENT HANDOUT

ACTIVITY 3: DO IT LIKE THE PROS

Photocopy and provide each student with a copy of the “Do It Like The Pros – Bo Horvat’s Pre-Game Meal”. Break students into group of 3-4 students each. Have each group brainstorm and record their ideas to each question on the handout and then present to the class. Finish the activity with a teacher-led discussion that reveals the correct answers.

Photocopy and provide each student with a copy of the “Getting To Know: #53 Bo Horvat” which contains answers to the pre-game meal handout and other fun facts about Bo Horvat.

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 24 STUDENT HANDOUT

FOOD TRACKER

FOODS VEGETABLES GRAIN PRODUCTS MILK AND MEAT AND AND FRUIT ALTERNATIVES ALTERNATIVES 1 cup cheerios

1 cup milk

1 granola bar

2 slices of bread

3 slices of ham

1 apple

1 cup juice

½ cup fish crackers

1 cup pasta

½ cup tomato sauce

1 meat ball

¾ cup yogurt

½ cup berries

TOTAL Servings:

Recommended servings:

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 25 FOOD TRACKER – ANSWER KEY

FOODS VEGETABLES GRAIN MILK AND MEAT AND AND FRUIT PRODUCTS ALTERNATIVES ALTERNATIVES 1 cup cheerios 1

1 cup milk 1

1 granola bar 1

2 slices of bread 2

3 slices of ham 1

1 apple 1

1 cup juice 2

½ cup fish crackers 1

1 cup pasta 2

½ cup tomato sauce 1

1 meat ball 1

¾ cup yogurt 1

½ cup berries 1

TOTAL Servings I ate: 5 9 3 1

Recommended servings: 6 6 3-4 1-2

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 26 STUDENT HANDOUT

YOUR PERSONAL FOOD RECORD

FOODS YOU ATE FOR LUNCH VEGETABLES GRAIN MILK AND MEAT AND AND FRUIT PRODUCTS ALTERNATIVES ALTERNATIVES

Total Servings I ate:

Recommended Servings:

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 27 DO IT LIKE THE PROS BO HORVAT’S PRE-GAME MEAL

Just like you, professional athletes like Bo Horvat of the Vancouver Canucks needs to eat balanced, healthy meals. Unlike you, Bo trains at an elite level and needs to prepare to play hockey at a very high level almost every other night of the week. Before each game Bo has a very specific meal that not only helps him stay very healthy, but also helps him play his best during the hockey game.

Brainstorm ideas to the following questions and record your answers in the space provided. Present your ideas to the class once everyone has had a chance to complete their brainstorm.

What do you think Bo Horvat’s favourite pre-game meal consists of? List as many foods and beverages as you think Bo consumes during this one meal.

Of the foods you listed that you think Bo eats, explain why you think it is an important, balanced meal?

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 28 GETTING TO KNOW: #53 BO HORVAT

Bo Horvat’s favourite pre-game meal consists of:

• Boneless, skinless chicken breast • Whole wheat pasta with no sauce • Broccoli • Lots of water

This meal is an important, balanced meal because it contains:

• lean protein comes from the chicken which helps Bo build and maintain muscle • complex carbohydrates from the pasta for extended energy • vitamins, minerals, and carbohydrates from the broccoli • working together, these foods all give Bo energy for the entire hockey game so he can play his best

Number: 53 Favourite Movies: Slapshot, Step Brothers Height: 6’ 1” Player most admired growing up: Mike Richards Weight: 216 Favourite Past-Time: Plays a lot of golf in the Shoots: LEFT summer and likes to spend time in the outdoors Born: 05 APR. 1995 Spends the off-season in: Rodney, Ontario Birthplace: RODNEY, ON, CANADA Random Fact: Started playing hockey when he was four years old, favourite sport besides hockey Drafted: VAN / 2013 NHL ENTRY DRAFT is baseball (favourite team is the Toronto Bluejays, Round: 1ST (9TH OVERALL) if he didn’t play hockey he would want to be a country music artist and/or play the drums.

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 29 TOPIC 3 CALORIES

OBJECTIVES: • Students have a basic understanding of what a calorie is.

LEARNING OUTCOME: • Students understand that energy is measured in food via calories. • Students can “build” a healthy meal that gives them sufficient energy. • Students can identify the difference between good and bad calories.

RESOURCES: • Good Calories vs. Bad Calories handout • Meal Builder worksheet

TOPIC 3 CALORIES

Q: What is a calorie? Record student responses for all to view. If students needs help identifying attributes of a healthy meal, use the leading questions in the right column of the chart below to lead the discussion.

A: Virtually all foods give your body a certain amount of energy. The exact amount of energy that each food item gives you is determined by the amount of carbohydrates, protein and/or fat it contains and is measured in “calories”. For example, a full breakfast of eggs, whole-wheat toast, fruit and a glass of 2% milk might have roughly 400 calories in total and will give you lots of energy to start your day. Alternatively, skimming on breakfast by simply grabbing an apple on your way out the door gives you only about 90 calories, which will not give your body sufficient energy to function properly.

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 30 Q: Are all calories good for you? Record student responses for all to view. If students need help identifying attributes of a healthy meal, use the leading questions in the right column of the chart below to lead the discussion.

A: While virtually all foods have calories and will give you energy, not all of them are actually good for you. For example, an average chocolate bar can sometimes have as many as 250 calories but most of the energy that you get from that chocolate bar is in the form of sugar and fat, rather than the carbohydrates and protein that should make up most of your diet. Another example is a fast food hamburger, which can have as many as 550 calories. While it seems like this will give you lots of energy, most of the calories in a fast food burger are from fat as well, meaning that you will actually feel more sluggish. Foods such as these are said to have “empty calories” because they don’t give you the proper calories that are healthy or enough of the nutrients, vitamins and minerals that your body needs.

Q: How many calories should I have in a day?

A: According to Health Canada’s Food Guide, the average recommended intake of calories per day is as follows:

BOYS Age Low-Activity High-Activity 10-11 2000 2300 12-13 2250 2600

GIRLS Age Low-Activity High-Activity 10-11 1800 2050 12-13 2000 2250

For example, if you are a 10-year-old boy who is running a lot or playing sports during recess or PE, your food should be providing you with around 2,300 calories per day. Or if you are a 13-year-old girl whose activity level is low (ie. rarely “out of breath” from exercise), you should be having about 2,000 calories per day.

Based on these guidelines, you should aim to have between 500 and 600 calories per meal – assuming that you have a couple of snacks per day, as well.

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 31 TOPIC 3 CALORIES

ACTIVITY 1: GOOD CALORIES VS BAD CALORIES

Photocopy and distribute the Good Calories vs. Bad Calories handout (p. 33). Compare and contrast the two lunch options as a class. Pay specific attention to how both contain the same amount of calories, yet one has clearly healthier options. This activity should make the distinction between “good” and “bad” calories clear.

Here are some specific ways in which the lunch options can be contrasted: 1. While soda has virtually no vitamins or minerals, fruit juice has lots of vitamin C and potassium. Soda also derives most of its calories from artificially-added sugar. 2. Brown bread made with whole wheat consists of more fibre, as well as vitamins B6 and E. Lettuce and tomato also add much-needed veggies. 3. Most of the calories from chips come from excessive levels of fat. Chips also contain little-to- no vitamins or minerals. 4. Crackers provide carbohydrates, rather than fat, while peanut butter provides B vitamins and protein. 5. Cheese provides calcium and a healthier amount of fat, compared to chips. 6. Strawberries provide vitamins B and C, and fibre. 7. Lunch option #2 incorporates a wider variety of food groups (ie. dairy, fresh fruit and vegetables).

ACTIVITY 2: MEAL BUILDING

Now that you’ve reviewed a healthy meal option that meets a healthy calorie intake, the following worksheets will have them build their own healthy meals with a calorie target in mind. Photocopy and hand out the “Meal Building With Calories” worksheet (p. 34-35). Have your students choose from the Food Bank to create their own meals. Ultimately, their meals should be in the 500-600 calorie range. If they need to, advise them to use a calculator or the back of their sheet to add up the calories.

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 32 GOOD CALORIES VS. BAD CALORIES

Take a look at the first example of a lunch option filled with “good calories” and one with “bad calories”. Just look at all the healthy snacks that can replace one single small bag of chips! “Bad calorie” foods may help you reach your daily needs for calories, but they won’t fill you up or give you as many vitamins and nutrients as healthier alternatives.

Lunch Option #1 Can of soda 140 Ham sandwich with white bread 290 Small bag of chips 150 Total calories 580

Lunch Option #2 Box of apple juice 120 Ham sandwich with brown bread, 300 lettuce, & tomato Crackers and peanut butter 70 Cheese string 50 Sliced strawberries 40 Total calories 580

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 33 MEAL BUILDING WITH CALORIES

INSTRUCTIONS Once you’ve reviewed the first example, create two of your very own healthy lunch options on the next page using the “Food Bank” below. Make sure that each meal has enough calories to give you energy for the day. (A full meal should have between 500 and 600 calories in order to meet your recommended daily amount.)

*All of the meal items listed below are examples of healthy options with “good calories”!

FOOD BANK MAIN CALORIES Spaghetti and meatballs 300 6 pieces of sushi 270 6" Chicken sub sandwich w/ vegetables 380 Rice and beef 280 Noodles and chicken 280 Beef chili 320 Chicken noodle soup 140 Turkey and avocado wrap 290

SNACKS & SIDES MAIN CALORIES Fruit salad (1 cup) 130 Five crackers with cheese 250 Caesar salad (1 cup) 180 Mashed potatoes (1/2 cup) 110 Yogurt (1/2 cup) 120

DRINKS (all 1 cup) MAIN CALORIES Fruit juice 120 2% milk or chocolate milk 125 Water 0

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 34 MEAL BUILDING WITH CALORIES CREATE YOUR OWN MEALS!

LUNCH FOOD ITEM CALORIES

Main

Snack/side

Drink

Total calories

DINNER FOOD ITEM CALORIES

Main

Snack/side

Drink

Total calories

*Do your meals have the right amount of calories? Make sure it’s not too high or too low. Check with your teacher if you’re unsure how many calories should be in a meal.

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 35 TOPIC 4 HEALTHY HABITS

OBJECTIVES: • Students recognize the attributes of a healthy meal. • Students list examples of healthy meals.

LEARNING OUTCOME: • Students can describe the attributes of a healthy meal. • Students can identify healthy and unhealthy attributes of a meal. • Students can make suggestions to improve the healthiness of a meal. • Students can give examples of healthy meals.

RESOURCES: • Meal illustration examples • Lunch Time! Plate & cup template • Do It Like The Pros: Henrik Sedin’s Pre-Game Meal • Getting To Know: #33 Henrik Sedin

TOPIC 4 HEALTHY HABITS

Q: What makes a meal healthy? (Record student responses for all to view. If students needs help identifying attributes of a healthy meal, use the leading questions in the right column of the chart below to lead the discussion.)

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 36 A: WHAT MAKES A MEAL HEALTHY? LEADING QUESTIONS: A healthy meal... • contains one food from all four food groups. • Is a plate of spaghetti a balanced meal? Why not? What is it missing? • has reasonable portions of all foods e.g. one meal should have the same amount of grains • If you have a big plate of lasagna and only a as vegetables. little piece of salad is that still a healthy meal? Why not? • is low in fat, salt and sugar. • Is chocolate milk a healthy choice? Why not? • is homemade, rather than processed. • Are fries a healthy choice? Why not? • contains whole grains, rather than refined grains. • Are hotdogs, fruit roll ups or Lunchables a • contains green or orange vegetables. healthy choice? Why not? • has enough calories and the right kind of calories. • Is white bread a healthy choice for a sandwich? • How can you tell which vegetables have more vitamins? What do you think is healthier: broccoli or celery? Carrot or cucumber? • Is an apple a good meal for breakfast?

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 37 TOPIC 4 HEALTHY HABITS

ACTIVITY 1: SAMPLE MEALS

Show the class the images of the illustrated sample meals and ask them to identify what is healthy, what is missing, what is too much or what is not enough. After each discussion, show the class the images of the meal with the suggested changes.

Meal What is healthy? What is missing? What is too much? Spaghetti - Pasta is healthy espe- - Glass of milk or cheese to - Portion of spaghetti on and tomato cially if it is whole grain include milk serving. plate is too much compared sauce pasta. - Green salad to include to the vegetable portion. - Tomato sauce is a green vegetable serving. Aim for equal portions of healthy vegetable - Meat sauce to include meat pasta and salad. choice. & alternatives serving. Deli - bread is healthy, espe- - Yogurt to include milk & - Chips are high in fat and chicken cially if it is whole wheat alternatives serving. salt and low in vitamins. sandwich, or whole grain bread. - apple or carrots to include Have an apple instead. juice and - Chicken is healthy, but a fruit & vegetable serving - Choose water instead of chips processed deli meats juice for less sugar. have too much salt. - Choose fresh chicken breast instead of deli slices for less salt. Bowl of - milk (1% or 2%) is a - add sliced banana to cereal - Choose a cereal with less Froot healthy choice. to include fruit & vegetable than 8 grams of sugar per Loops serving. serving such as: Shreddies, cereal with - add peanut butter or Shredded Wheat (not mini milk egg to include meat & wheats), Cheerios (not alternatives serving. honey nut), Natures Path

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 38 ACTIVITY 2: LUNCHTIME!

Photocopy and provide each student a copy of the “Lunch Time!” plate and cup template. Have each student draw a healthy lunch on their ‘plate’ and a healthy beverage in their ‘cup.’ Ask each student to describe their healthy lunch to the class.

ACTIVITY 3: DO IT LIKE THE PROS

Photocopy and provide each student with a copy of the “Do It Like The Pros – Henrik Sedin’s Pre-Game Meal” found on the following page. Break students into group of 3-4 students each. Have each group brainstorm and record their ideas to each question on the handout and then present to the class. Finish the activity with a teacher-led discussion that reveals the correct answers.

Photocopy and provide each student with a copy of the “Getting To Know: #33 Henrik Sedin” which contains answers to the pre-game meal handout and other fun facts about Henrik Sedin.

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 39 SPAGHETTI AND TOMATO SAUCE

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 40 SPAGHETTI AND TOMATO MEAT SAUCE, GREEN SALAD, AND A GLASS OF MILK

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 41 CHICKEN SANDWICH, CHIPS AND JUICE

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 42 CHICKEN SANDWICH, YOGURT, APPLE AND GLASS OF WATER

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 43 BOWL OF FROOT LOOPS AND MILK

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 44 BOWL OF SHREDDIES, BANANA, EGG, AND GLASS OF MILK

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 45 STUDENT HANDOUT LUNCH TIME!

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 46 DO IT LIKE THE PROS: HENRIK SEDIN’S PRE-GAME MEAL

Just like you, professional athletes like Henrik Sedin of the Vancouver Canucks needs to eat balanced, healthy meals. Un- like you, Henrik trains at an elite level and needs to prepare to play hockey at a very high level almost every other night of the week. Before each game, Henrik has a very specific meal that not only helps him stay very healthy, but also helps him play his best during the hockey game.

Brainstorm ideas to the following questions and record your answers in the space provided. Present your ideas to the class once everyone has had a chance to complete their brainstorm.

What do you think Henrik Sedin’s favourite pre-game meal consists of? List as many foods and beverages as you think Henrik consumes during this one meal.

Of the foods you listed that you think Henrik eats, explain why you think it is an important, balanced meal?

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 47 GETTING TO KNOW: #33 HENRIK SEDIN

Henrik Sedin’s favourite pre-game meal consists of:

• Boneless skinless chicken breast • Brown rice • Broccoli • Green salad and dressing • Apple juice

This meal is an important, balanced meal because it contains:

• Protein from the chicken to build and rebuild muscle, complex carbohydrates as an energy source from the brown rice, and the broccoli is varied enough to supply a wide range of vitamins and minerals necessary to play and recover • The combination of the brown rice, juice and green broccoli supplies the energy from immediate to the end of the game in varying stages

Number: 33 Favourite Movie: Braveheart Height: 6' 2" Favourite Past-Time: Boating and golfing Weight: 188 Family: Has a wife named Johanna, and sons Shoots: Left Valter and Harry. Born: 26 Sep 1980 Spends the off-season in: Sweden Birthplace: Ornskoldsvik, Sweden Favourite vacation destination: Hawaii Most Memorable Hockey Moment: scoring Drafted: VAN / 1999 NHL Entry Draft the OT winner in Game 1 of the playoffs versus Round: 1st (3rd overall) Detroit in 2002

GRADES 6-7 • UNIT 1 – NUTRITION: HEALTHYGRADES BODIES, 6-7 • INTRODUCTIONHEALTHY MINDS 48 UNIT 2: VITAMINS & MINERALS & THE COLOURS OF THE RAINBOW

TOPIC 1: INTRODUCTION TO SPECIFIC VITAMINS AND MINERALS

TOPIC 2: CHOOSING BRIGHTLY COLOURED FOODS

TOPIC 3: NUTRITIONAL GOAL SETTING

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 4-5 • OF INTRODUCTION THE RAINBOW 49 UNIT 2: VITAMINS & MINERALS & THE COLOURS OF THE RAINBOW

TOPIC 1 THE IMPORTANCE OF VITAMINS AND MINERALS

OBJECTIVES: • Students understand the significance of specific vitamins and minerals • Students understand what foods to eat to be sure they receive these specific vitamins and minerals

LEARNING OUTCOMES: • Students can identify specific vitamins and minerals and their functions • Students can identify the main food sources of specific vitamins and minerals

RESOURCES: • Discussion Question Answers • Do It Like The Pros: Daniel Sedin Eats Breakfast • Getting to Know: #22 Daniel Sedin

TOPIC 1 THE IMPORTANCE OF VITAMINS AND MINERALS

Q. What is a vitamin?

A. Vitamins are an important part of the nutrient team in your body and are important chemical compounds that help other nutrients do their job in the body. They ensure that tissues stay healthy and that your cells and organs are working properly.

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 4-5 • OF INTRODUCTION THE RAINBOW 50 Vitamins also help your body grow and develop properly, repair itself, and ensure that all its systems are running smoothly. Some of the other roles they play are making sure your body heals properly and can use the energy it gets from nutrients, as well as boosting your immune system.

Q. How can you be sure you are getting enough vitamins in your meals?

A. Ways to include the right amount of vitamins in your meals are to eat as large a variety of fruits and vegetables as you can, incorporate whole-grain or grain-enriched products into your diet, and to include milk or fortified soy beverages as sources of vitamin D.

Q. What are some examples of the main vitamins our bodies use and where can we get them from?

A. Choose one or two of the following vitamins to explore in depth:

VITAMIN C (ONE FORM OF VITAMIN C)

What it does: • Boosts your resistance to infections and promotes normal healing • Helps your body absorb iron • Keeps skin, bones and teeth healthy Where you can get it: • Fruits: cantaloupe, oranges, tangerines, grapefruit, papayas, strawberries and other red berries, guava, kiwis, and mangoes – fruit juices count too! • Vegetables: broccoli, potatoes, cabbage, kale, spinach, bell peppers, plantains, tomatoes

VITAMIN A

What it does: • Promotes healthy night vision • Boosts your body’s resistance to infections • Keeps teeth, bones, skin and hair healthy Where you can get it: • Milk products • Egg yolks • Liver • Fortified cereals • Foods that contain a lot of beta carotene, for example dark green and orange fruits and vegetables (see next section)

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 51 VITAMIN D

What it does: • In addition to finding this vitamin in certain foods, it’s created when you’re exposed to sunlight (the sunshine vitamin) • Important for building healthy teeth and bones • Makes it easier for your body to absorb the minerals calcium and phosphorous Where you can get it: • Fortified milk products • Egg yolks • Enriched cereals • Fish oils and higher fat fish (for example, mackerel and salmon)

VITAMIN E

What it does: • Antioxidant that keeps red blood cells healthy Where you can get it: • Green leafy vegetables • Avocado • Nuts and seeds • Wheat germ and whole grains • Vegetable oils

VITAMIN K

What it does: • Important for ensuring that blood clots properly Where you can get it: • Fruits and vegetables • Green leafy vegetables • Wheat bran and wheat germ • Milk products • Egg yolks

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 52 FOLATE (ALSO KNOWN AS VITAMIN B9)

What it does: • Also a type of B vitamin • Plays a part in ensuring that the proteins we get from food are used by the body Where you can get it: • Dried beans and legumes • Green leafy vegetables • Asparagus • Fruits • Orange juice • Fortified and whole-grain breads, cereal and rice

THIAMIN (VITAMIN B1)

What it does: • Keeps your nervous system and heart healthy and is important for good muscle coordination Where you can get it: • Lean pork, meat, and fish • Dried beans, peas, and soy products • Enriched and whole-grain breads and cereals

RIBOFLAVIN (VITAMIN B2)

What it does: • Helps the body make red blood cells and helps maintain healthy vision Where you can get it: • legumes (including lentils and peas) • Meat • Eggs • Dairy products • Nuts • Green leafy vegetables • Asparagus • Broccoli • Enriched breads and cereals

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 53 NIACIN (VITAMIN B3)

What it does: • Keeps your nervous system and skin healthy Where you can get it: • Meat and poultry • Peanuts • Legumes • Whole-grain breads and enriched warm and cold cereal • Fish

VITAMIN B6

What it does: • Naturally found in many different types of foods • Keeps the brain and nervous system healthy Where you can get it: • Legumes (including beans) • Eggs • Nuts and seeds • Poultry and pork • Fish • Certain fruits and vegetables (such as bananas, spinach, and potatoes) • Whole grains and enriched cereals • Liver and kidneys

Q. What are minerals?

A. Minerals actually make up the body. An example is the calcium that’s part of bones and teeth. Minerals are non-living substances that help the body build the substances it needs to function at its best. Just like nutrients, minerals work as a team. Different minerals complement each other to keep the body healthy – for instance, we need a joint effort from two minerals, calcium and phosphorous, as well as some help from vitamins A and D, to keep teeth and bones strong and healthy.

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 54 Q. What are some examples of the main minerals our bodies use and where can we get them from?

A. Discuss one of the following in-depth, leaving the others to be explored via the individual project.

CALCIUM

What it does: • Important for helping the body build healthy bones and teeth • Also makes sure that the nervous system is working normally and blood clots properly Where to get it: • Milk and dairy products (for example, cheese, cottage cheese and yogurt) • Dark green, leafy vegetables (for example, spinach, broccoli and turnip greens) • Legumes, lentils and peas • Tofu that also includes calcium sulfate • Calcium-fortified soy milk or orange juice • Canned fish that includes edible bones

MAGNESIUM What it does: • Also important for building healthy bones • Makes sure that muscles and nerves are healthy and work properly Where to get it: • Green vegetables • Legumes and peas (including beans) • Whole-grain products • Nuts and seeds • Potatoes • Milk • Bananas • Chocolate

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 55 IRON What it does: • Makes sure that your red blood cells can move oxygen throughout your body Where to get it: • Meat and poultry • Fish and shellfish • Legumes and peas (including beans) • Soy products • Dark green, leafy vegetables • Fortified or whole-grain products • Egg yolks • Dried fruits

PHOSPHORUS What it does: • Together with calcium helps the body build strong and healthy bones and teeth Where to get it: • Meat and poultry • Fish • Nuts • Eggs • Milk products • Grain products • Legumes and peas

Q. There are three different categories of minerals. What are they?

1. Major Minerals Types of these minerals are phosphorous, magnesium and calcium. Your body needs a lot of these to stay healthy compared to the other groups.

2. Electrolytes Some examples of electrolytes are sodium, potassium and chloride. This is a type of major mineral that specifically helps keep the body’s fluids in proper balance.

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 56 3. Trace Minerals This group includes copper, iron, zinc, selenium and iodine. Just as key, trace minerals make up a smaller part of your overall diet.

Q. What are antioxidants?

A. One big benefit of vitamins is their antioxidant properties. You can think of antioxidants as substances that help protect your body and boost your immune system’s resistance to damaging chemicals that could hurt your health, such as those found in things like cigarette smoke and some types of food. Research in more recent years has also shown that vitamins can play a part in preventing some major diseases, including cancer and heart disease.

Despite doing so many important things, you actually only need a small amount of vitamins and minerals in comparison to other nutrients. You can get vitamins from a broad span of foods, but some are found more commonly than others. Ways to include the right amount of vitamins in your meals are to eat as large a variety of fruits and vegetables as you can, incorporate whole- grain or grain-enriched products into your diet, and to include milk or fortified soy beverages as sources of vitamin D.

VITAMIN/MINERAL BENEFITS CONSEQUENCES

1. FOOD 1 1.

FOOD 2 2. 2. FOOD 3

3. FOOD 4 3.

FOOD 5

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 57 TOPIC 1 THE IMPORTANCE OF SPECIFIC VITAMINS AND MINERALS

ACTIVITY 1: RESEARCH PROJECT

Photocopy and hand out the details on each vitamin and nutrient in the Discussion section. Then assign one vitamin or mineral to each student. Provide them with a poster board or large piece of construction paper in order for the purpose of a visual presentation. Have them arrange the following information on the poster board or construction paper: 1. What does the vitamin/mineral do for me? (2-3 benefits with illustrations, when possible) 2. What foods are good sources for this vitamin/mineral? (4-5 foods with pictures) a. Either drawn and coloured from scratch or cut out from magazines. 3. What happens to my body if I don’t get enough of this vitamin/mineral? (2-3)

An example of a finished product on poster board might look something like this:

When the assignment is complete, use the visual presentations to go through all the vitamins and minerals that might not have already been covered in any initial class discussion.

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 58 STUDENT HANDOUT

BONUS: SNACK WEEK

Have the kids take turns bringing in a snack to share with the classroom that corresponds to their vitamin(s)/mineral(s). You can have groups of four of five kids take turns bringing in their snacks each day for an entire week full of healthy snacks! (Be advised that there is another activity at the end of the Unit 3 in which students are asked to contribute towards a healthy lunch buffet.)

ACTIVITY 3:

Photocopy and provide each student with a copy of the “Do It Like The Pros – Daniel Sedin Eats Breakfast” found on the following page. Break students into group of 3-4 students each. Have each group brainstorm and record their ideas to each question on the handout and then present to the class. Finish the activity with a teacher-led discussion that reveals the correct answers.

Photocopy and provide each student with a copy of the “Getting To Know: #22 Daniel Sedin” which contains answers to the pre-game meal handout and other fun facts about Daniel Sedin.

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 59 DO IT LIKE THE PROS: DANIEL SEDIN EATS BREAKFAST

Just like you, professional athletes like Daniel Sedin of the Vancouver Canucks needs to eat balanced, healthy meals. Un- like you, Daniel trains at an elite level and needs to prepare to play hockey at a very high level almost every other night of the week. Before each morning practice, Daniel has a very specific meal that not only helps him stay very healthy, but also helps him play his best.

Brainstorm ideas to the following questions and record you answers in the space provided. Present your ideas to the class once everyone has had a chance to complete their brainstorm.

What do you think Daniel Sedin’s favourite breakfast consists of? List as many foods and beverages as you think Daniel consumes during one breakfast.

Of the foods you listed that you think Daniel eats, explain why you think it is an important, balanced meal?

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 60 GETTING TO KNOW: #22 DANIEL SEDIN

Daniel Sedin’s favourite breakfast consists of:

• yogurt • cereal • whole wheat toast and cheese • orange juice

This meal is an important, balanced meal because it contains:

• The yogurt and cheese supply the protein to build and rebuild muscle, the whole wheat toast and cereal supply the complex carbohydrates as an energy source, and are varied enough to supply a wide range of vitamins and minerals necessary to play and recover when he plays hockey. • The combination of the cereal and whole wheat toast, as well as the orange juice, supplies the energy from immediate to long term in varying stages.

Number: 22 Favourite TV Show: Everybody Loves Raymond Height: 6' 1" Favourite Past-Time: Tennis and golfing Weight: 187 Family: Has a wife named Marinette, two daughters Shoots: Left and one son Born: 26 Sep 1980 Spends the off-season in:Sweden Birthplace: Ornskoldsvik, Sweden Random Fact: He would like to play professional Drafted: VAN / 1999 NHL Entry Draft soccer if he was not an NHL player Round: 1st (2nd overall)

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 61 TOPIC 2 CHOOSING BRIGHTLY COLOURED FOODS

OBJECTIVES: • Students understand the importance of choosing brightly coloured fruits and vegetables • Students learn what vitamins and minerals different coloured fruits and vegetable contain as well as their health benefits

LEARNING OUTCOMES: • Students can identify the five colour-groups of fruits and vegetables • Students are exposed to fruits and vegetables they may not normally choose to eat

RESOURCES: • Eating The Rainbow information guide • Adding Colour To Your Diet worksheet • Healthy Living Recipe Report handout • Do It Like The Pro’s: Jacob Markstrom’s Pre-Game Meal • Getting to Know: #25 Jacob Markstrom

TOPIC 2 CHOOSING BRIGHTLY COLOURED FOODS

Q. Why are fruits and vegetables important in your diet?

A. Including a variety of fruits and vegetables in your regular diet has a number of different health benefits – in the long term, it helps lower your chances of developing type 2 diabetes, some types of cancer, heart disease and high blood pressure.

Q. How many servings of fruits & veggies should youth have in their diet each day? And what does one serving look like?

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 62 A. Kids between the ages of 9 and 12 need six servings of fruit and vegetables every day according to Canada’s Food Guide. One serving is equal to a medium-sized fruit or half a cup of fresh, canned, or frozen vegetables. Picturing serving sizes can be a bit difficult, so here are a few examples to help give you a better idea of the size of one serving: • 1 medium-sized apple • 3 apricots • Half a cup of berries • 2 medium-sized figs • 1 large kiwi • 1 medium stalk of celery • Half a cup of beets • Half an avocado • 1 large carrot • 20 grapes • 4 brussel sprouts

Q. Why are the colours of fruits and vegetables important?

A. It is important to try to include as many different colours of fruits and vegetables as possible in your diet because each colour is associated with a particular kind of nutrient. Try to include a fruit or vegetable from each colour group in your regular daily diet – this is also a great way to help ensure that your meals have variety. A rule of thumb to consider is that nutrient values go up the darker a vegetable or fruit is.

A great way to visualize how these nutrients work is to think of them as a kind of paintbrush– depending on which of these compounds a fruit or vegetable contains, they’ll take on the specific vibrant colour associated with it.

Q. What are the five main colour groups of fruits and vegetables?

A. Red Orange / Yellow Green Blue / Purple White / Beige / Brown

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 63 Q. What are phytochemicals and why are they important:

A. Phytochemicals (pronounced FIGHT-O-CHEMICALS) are special nutrients that are found in brightly coloured fruit and vegetables which make them so darn good for you. These compounds can also be found in tea, nuts and whole-grain breads and cereals.

Phytochemicals work in a team with nutrients like fiber, vitamins and minerals, to help you stay healthy and can work to prevent certain diseases in the long run (for example, cancer and heart disease). They’re also great for strengthening the immune system and boosting resistance to certain bacteria, and certain phytochemicals can also work as antioxidants (see Topic 1).

A great way to visualize how phytochemicals work is to think of them as a kind of paintbrush– depending on which of these nutrients a fruit or vegetable contains, it’ll take on the specific vibrant colour associated with it.

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 64 TOPIC 2 CHOOSING BRIGHTLY COLOURED FOODS

ACTIVITY 1: EATING THE RAINBOW

Break all of the students into five different groups according to one of the following colours: red, orange/ yellow, green, blue/purple, white/beige/brown. Have each group brainstorm as many fruits and vegetables as they can think of that is the colour their group was assigned. Have each group present their list to the class and follow up with a teacher-led discussion about the benefits of each colour.

Use the included, “Eating the Rainbow” information sheet as your answer key.

ACTIVITY 2: ADDING COLOUR TO YOUR DIET

Photocopy and provide each student with a Adding Colour To Your Diet worksheet. Have each student fill in the blanks and then discuss with the class.

ACTIVITY 3: HEALTHY LIVING RECIPE REPORT

Using online recipe websites, have the students research and print out two recipes that contain two different-coloured fruits and/or vegetables that are rich in the important vitamins and minerals they have been learning about. One of the recipes can contain their favourite fruit and/or vegetable and the other recipe must contain a fruit and/or vegetable ingredient that they would like to try. Be sure to have students note where they found the recipe.

Using the Healthy Living Recipe Report handout, have each student note which fruit and/or vegetable the recipe contains, what colour(s) it is, what vitamins or minerals it contains and why they are healthy.

Compile all student recipes and Healthy Living Recipe Reports and create a class cook-book to be distrib- uted at the end of the Power PLAY curriculum to promote continued awareness of healthy eating habits.

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 65 ACTIVITY 4:

Photocopy and provide each student with both the “Do It Like The Pros: Jacob Markstrom’s Pre-Game Meal” worksheet and the “Getting to Know: #25 Jacob Markstrom” handout. Have students answer the worksheet questions, based on information from the factual handout.

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 66 EATING THE RAINBOW

RED

This colour category includes everything from bright red cranberries and apples, to pink-toned foods such as watermelon, grapefruit and raspberries.

Red fruits and vegetables contain lycopene, which is important for a healthy heart, preventing sun damage to your skin, keeping your memory sharp, fighting infections, and possibly also for preventing some cancers.

It’s also important for strong and healthy lungs – including foods that are high in lycopene in your diet can prevent the development of asthma and cause you to feel less short of breath while exercising.

• Cherries • Pomegranates • Red and pink grapefruit • Raspberries • Currants • Red potatoes • Strawberries • Rhubarb • Red onions • Red peppers • Tomatoes • Watermelon • Beets • Radishes • Red apples • Red cabbage • Cranberries • Guava • Red grapes

ORANGE / YELLOW

This group covers everything from the fresh, bright yellow of lemons to the deep orange of pumpkin and squash. These foods get their characteristic colours from carotenoids, a type of plant pigment.

They help boost the immune system and keep it functioning normally, and help protect against heart disease and cancer.

Beta-carotene is a type of carotenoid that can also be found in leafy greens, but the greatest amounts are in characteristic orange fruits and vegetables. This nutrient is famous for keeping your vision healthy and helping your eyes adjust to dimmer light.

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 67 • Yellow apples • Mangoes • Butternut squash • Oranges • Apricots • Tangerines • Carrots • Yellow watermelon • Pumpkin • Pineapple • Rutabagas • Sweet corn • Yellow tomatoes • Yellow peppers • Peaches • Papayas • Pears • Persimmons • Nectarines • Sweet potatoes • Cantaloupe • Yams • Lemons

GREEN

Green fruits and vegetables get their natural colour from the plant pigment chlorophyll. It helps the healing process by stopping bacteria from growing and supporting the development of new tissue.

In addition to containing tons of vitamins, minerals and fiber, green foods (especially leafy greens) are also famous for helping maintain healthy vision.

Other foods such as brussel sprouts, bell peppers and broccoli are also, maybe a bit surprisingly, great sources of vitamin C.

Artichokes Kiwi Asparagus Peas Broccoli Honeydew melon Green cabbage Green peppers Brussels sprouts Bok choy Avocadoes Leeks Cucumbers Celery Green apples Green grapes Lettuce Salad mixes Limes Leafy greens Green beans Watercress Zucchini Green onions Spinach

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 68 STUDENT HANDOUT

BLUE / PURPLE

The pigment anthocyanin is responsible for the brilliant colours of these fruits and vegetables. Eating these foods can help reduce the risk of developing cancer and heart disease and they also help boost your memory.

• Eggplant • Juneberries • Blackberries • Beetroot • Blueberries • Lettuce varieties with a dark purple tinge • Purple grapes • Purple varieties of cauliflower, asparagus, • Raisins peppers, broccoli, or carrots • Figs • Dates • Plums • Passion fruit • Purple cabbage • Prunes • Olives

WHITE / BEIGE / BROWN

It may be surprising to include foods that fall under the white, brown or tan category, but these fruits and vegetables contain just as many important nutrients as the bright reds, greens, oranges and purples.

The foods contain anthoxanthins, a nutrient that keeps your heart healthy and your blood pressure and cholesterol within a normal range.

Bananas also fall under this category and are a great source of potassium, which is an important mineral for keeping your heart healthy and building strong bones.

• Garlic • Bananas • Onions • White nectarines • Cauliflower • White peaches • Ginger • Brown pears • Turnips • Kohlrabi • Potatoes • Shallots • Mushrooms • White corn • Parsnips

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 69 STUDENT HANDOUT

FIVE FRUITS AND/OR VEGGIES THAT I’VE NEVER TRIED BUT LOOK TASTY ARE: COLOUR

MY FAVOURITE FRUITS AND VEGGIES I COULD’VE ADDED TO THIS ARE: COLOUR

SO FAR TODAY I’VE EATEN: COLOUR

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 70 STUDENT HANDOUT HEALTHY LIVING RECIPE REPORT

MY FIRST SELECTED RECIPE IS CALLED:

The fruit and/or vegetable(s) it contains is:

These ingredients represent the following ‘food’ colour group:

These ingredients contain the following vitamins and minerals:

These vitamins and minerals are important because:

MY SECOND SELECTED RECIPE IS CALLED:

The fruit and/or vegetable(s) it contains is:

These ingredients represent the following ‘food’ colour group:

These ingredients contain the following vitamins and minerals:

These vitamins and minerals are important because:

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 71 DO IT LIKE THE PROS: JACOB MARKSTROM’S PRE-GAME MEAL

Just like you, professional athletes like Jacob Markstrom of the Vancouver Canucks need to eat balanced, healthy meals. Unlike you, Jacob trains at an elite level and needs to prepare to play hockey at a very high level almost every other night of the week. Before each game Jacob has a very specific meal that not only helps him stay very healthy, but also helps him play his best during the hockey game.

Using the included “Getting to Know: #25 Jacob Markstrom” handout, answer the following questions:

What are the different colours represented in Jacob’s pre-game meal?

COLOUR FOOD

What food groups are represented?

What nutrients, vitamins and minerals are represented and why are they important? (specific functions and benefits)

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 72 GETTING TO KNOW: #25 JACOB MARKSTROM

Jacob Markstrom’s favourite pre-game meal consists of:

• Chicken breast • Broccoli • Whole wheat pasta with meat sauce • Water

This meal is an important, balanced meal because it contains:

• Lean protein come from the chicken which helps Jacob build and maintain muscle • Complex carbohydrates from the whole wheat pasta for extended energy • Vitamins, minerals, and carbohydrates from broccoli • The combination of the chicken, pasta, tomato sauce, green broccoli and water supplies energy immediately lasting to the end of the game in varying stages.

Number: 25 Favourite Past-Time: Golf/Fishing Height: 6’ 6” Favourite Type of Music: Country Weight: 201 LBS Spends the off-season in: Gävle, Sweden Catches: Left Random fact: Has a family of goaltenders; parents Born: 31 JAN. 1990 and brother have played goalie in a number of Birthplace: Gävle, Sweden different sports. Acquired: From Florida alongside Sawn Matthias in exchange for Roberto Luongo and Steven Anthony. March 4, 2014.

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 73 Jacob Markstrom’s favourite pre-game meal consists of:

• Chicken breast • Broccoli • Whole wheat pasta with meat sauce • Water

This meal is an important, balanced meal because it contains:

OBJECTIVES: • Students are able to set and track personal nutrition goals.

LEARNING OUTCOMES: • Students recognize the attributes of a good goal. • Students are aware of things that help and hinder achieving a goal. • Students practice setting and tracking a personal nutrition goal.

RESOURCES: • Goal Setting 101 Handout • Bo Horvat’s Goal Setting Strategy • My Nutrition Goal Tracker

TOPIC 3 NUTRITIONAL GOAL SETTING

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 74 STUDENT HANDOUT

Q. When setting goals, you must keep in mind that ALL goals must be “SMART.” What does SMART stand for?

A. Specific: What exactly do you want to achieve? Clearly define the result. Measurable: Use actual numbers, target dates or specific events to show when your goal has been achieved. Action-Oriented: Make your goal challenging but still realistic. Realistic: Your goals should be achievable and be truly important to you and not just what others expect of you. Timely: Set time deadlines for your goal. This will keep you on track.

Q. What is the difference between a goal and a wish?

A: A goal is within your power to achieve.

Q. What is best ‘language’ (words) to use when setting goals?

A: Use motivating, positive language. For example: Instead of “I won’t eat junk food after school” a better goal is: “I will eat fruit and vegetables for my snacks after school”.

TOPIC 3 NUTRITIONAL GOAL SETTING

ACTIVITY 1: GOAL SETTING

Photocopy and provide each student with the “Goal Setting 101” information page. Discuss the information in detail and go over examples with the students.

ACTIVITY 2: MY NUTRITION GOAL TRACKER

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 75 STUDENT HANDOUT

Photocopy and provide each student with a blank My Nutrition Goal Tracker Handout. Have each student set one nutrition goal.

GOAL SETTING 101

ALL GOALS MUST BE SMART:

Specific: What exactly do you want to achieve? Clearly define the result. Measurable: Use actual numbers, target dates, or specific events to show when your goal has been achieved. Action-Oriented: Make your goal challenging but still realistic. Realistic: Your goals should be achievable and truly important to you and not just what others expect of you. Timely: Set time deadlines for your goal. This will keep you on track.

SMART Examples for YOU:

Non-Specific Goals SMART Goals

I will eat better. I will have a serving of vegetables at dinner every night.

I will drink more milk. I will drink one glass of milk after school four days a week.

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 76 I will never eat junk food. I will only have pop on Saturdays.

SMART Example for Bo Horvat:

Non-Specific Goal SMART Goal

I want to be a better I want to increase my snap shot speed from 55 mph to 60 mph by hockey player. next hockey season, to accomplish this I am going to shoot 100 pucks a day for three months this summer

BO HORVAT’S GOAL-SETTING STRATEGY:

Here’s a great example of a SMART goal that Bo Horvat recently created for himself. Firstly, any goal you set must be specific, in other words, Bo Horvat can’t just say that next season he wants to be a better hockey player. He must first determine what, exactly, is he going to get better at:

SPECIFIC: Last summer Bo Horvat decided he wanted to score more goals and to do that he wanted to develop a harder snap-shot. Bo’s specific goal was to increase his snap shot by 5 miles an hour. This would help him score more goals which in turn would make him a better hockey player.

MEASUREABLE: How would Bo know if his snap shot was getting better? He determined that his snap-shot last season was 55 mph, which is a pretty good snap shot already, but he wanted to increase his shot speed to 60 miles an hour. This specific measure will let Bo know if he is improving.

ACTION-ORIENTATED: To achieve a goal you must have specific actions in place that you will do to help you achieve your goal. For Bo’s goal, he decided he would set up a plastic shooting surface in his backyard with a net and shoot

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 77 STUDENT HANDOUT

100 pucks a day. He tried his best to shoot at a different corner of the net so there was a purpose with every shot.

REALISTIC: When Bo was thinking about how he would improve his snap-shot he wanted to be sure it was achievable. That is why he chose to increase the speed of his shot by 5mph, and not too much more. If you set a goal to be too high you may end up not being able to achieve that goal no matter how hard you work for it.

TIMELY: And finally every goal should come with a timeline in which you want to accomplish your goal, this keeps us motivated and focused on the task at hand. Bo wanted to achieve this goal over the summer break, which was three months long. HOW TO COMPLETE YOUR GOAL TRACKER:

PLAN OF ACTION: • Describe how you will achieve your goal. • Describe in detail what tasks you will need to do and lay out a plan for doing it. • Give each task a different deadline, e.g. one day, one week, one month.

PATH TO SUCCESS: • Share your goals with others and ask for their support. • Track your progress every day. • Reward yourself along the way. Even small achievements deserve recognition.

LEARNING FROM FAILURES AND SUCCESSES: • Give an example of a past success or failure and what we learned from it. • Consider some of the “blocks” to achieving your goal. How can you plan to overcome these blocks?

THINGS THAT HINDER ACHIEVING YOUR GOAL: • Procrastination • Perfectionism (“all or nothing” attitude) • Overdoing • Disorganization • Time mismanagement • Unrealistic goal-setting

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 78

GRADES 6-7 • UNIT 2 – VITAMINS & MINERALS &GRADES THE COLOURS 6-7 • OF INTRODUCTION THE RAINBOW 79 UNIT 3: UNWRAPPING THE FOOD INDUSTRY

TOPIC 1: FOOD AGRICULTURE IN BRITISH COLUMBIA

TOPIC 2: NUTRITION LABELS

TOPIC 3: GROCERY STORES & FOOD MARKETING

TOPIC 4: EATING OUT

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 4-5 THE • FOODINTRODUCTION INDUSTRY 80 UNIT 3 – NUTRITION: UNWRAPPING THE FOOD INDUSTRY

TOPIC 1 FOOD AGRICULTURE IN BRITISH COLUMBIA

OBJECTIVES: • Students recognize the importance of eating a local, fresh diet • Students understand what foods are ‘in season’ in their area

LEARNING OUTCOMES: • Students can describe how and where to eat a local diet • Students can identify fruits and vegetables that are ‘in season’

RESOURCES: • British Columbia Growing Season handout • Shop Local, Eat Local handout • Seasonal Side Dishes activity • Shop Local, Eat Local online resource guide

TOPIC 1 FOOD AGRICULTURE IN BRITISH COLUMBIA

Q: What does it mean to ‘eat local’?

A: Some food and nutrition experts agree that ‘eating local’ – or eating foods produced within 100 miles from your home - is more nutritious and healthy than eating foods that are produced farther away than that. This is especially true for fruits and vegetables. The fresher the fruit or vegetable, the more nutrients it has.

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 4-5 THE • FOODINTRODUCTION INDUSTRY 81 Q. What’s the best way to try ensure your fruits and vegetables are the freshest possible?

A: Fruits and vegetables that are available at most large grocery stores are usually harvested weeks in advance, whereas locally produced fare that you can get at a farmers’ market has usually been picked within the last 24 hours. Shopping at a farmers’ market also gives you a connection to the farmers that grow and harvest the food you eat, and it gives you the chance to learn more about their products and where they come from.

Q: Where can you buy locally produced fruits and vegetables?

A: • Farmers’ markets, farm stands, and pocket markets • Community fruit tree projects • Picking your own produce (U-pick farms) • Bulk buying clubs and good food box programs • Community gardens

Purchasing local fruits and vegetables from one of these is also almost always cheaper than purchasing it at a large grocery store. It also supports local BC growers and a sustainable community food system where we live.

Q: What does it mean if a fruit or vegetable is called “in season”?

A: ‘In season’ refers to the fact that the fruit or vegetable is locally grown, harvested, and is available to consumers at a specific time of year.

Q: What foods are grown in British Columbia and when are they in season?

A: Photocopy British Columbia Growing Season handout on following page and discuss the answers with the class. Encourage them to take it home and keep it handy in their kitchen.

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 82 STUDENT HANDOUT BRITISH COLUMBIA GROWING SEASON

JANUARY – MARCH: JULY – AUGUST: Dried Beans; Savoy and Red Cabbage; Carrots; Fresh Beans; Beets; Broccoli; Cauliflower; Corn; Let- Kale; Leeks; Onions; Parsnips; Apples tuce; White Potatoes; Apples; Apricots; Blackberries; Blueberries (Aug. & Sept.); Cherries; Peaches; Straw- berries; Raspberries; Currants

APRIL: SEPTEMBER: Radishes; Rhubarb; Salad Greens; Spinach Artichokes; Brussels Sprouts; Cucumbers (greenhouse grown); Peppers (greenhouse grown); Red, Russet and Yellow Potatoes; Cranberries; Grapes; Melons; Pears; Plums; Apples

MAY – JUNE: OCTOBER – DECEMBER: Asparagus; Celery; Swiss Chard; Mustard Greens; Green & Red Cabbage; Winter Squash; Rutabagas; GreenOnions; New Potatoes; Peas; Nectarines White Turnips; Apples; Pears (June & July); Summer Squash (June - Aug.)

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 83 TOPIC 1 FOOD AGRICULTURE IN BRITISH COLUMBIA

ACTIVITY 1: Photocopy and provide each student with a ‘Seasonal Side Dishes’ worksheet. Have each student complete the worksheet either individually or in partners.

ACTIVITY 2: Fieldtrip Opportunity: Take students on a field trip to a local farm or farmers’ market to allow students to understand how readily available fresh and local produce is. Refer to the Shop Local, Eat Local handout for a guide to local farms and farmers’ markets.

ACTIVITY 3: Log on to the link below to access a number of lessons pertaining to the Vancouver 100-Mile Diet Food Project. http://foodshed.100milediet.org/lessons-and-resources

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 84 STUDENT HANDOUT SEASONAL SIDE DISHES

For each season, list six fruits or vegetables that could be eaten as a side-dish to your lunch of dinner or on its own as a snack. For each season, you also must choose fruits and vegetables that represent at least three of the colour groups (from Unit 2).

SPRING COLOUR SUMMER COLOUR

______

AUTUMN COLOUR WINTER COLOUR

______

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 85 STUDENT HANDOUT SHOP LOCAL, EAT LOCAL AN ONLINE RESOURCE GUIDE TO EATING FRESH AND LOCAL IN BRITISH COLUMBIA

FIND A FARMERS’ MARKET IN YOUR AREA:

Vancouver Farmers’ Markets http://www.eatlocal.org/

BC Association of Farmers’ Markets http://met.bcfarmersmarket.org/market-search

Coquitlam Farmers’ Market (includes resources and info on pocket markets) http://makebakegrow.com

PICK YOUR OWN PRODUCE FROM A U-PICK FARM IN YOUR AREA:

PickYourOwn.org http://www.pickyourown.org/canadabc.htm

PARTICIPATE IN A COMMUNITY GARDEN IN YOUR AREA:

Community gardens in Greater Vancouver and Victoria http://www.cityfarmer.org/vanccomgard83.html

The Edible Garden Project (North Shore) http://www.ediblegardenproject.com/

Community Garden Resources (City of Vancouver) http://www.vancouver.ca/people-programs/community-garden-resources.aspx

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 86 TAKE A FARM TOUR IN YOUR AREA:

Circle Farm Tour http://circlefarmtour.com/

ADDITIONAL EATING LOCAL TEACHER RESOURCES Optional online resources for additional classroom information on eating local

Agriculture in the Classroom A wealth of resources on local agriculture and classroom engagement, including lesson ideas http://www.aitc.ca/bc/

BC School Fruit and Vegetable Nutritional Program Part of ActNowBC, this initiative provides participating schools with fresh fruit or vegetable snacks throughout the year for free http://www.sfvnp.ca

Farm to School A US-based resource with great ideas and information http://www.farmtoschool.org/

PLUS MORE

Farm Folk/City Folk’s Knowledge Pantry http://www.farmfolkcityfolk.ca/resources/knowledge-pantry Get Local BC (also includes a seasonal produce chart for BC) http://www.getlocalbc.org/en/ Healthy Families BC http://www.healthyfamiliesbc.ca/eating Simply in Season recipes http://www.worldcommunitycookbook.org/season/guide/index.html City Farmer http://www.cityfarmer.info/

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 87 TOPIC 2 GROCERY STORES & FOOD MARKETING

OBJECTIVES: • Students understand the strategic layout of a grocery store • Students recognize the primary goal of the food industry

LEARNING OUTCOMES: • Students can identify ways in which food products are advertised • Student can identify the different sections and products within a grocery store • Students are able to make informed decisions at the grocery store

RESOURCES: • Getting to Know Your Grocery Store • Getting to Know Your Grocery Store Answer Key • What’s On The Shelf? activity sheet • Day At A Glance: My One Day Meal Guide • Dan Hamhuis Meal Munchies example • Food Advertising Word Search • Food Advertising Word Search Answer Key

TOPIC 2 GROCERY STORES & FOOD MARKETING

Q. What is the primary goal of grocery stores and food companies/food marketers?

A. To make money / profit.

Q. What are some of the different sections located in almost every grocery store and what are some examples of products found in each section?

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 88 A. • Produce – fresh fruits, vegetables, herbs • Meat, poultry & fish – beef, chicken, turkey, pork, fish, etc. • Dairy – milk, cheese, eggs, yogurt • Bakery – bread, buns, desserts • Deli – sandwich meats, fancy cheese, fresh sandwiches & salads • Dry goods / Non-perishables – dry pasta, soups, spices, baking ingredients, etc. • Freezer section – ice cream, convenience foods • Pharmacy – medicine, toiletries

Q. What is meant by convenience foods? What are some examples?

A. Convenience foods, especially those found in the freezer section and sometimes also in the dry-goods section of the grocery store are processed foods that can be easily stored or used/ cooked right away, but have also lost nutrients after being prepared by the manufacturer. They are quick and easy versions of a food and/or meal that can also be made from scratch at home. Convenience foods also often have high levels of salt, sugar and fat.

Examples include: frozen waffles, frozen pizzas, pizza pops, microwave dinners (Hungry Man or Lean Cuisine), French fries, ready-made burritos, Kraft Dinner, cans of soup, Side-Kicks pastas, chicken strips, frozen beef burgers, tater tots, corn dogs, cake mixes and icing, plus lots more.

Q. The layout of a grocery store is planned very carefully. Where in the store do you usually find the different sections (discussed previously)? And why do you think it is planned that way?

A. The primary fresh food sections (produce, bakery, dairy, and meats & seafood) are always found in the outer edges of a grocery store, also known as the perimeter. More specifically, produce and bakery are typically on either side of the store, starting near the front. Dairy and meats and seafood are typically along the back of the store. This is because these are the sections that most people visit most often and if they are spread around the perimeter of the store it forces the customers to do a full lap of the store. The more the customers wander around the whole store, the better the chance they might buy some extra items along the way. Additionally, it is also important to be aware that things like magazines, candy, flowers, and grab and go items are usually within easy reach at either the front of the store or at the check-out stand, encouraging people to add even more items to their shopping carts or baskets.

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 89 Q. Not only is the entire store planned very carefully, but the location of the groceries on the shelves are also organized very strategically. How do you think the items are organized on the shelves?

A. Shelves are also organized in such a way that certain items are placed in a shopper’s line of sight to attract their attention. They are usually organized into four main sections: Top shelf – gourmet foods, rare foods, and less known regional foods and brands Next shelf down – better known leading brands tend to be placed here which is more at eye level and easy reaching level for adults Next shelf down – foods that are marketed to kids are found here, which are at eye level for the kids –this is done on purpose Bottom shelf - oversize or bulk items, and any store or private no-name/generic brands. These are usually the cheaper products that you hardly notice and are harder to reach.

Q. It is important to understand how food advertising works. It will help everyone make healthy grocery shopping choices. What is advertising?

A. Advertising is a strategy used to let people know about a specific product in order to encourage people to purchase that product. Almost all foods are advertised in some way or another. There are several ways in which companies can advertise their food products:

• TV commercials • Radio commercials • Newspapers, including inserts • Magazines • Outdoor ads, including billboards • Internet • Food packaging

Q. What are some ways that food advertisers try to get kids/youth to buy their foods?

A. • Use of cartoon characters in TV commercials and on carton • Bright colours on packaging & ‘fun’ packaging • Use of ‘prizing’ or kid-friendly coupons / promotion in and on packaging • Products are kept at eye-level for kids in the grocery store

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 90 Q._ There are four different types of advertising strategies that advertisers use to entice all ages of people into buying their products. What do you think these four strategies are?

A. • Positive images – using images that inspire good feelings in the people seeing the ad, (for example, imagery of family/friendships)

• Lifestyle images – connecting a product to a type of lifestyle that would appeal to a consumer. For example, promoting an energy drink with an ad emphasizing the importance of being active

• Limiting information – holding back on providing all of the facts about a product (often the negative information), but providing enough information to prompt you to buy a product

• Appealing to needs – does this product meet some kind of requirement for the audience? An example would be advertising a food product to kids that appeals to taste buds, while to parents the message might emphasize health and nutrition

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 91 TOPIC 2 GROCERY STORES & FOOD MARKETING

ACTIVITY 1: GETTING TO KNOW YOUR GROCERY STORE

Photocopy and provide each student the Getting To Know Your Grocery Store diagram. Have the students label the different sections of the store and answer the questions at the bottom of the handout.

ACTIVITY 2: WHAT’S ON THE SHELF?

Photocopy and provide each student the What’s On The Shelf? diagram and have each student complete it individually. Pencil crayons and felts are needed for this activity as well.

ACTIVITY 3: IN THE COMPUTER LAB

Have the students think about a day’s worth of meal planning, that is, have them decide what they would like to eat for breakfast, lunch and dinner on a specific day. Students should record their meal plan on the Day At A Glance: My One-Day Meal Guide activity sheet and be prepared to plan, prepare for, and actually execute this meal plan on a specific day within the next week.

Photocopy and provide each student with the Dan Hamhuis Meal Munchies handout as an example or you can also photocopy this onto a transparency and display on the overhead screen.

To re-iterate the idea of careful meal planning, have each student log onto the Canada’s Food Guide interactive meal planning exercise – this will give them very specific ideas for what they could include in their personal meal plan. Click through each web page as a class and be sure to examine each food option in each food group. http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/myguide-monguide/index-eng.php

The following week, have each student briefly present to the class the details of their successfully execute daily meal plan and discuss how they felt about what they ate that day.

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 92 STUDENT HANDOUT GETTING TO KNOW YOUR GROCERY STORE

Which sections of the grocery store should you do most / all of your shopping in and why?

Which section(s) of the grocery store should you buy from the least and why?

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 93 GETTING TO KNOW YOUR GROCERY STORE – ANSWER KEY

Which sections of the grocery store should you do most / all of your shopping in and why? The sections along the perimeter, as this is where the freshest food is often found.

Which section(s) of the grocery store should you buy from the least and why? The freezer section is usually in the centre aisles because they typically have the most preservatives.

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 94 STUDENT HANDOUT WHAT’S ON THE SHELF?

Based on what you learned in the class discussion, label the types of products that can be found on each shelf. Once you have determined where certain products should go, draw in examples of those specific products until your shelves are full.

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 95 STUDENT HANDOUT DAY AT A GLANCE: MY ONE-DAY MEAL GUIDE

For breakfast I will have: Ingredients I need: Food group: Where in the store I will find this:

For lunch I will have: Ingredients I need: Food group: Where in the store I will find this:

For dinner I will have: Ingredients I need: Food group: Where in the store I will find this:

For snacks I will have: Ingredients I need: Food group: Where in the store I will find this:

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 96 STUDENT HANDOUT

DAN HAMHUIS MEAL MUNCHIES

DAY AT A GLANCE: MY ONE-DAY MEAL GUIDE

For breakfast I will have: Ingredients I need: Food group: Where in the store I will find this: oatmeal rolled oats grain products centre aisles

banana banana fruits & vegetables produce

milk milk milk & alternatives dairy

For lunch I will have: Ingredients I need: Food group: Where in the store I will find this: Turkey sandwich bread, turkey, cheese grain products bakery, deli, produce meats & alternatives milk & alternatives

Salad with lettuce, carrots, fruits & vegetables produce balsamic dressing celery, red pepper

Apple with apple, peanut butter fruits & vegetables produce, centre aisle peanut butter meats & alternatives

For dinner I will have: Ingredients I need: Food group: Where in the store I will find this:

Pasta with tomato sauce whole wheat pasta grain products centre aisles Spaghetti sauce vegetables & fruits centre aisles

Grilled chicken breast chicken meats & alternatives meats & seafood

Steamed asparagus asparagus fruits & vegetables produce

Steamed broccoli broccoli fruits & vegetables produce

Strawberries & yogurt strawberries fruits & vegetables produce Vanilla yogurt milk & alternative dairy

For snacks I will have: Ingredients I need: Food group: Where in the store I will find this: Carrot sticks carrots fruits & vegetables produce

Trail mix peanuts, almond, meat & alternatives centre aisles raisins, etc

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 97 STUDENT HANDOUT FOOD ADVERTISING WORD SEARCH

M A S C O T S A U P C I A O

U P A C K A G I N G L N C Q P R M A G A Z I N E S F O P A D V E R T I S I N G O M A X H N P R I Z I N G M R M P V I P E R I M E T E R M E G H N I N T E O N E Y M A R N S T R A T E G I E S I T C I N E A P O S I T I V E I I L O R D H F R A D I O W O A A P N I V O N S E G V J N L E U E O B I L L B O A R D S P O T H A C O L O U R S I N P C N E W S P A P E R S G A A

MAGAZINES COLOURS RADIO BILLBOARDS ADVERTISING POSITIVE STRATEGIES PERIMETER INTERNET MASCOTS NEWSPAPERS APPEALING COMMERCIALS PRIZING PACKAGING INFORMATION COUPONS

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 98 ADVERTISING WORD SEARCH – ANSWER KEY

M A S C O T S A U P C I A O

MAGAZINES COLOURS RADIO BILLBOARDS ADVERTISING POSITIVE STRATEGIES PERIMETER INTERNET MASCOTS NEWSPAPERS APPEALING COMMERCIALS PRIZING PACKAGING INFORMATION COUPONS

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 99 TOPIC 3 NUTRITION LABELS

OBJECTIVES:

• Students understand the components of a food nutrition label • Students recognize the alternate words for important nutrients

LEARNING OUTCOMES:

• Students know how to read a nutrition label • Students can identify ingredients and their approximate quantities • Students can make better food choices by understanding % Daily Values

RESOURCES:

• The Facts About Nutrition Facts • What’s In A Name? Reference sheet • What’s In A Name? Word Game • What’s In A Name? Word Game answer key

TOPIC 3 NUTRITION LABELS

Q. Almost everything you buy at the grocery store will have a nutrition label on it. What kinds of information can be found on nutrition labels? (Photocopy and provide each student with the The Facts about Nutrition Facts handout to accompany the class discussion)

A. Nutrition labels provide information that can include a Nutrition Facts table, an ingredient list, and health and nutrition claims.

The Nutrition Facts table that you find on packaged foods gives you an outline of the different amounts of nutrients in that item and lets you:

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 100 • make a comparison between similar products (for example, two different boxes of whole grain crackers) • find which foods have the highest or lowest amounts of a particular nutrient • make easier food choices for special diets

The Nutrition Facts table provides a rundown of the different amounts of nutrients that a food item has, as well as the total number of calories in a certain serving size.

Q. What are the core nutrients listed in all Nutrition Facts tables?

A. Fat (saturated and trans), Cholesterol, Sodium, Carbohydrates, Fibre, Sugars, Protein, Vitamin A, Vitamin C, Calcium, Iron

Q. What does % Daily Value mean?

A. A good way to compare the nutrient amounts of different food items is to look at the % Daily Value (DV) amount. There is a specific recommended amount of each nutrient that all people should be getting each day. This tells you approximately what percentage of your recommended daily intake of that nutrient will come from one serving of that food item. In general, a DV of 5% is a small amount and a DV of 15% is a significant amount of a nutrient. When comparing nutrient amounts, it’s better if some items on the Nutrition Facts table are on the higher side and other items lower.

Q. What nutrients on the Nutrition Facts tables do you think should be higher (meaning, better for you) and which do you think should be lower (meaning you should limit your intake of that nutrient)?

A. You should look for foods that have a higher % Daily Value in these nutrients: • Fibre • Vitamin A • Vitamin C • Calcium • Iron You should limit your intake of these nutrients, and therefore look for low % Daily Value of these: • Fat • Saturated and trans fats • Sodium

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 101 Q. How do you think the ingredients list is organized?

A. The ingredient list provides information on ALL the ingredients that are contained in that food product. The list is organized with the ingredients in the largest amounts first (by weight) and in the smallest amounts last. Looking at the ingredients list can be helpful if you’re trying to avoid products that have ingredients you’re allergic to and if you want to buy foods that have specific nutrients. It can also be helpful to get an idea of how much sugar, for example, is in the food.

Q. Some of the nutrients found in the Nutrition Facts and the ingredients lists are often called different things, but are really a main nutrient. Typically, the nutrients that you should limit your intake of are the ones disguised as other ingredients. Can you think of other words that mean Saturated Fat? Trans Fat? Sugar? Sodium?

A. Saturated Fat is also known as: • Butter • Hydrogenated fats and oils • Shortening

Trans Fat is also known as: • Partially hydrogenated fats and oils • Shortening • Margarine

Sugar is also known as: • Corn syrup • Fructose • Glucose • Brown sugar • High fructose corn syrup • Sucrose • Syrup

Sodium is also known as: • Salt • Soy sauce • Monosodium glutamate (MSG)

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 102 Q. What is a ‘nutritional claim’?

A. Food labels might also include nutritional claims, which can only be included on packaged foods if they’re accurate and if you can find them in significant enough amounts in food (either very low amounts or very high amounts). Many nutritional claims that indicate high or low amounts of a nutrient use specific ‘buzzword’ to get your attention. Some of the nutritional claim buzzwords include: “(Nutrient) Free” • This nutrient is either missing from the product or is in a very tiny amount. For example “sodium free” “Low (Nutrient)” • Included on labels where a food has a relatively small amount of a particular nutrient. For example “low fat” “Reduced in (Nutrient)” • 25% or ¼ less of a certain nutrient than you would find in a similar /comparable food item, such as two different brands/types of the same breakfast cereal. For example “reduced in calories” “Light” • Usually applies to products with a smaller amount of total calories or fat “Good source of (Nutrient)” • You’ll find a large amount of a specific nutrient in this item. For example, “a good source of fibre” “High in (Nutrient)” • Also means that you’ll find a significant amount of this nutrient in this food. For example, “high in vitamin C” You will often see items with nutritional claims of “very high in calcium” or an “excellence source of fibre”

Q. What are health claims, as seen on food packaging?

A. Health claims are also another source of information that you’ll find on packaged food products. These might start off with “A healthy diet…” and follow with some information on how the food choices you make are important in preventing the development of certain types of diseases. For example, a label on a packaged food item might read “A healthy diet low in saturated and trans fats may reduce the risk of heart disease. (Name of the food) that is free of saturated and trans fats.” These claims need to be federal government-approved and they need to be worded so that they aren’t misleading. Health claims are an optional part of a food label, and the Nutrition Facts table is what will always give you a general nutritional profile of foods and help you make the right diet choices.

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 103 STUDENT HANDOUT THE FACTS ABOUT NUTRITION FACTS

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 104 TOPIC 3 NUTRITION LABELS

ACTIVITY 1:

Photocopy and have each student complete the What’s In A Name Word Game activity.

ACTIVITY 2:

Have each student bring one packaged food item (non-perishable) to class. Assemble students into groups of three or four students each. Have each group identify the follow four parts of the nutritional label: • Nutrition Facts table • Ingredient list • Nutrition claims • Health claims

Once they have identified each aspect of the label, have them compare % Daily Value on each item. Ensure they carefully analyze the different amounts of nutrients listed on each, including fibre, vitamins, minerals, fat and sodium. Which ones are the highest? Which are the lowest? Have them rank the items in order of which ones would make the healthiest choices to the least healthy and also say why. Have them find ‘hidden’ salts, sugars, or fats that may be listed under different names.

Each group should present their findings and comparisons to the class.

(The packaged foods the students bring in can be donated to the local food bank if you wish)

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 105 ACTIVITY 3: IN THE COMPUTER LAB

As a class, have students try some of these interactive nutrition label activities on the Health Canada website to get some practice comparing different foods to make the best diet choices:

Nutrition Facts Table Highlight the different parts of a Nutrition Facts Table to get more information on calories, % Daily Value, vitamins, minerals, and other items. http://www.hc-sc.gc.ca/fn-an/label-etiquet/nutrition/cons/index-eng.php

How to Choose An interactive guide to low and high % DV using a speedometer to get an idea of the different nutrient amounts in yogurt, a frozen meal, and a packaged veggie burger. http://www.hc-sc.gc.ca/fn-an/label-etiquet/nutrition/cons/dv-vq/interact-b-eng.php

How to Compare An interactive guide to how to compare similar foods and make the right nutrition choices. http://www.hc-sc.gc.ca/fn-an/label-etiquet/nutrition/cons/dv-vq/interact-c-eng.php

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 106 STUDENT HANDOUT WHAT’S IN A NAME? REFERENCE SHEET

Some of the nutrients found in the Nutrition Facts and the ingredients lists are often called different names, but are really a main nutrient (such as sugar or sodium). Typically, the nutrients that you should limit your intake of are the ones disguised as ‘other’ ingredients. Here are some alternative names for 4 common nutrients.

Saturated Fat is also known as:

• Butter • Cocoa butter • Coconut or coconut oil • Hydrogenated fats and oils • Shortening • Palm or palm kernel oil

Trans Fat is also known as:

• Partially hydrogenated fats and oils • Shortening • Hydrogenated fats and oils • Hard margarine

Sugar is also known as:

• Corn syrup • Fructose • Glucose • Brown sugar • Cane juice extract • Evaporated cane juice • High fructose corn syrup • Honey • Molasses • Sucrose • Syrup • Dextrose • Lactose • Maltose

Sodium is also known as:

• Salt • Baking powder • Baking soda • Soy sauce • Celery salt • Disodium phosphate • Monosodium glutamate (MSG) • Sodium bisulfate

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 107 STUDENT HANDOUT WHAT’S IN A NAME? WORD GAME

Each of the items below can be found in the ingredients list of a food product. Beside each ingredient, record what nutrient it is better known as.

Butter ______Baking powder ______Syrup ______Coconut or coconut oil ______Lactose ______Monosodium glutamate (MSG) ______Hydrogenated fats and oils ______Shortening ______High fructose corn syrup ______Sodium bisulfate ______Celery salt ______Honey ______Corn syrup ______Palm or palm kernel oil ______Baking soda ______Fructose ______Brown sugar ______Hard margarine ______Molasses ______Cocoa butter ______Dextrose ______Partially hydrogenated fats and oils ______Maltose ______Salt ______Glucose ______Soy sauce ______Disodium phosphate ______Sucrose ______

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 108 WHAT’S IN A NAME? WORD GAME – ANSWER KEY

Each of the items below can be found in the ingredients list of a food product. Beside each ingredient, record what nutrient it is better known as.

Butter Saturated Fat Baking powder Sodium Syrup Sugar Coconut or coconut oil Saturated Fat Lactose Sugar Monosodium glutamate (MSG) Sodium Hydrogenated fats and oils Saturated Fat Shortening Trans Fat High fructose corn syrup Sugar Sodium bisulfate Sodium Celery salt Sodium Honey Sugar Corn syrup Sugar Palm or palm kernel oil Saturated Fat Baking soda Sodium Fructose Sugar Brown sugar Sugar Hard margarine Trans Fat Molasses Sugar Cocoa butter Saturated Fat Dextrose Sugar Maltose Sugar Salt Sodium Glucose Sugar Soy sauce Sodium Disodium phosphate Sodium Sucrose Sugar

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 109 TOPIC 4 EATING OUT

OBJECTIVES:

• Students understand the challenges of eating out • Student recognize the importance of having a plan for choosing healthy options while eating out

LEARNING OUTCOMES:

• Students can identify nutrients in restaurant food that they should limit when eating out • Students can identify their best options on the menu, in terms of ‘healthiness’ • Students can describe the contents of a healthy packed lunch

RESOURCES:

• Tips for Ordering A Healthy Meal in a Restaurant • Dare To Compare worksheet • Healthy Food Options at Rogers Arena • Restaurant Menu Nutritional Info

TOPIC 4 EATING OUT

Q. When looking over a menu and trying to decide what you want to order at a restaurant, what are some things you should consider if you want to try to eat a healthy meal? (These should be applied to every/any meal a person eats)

A. You should try to have a meal that… • has reasonable portions of all foods e.g. one meal should have the same amount of grains as vegetables • is low in fat, salt and sugar

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 110 • is homemade or made from scratch, rather than processed • contains whole grains, rather than refined grains • contains green or orange vegetables

Q. What are some factors to watch out for while eating at a restaurant that could make your meal less healthy?

A • Restaurants prepare food with taste in mind, not nutrition. As a result, most restaurant meals contain more fat and salt than the same foods prepared at home. For example, cooks may add extra butter and salt when making rice

• Portion sizes at restaurants are much bigger than you need and some meals even contain all the calories you need for the whole day

• Many restaurant meals are not balanced between the four food groups

• Many menu items at restaurants fill your plate with large amounts of grain products like bread, pasta, rice or noodles and not very many fruit or vegetables (rather than fresh fruits & vegetables or lean meats)

Q. What are some ideas of things you could do to help make a restaurant meal more healthy?

A. Answers can be found on the included Tips for Ordering A Healthy Meal in a Restaurant handout. At the end of the discussion, photocopy and provide each student with one to take home and keep.

Q. What are some descriptive words for menu items that are usually healthy options?

A. Steamed, Poached, Baked, Broiled, Roasted, Grilled

Q. What are some descriptive words for menu items are usually less healthy options?

A. Sautéed (this is another word for fried), Cream Sauce, Breaded, Fried, Au Gratin (food with a topping of buttered bread crumbs or cheese), Scalloped (adding a topping of crumbs after baking in a creamy sauce)

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 111 Q. Ethnic restaurants are a good way to explore new foods and some also feature more healthy menu items than a typical ‘Canadian’ or ‘American’ restaurant. What are some examples of yummy ethnic foods/restaurants in your town?

A. Chinese, Japanese, Thai, Greek, Italian, Middle Eastern, Indian, Italian, Lebanese, Caribbean, etc.

Q. Many students bring a packed lunch bag to school every day. What do you think would be included in a healthy packed lunch?

A. A healthy lunch bag should include: • two servings of fruits and vegetables • two servings of grain products • one serving of milk and alternatives • one serving of meat and alternatives

Q. For students that have been to Rogers Arena, brainstorm what kinds of foods they should probably avoid at Rogers Arena because they are not very healthy.

A. Hot dogs, popcorn, Triple O’s hamburgers, chicken strips, pop, chocolate bars, etc.

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 112 STUDENT HANDOUT

TIPS FOR ORDERING A HEALTHY MEAL IN A RESTAURANT

• Ask if you can add vegetables like lettuce, tomato, cucumber, peppers, onions, etc. to your hamburger or sandwich • Ask for whole grain or whole wheat bread, buns, tortillas, etc. instead of white options • Look for a pasta with a tomato sauce instead of a cream sauce • If you’re extra hungry, ask for a side-dish of vegetables to go with your meal • Salad dressing or sauces can be ordered on the side so that you can control how much you add • Order a side salad instead of French fries • You can ask to substitute mustard or salsa for mayonnaise and oil-based dressings • You could limit how much gravy, margarine or butter you add to vegetables, meat • Don’t add extra salt to your meal once it arrives (use only the pepper if you want) • Choose lean meat options, such as poultry, sirloin steak or fish and other seafood that have been grilled or baked • Ask to take home part of your meal in a doggy-bag and finish it as your next meal (but make sure you take it home fairly quickly and keep it in the fridge to avoid any food-borne illnesses) • When it comes to beverage options, go for basic 100% fruit juices, water, milk or fortified soy over soft drinks • For desserts, low-fat frozen yogurt or fruit are good alternatives to very sugary or rich options • Some restaurants post the nutrition information of their meals on their websites. Take a look before you go to help you identify menu items that are lower in fat, salt and sugar • Choose items that are described as Steamed, Poached, Baked, Broiled, Roasted, Grilled • Avoid items that are described as Sautéed, Creamy, Breaded, Fried, Au Gratin, Scalloped • And as with every meal you eat, look for items that: - have reasonable portions of all foods e.g. one meal should have the same amount of grains as vegetables - are low in fat, salt and sugar - are homemade or made from scratch, rather than processed - contain whole grains, rather than refined grains - contain green or orange vegetables

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 113 TOPIC 4 EATING OUT

ACTIVITY 1: CREATE YOUR OWN MENU

Students will pretend they own a restaurant and create a custom menu for their restaurant. Students should describe their menu items in detail, outlining the main food component(s), how it was prepared (fried, grilled, etc.), and any side-dishes or sauces, etc.

Using felt pens/pencil crayons, have students fold their paper in half to start their menu. Each menu should include: • A cover that contains their fictional restaurant’s name and image • The inside left page should list some less healthy menu items in detail, including three breakfast menu items,four lunch menu items and four dinner menu items • The inside right page should list some more healthy menu items in detail, including two breakfast menu items, four lunch menu items and four dinner menu items • The back-cover should contain three less healthy beverage options and three more healthy beverage options

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 114 ACTIVITY 2: DARE TO COMPARE

Photocopy and provide each student with a Dare To Compare worksheet. Divide students into groups of two or three students and provide each group with a different sample restaurant menu nutritional info sheet (included at the back of your binder). Have each group analyze the nutritional info.

STEP 1 - HEALTHIEST

• Have each group find the healthiest meal from their menu and explain what makes it healthy using the criteria below (students should only choose from appetizers, soups, salads or main dishes. • To determine the healthiest meal, have students compare all the meals on their menu to find the meal with the lowest calories, fat, sugar and salt (they can ignore the columns with other nutrient values). • If there are a few meals with similar values, have students choose the meal that meets the other healthy criteria below. low fat low sugar low salt less than 700 Calories contains at least 3 out of 4 food groups contains whole grains, rather than refined grains e.g. brown rice instead of white rice or whole wheat pasta instead of white pasta contains green or orange vegetables

STEP 2 – FAVOURITE

• Have each group find their favourite meal on the menu or the meal they would like to order • Students should compare their favourite meal to their healthy meal

When all the groups have identified the healthiest and favourite meal and have compared the criteria, have each group (or student) share their findings with the class.

Further challenge: Have students exchange restaurant menu info sheets once they have finished their first one to broaden their comparison skills. Students can exchange info sheets as often as time permits.

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 115 STUDENT HANDOUT DARE TO COMPARE

1. Find the healthiest meal from your restaurant menu and record the figures that make it healthy using the criteria below (choose from appetizers, soups, salads or main dishes)

2. Find your favourite meal on the menu, or the meal they would like to order, and compare and record the same figures below.

1. Healthiest Meal 2. Favourite Meal NAME OF MEAL

Calories

Fat

Sugar

Sodium

# of food groups?

Whole grains? (Y/N)

Green or orange veggies?

Which meal is the healthiest and why?

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 116 ACTIVITY 3: WHAT’S IN YOUR LUNCH BAG?

Photocopy and provide each student with a What is in Your Lunch Bag? activity sheet. Have students complete the activity based on the healthy eating habits learned in these first three units. Have students be specific about the kind of foods e.g. brand of crackers or type of bread. Encourage students to be creative and to include real foods that they would enjoy taking to school. Share the below sample lunch with the class. If necessary, review what makes a healthy meal with the class:

A healthy lunch bag should include: • two servings of fruits and vegetables • two servings of grain products • one serving of milk and alternatives • one serving of meat and alternatives

Review attributes of a healthy meal: • has reasonable portions of all foods (e.g. one meal should have the same amount of grains as vegetables) • is low in fat, salt and sugar • is homemade, rather than processed • contains whole grains, rather than refined grains • contains green or orange vegetables

Sample Healthy Lunch Bag: • snack: • peach slices and yogurt (one fruit serving + one milk serving) • lunch: • homemade oatmeal muffin (two grain servings) • carrots (one orange vegetable serving) • hummus dip (one meat alternative serving)

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 117 ACTIVITY 4: LUNCH BUFFET

Because the curriculum transitions in the next unit from nutrition to fitness, take the opportunity to organize a Power PLAY Lunch Party as a fun wrap-up activity! Having students bring in healthy food to share is a great way to practically apply their nutritional lessons. As a class, determine what is required for everybody to have a healthy lunch and divvy up the responsibilities as needed. Which units you choose to apply is up to you and the classroom, but above all, ensure that the resulting buffet is as healthy as possible!

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 118 STUDENT HANDOUT WHAT’S IN YOUR LUNCH BAG?

Draw in and label the contents of your preferred, healthy lunch. Keep in mind what you’ve learned about food groups, as well as fat and sodium content.

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 119 STUDENT HANDOUT HEALTHY FOOD OPTIONS AT ROGERS ARENA

WHILE AT A CANUCKS GAME OR CONCERT, LOOK FOR THESE NEW HEALTHY OPTIONS:

Gluten-free, vegetarian and vegan options are available through the quick service concession area such as: • Salad • Sandwiches • Sushi • Whole fruit • Veggies • Smoothies

Fresh, ever-changing, healthy options are available in our premium clubs, restaurant and executive suites such as: • Sushi & sashimi • Vegetable platters • Italian antipasto platters • Seafood • Mediterranean platters • Fresh fruit platters • Salads • Sandwiches

GRADES 6-7 • UNIT 3 – UNWRAPPINGGRADES 6-7 THE • FOODINTRODUCTION INDUSTRY 120 UNIT 4: FITNESS – ACTIVE BODIES, ACTIVE MINDS

TOPIC 1: INTRODUCTION TO FITNESS

TOPIC 2: HEART HEALTH

TOPIC 3: STAYING ACTIVE

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 121 UNIT 4: ACTIVE BODIES, ACTIVE MINDS

TOPIC 1 INTRODUCTION TO FITNESS AND HOW IT CONTRIBUTES TO A HEALTHY BODY AND HEALTHY MIND

OBJECTIVES: • Students recognize the importance of living an active lifestyle • Students understand that most of Canada’s youth do not get enough exercise

LEARNING OUTCOMES: • Students can describe the physical and mental benefits of staying active

RESOURCES: • I’m Physically Fit! Handout • I’m Mentally Fit! Handout • Fitness Tracker

TOPIC 1 INTRODUCTION TO FITNESS

Q. An active lifestyle that includes regular physical fitness is a key part of growth and development for all people, but many Canadian children/youth don’t get enough physical activity to stay healthy. Can you guess what percentage of Canadian kids don’t get enough exercise?

A. More than 50%

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 122 Q. What are some physical benefits of participating in physical activities on a regular basis?

A. • Helps you strengthen your heart so that it’s easier for it to pump oxygen throughout your body • Helps you build healthy bones • Helps you develop strong muscles • Helps you increase your flexibility • Improves your balance, posture and overall coordination • Helps you maintain a healthy weight • Gives you more energy • Helps you explore community centre and school programs which is a great way to meet people and make new friends • Helps prevent certain medical conditions when you’re an adult such as Type 2 diabetes, heart disease, osteoporosis (a disease where bones get weaker and break more easily), high blood pressure, stroke, obesity and even certain types of cancer.

Q. What are some benefits for your mind when participating in physical activities on a regular basis?

A. • Boosts your self-esteem and confidence to build life skills • Helps prevent anxiety and depression • Helps you relax • Helps you sleep better • Helps you focus and concentrate at school • Helps reduce stress • Helps you make healthy choices throughout your life, lowering the risk of starting smoking, using drugs and drinking alcohol later on

Q. How much physical activity do we need per day to stay healthy?

A. Health Canada reccommends that kids between the age of 11 -13 need at least 60 minutes (or an hour) of physical activity per day.

Q. What is something you can increase and what is something you can decrease in order to be more physically active?

A. Youth can increase the amount of time they are getting exercising each day. Canada’s Physical Activity Guide to Healthy Active Living suggests adding 30 minutes of physical activity per day to what you already do. The goal here is to gradually increase your amount of exercise on a

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 123 day-to-day basis, which can start with just 5 to 10 minutes of physical activity over the whole day, and then eventually build up to adding an extra 30 minutes.

Youth can also decrease or reduce the amount of time they watch TV, watch movies, play video or computer games, surf the Internet, etc. by reducing the amount of time doing this by 30 minutes per day.

TOPIC 1 INTRODUCTION TO FITNESS

ACTIVITY 1:

Photocopy and provide each student with the I’m Physically Fit handout. Arrange students into pairs and encourage each pair to brainstorm together the different ways in which living an active lifestyle is beneficial to your physical health. Have each student record their answers on the lines provided. When they are done recording their answers, encourage students to draw and colour the ‘person’ to reflect their image and style.

ACTIVITY 2:

Photocopy and provide each student with the I’m Mentally Fit handout. Arrange students into pairs and encourage each pair to brainstorm together the different ways in which living an active lifestyle is beneficial to your mental well-being. Have each student record their answers anywhere inside the ‘brain’. Select a few groups to present their answers to the class.

ACTIVITY 3:

Once you’ve discussed with your students the importance of achieving 60 minutes per day of physical activity, have them fill out the Fitness Tracker worksheet. This activity can be done as the week progresses (ie. activities are filled out each day) or in retrospect (ie. kids reflect on all the physical activity that they participated in over the past week). Brainstorm prior to assigning the worksheet what different activities can be included.

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 124 Because day-to-day routines can vary over the course of a week, this worksheet presents the required 60 minutes of physical activity per day as a weekly measurement (420 minutes). If students find that they are significantly below the recommended amount, use that as an opportunity to encourage increased participation in some of the activities that were previously brainstormed as a class.

The “Location” column is intended to get kids thinking about how they can be active in different environ- ments (ie. not just at school during PE or competitive sports, but also at home and in their surrounding community).

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 125 STUDENT HANDOUT I’M PHYSICALLY FIT!

Brainstorm ways in which living an active lifestyle is beneficial to your physical health. Record your answers on the lines provided. Once you have recorded all your answers, draw and colour the person to reflect your image and style.

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 126 STUDENT HANDOUT I’M MENTALLY FIT!

Brainstorm ways in which living an active lifestyle is beneficial to your mental health. Record your answers anywhere inside the brain.

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 127 FITNESS TRACKER

Have students track their fitness activities each day and record answers below.

DAY ACTIVITY LOCATION # OF MINS

TOTAL RECOMENDED PHYSICAL ACTIVITY PER WEEK 420 TOTAL ACHIEVED PHYSICAL ACTIVITY PER WEEK

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 128 TOPIC 2 HEART HEALTH

OBJECTIVES:

• Students recognize the functionality of the human heart and how its operation is an indicator of health • Students understand what a Resting Heart Rate is and how to measure it

LEARNING OUTCOMES:

• Students can describe how the heart contributes to overall health • Students can identify their Resting Heart Rate and compare it to healthy averages

RESOURCES:

• Happy Heart Rate activity page

TOPIC 2 HEART HEALTH

Q. What is the primary function of our heart?

A. The primary function of our heart is to continuously pump blood throughout our entire bodies. Blood is filled with oxygen and nutrients and the blood acts as a delivery service to all parts of our bodies, delivering the important oxygen and nutrients that we need to survive and stay healthy.

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 129 Q. What is meant by Resting Heart Rate, or RHR?

A. Our heart rate is the number of times our heart beats every minute, so a resting heart rate is the number of times our heart beats while we are at rest. Our heart beats all day and all night, whether we are moving, eating, sleeping, standing still or outside playing street hockey. With each beat, our heart pumps blood through our body carrying vital oxygen and nutrients.

A well exercised heart can pump blood more efficiently with every beat than a non-exercised heart. This means that more good stuff like oxygen and various nutrients can get to all of your cells fast and often without your heart having to work too hard.

Q. What is the purpose of measuring our Resting Heart Rate?

A. By measuring our Resting Heart Rate (RHR) we can monitor improvements of our overall fitness and health. So often when we think of training or improving our fitness we are concerned with the measurement of weight, percentage of body fat and/or running times and distances. Resting Heart Rate is a very important measurement that can be improved with training and exercise and is one of the biggest indications of over-all health.

Q. When is the best time to measure your Resting Heart Rate?

A. The best time to measure resting heart rate is first thing in the morning while still in bed. This will give you the most accurate results.

Q. How do you measure your Resting Heart Rate?

A. Take your fore finger and middle finger and place on your neck under your chin and feel for a pulse. When you find it, look at a stop watch (or have a partner look at a stopwatch) and count the number of beats or pulses in 30 seconds. Multiply that number by two and you will have your Resting Heart Rate.

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 130 Q. What is the average Resting Heart Rate for kids?

A. For kids aged 2-10 years old: • Average RHR is 85-90 • Actual range can be 60-140

For youth aged 11-17 years old: • Average RHR is 60-100

Often, an indicator of good health would be a RHR at the lower end of your age-group’s average.

In general, kids have a higher Resting Heart Rate than adults. In addition, girls tend to have higher Resting Heart Rates than boys.

When playing sports, there is such a thing as having your heart rate too high. This is dangerous and should be avoided. A good way to make sure you’re keeping your heart rate in a safe zone is to try the Talk Test as outlined in Activity 2.

TOPIC 2 HEART HEALTH

ACTIVITY 1: HAPPY HEART RATE

Photocopy and provide each student with a Resting Heart Rate activity page. Assemble the students into pairs in such an area that they have a clear view of the classroom clock with a second-hand. If the clock does not have a second-hand, locate a stop-watch that you can operate for the students as a group.

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 131 ACTIVITY 2: IN THE GYM OR OUTDOORS

This purpose of this activity is to teach students how to ensure their heart rate isn’t getting too high when they are playing sports or exercising.

How do we know if we are doing the correct intensity of workout to improve the fitness of our hearts and improve our resting heart rate, but still keeping our heart rate at safe levels? The Talk Test!

The Talk Test is very simple: When exercising, you should be at an intensity that you can still talk to and have a conversation with other people. If you are too out of breath to be able to have a conversation then it might be a good idea to slow down a little. This will also help you keep exercising for a longer period of time.

Arrange students into pairs and assign them an activity that they must do for at least five minutes straight, such as running or skipping with a skipping rope, that will quickly increase their heart rate. Have them take turns asking each other questions such as those listed below. Encourage them to monitor how easy or difficult it was to answer the question, based on how out of breath they are. Encourage students to follow the Talk Test model to keep their heart rate at such a level that they can ask and answer the questions comfortably. What did you do last night? What is your favourite hobby and why? What is your favourite meal and why? If you were a super hero, which one would you be and why? What is your favourite movie and why?

After the five minutes is up, use a clock or stop watch to have each student measure their heart rate. Students should record their heart rate on the Happy Heart Rate worksheet.

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 132 STUDENT HANDOUT HAPPY HEART RATE

RESTING HEART RATE

Your resting heart rate: ______

Your partner’s resting heart rate: ______

Your teacher’s resting heart rate: ______

Alex Edler’s resting heart rate: 48 beats per minute

ACTIVE HEART RATE

Your active heart rate: ______

Your partner’s active heart rate: ______

Why is measuring your Resting Heart Rate one of the indicators of health?

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 133 TOPIC 3 STAYING ACTIVE

OBJECTIVES:

• Students recognize the large variety of activities they can participate in to maintain and increase their physical fitness • Students understand how professional athletes stay in shape

LEARNING OUTCOMES:

• Students can list a number of activities they can take part in, both within their daily routine and as extra-curricular or at-home activities, to stay in shape • Students are inspired to try new physical activities to maintain and increase their fitness levels

RESOURCES:

• Stay Active, Stay Fit! handout • Getting to Know: How the Vancouver Canucks Players Stay Fit resource

TOPIC 3 STAYING ACTIVE

Q. Explain the two different types/intensities of activities youth can participate in to get their daily exercise and examples of each.

A. Kids should try to include both moderate activities, like skating, walking, riding a bike, and vigorous activities, such as playing soccer, hockey or running.

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 134 Q. What are some simple day-to-day activities you can incorporate into your daily routine to increase your physical activity?

A. • Walk with friends or parents to school (instead of getting a ride) • Use the stairs whenever possible instead of the escalator or elevator • Have your parents park farther away from buildings so you have to walk farther to get inside • When doing a stationary activity such as playing video games, surfing the internet or watch- ing television, etc. set a timer for 15 minutes – every time it goes off, do an exercise (a stretch, sit ups, push-ups, knee bends, walk up and down a set of stairs, etc.) • Have one day a week when you don’t watch television, use a computer or play a video game • Once a weekend, play a game with your family – you could play badminton outdoors or hide and go seek indoors • Add some extra fun chores to your life like raking leaves, weeding the garden, washing the car, walking the dog, etc.

Q. What are some seasonal activities you can participate in to increase your physical activity?

A. In the winter: • Help shovel the driveway when it snows • Go tobogganing • Have a (friendly) snowball fight with your friends and family • Build a snowman or snow-fort • Go ice-skating • Play ice hockey

In the summer: • Go for a bike ride with your parents • Go for a long hike or go for a long walk with your family • Go for a swim in an outdoor pool or local lake • Wash the car • Take golf lessons • Play road hockey (in a SAFE area) • Play a game of basketball or soccer outdoors with friends • Toss a frisbee around at the park • Build a sand castle at the beach

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 135 Anytime: • Join a sports team at school or sign up for track and field • Walk instead of taking the car to places like school, a friend’s house, the recreation centre, the mall, or grocery store • Join some programs at your local recreation centre • Go bowling • Find some music that you really like and dance • Challenge your friends or family to a game of laser tag • Explore some physical activities that you’ve never tried before and make a commitment with your family to do these together (like curling, going snowshoeing or skiing, rollerblading around the park or sea wall, walks or runs)

Q. What do you think Daniel & Henrik Sedin, Bo Horvat, Alex Edler, and Canucks mascot FIN like to do in the off-season to stay fit and in shape?

A. Daniel & Henrik stay in shape by jogging outside, riding a stationary bike, lifting weights and going to the gym, and rollerblading.

Bo Horvat stays in shape by riding a stationary bike, lifting weights and going to the gym, and running up steep hills with a weight vest on.

Alex Edler stays in shape by riding his bicycle on roads and trails, lifting weights and going to the gym, and running everyday on a treadmill.

FIN stays in shape by swimming, going fishing, and visiting kids throughout the summer.

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 136 TOPIC 3 STAYING ACTIVE

ACTIVITY 1: STAY ACTIVE, STAY FIT!

Photocopy and provide each student with the Stay Active, Stay Fit! activity page. Have students record their answers on the page and then choose a handful of students to share their ideas with the class.

ACTIVITY 2: HOW THE CANUCKS STAY FIT

Photocopy and provide each student with both the Getting to Know: How the Vancouver Canucks Players Stay Fit reading resource (two-sided) and the Healthy Hockey Habits activity page. Based on the information in the reading resource, have each student answer the questions on the Healthy Hockey Habits page.

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 137 STUDENT HANDOUT STAY ACTIVE, STAY FIT!

List five things you can easily add to your regular daily routine to increase your physical activity:

List two things you can decrease in order to increase your physical activity:

List two activities you already do to increase your physical fitness:

List two activities you have never done but would like to try that would increase your physical fitness:

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 138 STUDENT HANDOUT GETTING TO KNOW: HOW THE VANCOUVER CANUCKS PLAYERS STAY FIT — DURING THE NHL SEASON —

Professional athletes like the Vancouver Canucks engage in the high-intensity sport of ice hockey on a regular basis. As a result, they must keep their rigorous training schedules up to date during the NHL season to maximize performance. Here’s a look into how the Vancouver Canucks players stay fit and in shape during the busy hockey season so they can have success on the ice.

The health and fitness theme for the players during the NHL season:

WORKOUTS – EATING RIGHT – REST

During the season, Vancouver Canucks players could play up to 90 hockey games – and that doesn’t even count the playoffs! In addition to all those games, the players also participate in on-ice practices 5-7 times a week as well. Because they are on the ice so often, they must be sure to eat healthy and also find a balance between working out/exercising and resting so that their bodies have enough time to recover from each game and so that they don’t get run down. The reason the players are so engaged in physical activity (both on the ice and off the ice in the gym) is so they can maintain and sometimes increase their physical performance. Being in shape during the season will decrease the chance of injury, will allow them to recover faster if they do get injured or worn down, and will allow them to perform at a higher level. Players will skate hard during practices to keep their high level of fitness, workout in the gym with weights and cardio machines to strengthen their muscles and their heart, and they also do lots of stretches, especially immediately before and after an intense workout (including before and after a game). Again, proper nutrition and rest is important to allow players’ bodies to recuperate from training and hockey games. Cooling down after an intense work-out like a hockey game is also an important aspect of staying in shape for professional hockey players. After every game, all Canucks players cool down on a stationary bike in the team gym for 5-10 minutes. Cooling down is an important aspect of working out because it allows your body to gradually lower its temperature, blood pressure and heart rate to resting levels and allows you to recover more efficiently for the next game, practice or workout.

DID YOU KNOW?

Defenceman Alex Edler does a light work-out in the gym 3-4 days per week and also does an intense, in-depth workout in the gym 2-3 times per week. That is all in addition to hockey games and team practices.

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 139 STUDENT HANDOUT GETTING TO KNOW: HOW THE VANCOUVER CANUCKS PLAYERS STAY FIT — DURING THE OFF SEASON —

Professional athletes like the Vancouver Canucks also have to ensure they keep up their fitness level in the off-season so when training camp comes along they are 100% ready to get back to the grind of The NHL schedule. Here’s a look into how the Vancouver Canucks players stay fit and in shape so they can be successful on the ice.

The health and fitness theme for the players during the off season:

WORKOUTS – EATING RIGHT

The job of being a professional athlete requires them to keep in shape not only when they are playing during the NHL season, but also in their off season. During the summer months while living back in their home-towns, NHL players will workout in the gym, go for hikes, ride their bike, swim, go for runs, etc. Some players will also take exercise classes such as boxing, yoga, pilates, or mixed martial arts. Not only do they workout regularly, but in order to make sure that their bodies adapt to the training, the players make sure that they drink enough water and eat healthy food during the day. All of this helps them build muscle, decrease body fat, and gives them energy to workout.

Many Vancouver Canucks players keep rigorous off-season workout schedules to maintain and increase their fitness. Here are what a few of your favourite Canucks players like to do in the off-season:

Daniel & Henrik stay in shape by jogging outside, riding a stationary bike, lifting weights and going to the gym, and rollerblading. Bo Horvat stays in shape by riding a stationary bike, lifting weights and going to the gym, and running up steep hills with a weight vest on. Alex Edler stays in shape by riding his bicycle on the roads and trails, lifting weights and going to the gym, and running everyday on a treadmill.

GRADES 6-7 • UNIT 4 – FITNESSGRADES – ACTIVE 4-5 BODIES, • INTRODUCTION ACTIVE MINDS 140 UNIT 5: FITNESS – BASIC ANATOMY & PROPER STRETCHING TECHNIQUE

TOPIC 1: BASIC ANATOMY – MAJOR MUSCLE GROUPS & BONES

TOPIC 2: PROPER STRETCHING TECHNIQUE

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 141 UNIT 5 — FITNESS: BASIC ANATOMY & PROPER STRETCHING TECHNIQUE

TOPIC 1 BASIC ANATOMY – MAJOR MUSCLE GROUPS & BONES

OBJECTIVES: • Students understand the names of major muscles and bones • Students recognize the function of major muscles and bones in the human body and their rel- evance to movement

LEARNING OUTCOMES: • Students can list the names of some of the major muscle groups and bones • Students can identify the location of major muscles and bones in the human body

RESOURCES: • Human Movement – Major Muscles & Bones handout • Human Movement – Major Muscles & Bones Answer Key • Muscle Mania worksheet • Muscle Mania Answer Key • Human Muscles and Bones Answer Key

TOPIC 1 BASIC ANATOMY – MAJOR MUSCLE GROUPS & BONES

Q. What percentage of your body weight do you think is made up of muscle?

A. 40%

Q. How many different muscles does the human body contain?

A. 600 different muscles

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 142 Q. What is the primary function of muscles?

A. Muscles are what make it possible for you to move. Every time you run, go for a walk, jump, bend your arms or legs, catch, throw, take a breath, blink or smile, you’re using your muscles. Muscles work together by contracting (getting shorter) and relaxing (getting longer) which enables you to make movements, both big and small. Muscles come in all shapes and sizes, like the large ones in your legs to the tiny muscles that you use to blink.

Because muscles are responsible for every move you make, it is important to take care of them, keep them healthy with proper nutrition, and strong with proper exercise.

Q. There are three main types of muscles according to what they do in your body. What are the three types?

A. 1. Skeletal Muscles – these muscles are attached to your bones with tendons and they are responsible for allowing movements that you choose to do. They only work if you decide you want to use them. You use these muscles when you kick a soccer ball, wave at a friend, clap your hands, etc. Sketetal muscles are also known as “voluntary muscles” because you use them when you voluntarily choose to do so.

2. Smooth Muscles – these muscles are used unconsciously, meaning they contract and relax without you having control over them. They are used around all your organs to make sure your organs function properly (including your lungs used for breathing), in your eye-lids when you blink, your intestines for digesting food, and your blood vessels to move blood throughout your body, etc. Smooth Muscles are also known as “involuntary muscles” because you do not choose when you want to use them.

3. Cardiac Muscles – These muscles are only found in and around your heart and they control the pumping mechanism of your heart. The Cardiac muscle is also known as an “involuntary muscle” because you do not have control over your heart beating.

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 143 Q. Skeletal muscles are the muscles you use when exercising, so we will focus on those muscles for the rest of this unit. What are some examples of these muscles specifically found in your arms, torso and lower body?

A. Arms: • Biceps – these muscles are found on the front part of your arms and make it possible for you to bend your arms; these are the muscles that flex when they lift up a dumbbell • Triceps – these muscles are found at the back of your arms and are used to straighten your arms • Deltoids – these muscles are found in your shoulders and let you move both your shoulders and your upper arms, for example; or/like when you shrug

Torso: • Trapezius – these are your upper shoulder muscles that also stretch to the back of your neck, they let you move your head and shoulders back and forth • Pectorals – these are upper chest muscles that make it possible to move your shoulders and arms forward • Abdominals – these are your stomach muscles that you find under your ribcage and you use these when sit up or suck your stomach in

Lower Body: • Gluteus Maximus – these are your bum muscles and are actually your strongest muscles; you use these muscles to straighten your leg from the hip while running, walking, or climbing, for example; or/like when you go up the stairs • Quadriceps – these muscles are located on the front of your leg above your knee; you use these muscles when you want to straighten your leg and extend your knee • Hamstrings – these muscles make up the back part of your legs from your bum (gluteus maximus) to the knees; you use these muscles when you bend your knees and they also help keep the knee joint stable when you move your legs

Q. How many bones are there in the human body?

A. There are more than 200 bones in the human body.

Q. What is the main function of bones?

A. Bones make up the human skeleton and they work like a frame for your muscles. They make up the structure and shape of your body and also play a big part in protecting your organs, such as the brain and lungs.

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 144 Different bones are connected to each other with ligaments, and they work as a team with your muscles and tendons (the parts that connect your muscles to your bones) to make it possible for you to move your body.

While your muscles help you move, your bones hold/support your body and objects up when you are exercising. It is important to have healthy bones through proper nutrition (calcium) to allow them to hold up your body comfortably, especially later in life.

Q. Bones are connected to each other by joints and there are two kinds of joints, can you describe the two kinds?

A. Non-moving joints, called fixed joints (for example, the ones in your skull)

Moving joints, called hinge joints and ball and socket joints. • Hinge joints let you move your bones in only a couple of different directions, like the joints you find in your elbows or the smaller ones in your fingers. • You have ball and socket joints in your hips and shoulders, which, unlike your hinge joints, give you the ability to move your arms and legs in several different directions.

Q. What are some examples of the main bones in your body?

A. Skull • Think of your skull as the body’s helmet – the bones that make up your forehead and at the back of the head prevent injury to your brain • Bones around your face give your face a frame and structure Spine • Your spine makes up the length of your back and actually contains 26 small bones, also known as your vertebrae • Your spine lets you stand up straight and protects the nerves in your back that are found in your spinal chord Ribs • You can feel your ribs move in and out when you take a breath – give yourself a hug and try it out! • Your ribs protect your heart, lungs and liver

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 145 Arms • The bones in your arms are connected to the scapula - the bone that makes up your shoulder blade • Your arm has a total of three main bones: - humerus or your “funny bone” that connects your shoulder to your elbow - radius connects your elbow and wrist - ulna also found underneath your elbow Legs • Bigger bones that carry your body’s weight are located in your legs • Leg bones are connected to your hip bones, or pelvis • Main bones: - femur – your biggest bone, connects the knee to the pelvis - patella or kneecap – provides a protective cover over your knee joint - tibia and fibula– the two bones between your knee and ankle bone

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 146 TOPIC 1 BASIC ANATOMY

ACTIVITY 1:

Photocopy and provide each student with a copy of the Human Movement – Major Muscles & Bones worksheet. Arrange students into pairs to complete the activity. Have select groups share their answers with the class.

ACTIVITY 2:

Photocopy and provide each student with a copy of the Muscle Mania worksheet to complete.

ACTIVITY 3:

Arrange students into pairs (it might be suitable to pair girls with girls and boys with boys for this one) and provide each pair with a five foot long piece of paper from a jumbo roll. Using a felt marker, have the students take turns tracing the outline of their partner’s entire body onto the jumbo paper.

Once both partners are traced, have each student draw in the different major bones on the front of their own ‘body’:

Skull Ribs Humerus Radius Ulna Pelvis Femur Patella Tibia Fibula

Once the bones are in place, have each student draw a line or arrow to the areas that contain major muscle groups:

Biceps Pectorals Deltoids Quadriceps Abdominals

Check students’ work using the Human Muscles and Bones Answer Key.

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 147 STUDENT HANDOUT HUMAN MOVEMENT – MAJOR MUSCLES & BONES

Beside each body part record whether it is a muscle or a bone in the human body.

BODY PART MUSCLE OR BONE? Femur ______Biceps ______Triceps ______Ribs ______Patella ______Trapezius ______Pelvis ______Gluteus Maximus ______Hamstrings ______Ulna ______Pectorals ______Skull ______Spine (vertebrae) ______Deltoids ______Humerus ______Radius ______Quadriceps ______Femur ______Tibia ______Fibula ______Abdominals ______Scapula ______

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 148 HUMAN MOVEMENT – MAJOR MUSCLES & BONES ANSWER KEY

Beside each body part record whether it is a muscle or a bone in the human body.

BODY PART MUSCLE OR BONE? Femur Bone Biceps Muscle Triceps Muscle Ribs Bone Patella Bone Trapezius Muscle Pelvis Bone Gluteus Maximus Muscle Hamstrings Muscle Ulna Bone Pectorals Muscle Skull Bone Spine (vertebrae) Bone Deltoids Muscle Humerus Bone Radius Bone Quadriceps Muscle Femur Bone Tibia Bone Fibula Bone Abdominals Muscle Scapula Bone

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 149 STUDENT HANDOUT MUSCLE MANIA

How many different muscles does the human body contain?

What is the primary function of muscles and how do they carry out that function?

What are the three main types of muscles? 1. 2. 3.

What are five physical activities you can do that would use “voluntary muscles”? 1. 2. 3. 4. 5.

What are two examples of “involuntary muscles”?

1. 2.

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 150 MUSCLE MANIA - ANSWER KEY

How many different muscles does the human body contain? 600

What is the primary function of muscles and how do they carry out that function? Muscles are the part of your body that make it possible for you to move. Muscles work together by contracting (getting shorter) and relaxing (getting longer) which enable you to make movements, both big and small.

What are the three main types of muscles?

1. Sketelal Muscles – these muscles are attached to your bones with tendons and they are responsible for allowing movements that you choose to do. They are also known as “voluntary muscles”. 2. Smooth Muscles – these muscles are used unconsciously, meaning they contract and relax without you having control over them. They are used around all your organs to make sure your organs function. They are also known as “involuntary muscles”. 3. Cardiac Muscles – These muscles are only found in and around your heart and they control the pumping mechanism of your heart. The Cardiac muscle is also knows as an ‘involuntary muscle”.

What are five physical activities you can do that would use “voluntary muscles”?

Kicking a soccer ball Throwing a ball Doing a sit-up Skipping with a skipping rope Jogging Playing tennis Arm wrestling Etc. What are two examples of “involuntary muscles”?

Cardiac muscle – your heart muscle that controls the physical function of your heart Muscles that you use when you blink Muscles around your lungs that help you breathe Muscles around your various organs that helps them function etc.

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 151 MUSCLES AND BONES – ANSWER KEY

BONES MUSCLES

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 152 UNIT 5 — FITNESS: BASIC ANATOMY & PROPER STRETCHING TECHNIQUE

TOPIC 2 PROPER STRETCHING TECHNIQUES

OBJECTIVES: • Students recognize the importance of keeping muscle stretched and active • Students understand how stretching contributes to a healthy body

LEARNING OUTCOMES: • Students can describe the physical health benefits of stretching • Students can physically perform a range of stretches

RESOURCES: • Safety First: Rules of Stretching • Your Guide To A Full Body Stretch • My Fitness Goal Tracker worksheet

TOPIC 2 STRETCHING

Q. Why is it important to stretch your muscles?

A. Proper stretching can take as little as 5-10 minutes or as long as you want and it is important to stretch regularly because it: • Improves blood circulation and therefore helps your body recover faster after exercising • Decreases soreness and pain after exercising • Decreases tension in your muscles • Increases/improves your range of motion • Improves your posture, helping to prevent potential back and neck problems later in life

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 153 Q. When is the best time to stretch?

A. Immediately before AND after you exercise. You can also choose to stretch even if you’re not exercising, as it still holds the same health benefit as listed above. In the last decade stretching and strength classes such as yoga and pilates have become very popular because of the health benefits associated with stretching.

Q. What is another specific reason why it is important to stretch right before you exercise?

A. Stretching before you exercise increases body temperature and blood flow which helps carry oxygen and nutrients to the muscles so the muscles are ready to be used actively.

Q. What is another specific reason why it is important to stretch immediately after you exercise?

A. Stretching immediately after you’re done exercising helps your muscles cool down which will ultimately prevent muscle pain (which usually will occur the following day if post-exercises are not carried out). It also helps both your tendons and muscles relax and loosen which means they are less likely to become tight.

Q. What are the five rules of stretching?

A. 1. Stretch slowly. Every stretch should be performed at a very slow and even pace. Hold every stretch for 15-30 seconds before slowly returning back to normal position. 2. Do not bounce. Never bounce into or out of a stretch as this has the potential to over-stretch your muscles and cause damage. Stretching should be a smooth, fluid motion. 3. Be balanced. Always stretch muscles on both sides of your body. Don’t ever stretch just one leg or one arm. If unbalanced stretching continues to occur over time, it can cause muscle pain that becomes difficult to get rid of. 4. Do not over-stretch. Only stretch your muscles until it is slightly no longer comfortable. Don’t ever stretch far enough that you feel pain. You should feel a slight pull on the muscle once you’re in a proper stretching position. 5. Breathe. Be sure to remain breathing at your regular pace during all stretches.

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 154 STUDENT HANDOUT SAFETY FIRST: RULES OF STRETCHING

1. STRETCH SLOWLY Every stretch should be performed at a very slow and even pace. Hold every stretch for 15-30 seconds before slowly returning back to normal position.

2. DO NOT BOUNCE Never bounce into or out of stretch as this has the potential to over-stretch your muscles and cause damage. Stretching should be a smooth, fluid motion.

3. BE BALANCED Always stretch muscles of both side of your body. Don’t ever stretch just one leg or one arm. If unbalanced stretching continues to occur over time, it can cause muscle pain that becomes difficult to get rid of.

4. DO NOT OVER-STRETCH Only stretch your muscles until it is slightly no longer comfortable. Don’t ever stretch far enough that you feel pain. You should feel a slight pull on the muscle once you’re in a proper stretching position.

5. BREATHE Be sure to remain breathing at your regular pace during all stretches.

GRADES 4-5 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 155 TOPIC 2 STRETCHING

ACTIVITY 1: SAFETY FIRST

Photocopy and provide each student with a copy of the Safety First: Rules of Stretching handout to complete. Review all rules with students.

ACTIVITY 2: IN THE GYM OR OUTDOORS

OPTION 1: Based on the stretching examples on the Full Body Stretch handout, lead a full-body stretch for the entire class. Have all students stand a few feet apart from one other preferably wearing comfortable and loose clothing with appropriate footwear. Follow each stretch step by step and remind students what muscles each stretch engages as they go through the motions.

OPTION 2: This activity is designed to have each student take the responsibility of leading a small group of their classmates in a series of stretches.

1. Split your classroom into four groups. 2. Instruct each group in 1/4 of the stretches so that Group A learns the first two stretches, Group B learns the next two and so forth. 3. Once you are confident that each student has a sufficient grasp of each stretch, assign them into groups of four, so that each member knows a different set of stretches. 4. In your final groups of four, each student will take turns teaching the stretches to their classmates. a. Group A member teaches the first two stretches to members from Groups B, C and D and so forth until each stretch has been taught to one another.

And the end of the exercise, photocopy the Full Body Stretch handout and provide to each student to take home with them.

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 156 ACTIVITY 3: MY FITNESS GOAL TRACKER

Review the goal setting lesson from unit 2. Photocopy and provide each student with a My Fitness Goal Tracker worksheet to complete and take home with them. Have students report back at the end of the month if they were able to achieve their fitness goal. Remember, all goals must be SMART:

Specific: What exactly do you want to achieve? Clearly define the result. Measurable: Use actual numbers, target dates, or specific events to show when your goal has been achieved. Action-Oriented: Make your goal challenging but still realistic. Realistic: Your goals should be achievable and be truly important to you and not just what others expect of you. Timely: Set time deadlines for your goal. This will keep you on track.

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 157 STUDENT HANDOUT YOUR GUIDE TO A FULL BODY STRETCH

SIDE STRETCH Sitting or standing, clasp your hands straight up overhead, palms facing the ceiling. Gently lower to the right side until you feel a stretch down your left side. Switch sides and repeat.

TRICEPS STRETCH Bend the left elbow behind your head and use the right hand to gently pull the left elbow in farther until you feel a stretch in your tricep. Switch sides and repeat.

BICEPS STRETCH Take your arms out to the sides, slightly behind you, with the thumbs up (as in The Fonz). Rotate your thumbs down and back until they are pointing to the back wall to stretch the biceps.

SHOULDER STRETCH Take right arm straight across your chest and curl the left hand around your elbow, gently pulling on the right arm to deepen the stretch in the shoulders. Switch sides.

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 158 STUDENT HANDOUT

QUADRICEP STRETCH Stand and hold onto a wall for balance if needed. Grab the top of the right foot and bend your knee, bringing the foot towards the buttocks, knee pointing straight at the floor. You should feel a stretch right down the front of your leg. Squeeze your hips forward for a deeper stretch. Switch sides.

HAMSTRING STRETCH Take your left foot forward and tip from the hips, keeping the back flat. Lower down until you feel a stretch in the back of the leg. Repeat on the other side.

CHEST AND SHOULDER STRETCH Sit or stand and clasp your hands together behind your back, arms straight. Lift your hands towards the ceiling, going only as high as is comfortable. You should feel a stretch in your shoulders and chest.

UPPER BACK Clasp your hands together in front of you and round your back, pressing your arms away from your body to feel a stretch in your upper back.

JACOB MARKSTROM’S FAVOURITE PRE-GAME STRETCH ROUTINE: Jacob is sure to move his body through a very wide range of stretches. He begins by doing a 15-20 minute stretch, stretching as many muscles as he can while doing lunges, rotations, balance exercises, as well as lateral, backward, and forward movements.

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 159 STUDENT HANDOUT MY FITNESS GOAL TRACKER

My Goal:

It is important to me because:

PLAN OF ACTION:

Outline all the steps to achieve the goal. The goal needs to be broken down into small manageable tasks, each with its own deadline.

5. DATE:

4. DATE:

3. DATE:

2. DATE:

1. DATE:

List the challenges you may face while trying to achieve the goal and ways of dealing with them

Potential Challenges How to Conquer

Chart your progress in a diary, calendar, log book or agenda.

GRADES 6-7 • UNIT 5 – FITNESS – BASIC ANATOMY & GRADESPROPER STRETCHING4-5 • INTRODUCTION TECHNIQUE 160 UNIT 6: FITNESS – FLOOR HOCKEY 101

TOPIC 1: HEALTH BENEFITS OF FLOOR HOCKEY

TOPIC 2: HOW TO PLAY FLOOR HOCKEY

TOPIC 3: SKILL-BUILDING EXERCISES

GRADES 4-56-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 161 FLOOR HOCKEY 101

This unit has been arranged to effectively teach the basics of floor hockey using simple instructions, vocabulary and game rules and concepts. This knowledge can be exercised through lessons and activities that will help solidify these rules and offer a hands-on approach.

Most of the skill-building activities are best executed in the gym or outside on the blacktop on a warm day.

OBJECTIVES: • Students learn an appreciation for the sport of floor hockey • Students are engaged in physical activity • Students cooperate and encourage one another in an athletic setting

LEARNING OUTCOMES: • Students are able to execute basic floor hockey skills, such as passing and shooting • Students can identify the different positions, players, and rules in a floor hockey game

RESOURCES: • Getting to Know #47 Sven Baertschi – photocopy for each student and discuss • Various skill-building exercises for passing, shooting, stick-handling, etc.

GRADES 4-56-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 162 TOPIC 1 INTRO TO FLOOR HOCKEY

ACTIVITY 1: HEALTH BENEFITS

Lead a discussion regarding the health benefits of playing floor hockey. Have your students brainstorm as a class what the benefits might be. Then photocopy and hand out the “Health Benefits of Floor Hockey” sheet for their reference.

ACTIVITY 2: REFERENCE SHEETS

Photocopy and hand out the “How to Play Floor Hockey”, “Vocabulary” and “Player Positions” sheets for your student’s reference. You may choose to lead a discussion in the same way that you did with the “Health Benefits” activity before handing these sheets out.

ACTIVITY 3: GETTING TO KNOW SVEN BAERTSCHI

Photocopy and hand out the “Getting to Know Sven Baertschi” sheet. Baertschi is a forward with the Vancouver Canucks who previously played in the WHL. From the time Baertschi started skating, he was recognized for his value on and off the ice. Playing with Portland, he was rewarded for being valuable to numerous teams in a variety of awards before making it to the NHL.

GRADES 4-56-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 163 HEALTH BENEFITS OF FLOOR HOCKEY

Remind the students that there are many great health benefits that come with playing floor hockey, both physical and mental:

• Participating in physical activities on a regular basis helps you strengthen your heart so that it’s easier for it to pump oxygen throughout your body, it builds healthy bones, and helps you develop strong muscles and better flexibility.

• It can help reduce body weight and/or maintain a healthy body weight by burning excess fat.

• It can help to improve balance, posture and overall coordination.

• It can increase your overall energy level.

• It can increase metabolism through the development and strengthening of your cardiovascular system.

• Playing floor hockey can burn up to 340 calories for every half hour you play. That means it could be up to 680 calories per hour!

• It can boost your self-esteem and build personal confidence

• It can help you relax, sleep better and have better concentration

• It can help build friendships, team-work, leadership and communication skills

• When you play floor hockey you will primarily use and strengthen the following muscles: • hamstrings • calves • hip muscles • triceps • forearms • shoulder muscles • abdomen

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 164 HOW TO PLAY FLOOR HOCKEY

Floor hockey is an adaptive activity, as the location it is played in will not always necessarily have the proper set up. Follow the instructions as best as you can in terms of the resources that you have.

The only thing to keep in mind is that it is essential that there are always two nets at either side of the floor hockey area and a designated line in the centre.

BASICS:

The primary objective of floor hockey is to score a goal by shooting the puck or ball into the opposing team’s net. The team with the most goals after a certain time frame wins the game.

EQUIPMENT NEEDED:

• Hockey sticks (one per student) • 1 ball or puck • 2 Hockey nets (if you do not have nets, you can set up two cones to create each net) • Goalie equipment (mask, chest protector, glove, blocker and leg pads) • Goalie stick (one per goalie)

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 165 VOCABULARY:

FACE-OFF The play used to start a game or restart a game after a goal. During a face-off, the puck is dropped between the two centres of opposite teams. The objective is to pull the puck back to your side to your team. Both centre’s sticks must stay on the floor until the puck is dropped.

PASS Moving the puck to another student on your team.

STICK HANDLING Using your stick (both sides of the blade) to control the puck and move the puck.

CLEAR Getting the puck out of your zone to prevent the opponents from scoring.

HOCKEY STICK SHAFT: The straight, upper part of the hockey stick that you grip. BLADE: The bottom part of the hockey stick that makes contact with the puck or ball.

WRIST SHOT A quick and accurate shot achieved by rotating one’s wrist while sweeping the ball or puck towards the net.

SLAP SHOT A powerful shot achieved by winding your stick up off the ground and hitting the ball or puck with great force towards the net.

CHECK Successfully defending against a player by removing the ball or puck from their opposition.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 166 PLAYER POSITIONS:

CENTRE • There is one player on each team that plays the Centre forward position. • Along with the Wingers, the primary goal of the Centre player is to score goals. • The Centre leads the offensive play and participates in most of the face-offs. • The Centre is encouraged to move the length of the floor hockey area and their goal should be to both pass the puck to their teammate and score goals. • The Centre should position him/herself in front of the goalie when in the opponent’s zone to try to score goals. • The Centre should work on getting the puck into the opponent’s zone when in their own zone.

FORWARDS, AKA, WINGERS (RIGHT & LEFT) • There are two more forward positions that play on each side of the Centre – a Right Wing and a Left Wing. • Along with the Centre, the primary goal of the Wingers is to score goals. • These Wingers work with the Centre on offensive play. • It is the goal of the Wingers to score, or help score, goals. • The Wingers are able to move the length of the floor hockey area. • Should work on getting the puck into the opponent’s zone when in their own zone.

DEFENCE (RIGHT & LEFT) • There are two players that should play Defence, one on each side of the floor hockey area (right and left). • The primary goal of the Defence players is to prevent goals in their own end. • Defence must stay at or behind the centre line in their defensive zone and try to keep control of the puck. • Defence should try to keep the puck out of their own end and move it forward to their opponent’s end. • Defence must try their best to keep the puck away from their own net.

GOALIE • There is one player that should play Goalie • The primary objective of the goalie is to stop the puck and prevent it from entering their net. • The Goalie should position themselves slightly in front of their net to do this. • The Goalie can use their blocker, glove, stick, pads or any part of their body to stop the shots.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 167 STUDENT HANDOUT

#47 SVEN BAERTSCHI GETTING TO KNOW:

SVEN BAERTSCHI WAS A WHL SUPER STAR!

Sven Baertschi was a WHL Super Star! From the time Baertschi started skating, he was recognized for his value on and off the ice. Playing with Portland, he was rewarded for being valuable to numerous teams in a variety of awards. Here’s more info on some of Sven Baertschi’s career highs and awards:

• When Baertschi was 18 years old, he moved to Canada to pursue his hockey career. • Baertschi was selected 7th overall in the 2010 Canadian Hockey League import draft. • In the 2011 NHL Entry Draft, the NHL Central Scouting Bureau ranked Baertschi as the 7th best North American based skater, and he was selected 13th overall by the Calgary Flames. • Playing for Portland in the 2011-12 Western Hockey League (WHL) season, Baertschi was averaging 2 points per game. • During the 2011-12 WHL season, Baertschi was named the WHL player of the week three times! • In the 2011-12 NHL season, Baertschi’s Portland teammates named him Portland’s most valuable player, and he was named to WHL’s Western Conference Second All-Star Team. • In the 2012-13 NHL season, Baertschi had a career-high seven game point streak • In the 2015-16 NHL season with the Canucks, Baertschi tied a career high three game goal streak from Dec 18-22.

Number: 47 Birthplace: Bern, Switzerland Sven Baertschi’s Favourite Pre-Game Meal: Height: 5' 11" Acquired: From Calgary in exchange • Salmon Weight: 192 LBS for a 2015 second round draft selection • Brown rice Shoots: Left March 2, 2015. • Mixed Veggies Born: 5 Oct 1992 • Green Salad • Water

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 168 TOPIC 2 SKILL BUILDING

The following activities should be done outdoors or in a gym.

ACTIVITY 1: HOLDING A HOCKEY STICK

For students who have no previous experience with floor hockey, they may need some guidance in how to properly hold a hockey stick. Photocopy and hand out the “Holding a Hockey Stick” diagram at your discretion.

ACTIVITY 2: PLAY LIKE MARKSTROM

If your school has proper goalie equipment (mask, chest protector, blocker, glove, leg pads and stick), assign/have two students volunteer to be goalies for the following skill-building exercises, as well as the game. Using the “Play Like Markstrom” reference sheets/diagrams, instruct your goalies the proper stances (“Ready Stance” and “Butterfly Position”).

If your school does not have proper goalie equipment, the following drills can be done without a goalie.

ACTIVITY 3: PASSING

Arrange your students for a skill-building drill by referring to the “Learn Passing” sheet. Ensure that each student has at least two to three turns and gets a chance to shoot the puck or ball at least once.

ACTIVITY 4: WRIST SHOT

Either lining your students up in front of a wall or taking turns shooting against a goalie, have them practice their wrist shots according to the appropriate skill-building sheet. An effective wrist shot should propel the puck or ball off the ground.

ACTIVITY 5: ONE-TIMERS

Arrange your students for a skill-building drill by referring to the “One-Timer Drill” sheet. Ensure that each student has at least two to three turns and gets a chance to shoot the puck or ball at least once.

GRADES 4-56-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 169 ACTIVITY 6: STICK HANDLING

In this skill-building drill, you will set up cones in a path towards and away from the net in order for students to practice their stick handling. Refer to the “To Learn Stick Handling and Goal Scoring” sheet for further instruction. Ensure that each student has at least two to three turns.

ACTIVITY 7: TO LEARN POSITIONING

This final skill building exercise will allow your students to incorporate passing and shooting, while learning proper positioning for the game ahead. Refer to the “To Learn Positioning” sheet for further detail.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 170 SKILL BUILDING EXERCISES

The following pages contain instructional activities and exercises the students can execute before playing their first game. Each exercise should be executed and practiced for at least 10 minutes before moving on to the next exercise.

HOLDING A HOCKEY STICK:

The following directions are for left-handed players – reverse them appropriately for right-handers.

1. Grip the top of the shaft with your right hand. The back of your hand should be facing outwards. 2. Grip towards the middle of the shaft with your left hand. The back of your hand should be facing inwards. a. While your right hand typically stays in the same position regardless of what you are doing, your left hand will move slightly up and down the stick as you play. When shooting, however, your left hand should be around half way down the stick in order to get more power into your shot. 3. The entire blade should be flush against the floor when preparing to receive a pass or preparing to shoot. 4. Your knees should be slightly bent and your legs should be shoulder width apart in a typical “ready position:”

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 171 PLAY LIKE MARKSTROM

The following directions are for goalies who catch with their left-hand – reverse them appropriately for goalies who catch with their right.

READY STANCE

1. Plant your feet in a wide but comfortable stance, so the top corners of your leg pads are touching. Your pads should be making a triangle shape with the floor, your knees should bend slightly, and your body crouched forward. 2. Hold your left hand up in a position ready to catch with your glove. 3. Hold your right hand facing downwards with your stick covering the area between your legs (this space is known as your “5-hole”).

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 172 PLAY LIKE MARKSTROM BUTTERFLY POSITION

Jacob Markstrom’s default position in order to make a save is known as the “butterfly”. This stance allows him to cover as much of the net as quickly as possible for shots that are at a mid- to low-level to the ground.

1. When a mid- to low-level shot is made against you, quickly kneel down to the ground. 2. Bring your knees together. 3. Splay your legs out behind you in a ”V”. 4. Keep your glove and blocker hands ready to make a save if needed.

3. 2.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 173 TO LEARN PASSING:

1. Students will pair up with a partner. 2. Each pair will line up across from each other, starting off quite close to each other (approx 10 feet apart). 3. The pairs will pass the puck to each other being sure to keep the puck on the ground. 4. Be sure the students are able to keep control of the puck while both sending a pass and receiving a pass. Students should always aim for the blade of their partner’s stick when sending a pass. 5. After three passes each, the students will take a step back. 6. Continue until the students are at least half of the gym width apart, or until students are no longer able to make accurate passes. 7. Pairs that miss a pass will have to sit out until the last people standing miss a pass.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 174 TO LEARN PASSING:

1. Students will pair up with a partner. 2. A goalie will be in net. 3. The two students will start at the centre line. 4. The students will practice passing and receiving the puck while jogging slowly towards the net; they must pass to each other at least five times. 5. When they reach the net, they will try to score on the goalie.

ADVANCED OPTIONS

2-ON-1 You may choose to assign defenders who want to prevent the players from reaching the net by interrupting a pass. In this case, the player should be required to make less passes.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 175 SKILL BUILDING EXERCISES WRIST SHOT:

Probably the most common shot in hockey, the wrist shot is also typically the most accurate.

1. Move your lower hand halfway down your stick in order to put more power into your shot. 2. Position your body so that your shoulders are facing the net at a 45-degree angle. 3. Bring the puck or ball slightly behind your body. Your weight should be on the leg opposite your stick. 4. Sweep the puck or ball forward in a quick motion while transferring weight to the leg closest to your stick. 5. While sweeping the puck or ball forward, your wrists should be rotating counter-clockwise if left- handed (clockwise if right-handed). This is what causes the puck or ball to rise off the ground. 6. Release the puck or ball when it reaches your feet or a little bit afterwards. 7. In your follow through, your stick should be parallel to the ground and your blade should be pointing to the net.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 176 ONE-TIMER DRILL:

In hockey, a “one timer” refers to a player receiving a pass and shooting the ball or puck – all in one motion or at “one time”. This is an effective offensive play because it requires the goalie to move laterally without much time to prepare themselves for the shot. This drill may or may not be completed with a goalie.

1. Split the class into two groups – “passers” and “shooters” – and align them several metres opposite each other. 2. At the front of the line, facing the net, have the passer slowly pass the puck of ball towards the shooter. 3. Without stopping it, the shooter should shoot the puck or ball towards the net. a. Make sure the shooter is given ample space by students in line behind them. It might be a good idea to have a designated line that the shooters move up to when it is their turn and a designated line that those waiting cannot cross. b. For safety reasons, the shooter should not raise their stick above their waist during their wind up. 4. When completed, the shooter should move to the back of the “passers” line and vice versa.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 177 TO LEARN STICK HANDLING & GOAL SCORING:

1. Students will line up in a single line at the centre with the first person facing towards the goal net. 2. A goalie will be in net. 3. Set up five cones approximately five feet apart from each other leading up to the net in a straight line in the centre of the playing area. 4. Set up five more cones the same distance apart up one side of the playing area heading back to the centre line. 5. One at a time, students will jog slowly and weave in and out of the cones with their stick and a puck and then take a shot on goal at a designated spot several metres away from the net. 6. Encourage the students to go slow enough that they maintain control of the puck before they shoot it. 7. The player is responsible for retrieving the ball or puck and then stick handling through the side cones to make their way back to the centre and the back of the line. 8. Repeat until each student has had at least five turns.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 178 TO LEARN POSITIONING:

1. Six students will be positioned in one half of the floor hockey area as centre, two forwards/wingers, two defence, and one goalie. 2. The two defenders will stand on the centre line on opposite ends. 3. The centre will stand in front of the net. 4. The two forwards will stand on either side of the centre, spread out enough to be able to pass to each other. 5. The goalie will be in the net. 6. Have each student explain their position and their responsibilities. 7. The five students will pass to each other in a clockwise fashion. 8. Once each player has been passed to, the puck or ball should end with the centre, who will shoot on net. 9. Have the students rotate so that each student gets to shoot.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 179 TOPIC 3 PLAYING A GAME

Once students have had ample opportunity to work on their basic skills and positioning, prepare them for a game.

ACTIVITY 1: SAFETY

First and foremost, rules for safety – as well as gameplay – must be reviewed (See “Game Instructions” and “Game Rules”). Perhaps before or after stretching (Unit 5, Topic 2), have students brainstorm what rules might apply in order to keep each other safe. Make sure you touch on any points that your students were unable to, regarding safety, as well as the rules of gameplay.

ACTIVITY 2: GAME

Play a game! See the “Game Instructions” and “Game Rules” for your reference.

ACTIVITY 3: THREE STARS

After professional ice hockey games, it is customary for members of the media to make “Three Stars” selections – highlighting the best players of each contest. Adapted in the context of a gym class, this is a great opportunity for students to encourage one another. Following the game, have students volunteer their own “Three Stars” selections (or even just one or two “stars”). Encourage students to consider not only those who are the most skilled or who performed best, but also those who had great attitudes (ie. tried particularly hard, were really enthusiastic or were consistently encouraging others) or those who had visibly improved.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 180 GAME INSTRUCTIONS:

1. Split your class up into two teams - try to have an equal number of students on each team.

2. Five students from each team will play at one time.

3. There will be shifts of two minutes for each five student shift. Once the two minutes are over, the next five student team will start to play.

4. There will be one goalie for each team. The goalie will be playing the whole time.

5. There will be two 20-minute periods.

6. There will be a face-off at the centre line at the beginning of each period, after a goal is scored, and/or when the puck is out of play.

7. The five student team must work together in their positions to put the puck in the net of the opposing goalie. The goalies must work to block/save any shots on net.

8. The students should focus on passing/receiving, stick handling, shooting the puck, and having fun!

9. While floor hockey may be played with a plastic puck or ball, it is recommended that you play with a ball. It will be easier for the students to manipulate and it moves more similarly to how a puck would move on ice.

10. Depending on the size of your gym, you may want to have players play 4-on-4 (ie. four players per team playing at once, not including the goalies). In this case, there should be two forwards and two defence- men per unit.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 181 GAME RULES:

1. This is a non-contact activity. If any player makes deliberate contact with his body or stick with another student’s body, he or she must sit out.

2. There are no “off-side” or “icing” calls like in regular ice hockey.

3. The student must not bring his/her stick above the knees or waist – depending on what you are comfortable with.

4. Play to have fun and keep your opponent safe.

5. Each goal is worth one point.

6. If a puck gets stuck on the outside of the net, the defender should take possession of it. Allow him or her to pass or clear the puck or ball from behind the net.

7. The goalie should have a reasonable amount of space (ie. should not be impeded in any way).

TIPS & TECHNIQUES:

• Pass to a teammate if they are in a better position than you or are “open”. • Passing is faster than stick handling the puck yourself. • Be sure to pass just ahead of your teammate for them to successfully receive the pass. • Pass to an open teammate rather than wait to face a student from the opposing team who will try to get the puck or ball from you. • Keep your eye on the puck or ball at all times. • Play hard but play safe.

GRADES 6-7 • UNIT 6GRADES – FITNESS 4-5 – FLOOR• INTRODUCTION HOCKEY 101 182 ALL INFORMATION THE POWER PLAY WAS SOURCED FROM A NUMBER OF REPUTABLE SOURCES, INCLUDING:

THE EXPERT BRAIN OF CRISTINA SUTTER:

(Nutrition) Cristina Sutter is a Registered Dietitian with over ten years of experience providing nutrition counseling. She has a Masters degree in Nutrition from the University of Toronto, a Bachelor’s degree in kinesiology from SFU and is a certified personal trainer. Cristina is a sport dietitian whose clients include the Vancouver Canucks, Canadian Olympic athletes, as well as recreational athletes. She has been a university instructor since 2006, teaching the fourth-year sport nutrition course at UBC and SFU. Cristina has personally competed in rowing, swimming and the Vancouver marathon.

Cristina has helped hundreds of individuals manage their chronic disease with proven dietary strategies. As a mother, she enjoys working with kids of all ages and is able to introduce vegetables to even the pickiest eaters. Cristina is highly skilled at assessing the relationship between self-esteem, stress and eating behaviours and she has helped many clients to understand and overcome their emotional relationship with food.

This unique blend of exercise and nutrition background allows her to design a complete lifestyle plan for her clients to achieve their health goals. Cristina’s specialties include Children & youth, Chronic disease, Emotional eating, Healthy weight, Irritable bowel syndrome, Food allergies, Pregnancy and Sport nutrition.

THE EXPERT BRAIN OF ROGER TA KAHASHI:

(Fitness) Roger Takahashi has been the Vancouver Canucks Strength and Conditioning Coach since June 2003. His responsibilities include specialized hockey conditioning and nutrition programs in-season and off-season, as well as recovery programs for injured players to ensure they return to the Canucks lineup in top physical condition.

In addition to training Canucks players, Takahashi is also responsible for training players with the Canucks top minor league affiliates, the Manitoba Moose of the American Hockey League and players of the Victoria Salmon Kings of the East Coast Hockey League. Takahashi works closely with Vancouver’s young prospects to educate them on nutrition and the training commitment required at the elite NHL level.

Takahashi graduated from the University of Waterloo with a Bachelor of Science in Science and a Bachelor of Science in Honours Kinesiology in 1991. He has written articles and given talks regarding injury prevention as well as sports training and has lectured at the university level at both Simon Fraser University and the University of British Columbia. He is actively involved in the Canucks Centre for BC Hockey programs as well as with the Strength and Conditioning Coaches of the NHL. He is a member of the British Columbia Association of Kinesiologists, the Sports Medicine Council of British Columbia, and the National Strength and Conditioning Association as a Certified Strength and Conditioning Specialist.

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Byrd-Bredbenner, C. (2007). Adventures in Food and Nutrition! Tinley Park, IL: Goodheart-Willcox Company.

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