Wolf Pack Coaches Challenge

Wolf Pack Coaches Challenge CATCH 1st grade Curriculum Hooray for Health! Suggested Implementation Plan Lessons can be adapted to fit with your current curriculum and are designed to be flexible, such that they align with the needs of your classroom.

Week 1 Lesson 1 (25 minutes) Lesson 2 (25 minutes) Lesson 3 (25 minutes)

• GO Foods, GO Activity • A Rainbow of Fruits • What’s Missing? and Vegetables

Week 2 Lesson 4 (25 minutes) Lesson 5 (25 minutes) Lesson 6 (25 minutes)

• Let’s Eat Some Fruits • Sugary WHOA • Let’s GO! and Vegetables! Beverages

Week 3 Lesson 7 (25 minutes) Lesson 8 (25 minutes)

• Move Instead of Sit • How GO can become WHOA

Week 4 Lesson 9 (25 minutes) Lesson 10 (25 minutes)

• Let’s Eat a GO Breakfast • Into the Future

Table of Contents Lesson 1: GO Foods, GO Activity ...... 4 Activity 1: Story and Discussion (14 minutes) ...... 4 Activity 2: Activity Sheet (7 minutes) ...... 6 Activity 3: Summary (4 minutes) ...... 7 Lesson 2: A Rainbow of Fruits and Vegetables ...... 8 Activity 1: Discussion (10 minutes) ...... 8 Activity 2: Game (12 minutes) ...... 10 Activity 3: Summary (3 minutes) ...... 11 Lesson 3: What's Missing? ...... 12 Activity 1: Riddles (10 minutes) ...... 12 Activity 2: Meal Planning (10 minutes) ...... 13 Activity 3: Homework (4 minutes) ...... 14 Activity 4: Summary (1 minute) ...... 14 Lesson 4: Let's Eat Some Fruits and Vegetables! ...... 15 Activity 1: Snack Preparation (18 minutes) ...... 15 Activity 2: Goal Setting (5 minutes) ...... 16 Activity 3: Summary (4 minutes) ...... 17 Lesson 5: Sugary WHOA Beverages ...... 18 Activity 1: Discussion and Demonstration (14 minutes) ...... 18 Activity 2: Meal Planning (7 minutes) ...... 19 Activity 3: Homework (3 minutes) ...... 20 Activity 4: Summary (1 minute) ...... 20 Lesson 6: Let's GO! ...... 21 Activity 1: Discussion (8 minutes) ...... 21 Activity 2: Game (12 minutes) ...... 22 Activity 3: Summary (5 minutes) ...... 23 Lesson 7: Move Instead of Sit ...... 24 Activity 1: Discussion and Song (7 minutes) ...... 24 Activity 2: Exercise (11 minutes) ...... 25 Activity 3: Homework (3 minutes) ...... 26 Activity 4: Summary (4 minutes) ...... 27 Lesson 8: How GO Can Become WHOA ...... 28 Activity 1: Story and Discussion (11 minutes) ...... 28 Activity 2: Game (10 minutes) ...... 29 Activity 3: Homework (3 minutes) ...... 31 Activity 4: Summary (1 minute) ...... 31

Lesson 9: Let's Eat a GO Breakfast! ...... 32 Activity 1: Breakfast Preparation (18 minutes) ...... 32 Activity 2: Goal Setting (5 minutes) ...... 33 Activity 3: Summary (2 minutes) ...... 34 Lesson 10: Into the Future ...... 35 Activity 1: Program Review (10 minutes) ...... 35 Activity 2: Game (12 minutes) ...... 37 Activity 3: Program Wrap-up (3 minutes) ...... 38

Lesson 1: GO Foods, GO Activity All Teacher/Student Materials Presentation Slides

Learner Outcomes and Objectives

• Be introduced to the Hooray for Health! program. • Identify healthy eating and physical activity as important health behaviors. • Distinguish between GO foods and WHOA foods. • Identify GO activities.

Activity 1: Story and Discussion (14 minutes) Purpose: To identify healthy eating and physical activity as important health behaviors; to distinguish between GO foods and WHOA foods; to identify GO activities.

Teacher Materials: • Gus Goodfood puppet/Jumping Jacki puppet - Can optionally be used to enhance the story • Story • Projection A-B

NOTE: For background information, see FYI: GO Foods and WHOA Foods in the back of this teacher’s manual.

1. Use the following dialogue box, introduce the Hooray for Health! program.

• Good health is so important that today we're going to start a new program to learn about more ways to be healthy. It's called Hooray for Health!

• First, how do you feel when you're healthy? (Possible answers: Strong; happy; full of energy; able to play for a long time; not sick)

• What happens when kids aren't healthy? (Possible answers: They can't play. They get sick a lot. They don't have energy.)

• Being healthy is so much better than not being healthy. That's why it's a good idea to find out what will help you be healthy now and when you're older.

• Let's start the Hooray for Health program with a story. Two of the characters in the story are characters you met in kindergarten. They're friends named Gus Goodfood and Jumping Jacki. [Show the puppets, if available. If not, show Projection A.]

• Gus Goodfood and Jumping Jacki don't live on our planet, Earth. Do you remember where they live? (A faraway planet called Strongheart)

• Listen carefully to the story to see what Gus Goodfood and Jumping Jacki have to say about their friends.

2. Read the Story: GO Foods and GO Activities, showing the illustrations (Projection A-B) as indicated. If Gus Goodfood and Jumping Jacki puppets are available, show them whenever these characters talk. 3. After reading the story, ask the following questions to review GO and WHOA foods. NOTE: “Soft drink” is used in the CATCH Program. If participants call this type of beverage “soda,” “pop,” or “soda pop,” you may want to do one of the following: (1) point out that “soft drink” refers to the same type of beverage; (2) substitute the word they use for “soft drink” throughout the lesson.

• What kind of foods did JoJo really like? (GO foods) What kind of foods did MoMo want to eat? (WHOA foods)

• You learned in kindergarten about GO and WHOA foods. Let's review what they are.

• In the CATCH Program, foods are divided into three groups. GO, SLOW, and WHOA. GO foods are the healthiest foods. WHOA foods aren't very healthy at all. And SLOW foods are in-between. When you're older, you'll learn about SLOW foods. In first grade, you'll hear about GO and WHOA foods.

• What were the GO foods in JoJo's kitchen? (Corn tortillas, brown rice, pinto beans and whole-wheat bread; cucumbers and lettuce; strawberries, blueberries, peaches, pears and watermelon; eggs, low-fat yogurt and low-fat string cheese)

• Almost all fruits, vegetables and beans are GO foods. Most foods made with whole wheat flour are GO foods. Baked fish and baked chicken without the skin are GO foods too.

• What were the WHOA foods MoMo wanted to eat? (Cookies and chips)

• Listen to some other WHOA foods: Ice cream, cake, pies, candy and soft drinks. All the foods that are fried are WHOA foods too.

• WHOA foods aren't "bad" foods. But it's best to eat them only once in a while. To be healthy, which kind of food should you eat more often? (GO foods)

4. Ask the following questions to review GO activities.

• You learned in kindergarten about GO activities. Let's review what they are.

• When you do a physical activity, you move your body. But not all physical activities are GO activities. When you do a GO activity, your heart beats faster and you breathe faster.

• GO activities are the best kind for making your heart, lungs, and muscles work better and be stronger. And when your heart, lungs, and muscles are stronger, you can run faster, learn better, and play longer.

• Which GO activities were mentioned in the story? (Doing sit-ups and jumping jacks; running races) Did Jojo like to do GO activities? (No) What would Jojo rather do? (Watch TV and play video games)

• Do you think that sitting-down activities make your heart, lungs, and muscles stronger? (No) It's okay to do sitting-down activities. But it's important to also do GO activities every day.

• Think about the end of the story. What were the two things Gus Goodfood and Jumping Jacki said they liked? (GO foods and GO activities) What should you do every day to be healthy? (Eat mostly GO foods; do GO activities)

• Eating GO foods and doing GO activities every day will help you be healthy and strong--and also help you learn better and play longer.

Activity 2: Activity Sheet (7 minutes) Purpose: To distinguish between GO foods and WHOA foods; to identify GO activities.

1. Use the following dialogue box to explain the activity.

• You're going to use what you learned from the story to do an activity.

• On an activity sheet I give you, you'll see pictures of GO foods and WHOA foods. You'll also see pictures of GO activities and pictures of activities that aren't GO activities.

• Circle the GO foods and the GO activities. Draw an X on the WHOA foods and on the activities that aren't GO activities.

2. Distribute Activity Sheet 1: Which Ones Are GO? Point out that the boy at the lower left side of the activity sheet is doing jumping jacks. As needed, say what the other pictures are. Have students complete the activity sheet either individually or in pairs. Tell students how much time they have to do this. 3. Call on students to name the GO foods and GO activities they circled. Tell them to correct their work as needed. ANSWER KEY: GO foods - Broccoli, apple, plain 1% milk WHOA foods - Fried french fries, soft drinks, cookies GO activities - Jump roping, running, swimming Non-GO activities - Watching TV, playing a board game

4. Congratulate students on their work.

Activity 3: Summary (4 minutes) Purpose: To review the main points of Lesson 1.

1. Tell students that during the Hooray for Health! program they will play games, hear stories, and make and eat a snack. Tell them that in the next lesson they're going to learn more about healthy foods. 2. Ask students to name the two things they learned today that they can do to be healthy. (Eat mostly GO foods; do GO activities) Encourage them to do these things every day--or as often as they can. 3. Tell students to imagine that Jumping Jacki and Gus Goodfood are in their classroom and want to hear GO activities and GO foods the students will try to do or eat in the next few days. As time allows, have each student name either a GO activity or a GO food. (Suggestion: If the puppets are available, you may want to have students "tell" them their responses.) 4. Tell students that since the program is called Hooray for Health!, they are going to finish the lesson by cheering for health. As needed, explain that saying hip hip hooray three times is a common cheer. Explain that they are going to say health health hooray instead. Lead them enthusiastically in doing the cheer three times.

Lesson 2: A Rainbow of Fruits and Vegetables All Teacher/Student Materials Presentation Slides

Learner Outcomes and Objectives • Identify fruits and vegetables, including some that may be unfamiliar. • Identify how often fruits and vegetables should be eaten. • Identify an important reason for eating a variety of colors of fruits and vegetables.

Activity 1: Discussion (10 minutes) Purpose: To identify fruits and vegetables, including some that may be unfamiliar; to identify how often fruits and vegetables should be eaten; to identify an important reason for eating a variety of colors of fruits and vegetables.

Teacher Materials:

• Projections C-G - If it is not possible to use color projections, as an alternative you can use the Fruit and Vegetable Cards that you have prepared for the Game activity.

NOTE: For background information, see FYI: Fruits and Vegetables in the back of this teacher’s manual.

1. Ask students whether they should eat more GO foods or WHOA foods if they want to be healthy. (GO foods) Ask them to name WHOA foods they heard about in the last lesson. (Possible answers: Candy, cookies, cake, pies, soft drinks, chips) Ask them to name GO foods they heard about. (Possible answers: Fruits, vegetables, beans, corn tortillas, brown rice, whole-wheat bread and other foods made with whole wheat, eggs, low-fat yogurt, low-fat string cheese, baked fish, baked chicken without the skin) 2. Tell students that today they are going to find out why fruits and vegetables are GO foods. Use the following dialogue box.

• All fruits and vegetables help your body in many ways. They help your body grow the way it should. They help you not get sick. When you cut yourself, they help you heal faster. They keep your eyes and skin healthy. They also give you lots of energy to learn, run, and play.

• Do you think you should eat fruits and vegetables often? (Yes) You’re right. It’s best to eat more than one kind of fruit and vegetable every day, whenever you can.

3. Use the following dialogue box to explain why it is important to eat fruits and vegetables of a variety of colors.

• Are all fruits and vegetables the same color? (No) First, let’s name a few fruits and their colors. What color are strawberries? (Red) What color can grapes be? (Purple, green, or red) • What about vegetables? What color is a tomato? (Red) What color is a carrot? (Orange) • We’ve already named four colors that fruits and vegetables can be: orange, red, green, and purple. There are even more colors they can be. In fact, fruits and vegetables come in a rainbow of colors. • It’s important to eat fruits and vegetables of many different colors. That’s because fruits and vegetables of different colors help your body in different ways. • Let’s learn about some fruits and vegetables that might be new for you. And let’s see what colors they are.

4. Project Projections C-G (or show students the Fruit and Vegetable Cards you have cut apart and colored). For each one, do the following:

• Say its name and have students repeat it. • Use the information below to describe it, including the color(s). (Note: The most common colors of the fruits and vegetables are indicated. For some of them, varieties of other colors do exist. The outside part of all the vegetables listed can be eaten.)

FRUITS: Blueberries: Entire fruit can be eaten. Dark blue outside and inside. Cantaloupe: Outside part not eaten. Brownish-yellow outside; pinkish-orange inside. Grapefruit: Outside part not eaten. Yellow or dark pink outside and inside. Kiwi: Outside part not eaten. Brownish-green outside; green inside. Mango: Outside part not eaten. Yellow, green, or orange outside; yellow inside. Pear: Entire fruit can be eaten. Green, red, or yellow outside; white inside. Pineapple: Outside part not eaten. Brownish-yellow outside; yellow inside. Tangerine: Outside part not eaten. Orange outside and inside. VEGETABLES: Asparagus: Green. Beets: Purple outside and inside. Bell peppers: Either green, red, yellow, or orange. Broccoli: Green. Cabbage: Green or purple. Cauliflower: White. Celery: Green. Eggplant: Purple outside; white inside. Peas: Green. Spinach: Green. Sweet potato: Brownish-orange outside; orange inside. Zucchini: Green outside; white inside.

Activity 2: Game (12 minutes) Purpose: To identify fruits and vegetables, including some that may be unfamiliar; to identify an important reason for eating a variety of colors of fruits and vegetables.

Teacher Materials: • Fruit and Vegetable Cards Prior to the lesson, you will need to do the following: (1) Cut apart the Fruit and Vegetable Cards and color them as follows: green: asparagus, broccoli, celery, spinach, peas, zucchini, kiwi; blue: blueberries; yellow: mango, pineapple, grapefruit; red: bell pepper, pear; white: cauliflower; purple: beets, cabbage, eggplant; orange: sweet potato, tangerine, cantaloupe. (2) Place the 20 cards around the classroom for students to use in a scavenger hunt- type game. If you use the cards during the Discussion activity, you will need to place them around the room just before the game begins. Student Materials: • Activity Sheet 2-A • Activity Sheet 2-B • Crayons

1. Tell students that Jumping Jacki and Gus Goodfood have a game for them to play called the Rainbow Game. 2. Divide students into groups of two or three. Distribute Activity Sheet 2: Jumping Jacki and Gus Goodfood’s Rainbow Game and a set of crayons to each group. Give half the groups Activity Sheet 2-A and the other half Activity Sheet 2-B. 3. Tell the groups with Activity Sheet 2-A to color the first square green, the second square white, the third square purple, and the fourth square red. 4. Tell the groups with Activity Sheet 2-B to color the first square blue, the second square yellow, the third square orange, and the fourth square green. Encourage students to work cooperatively to color the squares. (Note: If you did not place the Fruit and Vegetable Cards around the classroom prior to the lesson, you can do this while students are coloring.) 5. Use the following dialogue box to explain the game.

• I’ve put Fruit and Vegetable Cards in different places in our room. Look for the cards. When you find one, look at the color of the fruit or vegetable on the card. If it’s the same color as a square on your activity sheet, write an X on one of the little lines next to that square. Then put the card back where you found it.

• Do this until I tell you to stop your hunt for cards.

6. Have students play the game. As needed, direct the flow of the groups and help them find cards. (Note: You may want to assign one student in each group to write the X ’s on the activity sheet.) 7. After the game is over, as time allows ask groups to name fruits and vegetables of each color. NOTE: Keep the Fruit and Vegetable Cards to use again in Lesson 3.

Activity 3: Summary (3 minutes) Purpose: To review the main points of Lesson 2.

1. Ask students to name reasons to eat lots of fruits and vegetables. (Both fruits and vegetables help your body grow the way it should, help your eyes and skin stay healthy, and help cuts heal faster. Fruits also give you lots of energy to learn, run, and play.) 2. Ask students why they should eat a rainbow of fruits and vegetables. (Fruits and vegetables of different colors help their body in different ways.) 3. Use the following dialogue box to encourage students to try unfamiliar fruits and vegetables.

• Some kids think a fruit or a vegetable they’ve never tried before is going to be yucky. If you’re like this, be brave! Try a bite or two of a fruit or vegetable that’s new for you. You might like it! And even if it doesn’t taste just right the first time, don’t give up. The more you try a new food, the more you’ll like it.

• Raise your hand if you’re going to eat more fruits and vegetables in the next few days. [Give positive feedback to students who raise their hand.]

4. Emphasize that fruits and vegetables are GO foods, and that eating them every day makes kids stay healthy, feel good, and have energy. 5. As time allows, ask students to name a fruit or vegetable they are going to try to eat in the next few days.

Lesson 3: What's Missing? All Teacher/Student Materials Presentation Slides

Learner Outcomes and Objectives • Identify fruits and vegetables in a game format. • Identify ways to eat fruits and vegetables with meals. • Receive a Family Tip Sheet to take home.

Activity 1: Riddles (10 minutes) Purpose: To identify fruits and vegetables in a game format.

Teacher Materials: Fruit and Vegetable Cards (from Lesson 2)

NOTE: For background information, see FYI: Fruits and Vegetables in the back of this teacher’s manual.

1. Ask students to raise their hand if they have been eating more fruits and vegetables. Give positive feedback to students who raised their hand. 2. Tell students they are going to play a game to name fruits and vegetables. Use the following dialogue box to explain the game.

• We’re going to play a guessing game. I’ll say riddles and you’ll guess the answers to them. Each answer is a fruit or vegetable. • Let’s do an example. The answer to this riddle is a fruit that wasn’t on a card in our last lesson. If you know the answer, show me you know it by running in place. Don’t say the answer out loud. • Here’s the riddle: You can eat this white fruit after you take off its yellow peel. This fruit is a favorite of monkeys. What is it? (Banana)

3. When several students are running in place, announce the correct answer. 4. Follow the same procedure with as many of the following riddles as time allows. [Notes: (1) For those fruits and vegetables that are in the set of Fruit and Vegetable Cards, show the card after announcing the answer. (2) For variety, at some point during the riddles tell students to do another type of movement such as jumping jacks or toe touches--when they know the answer.]

• You can eat this round fruit or squeeze it to make juice. Its name is the same as its color. What is it? (Orange)

• You can eat this vegetable with a dip. It’s green and looks like small trees. What is it? (Broccoli) [Show card.]

• You can eat a slice of this fruit that’s pinkish-orange on the inside. Its name rhymes with antelope. What is it? (Cantaloupe) [Show card.]

• You can eat little sticks made from this vegetable. This vegetable is orange, crunchy, and loved by rabbits. What is it? (Carrot)

• You can eat bunches of this fruit. This fruit can be purple, red, or green. When it’s dried in the sun, it turns into a raisin. What is it? (Grape)

• You can cut up the leaves of this vegetable and put them in a salad. This vegetable can be green or purple. What is it? (Cabbage) [Show card.]

• You can eat slices or chunks of this fruit. It’s juicy and yellow on the inside. It’s not an apple, but the word apple is in its name. What is it? (Pineapple) [Show card.]

• You can eat this vegetable raw or cooked. It can be bright red, yellow, or green. It doesn’t sound like a bell when you shake it, but the word bell is in its name. What is it? (Bell pepper) [Show card.]

5. Briefly review the other fruits and vegetables students learned about in Lesson 2 by showing and naming the Fruit and Vegetable Cards not shown with the riddles.

Activity 2: Meal Planning (10 minutes) Purpose: To identify ways to eat fruits and vegetables at meals.

Student Materials: Activity Sheet 3

1. Remind students that fruits and vegetables are GO foods that help their body in many ways. Ask them how often they should eat fruits and vegetables. (Every day) 2. Tell students that Gus Goodfood and Jumping Jacki want to give their friends ideas for eating several fruits and vegetables every day--but Gus and Jacki need help! 3. Distribute Activity Sheet 3: What’s Missing? either to each student or to pairs of students. Name the fruits and vegetables on it. Point out that the V stands for vegetable and the F stands for fruit. Then use the following dialogue box to explain the activity. • Three meals are pictured on this activity sheet: breakfast, lunch, and dinner. The breakfast is whole-wheat toast and low-fat milk. The lunch is cheese pizza and a glass of water. The dinner is low-fat milk and whole-wheat spaghetti with meatballs. • What’s missing in each meal? (A fruit or vegetable) By adding fruits and vegetables to these meals, you’ll give Gus Goodfood and Jumping Jacki ideas to tell their friends. • Add two fruits to the breakfast. To the lunch and to the dinner, add either two vegetables, or one fruit and one vegetable. • You’ll add a fruit or vegetable by drawing a line from it to the meal. • As you choose the fruits and vegetables, think about What colors they are. Try to add fruits and vegetables that are several different colors. Why should you do this? (Fruits and vegetables of different colors help your body in different ways.)

4. Tell students how long they have to complete the activity. 5. After they have finished, as time allows ask students to name one of their ideas that Gus Goodfood and Jumping Jacki could tell their friends.

Activity 3: Homework (4 minutes) Purpose: To receive Family Tip Sheet 1 to take home.

Student Materials:

• Family Tip Sheet 1 /Family Tip Sheet 1 (Spanish)

NOTE: It is important that you enthusiastically promote the homework program. The success of the CATCH Program is based on the concept of creating a healthful environment for students at school and at home, in which health messages are consistent and coordinated.

1. Announce that the Hooray for Health! program includes some fun homework. Use the following dialogue box to explain the homework program.

• Four times during the Hooray for Health! program you’ll take home a Family Tip Sheet. Each tip sheet is about things you’ve learned in the lessons. In each one, there’s also some kind of game or activity. Read the tip sheet and do the activity with your mom, dad, or other grown-up at your house.

• In each tip sheet, you and a grown-up will also set a goal to do something that can help you be healthy. When you set a goal, you decide what it is you want to do and when you want to do it, then you try to do it when you said you would.

• In a later Hooray for Health! lesson, I’ll check to see if you and a grown-up did the tip sheet together and what you thought about it.

2. Distribute Family Tip Sheet 1: Colorful Fruits and Vegetables. Tell students the title. Point out that in this tip sheet they will play a word game, set a goal, and find out interesting things about fruits and vegetables.

Activity 4: Summary (1 minute) Purpose: To review the main points of Lesson 3.

1. Congratulate students for their good work helping Gus Goodfood and Jumping Jacki think of ways to eat fruits and vegetables. 2. Emphasize that fruits and vegetables are GO foods, and that eating them every day makes kids stay healthy, feel good, and have energy. Point out that fruits and vegetables are served in the school cafeteria, and encourage students to eat them. 3. Remind students to do the Family Tip Sheet with a grown-up at home as soon as possible.

Lesson 4: Let's Eat Some Fruits and Vegetables! All Teacher/Student Materials Presentation Slides

Learner Outcomes and Objectives • Prepare and taste-test a healthy snack that includes vegetables and fruits. • Set a goal to eat one fruit and two different vegetables. • Be introduced to the Jump into Health program. • Identify positive consequences of being healthy. • Identify physical activity and healthy eating as behaviors that promote health.

Activity 1: Snack Preparation (18 minutes) Purpose: To prepare and taste-test a healthy snack that includes vegetables and fruits.

Teacher Materials: • Projection H • Snack Ingredients – Health District to supply

1. Tell students that since vegetables and fruits help their body so much, they are going to make a snack that has vegetables and fruits in it. 2. Stress to students that you will need them to be good listeners and follow your directions. 3. Project Projection H. Use the following dialogue box to explain or review the parts of the recipe.

• Ingredients: The foods you need to make a recipe.

• Utensils: The equipment you need to make a recipe.

• Directions: The steps you take to put together the ingredients for the recipe.

• Serves: The number of servings the recipe makes.

4. Read aloud the ingredients and ask students which ingredients are fruits and vegetables. (Carrots and celery are vegetables; apples and raisins are fruits.) Read aloud the directions, adding any further explanations if necessary. 5. Choose student helpers (or ask the parent volunteers, if available) to set out the ingredients and supplies and to help monitor the activity. 6. Demonstrate (or have a student or the parent volunteer demonstrate) how to prepare the snack. 7. Explain the “traffic flow” that is appropriate for your classroom. Divide students into groups of four. 8. Give students time to prepare and eat their snack. So that they can acquire skills and confidence in food preparation, they should be allowed, if possible, to measure ingredients and do other tasks related to the recipe. 15

9. After students have prepared and eaten their snack, tell them to remember what they thought about it, since you will ask about this later. Then explain the clean-up procedure appropriate for your classroom.

Activity 2: Goal Setting (5 minutes) Purpose: To set a goal to eat one fruit and two different vegetables.

Student Materials: Activity Sheet 4

1. Use the following dialogue box to explain or review setting a goal.

• Since fruits and vegetables make you healthy, do you think it would be a good idea to eat them more often?

• One way to help you do something is to set a goal. When you set a goal, you decide what it is you want to do and when you want to do it, then you try to do it when you said you would.

• You’re going to set a goal to eat one fruit and two different vegetables in the next two days. After the two days are up, I’ll do a goal check to see if you achieved your goal.

2. Distribute Activity Sheet 4: Goal Setting and Recipe. As needed, tell students that veggies is a short, fun way to say “vegetables.” Read aloud Jumping Jacki’s and Gus Goodfood’s rhymes, as well as the goal setting statement. Have students write their name in the “My Signature” blank. 3. Tell students that, in addition to making fruits and vegetables fun to eat, all their bright colors help kids’ bodies in different ways. Ask them to name some of those ways. (Possible answers: They help your body grow the way it should. They help you not get sick. When you cut yourself, they help you heal faster. They keep your eyes and skin healthy. Fruits also give you lots of energy to learn, run, and play.) 4. Have students take home the activity sheet and show it to a parent or other grown-up. Point out that the recipe they made is also on the page. Encourage them to show the parent or grown-up the recipe and to tell them what they have learned about fruits and vegetables. NOTE: After the two days is up, do a goal-check. Give positive feedback to students who achieved their goal. Ask a few of them to name a fruit or vegetable they ate. Encourage the other students to keep working to achieve their goal.

Activity 3: Summary (4 minutes) Purpose: To review the main points of Lesson 4.

1. Use the following dialogue box to discuss the snack recipe and students’ reactions to it.

• Do you think Jumping Jacki and Gus Goodfood would like this snack? (Yes) Why? (It’s a healthy snack.) What makes it a healthy snack? (Fresh veggies and fruits are in the recipe, and they help your body in many ways. The recipe also contains dried fruit [raisins] and plain low-fat yogurt.)

• What did you think about Gus and Jacki’s Carrot-Raisin Salad? [Allow several students to respond]

• Try to make the recipe at home. Raise your hand if you’re going to ask a grown-up at home to help you make this recipe. [Give positive feedback to students who raise their hand]

2. Remind students to achieve the goal they set to eat a fruit and two different vegetables in the next two days. Also remind them that in a few days you will check to see if they have achieved their goal.

Lesson 5: Sugary WHOA Beverages All Teacher/Student Materials Presentation Slides

Learner Outcomes and Objectives • Identify sugary beverages as WHOA foods. • Distinguish between 100% fruit juices and fruit drinks/fruit-flavored drinks. • Receive a Family Tip Sheet to take home.

Activity 1: Discussion and Demonstration (14 minutes) Purpose: Identify sugary beverages as WHOA beverages; distinguish between 100% fruit juices and fruit drinks/fruit-flavored drinks.

Teacher Materials: • Sugar (1/2 cup) • Teaspoon measuring spoon • Dark-colored plate

1. Use the following dialogue box to explain the difference between added and natural sugars in beverages.

• What does the word beverage mean? (Something you drink) • Is fruit juice a beverage? (Yes) Is a soft drink a beverage? (Yes) Do you think all beverages are GO beverages? (No) Let's find out why many beverages are WHOA beverages. • When you see the number 100 on a box or can of juice, this means that only fruit is in it. So what is in 100% orange juice? (Only juice from oranges) • All 100% fruit juices contain natural sugars. The natural sugars are already in the fruits used to make the juice. When you eat and drink foods that contain natural sugars, you're also getting vitamins that help you stay healthy. Foods that contain natural sugars are mostly GO foods. • Other foods, like soft drinks, contain kinds of sugar that aren't natural. These kinds of sugar are added to the foods in the factories that make them. • If the sugars in a food were added at a factory, that food is less likely to contain vitamins--and more likely to be a WHOA food. • Let's call beverages that contain added sugars "sugary WHOA beverages."

2. Either give, or ask students to give, a brand-name example of a popular soft drink. Ask them if soft drinks are the only kind of sugary beverage. (No) Then say the following sugary beverages and either give, or ask students to give, a brand-name example of each one: sports drink, tea drink, energy drink. 3. Tell students that fruit-juice drinks and fruit-flavored drinks are also WHOA sugary beverages, even though the word fruit is in the name. Point out that (1) fruit-juice 18

drinks usually contain only 5% or 10% juice, which is a tiny amount, and (2) fruit- flavored drinks are only colored sugar water and contain no fruit juice at all. Either give, or ask students to give, a brand-name example of each one. 4. Tell students they're going to compare the amount of sugars in a 100% fruit juice and in a soft drink. 5. Measure out 5 teaspoons of sugar onto the plate and show this amount to students. Point out that this is more or less the amount of natural sugars in a small carton of 100% orange juice. Tell students to do one toe touch for each teaspoon of sugar in the carton of orange juice. 6. Measure out 16 teaspoons of sugar onto a different area of the plate and show this amount to students. Point out that this is more or less the amount of added sugars in a large (20-ounce) bottle of a soft drink. Tell students to do one toe touch for each teaspoon of sugar in the soft drink. 7. Ask a few students to comment on the difference in the amounts of sugar.

Activity 2: Meal Planning (7 minutes) Purpose: Identify sugary beverages as WHOA beverages; distinguish between 100% fruit juices and fruit drinks/fruit-flavored drinks.

Teacher Materials: • Story: Drink GO More Than WHOA • Gus Goodfood puppet (optional) • Projection I-K

1. Tell students to listen to a story about GO and WHOA beverages. Point out that Gus Goodfood is a character in the story. Tell them to listen carefully to what Gus Goodfood tells a group of kindergarten kids. 2. Read the Story: Drink GO More Than WHOA, showing illustrations (Projection I-K) as indicated. If the Gus Goodfood puppet is available, show it whenever the character talks. 3. After reading the story, ask the following questions.

• Which beverages did the kindergarten kids want at the grocery store? (Cherry- flavored fruit drink, fruit-juice drink, cola soft drink) • Let's name the reasons Gus Goodfood told the kids for drinking WHOA sugary beverages only once in a while. What did he say about gaining weight? (If you drink too many sugary WHOA beverages, you might gain too much weight.) Gaining too much weight isn't healthy. • He also told the kindergarten kids that there's a lot of added sugar in sugary WHOA beverages. Do you think all that sugar is good for your teeth? (No! All that sugar can cause cavities!) • What other sugary WHOA beverages have you heard about in this lesson that weren't mentioned in the story? (Tea drinks, sports drinks, energy drinks)

• How often should you drink any of these WHOA beverages? (Only once in a while)

Activity 3: Homework (3 minutes) Purpose: To receive Family Tip Sheet 2 to take home.

Student Materials:

• Family Tip Sheet 2: More GO Beverages, Please / Family Tip Sheet 2 (Spanish)

1. Tell students they are going to get another Family Tip Sheet to take home, but that first you want to talk about Family Tip Sheet 1. Use the following dialogue box to do this.

• Raise your hand if you read the tip sheet called "Colorful Fruits and Vegetables" with a grown-up.[Give positive feedback to students who raise their hand.] • Raise your hand if you played the word game. [Give positive feedback to students who raise their hand.] What was Gus Goodfood and Jumping Jacki's message? (Be healthy!) • Did you and a grown-up achieve the goal you set? [If time allows, ask a few students to name the goal they achieved.]

2. Distribute Family Tip Sheet 2: More GO Beverages, Please. Tell students the title. Point out that in this tip sheet they will discover what kinds of beverages the family drinks and set a goal to drink more GO beverages. They will also compare amounts of sugar in a GO and WHOA beverage, just as they did in class.

Activity 4: Summary (1 minute) Purpose: To review the main points of Lesson 5.

1. Ask students to name two GO beverages that Gus Goodfood told the kindergarten kids they should mostly drink. (water, and low-fat milk) Ask them how much 100% fruit juice is okay to drink every day. (one small glass) Ask them to raise their hand if they are going to try to drink GO beverages more often than sugary WHOA beverages. Give positive feedback to students who raise their hand. 2. Tell students they are going to finish the lesson with the cheer from the story. Lead them in saying this once or twice. Health health hooray. For GO beverages today!

3. Remind students to do the Family Tip Sheet with a grown-up at home as soon as possible.

Lesson 6: Let's GO! All Teacher/Student Materials Presentation Slides

Learner Outcomes and Objectives • Identify benefits of regularly doing GO activities. • Identify how much they should do GO activities. • Associate four body cues with GO activities.

Activity 1: Discussion (8 minutes) Purpose: To identify benefits of regularly doing GO activities; to identify how much children should do GO activities.

NOTE: For background information, see FYI: The Importance of Physical Activity in the back of this teacher’s manual.

1. Use the following dialogue to explain or review GO activities.

• Which kinds of foods help you be healthy? (GO foods) Raise your hand if you’ve been eating more GO foods lately. [Give positive feedback to students who raise their hand.]

• Certain activities help you be healthy too. We talked about them in the first lesson of the Hooray for Health! program. Do you remember what those activities are called? (GO activities)

• When you do any kind of a physical activity, you move your body. But not all physical activities are GO activities. Today you’re going to learn about four things that will help you know if you’re doing a GO activity. But first let’s talk about why it’s so important to do GO activities--and how much you should do them.

• In the kindergarten CATCH Program called Jump into Health, you learned that GO activities are the best kind for making your heart, lungs, and muscles be stronger and work their best. When your heart, lungs, and muscles are strong, you can run faster, learn better, and play longer.

• What do you think are other ways that doing GO activities help you? [Mention the following if students do not name them: You feel better; you have more energy to do the things you want to do.]

• In the jump into Health program, you learned how many minutes each day you should do GO activities. If you think you know the answer, don’t say it out loud. Instead, stand up and start marching in place. I’m going to say different numbers of minutes. When you think I’ve said the correct number of minutes that you should do GO activities each day, start doing jumping jacks.

2. Say several incorrect numbers before saying 60. After students have done several jumping jacks, announce that “60 minutes each day” is the correct answer. As needed, help students understand this duration of time by relating it to part of their school day, to one or more TV shows, etc. 3. Use the following dialogue box to provide further information about how much students should do GO activities.

• It’s best to do GO activities for at least 60 minutes each day. If you do more than 60 minutes, that’s even better!

• Do you have to do 60 minutes of GO activities all at one time? (No) Here’s an example: On a school day you could play kickball at school for 20 minutes, then run races with friends for 20 minutes after school, and then go on a walk with a grown-up for 20 minutes in the evening.

Activity 2: Game (12 minutes) Purpose: To associate four body cues with GO activities.

Teacher Materials: Stopwatch or watch with a second hand

1. Use the following dialogue box to explain body cues, as well as a game they will play so they can feel body cues.

• Now let’s find out the four things that will help you know if you’re doing a GO activity. These four things are called body cues.

• Body cues are normal, healthy things you often feel when you’re doing GO activities for a while. You don’t usually feel them as soon as you begin a GO activity. Also, you may feel some of the body cues but not all four of them.

• The four body cues are breathing harder, sweating, having a faster heartbeat, and having a warm face.

• Let’s play a game called “Alphabet Exercise Game.” During the game you’ll do different kinds of exercise, which are GO activities. The game will be an experiment to see if you really do feel the body cues when doing GO activities.

• Here’s how you play the game. I’m going to think of an exercise and write the first letter of this exercise on the board. You’ll try to guess the exercise I’m thinking of. After someone has guessed correctly, you’ll do this exercise.

• We’ll do several kinds of exercise. After you do each one, I’ll ask if you’re feeling any of the four body cues. What are the body cues? (Breathing harder, sweating, having a faster heartbeat, and having a warm face)

2. Play the game using the exercise sequence below. For each exercise, (1) write the initial letter on the board; (2) say the sound of the letter; (3) ask students to guess the exercise you’re thinking of that begins with this sound; (4) have students do the exercise for about one minute; and (5) ask them which body cues they are feeling.

W Walking M Marching with knees high T Toe touches J Jogging S Squats H Hopping fast

3. Have students do a cool-down by walking. Point out how quickly the body cues go away once the person stops exercising. Encourage them to become aware of a different kind of body cue that follows exercising or doing other GO activities: feeling healthier and full of energy.

Activity 3: Summary (5 minutes) Purpose: To review the main points of Lesson 6.

1. Use the following dialogue box to review GO activities.

• Let’s review what you’ve learned about GO activities. • How does doing GO activities every day help you? [Mention any of the following that students do not name: (1) Your heart, lungs, and muscles will be stronger and work their best--and that will make you run faster, learn better, and play longer. (2) You’ll feel better. (3) You’ll have more energy to do the things you want to do.] • How many minutes each day should you do GO activities? (At least 60 minutes) Do you have to do the 60 minutes all at one time? (No) • What are the four body cues that help you know if you’re doing a GO activity? (Breathing harder, sweating, having a faster heartbeat, and having a warm face) Will you feel body cues right when you start a GO activity? (No) Will you always feel all four of the body cues? (No)

2. As time allows, ask students to name GO activities they can do outdoors. (Possible answers: Kickball, riding bikes, running, skating, playing catch, playing chase) 3. Point out that it is not always possible to go outdoors to do GO activities. As time allows, ask them to name GO activities they can do indoors. (Possible answers: Dancing, jumping an imaginary rope, doing exercise such as jumping jacks, sit-ups, and push-ups) 4. Remind students that everyday activities like walking the dog, sweeping floors, and raking leaves are also GO activities. 5. Tell students that in the next Hooray for Health! lesson they will find out about something that keeps a lot of kids from doing enough GO activities. 23

Lesson 7: Move Instead of Sit All Teacher/Student Materials Presentation Slides

Learner Outcomes and Objectives • Identify negative consequences of too much screen-time. • Identify GO activities that can be done instead of screen-time. • Do types of exercise that can be done while watching TV. • Receive a Family Tip Sheet to take home.

Activity 1: Discussion and Song (7 minutes) Purpose: To identify negative consequences of too much screen-time; to identify GO activities that can be done instead of screen-time.

NOTE: For background information, see FYI: The Importance of Physical Activity in the back of this teacher’s manual.

1. Use the following dialogue to explain “screen-time.” [Suggestions: (1) Make sure students understand that a handheld is an electronic device for playing games. As needed, provide an example. (2) As needed, help students understand how much time two hours is by relating it to part of their school day, to TV shows, etc.]

• Let’s think about things that have screens that you watch. What are some of these things?(Possible answers: TV, computer, cell phone, handheld)

• We’re going use the words “screen-time” to mean all the time someone spends in front of a kind of screen doing things like watching TV shows. What are other examples of screen-time? (Possible answers: Watching a DVD; playing video, computer, Internet, or handheld games)

• Doctors and scientists say that kids your age should have no more than two hours of screen-time a day. But a lot of kids have more screen-time than that.

• Think about how you feel after you’ve watched TV or movies, or you’ve played video, computer, or handheld games, for a really long time. It can make your eyes hurt. Or it can make your head feel bad.

• I’m going to sing a song that Jumping Jacki and Gus Goodfood made up. It’s called “Too Much TV.” Listen to what they say can happen when you have too much screen- time.

2. Sing the following song twice to students. (Suggestion: Use Gus Goodfood and Jumping Jacki puppets, if available, to sing the song.) (Note: Underlined, boldfaced words and syllables are the strong beats and should be given the most stress.) Too Much TV (sung to the tune of “Have You Ever Seen a Lassie?)

Have you ever spent too much time In front of a TV? Well, I have and I can tell you What happened to me. My eyes hurt. My head hurt. And later My legs hurt. So remember what I’ve said When you’re watching TV!

3. Ask students what Jumping Jacki and Gus Goodfood said can happen after sitting in front of a screen for a long time. (Your eyes, head, and legs hurt.) 4. Tell students that another problem with sitting in front of a screen is that they are not moving their body. Point out that kids who have more than two hours of screen-time a day probably do not do enough GO activities. 5. Ask several students to name a GO activity they can do instead of screen-time. Remind them that GO activities make them feel some or all of the body cues of faster breathing, faster heartbeat, sweating, and a warm face. (Answers will vary.)

Activity 2: Exercise (11 minutes) Purpose: To do types of exercise that can be done while watching TV.

1. Use the following dialogue box to relate the concepts of too much screen-time and too little physical activity.

• Do you remember the story in our Hooray for Health! program about sugary WHOA beverages? Gus Goodfood told some kindergarten kids that if they drank too many sugary WHOA beverages, they might gain too much weight. Is gaining too much weight healthy for kids? (No)

• Kids who don’t do very many GO activities might also gain too much weight, especially if they do a lot of sitting-down activities and have too much screen-time.

• Something you can do to be healthy is to replace some of your screen-time with move- time. Doing exercises is one kind of move-time. You can do exercises even while you’re watching TV.

• Let’s do some exercises you can do at home--either instead of screen-time or while you’re in front of a TV screen. We’re going to take turns leading an exercise.

2. Allow students time to think of an exercise they can lead others in doing. Circulate among them so they can quietly tell you the exercise they have in mind. If any students need an idea, or if several of them have the same exercise in mind, use the following list as a resource:

• Squats • Arms in circles • Knee lifts • March in place • Toe touches • Hop on one foot • Jog in place • Imaginary jump-rope • Jumping jacks • Jump to the right and left • Scissor jumps • Jump forward and backward

3. As time allows, have each student lead the entire class in doing their exercise for about 30 seconds. (Alternative: Divide the class into groups so that students can lead members of their group to do their exercise for it longer period of time.) 4. Ask students to name the body cues they felt while doing the exercises. (Answers will vary.) Point out that exercises like these are great GO activities. 5. Encourage students to remember some of the exercises they just did, and to do them instead of screen-time--or while they’re watching TV.

Activity 3: Homework (3 minutes) Purpose: To receive Family Tip Sheet 3 to take home. Student Materials: Family Tip Sheet 3 / Family Tip Sheet 3 (Spanish)

1. Tell students they are going to get another Family Tip Sheet to take home, but that first you want to talk about Family Tip Sheet 2. Use the following dialogue box to do this.

• Raise your hand if you read the tip sheet called “More GO Beverages, Please” with a grown-up.[Give positive feedback to students who raise their hand.] • Raise your hand if you and a grown-up compared the amounts of sugar in a GO and a WHOA beverage. [If time allows, ask a few students if the grown-up was surprised about the difference in the amounts of sugar.] • Raise your hand if you filled in the chart to find out what kinds of beverages your family drinks. • Did you and a grown-up achieve the goal you set to drink fewer sugary WHOA beverages? [If time allows, ask a few students to name a GO beverage they drank instead.] 26

2. Distribute Family Tip Sheet 3: Indoors, Outdoors, Often. Tell students the title. Point out that in this tip sheet they will sing the “Too Much TV” song, play a game, and set a goal to do more GO activities.

Activity 4: Summary (4 minutes) Purpose: To review the main points of Lesson 7.

1. Use the following dialogue box to review GO activities.

• How does doing GO activities every day help you? [Mention any of the following that students do not name: (1) You’ll be less likely to gain too much weight. (2) Your heart, lungs, and muscles will be stronger and work their best--and that will make you run faster, learn better, and play longer. (3) You’ll feel better. (4) You’ll have more energy to do the things you want to do.]

• How many minutes each day should you do them? (At least 60 minutes)

• Remember that doing GO activities instead of screen-time will help you do the amount of GO activities you should. So will doing exercises while you’re watching TV.

2. Tell students they are going to finish the lesson by helping you sing the “Too Much TV” song. Direct them to sing the words that name the parts of the body as you point to them. As you sing the song, point to your eyes, head, and legs at the appropriate times. 3. Remind students to do the Family Tip Sheet with a grown-up at home as soon as possible.

Lesson 8: How GO Can Become WHOA All Teacher/Student Materials Presentation Slides

Learner Outcomes and Objectives • Identify how GO foods can become WHOA foods. • Identify GO and WHOA foods. • Receive a Family Tip Sheet to take home.

Activity 1: Story and Discussion (11 minutes) Purpose: To identify how GO foods can become WHOA foods.

Teacher Materials: • Fruit and Vegetable Cards* Can optionally be used to enhance the story • Jumping Jacki puppet* • Story • Projections L-M

NOTE: For background information, see FYI: GO Foods and WHOA Foods in the back of this teacher’s manual.

1. Ask students to raise their hand if they have been doing more GO activities lately. Give positive feedback to students who raise their hand. Remind all students to try their best to do at least 60 minutes of GO activities every day. 2. Use the following dialogue box to introduce a story.

• Today you’re going to learn more about GO and WHOA foods. You’re going to learn how some GO foods can become WHOA foods.

• Think back to the story you heard about sugary WHOA beverages like soft drinks, fruit juice drinks, and sports drinks. Gus Goodfood told a group of kindergarten kids they should drink sugary WHOA beverages only once in a while. Why is it not healthy to drink sugary WHOA beverages often? [Mention the following if students do not name them: (1) If you drink a lot of sugary WHOA beverages, you might gain too much weight--and gaining too much weight isn’t healthy. (2) They contain fewer vitamins than GO beverages. (3) The sugar in them can cause cavities.]

• Other foods besides sugary beverages are WHOA foods because they contain a lot of sugar. Let’s name a few of them. (Possible answers: Cookies, cake, candy, pie)

• A GO food can become a WHOA food if a lot of sugar is added to it. Here’s an example: A banana is a GO food, but banana pudding is a WHOA food.

• There’s another way a GO food can become a WHOA food. Think back to the first Hooray for Health! lesson. In that lesson you learned that foods that are fried are 28

WHOA foods. Here’s an example: A potato is a GO food. But when a potato is cut up and fried to make french fries, it’s no longer a GO food. What has it become? (A WHOA food)

• Listen to a story about GO foods becoming WHOA foods. Jumping Jacki and Gus Goodfood are characters in the story. Listen carefully to find out how they solve a problem.

3. Read the Story: Jumping Jacki Helps Her Cousin, showing the illustrations (Projection L-M) as indicated. If Gus Goodfood and Jumping Jacki puppets are available, show them whenever these characters talk. 4. After reading the story, ask the following questions.

• Why was Jumping Jacki sad? (She was worried about her cousin, Liza Lou, because Liza Lou was tired and sick a lot.)

• What did Jumping Jacki think was making her cousin feel tired and get sick? (Not doing enough GO activities and eating too many WHOA foods)

• Did Liza Lou like to eat GO foods that had become WHOA foods? (Yes) What WHOA foods did Liza Lou like to eat? (Fried foods and foods that contained a lot of sugar)

• What was Gus Goodfood’s idea to help Liza Lou? (Invite her to eat a GO foods dinner)

• What did Liza Lou think about the GO foods? (She liked them)

• Liza Lou ate roasted potatoes instead of french fries, which are fried potatoes. She ate baked fish instead of fried fish. She ate fresh fruit in a fruit salad instead of a sweet dessert with fruit in it, like banana pudding.

• Here are three more examples of GO foods becoming WHOA foods: GO potatoes fried to make WHOA potato chips; GO blueberries used in a WHOA blueberry-flavored toaster pastry; and a GO apple used in a WHOA fried apple pie.

Activity 2: Game (10 minutes) Purpose: To identify GO and WHOA foods.

Teacher Materials: Large ball (one per group) During the game, a signal to start and stop action will be given repeatedly. Prior to this lesson, decide what the signal will be. (Examples: playing music, blowing a whistle, simple voice commands.) Beach balls, playground balls, or balls for soccer or kickball may be used.

1. Tell students they are going to play a game called Planet Pass. Use the following dialogue box to explain the game.

• Groups of students will form a circle, touching shoulders. When I give the start signal, you’ll pass a ball around your circle as quickly as you can. • When I give the stop signal, you’ll stop passing the ball. I’ll say a food and wait a few seconds for each student holding the ball to decide whether it’s a GO food or a WHOA food. When I say “Answer!”, those students will give their answer. Only the students holding a ball can answer. • After I’ve named all the foods, I’ll say “Race!” Then each group will race to see which one can pass the ball all the way around their circle the fastest. • There are two rules for the Planet Pass game: You always have to receive and pass the ball with both hands. And if you drop the ball, only you can pick it up and continue passing it to the next student.

2. Divide students into groups and have them touch shoulders. Give a ball to one student in each group. 3. Play the game calling out the following foods. Correct students’ answers as needed.

GO foods WHOA foods Roasted potatoes Potato chips Blueberries Blueberry-flavored toaster pastry Apple Fried apple pie Banana Banana pudding Orange Orange-flavored fruit drink Plain 1% milk Chocolate milkshake Carrot sticks Carrot cake Grapes Grape-flavored drink Unsweetened rasins Chocolate chip cookies Low-fat string cheese Cheescake Eggs Egg custard Water Soft drink Oatmeal Oatmeal cookies Whole-wheat bread Sweet rolls

4. Congratulate students on how much they have learned about GO and WHOA foods during the Hooray for Health! program.

Activity 3: Homework (3 minutes)

Purpose: To receive Family Tip Sheet 4 to take home.

1. Tell students they are going to get another Family Tip Sheet to take home, but that first you want to talk about Family Tip Sheet 3. Use the following dialogue box to do this.

• Raise your hand if you read the tip sheet called “Indoors, Outdoors, and Often” with a grown-up.[Give positive feedback to students who raise their hand]

• Raise your hand if you played the map-making game. [Give positive feedback to students who raise their hand] Did you think of GO activities you can do in each place?

• Did you and a grown-up achieve the goal you set? [If time allows, ask a few students to name the goal they achieved.]

2. Distribute Family Tip Sheet 4: From WHOA to GO. Tell students the title. Point out that in this tip sheet they will set a goal to eat fewer WHOA foods and will also help Jumping Jacki plan other healthy meals for her cousin, Liza Lou.

Activity 4: Summary (1 minute)

Purpose: To review the main points of Lesson 8.

1. Ask students to name ways that GO foods can become WHOA foods. (Frying foods; adding a lot of sugar to them) 2. Ask students to raise their hand if they are going to try harder (1) not to make GO foods become WHOA foods, and (2) to choose GO foods more often than WHOA foods. With each question, give positive feedback to students who raise their hand. 3. Remind students to do the Family Tip Sheet with a grown-up at home as soon as possible.

Lesson 9: Let's Eat a GO Breakfast! All Teacher/Student Materials Presentation Slides

Learner Outcomes and Objectives • Prepare and taste-test a breakfast made up of GO foods. • Set a goal to eat GO foods for breakfast.

Activity 1: Breakfast Preparation (18 minutes) Purpose: To prepare and taste-test a breakfast made up of GO foods.

Teacher Materials: • Projection N • Breakfast Ingredients/Supplies - provided by the Health District

1. Ask students to raise their hand if they have been eating more GO foods. Give positive feedback to students who raised their hand. 2. Tell students that since GO foods help their body so much, they are going to make a breakfast that has GO foods in it. 3. Stress to students that you will need them to be good listeners and follow your directions. 4. Project Projection N. As needed, use the following dialogue box to review the parts of the recipe.

• Ingredients: The foods you need to make a recipe. • Utensils: The equipment you need to make a recipe. • Directions: The steps you take to put together the ingredients for the recipe. • Serves: The number of servings the recipe makes.

5. Read aloud the ingredients and ask students if they think the foods are GO foods or WHOA foods. (GO foods) Read aloud the directions, adding any further explanations if necessary. 6. Choose student helpers (or ask the parent volunteers, if available) to set out the ingredients and supplies and to help monitor the activity. 7. Demonstrate (or have a student or the parent volunteer demonstrate) how to prepare one serving of the breakfast. 8. Explain the “traffic flow” that is appropriate for your classroom. 9. Give students time to prepare and eat their breakfast. So that they can acquire skills and confidence in food preparation, they should be allowed, if possible, to measure ingredients and do other tasks related to the recipe. 10. After students have prepared and eaten their breakfast, tell them to remember what they thought about it, since you will ask about this later. Then explain the clean-up procedure appropriate for your classroom.

Activity 2: Goal Setting (5 minutes) Purpose: To set a goal to eat GO foods for breakfast.

Teacher Materials:

• Fruit Choices Cards: 1-2 - Prior to the lesson, cut apart the Fruit Choices Cards. During the game, pairs of students will go to four “stations” around the classroom, moving from one to the next at a cue you give. They will respond to a Fruit Choices Card you have placed at each station. Before this activity begins, determine the cue (whistle, stopping music, etc.) you will use, decide where the stations will be, and place a Fruit Choices Card at each one.

Student Materials:

• Activity Sheet 3 (one per pair of students)

1. Use the following dialogue box to explain the goal setting activity.

• Breakfast is a very important meal. Why do you think it’s important? (You haven’t eaten for many hours because you were sleeping, and your body needs food to give it energy.) It’s also very important to eat GO foods at breakfast.

• You’ve learned about three great GO breakfast foods: low-fat milk, fruit, and whole-wheat cereal without a lot of added sugar. Other GO breakfast foods are eggs, whole-wheat toast, and oatmeal.

• We’ve said that one way to help you do something is to set a goal. You’re going to set a goal to eat mostly GO foods for breakfast for the next two days. After the two days are up, I’ll do a goal check to see if you achieved your goal.

2. Distribute Activity Sheet 5: Breakfast Goal Setting and Recipe. Read aloud Jumping Jacki’s and Gus Goodfood’s rhyme, as well as the goal setting statement. Have students write their name in the “My Signature” blank. 3. Have students take home the activity sheet and show it to a parent or other grown-up. Point out that the recipe they made is also on the page. Encourage them to show the parent or grown-up the recipe and to tell them what they have learned about GO foods for breakfast. NOTE: After the two days is up, do a goal-check. Give positive feedback to students who achieved their goal. Ask a few of them to name a GO food that they ate for breakfast. Encourage the other students to keep working to achieve their goal.

Activity 3: Summary (2 minutes) Purpose: To review the main points of Lesson 9.

1. Use the following dialogue box to discuss the breakfast recipe and students’ reactions to it.

• Do you think Jumping Jacki and Gus Goodfood would like this breakfast? (Yes) Why? (It’s a healthy breakfast.) What makes it a healthy breakfast? (Fresh fruits, whole-grain cereal without a lot of added sugar, and low-fat milk are in the recipe, and they are all GO foods.)

• What did you think about the Planet Strongheart Breakfast? [Allow several students to respond.]

• Try to make the recipe at home. Raise your hand if you’re going ask a grown-up at home to help you make this recipe. [Give positive feedback to students who raise their hand.]

2. Remind students to achieve the goal they set to eat mostly GO foods for breakfast for the next two days. Also remind them that in a few days you will check to see if they have achieved their goal.

Lesson 10: Into the Future All Teacher/Student Materials Presentation Slides

Learner Outcomes and Objectives • Review the main concepts of the classroom program. • Set long-term goals to eat more GO foods and do more GO activities. • Receive a Certificate of Completion.

Activity 1: Program Review (10 minutes) Purpose: To review the main points of the classroom program.

Teacher Materials:

• Gus Goodfood puppet / Jumping Jacki puppet NOTE: If Jumping Jacki and Gus Goodfood puppets are available, you may want to have them “ask” students the questions in the program review.

1. Use the following dialogue box to review the healthy eating message in the Hooray for Health! program.

• We’ve reached the end of our Hooray for Health! program. Let’s think about the important ideas in Hooray for Health! • You learned about GO foods and WHOA foods. Which kind of foods should you eat more often?(GO foods) How often should you eat WHOA foods? (Only once in a while) • Stand up. I’m going to name some foods. Jump up high if I name a GO food. Squat down low if I name a WHOA food.

Fried Chicken (WHOA) Baked fish (GO) Pinto Beans (GO) Whole-wheat bread (GO) Potato Chips (WHOA) Brown rice (GO) 1% Plain Milk (GO) Corn tortillas (GO) Ice cream (WHOA) Chocolate cake (WHOA)

• [Have students sit down] Is a potato a GO food or a WHOA food? (GO food) What happens when a potato is cut up and fried to make french fries? (It becomes a WHOA food.) • Is an apple a GO food or a WHOA food? (GO food) What happens when it’s used in a sweet apple pie? (It becomes a WHOA food.) Is 1% plain milk a GO food or a WHOA food? (GO food) What happens when sweet chocolate flavoring is added? (It becomes a WHOA food.) • So what are two ways that GO foods can become WHOA foods? (By frying them; by adding a lot of sugar to them)

2. Use the following dialogue box to review fruits and vegetables.

• Are fruits and vegetables GO foods or WHOA foods? (GO foods) Let’s remember the ways that fruits and vegetables help you. (Fruits and vegetables help your body grow the way it should. They help you not get sick. When you cut yourself, they help you heal faster. They keep your eyes and skin healthy. They also give you lots of energy to learn, run, and play.)

• How often should you eat fruits and vegetables? (Every day, whenever you can)

• You learned that there are many different colors of fruits and vegetables. Why is it important to eat fruits and vegetables of different colors? (Fruits and vegetables of different colors help your body in different ways.)

• Remember to be brave about trying new fruits and vegetables. What should you do if you try a new fruit or vegetable and you don’t think it tastes good? (Be brave and try it again later--because the more you try a new food, the more you’ll like it.)

3. Use the following dialogue box to review sugary WHOA beverages.

• Are all beverages GO foods? (No) You found out that many beverages contain added sugar and no vitamins. We called them sugary WHOA beverages. Let’s name the sugary WHOA beverages we talked about. (Soft drinks, fruit-flavored drinks, fruit-juice drinks, tea drinks, sports drinks, energy drinks)

• How often should you drink sugary WHOA beverages? (Only once in a while) Why? (If you drink too many, you might gain too much weight--and that isn’t healthy. Also, the sugar in them can cause cavities.)

• You learned about beverages made from fruits that are called 100% fruit juices. When you see the number 100 on a box or can of juice, what does that mean? (Only fruit juice is in the beverage.) Is the kind of sugar in a 100% fruit juice natural or added? (Natural) Why should you drink only one small glass of 100% fruit juice a day? (Since fruit juice contains a lot of natural sugars, the daily amount should be limited.)

4. Use the following dialogue box to review GO activities.

• Finally, let’s remember what you learned about GO activities. • When you move your body you’re doing a physical activity. Some physical activities, called GO activities, make your heart, lungs, and muscles stronger and work their best. • How do GO activities help you? [Mention any of the following that students do not name: (1) When your heart, lungs, and muscles are stronger and working well, you’ll run faster, learn better, and play longer (2) You’ll feel better. (3) You’ll have more energy to do the things you want to do.] • You learned four body cues that help you know if you’re doing a GO activity. What are they?(Breathing harder, sweating, having a faster heartbeat, and having a warm face) Will you feel body cues right when you start a GO activity? (No) Will you always feel all four of the body cues? (No) • How much should you do GO activities? (At least 60 minutes every day)

Activity 2: Game (12 minutes) Purpose: To set long-term goals to eat more GO foods and do more GO activities.

1. Use the following dialogue box to explain the game students will play to set long- term goals.

• Let’s remember what setting a goal means. (You decide what it is you want to do and when you want to do it, then you try to do it when you said you would.) • We’re going to play a goal setting game. In this game, together you’ll set goals to eat more GO foods and do more GO activities so you’ll be healthy for a long time to come. Then one at a time you’ll say two things you’re going to do to achieve those goals. • Right now, think of one thing you’re going to do so you’ll eat more GO foods from now on. Some examples are drinking soft drinks only once in a while, eating baked chicken instead of fried chicken, or choosing fruit instead of cookies for dessert. • Then think of one thing you’re going to do so that from now on you’ll do more GO activities. Some examples are taking a walk with your family most evenings or doing exercises indoors when it’s raining. • You’re going to move in a big circle. While you’re moving, be careful not to run into anyone close to you.

• When I choose you, you’ll go to the center of the circle. Then you’ll say the two things you’re going to do to achieve the goals that will help you be healthy.

2. Give students time to think of the two things they intend to do to be healthy. Then have them stand in a big circle and start walking or skipping. 3. Walk inside the circle in the opposite direction. Choose two students at a time to announce their intentions. Have all the students stop moving to listen to the two students. Then tell those two students to rejoin the circle, and direct all the students to start moving again. (Suggestion: Have them move in a different way, such as hopping, tiptoeing, taking giant steps, or taking baby steps.) Repeat these steps until all students have announced their intentions.

Activity 3: Program Wrap-up (3 minutes) Purpose: To receive a Certificate of Completion.

Student Materials: • Certificate of Completion – prior to this lesson, complete student’s certificates of completion

1. Congratulate students for all their hard work during the Hooray for Health! program. Encourage them to remember and do what they have learned so they can be healthy. 2. Read aloud the Certificate of Completion. Then distribute the certificates to students. 3. Lead students enthusiastically in doing the health health hooray! cheer three times. Then lead them in a round of applause.