BODYQ UEST FOOD OF THE WARRIOR
LEADER’S GUIDE BODYQ UEST FOOD OF THE WARRIOR
LEADER’S GUIDE CONTENTS
Introduction to Body Quest 1
Introductory Lesson: The Quest Begins 19
Lesson 1: Brave Heart 31
Lesson 2: Naming the Battle Groups 43
Lesson 3: Warrior Training 55
Lesson 4: Armor Your Body 67
Lesson 5: Battle Snacks 79
Lesson 6: The Way of the Warrior 91
Appendix A: Pencil-and-Paper Activities 104
Appendix B: Showcase Activities 113
Appendix C: Warrior Workouts 119
Appendix D: Body Quest Battle Cry 125
Appendix E: Family Warrior Tools 126 AUTHORS Molly Gregg, EdD 4-H Youth Development Specialist Alabama Cooperative Extension System Auburn University, Alabama
Chuck Hill 4-H Youth Development Specialist Alabama Cooperative Extension System Auburn University, Alabama
Sondra M. Parmer, PhD Extension Specialist Alabama Cooperative Extension System Auburn University, Alabama
Barbara Struempler, PhD Professor, Nutritionist Nutrition, Dietetics and Hospitality Management Alabama Cooperative Extension System Auburn University, Alabama
ACKNOWLEDGMENTS
The authors wish to thank the following individuals who contributed to the publication of this book:
Bruce Dupree, Communications Specialist, Art Design Alabama Cooperative Extension System Auburn University, Alabama
USDA is an equal opportunity provider and employer. This material was Glenda Freeman, Communications Editor funded by USDA’s Supplemental Nutrition Assistance Program—SNAP, Alabama Cooperative Extension System which provides nutrition assistance to people with low income. It can help Auburn University, Alabama you buy nutritious foods for a better diet. To find out more, contact a local Anna Weinstein, former Communications Editor SNAP office. Alabama Cooperative Extension System Auburn University, Alabama
www.LiveWellAlabama.com www.aces.edu to BODY QUEST WELCOME TO BODY QUEST EXPERIENTIAL LEARNING MODEL Welcome to Body Quest: Food of the Warrior! This curriculum The Body Quest curriculum is based on the Experiential Learning encourages elementary students to prevent childhood obesity by Model, which is often discussed in terms of discovery learning. In this developing healthy behaviors (eating, physical activities, sleep learning model, children learn through reflection on their experiences. hygiene, and family involvement). Specifically, Body Quest focuses on fruit and vegetable consumption. The curriculum prepares Though children need to have various experiences in order to students to explore their feelings and thoughts about eating fruits learn, experience alone is not enough. Children’s learning is and vegetables and to discover new ways of looking at the benefits deepened when they are encouraged to share and process their of eating fruits and vegetables. Eating more fruits and vegetables is experiences and to generalize and apply new understandings to a healthy habit to begin on the road to a healthy weight. their own lives. Get Started This curriculum is designed for use by leaders and facilitators In the Body Quest curriculum, students with with varying backgrounds and educational experiences, including engagement—responding to specific questions that will teachers, after-school program leaders, SNAP-Ed educators, parent prepare them for the experiential activity. This gives students an volunteers, community volunteers, 4-H program leaders, and opportunity to activate their prior knowledge or to personalize Experience others. The curriculum is explicit in its instruction, including direct before they begin the . Then students are encouraged Reflect guidance for each step of the lessons. to on their experiences, sharing and processing in whole group, small group, with partners, or independently. Students Body Quest: Food of the Warrior has two unique aspects. First, then Apply what they have learned to their own lives, making the curriculum can supplement a kindergarten through grade generalizations about the life skill(s) they are working on. At the 5 classroom core curriculum or it can be incorporated into an end of each lesson, students have an opportunity to Sum Up, to after-school program. (Related national standards for kindergarten use their own words to articulate what they have learned. And through grade 5 are included in this Leader’s Guide.) Second, the finally, studentsTake Home their learning to family members. This curriculum content can be augmented and reinforced in different allows them another opportunity to personalize and share their ways: the traditional pencil-and-paper format, cross-curricular experiences with those closest to them. activities, showcase activities designed to develop deeper thinking skills, and other enhancing opportunities.
2 | Body Quest Leader’s Guide Introduction to Body Quest | 3 DIVERSITY AND FAMILY LIFE HOW TO USE THE BODY QUEST All children and families are unique. For some families, fresh fruits CURRICULUM and vegetables are not affordable or readily available. There might This curriculum has seven lessons: an introductory lesson and also be distinctive regional and ethnic foods among the students lessons 1 through 6. Each lesson is designed to take approximately in your classroom. For example, a child from the rural South may a half hour to complete, not including the supplemental activities. be accustomed to eating grits and collard greens, while a child If all supplemental activities and discussions are incorporated, from the urban Southwest may be more familiar with yucca and each lesson could take up to one and a half hours. This is black beans or pigeon beans. designed to fit well with an after-school program or to supplement a core classroom curriculum. Facilitators can choose to include Children also have unique lifestyles, including individual exercise some, all, or none of the supplemental activities. and sleep routines. Many children, for example, do not have access to a quiet or consistent place to sleep. Some children get Each lesson includes the following parts: only six hours of sleep each night, while others get ten hours. OVERVIEW PAGE Research suggests that the increase in childhood obesity during the past twenty years is partly the result of environmental factors The overview page identifies the following: in the home. Parents and other family members can play an • objectives and success indicators to guide your informal important role in influencing children’s eating habits, physical assessments as you work through each lesson activity habits, and sleeping habits. • life skills to clarify big-picture goals, such as communication and understanding self • related national health education standard • necessary materials for each lesson LESSON FOUNDATION This is the core of the lesson that can be completed in a half hour. The lesson foundation is influenced by the Experiential Learning Model and includes the following steps: • Get Started • Experience • Reflect • Apply • Sum Up • Take Home
4 | Body Quest Leader’s Guide Introduction to Body Quest | 5 STANDARDS CORRELATIONS SOCIAL STUDIES Introductory Lesson: Living and working together Body Quest lessons correlate with national health education (U.S. History: Living and Working Together in standards identified by the Centers for Disease Control and Families and Communities, Now and Long Ago) Prevention. Refer to the introduction to each lesson to find health standards and performance indicators. Lesson 1: Healthy citizens (Civics: Roles of the Citizen) Lesson 2: Strong leaders (Civics: What Is Government?) Cross-curricular activities included in each lesson are correlated to national standards or guidelines for math, science, social studies, Lesson 3: Finding balance (U.S. History: The History of Peoples of and the arts as prepared by the following organizations: the Many Cultures Around the World) National Council of Teachers of Mathematics, National Council Lesson 4: Journey through history (U.S. History: The History of on Economic Education, International Society for Technology in Students’ Own State or Region) Education, National Academies of Science, National Geographic Lesson 5: Growing snacks (Geography: Environment and Society) Society, National Council for Civic Education, National Center Lesson 6: Marketing good health (Economics: Role of for History in the Schools, and the Consortium of National Arts Competition) Education Associations. ART MATH Introductory Lesson: Still life paintings (Visual Arts: Choosing and Introductory Lesson: Place value words (Number and Operations) Evaluating a Range of Subject Matter, Symbols, and Ideas) Lesson 1: Fractions (Number and Operations) Lesson 1: Songwriting (Music: Composing and Arranging Music Lesson 2: Addition and subtraction (Number and Operations) Within Specified Guidelines) Lesson 3: Sorting and classifying (Algebra) Lesson 2: Choices in motion (Dance: Understanding Choreographic Principles, Processes, and Structures) Lesson 4: Patterns (Algebra) Lesson 3: Life reflected in theater (Theater: Understanding Lesson 5: Two-dimensional shapes (Geometry) Context by Recognizing the Role of Theater, Film, Lesson 6: Organizing and representing data (Analysis Television, and Electronic Media in Daily Life) and Probability) Lesson 4: Art in history and culture (Visual Arts: Understanding the SCIENCE Visual Arts in Relation to History and Cultures) Introductory Lesson: Vitamins and nutrition (Science as Inquiry) Lesson 5: Energy in color (Visual Arts: Reflecting Upon and Assessing the Characteristics and Merits of Their Work Lesson 1: Fiber and digestive health (Personal and Social Perspectives) and the Work of Others) Lesson 2: High-fiber foods (Personal and Social Perspectives) Lesson 6: Warrior improvisation (Theater: Directing by Planning Lesson 3: Aim for health (History of Nature and Science) Classroom Dramatizations) Lesson 4: Healthy discoveries (Science and Technology) Lesson 5: Snacking over time (Personal and Social Perspectives) Lesson 6: Sustaining fruits and vegetables (Life Science)
6 | Body Quest Leader’s Guide Introduction to Body Quest | 7 BODY QUEST MATERIALS Character Posters Hang these three posters on the classroom walls to reinforce The Body Quest curriculum is designed to be adaptive to available healthy eating habits and to familiarize students with the Body resources. Listed below is a core set of materials needed to teach Quest warrior characters. the seven lessons comprising Body Quest. Optional, supplemental activities are also described and are available for use depending on available time, student abilities, and educational goals.
An additional resource for Body Quest is the website at www.LiveWellAlabama.com. In addition to classroom activity ideas and resources, all printable materials in a pdf format are available.
CORE MATERIALS Leader’s Guide This manual guides the educator through Vow Poster each lesson, including materials needed Instructions for using this poster are included and activities. in the introductory lesson. Students will sign this poster after taking the vow on the first day of the program. Hang this poster on a classroom wall as a reminder to students of the vow they took.
Card Decks Directions for using the card decks are included in the instruction for each lesson. Students will have specific purposes for working with the cards with partners or small groups. You can also assign Vow Cards students to work with (or play with) the cards at other times as After taking the vow, give each student a vow card to keep in his appropriate. or her desk, locker, or backpack.
8 | Body Quest Leader’s Guide Introduction to Body Quest | 9 Battle Cry SUPPLEMENTAL ACTIVITIES Distribute this handout to students to reinforce healthy habits and • Let’s Write! – journaling tied to a graphic organizer to familiarize students with Body Quest goals. • Let’s Get to Work! – pencil-and-paper or showcase activities related to the lesson content • Body Quest Odysseys – cross-curricular activities related to the Body Quest characters and lesson content • Warrior Workouts – physical activities with a fruit and vegetable twist • Warrior Tastings – opportunities for tasting fruits and vegetables
Graduation Certificate Let’s Write! This graduation certificate should be customized and sent home This is a writing prompt related to the with the student to recognize that the student has completed the graphic organizer in each lesson. Students LET’S WRITE! curriculum and become a Body Quest Warrior. can create their own Body Quest journals with their own drawings and visual Invite students to write interpretations of the characters. You might about a specific warrior power and how they choose to set aside time in the introductory would use that power in lesson for students to prepare their journals their day-to-day lives. for future Let’s Write! activities. Note that the How would it be useful writing prompts are placed near the graphic to have more energy or organizers in each lesson, but you can pride or bravery? choose to introduce the prompts at a time that best suits your students and classroom Family Discussion Prompts: see Appendix E structure. If you do choose to introduce These short written prompts correlate with each lesson and are the prompts at another time, remember to designed for students to take home and share with their families. display the related graphic organizer for students’ reference. This will help trigger their Family Warrior Tool – Calendar: see Appendix E opinions and ideas about the topic. Students can take this calendar home and customize it with their family. It can be hung on the refrigerator to keep track of healthy eating, activity, and general habits.
Family Warrior Tool – Sleep: see Appendix E This handout is for students to take home and share with family members to learn about the benefits of developing healthy sleeping habits.
10 | Body Quest Leader’s Guide Introduction to Body Quest | 1 1 Let’s Get to Work! Body Quest Odysseys This reminder is included in each lesson, inviting you to Each lesson includes an odyssey or journey into math, science, assign students to work on one of two types of activities: social studies, and the arts. Body Quest Odysseys are tied to national standards for correlations. Instruction includes discussion • pencil-and-paper activities prompts for whole group, small group, and partner conversations, • showcase activities as well as directions for student-directed research projects and Printable handouts for these LET’S GET TO WORK! physical, hands-on activities related to the lesson content and the activities are available at particular curricular area. Instruction for the odysseys is also tied www.LiveWellAlabama.com. Guide students to work to the Body Quest characters and their eating habits and special independently, with partners, or Students can work independently, powers. Note that the odysseys are written at a range of levels, in small groups on one of the from kindergarten through grade 5. You can adapt this instruction with partners, or in small groups following: on any of the Let’s Get to Work! as necessary to suit the students in your class. activities. Instruction is flexible ·· pencil-and-paper activity ·· showcase activity so you can determine the Warrior Workouts Create these groupings as most appropriate groupings A reminder to guide students through a Warrior Workout is appropriate to the students in for your students. Content for your class. included in each lesson. This is an opportunity for students pencil-and-paper and showcase to practice physical activity and to discuss the role physical activities is closely aligned with Printable handouts for this activity plays in their lives. See Appendix C for Warrior Workout lesson content. Pencil-and-paper lesson can be found at instructions. www.LiveWellAlabama.com. activities are designed to reinforce See the appendixes for Warrior Tastings core objectives in each lesson descriptions. If time allows, through additional processing of invite students to share their Each lesson concludes with a reminder to provide students an information. Showcase activities pencil-and-paper work with the opportunity to taste fruits and vegetables (if time and budget prepare students to work on a class class. Note that showcases can allow). Consider introducing fruits and vegetables as snacks you presentation on the overarching be presented at the conclusion of can wash and eat or peel and eat as well as super snacks that this lesson or on the final day of include a fruit or vegetable AND a source of protein (apple slices idea from the lesson foundation. Body Quest. with peanut butter). You can allot time during each lesson for students to share their pencil-and-paper work, or you can choose to simply send the work home with students. You can also arrange for students to share their showcases at the conclusion of each lesson or on the final day of the program.
12 | Body Quest Leader’s Guide Introduction to Body Quest | 1 3 BODY QUEST WARRIORS There are also two “jokers” in this curriculum: Fiberlicious and Super Slurper. The joke is in these characters’ functions— The animé-style warrior characters included in this curriculum each Fiberlicious has pooping powers, and Super Slurper has peeing have their own strengths and powers associated with consuming powers. In each card deck, you will find one card for each of these healthy foods. characters. Think of these characters as the kings and queens in a card deck. In each card deck, you will find two cards for each of these characters: one describing what they eat and why, and one suggesting warrior tips for staying physically active.
Super Slurper Fiberlicious
Body Doctor has the power to prevent disease. She eats fruit. And finally, there is a “naughty” Body Quest character:Trans Fat Cat. This character likes to eat greasy, fried foods, and in general he’s just a flabby and drabby guy. He pops up here and there in the curriculum with unhealthy ideas about food consumption, trying to convince students to follow his wild ways. In each card deck, you will find four Trans Fat Cat cards explaining where trans Shining Rainbow has the power to look and feel fat is hidden (in what foods) and how it affects the body. good. She eats vegetables.
Graino Supa has energy power. He eats whole grains.
Trans Fat Cat The Body Quest warriors, as well as Trans Fat Cat, are incorporated throughout the curriculum in content-area activities Muscle Max has strength and muscle power. (math, science, social studies, and the arts) and pencil-and-paper He eats meat, beans, and milk products. activities. Also, students will come across these characters as they work in partners and in small groups with the card decks.
14 | Body Quest Leader’s Guide Introduction to Body Quest | 1 5 BODY QUEST BATTLE GROUPS The traditional food groups are represented in the Body Quest card deck, which has suits similar to a standard deck of cards. The suits are called battle groups: Battle Group Fruits, Battle Group Vegetables, Battle Group Grains, and Battle Group Meat, Beans, and Milk. The card deck serves as the manipulative for Body Quest and is a primary educational component of the curriculum. For simplicity, the card deck consolidates Meat, Beans, and Milk BATTLE GROUP GRAINS into one battle group. Body Quest instruction and curricular components reinforce students’ understanding that meat is a distinct source of protein and iron, beans provide protein and fiber, and milk is a specific source of protein and calcium.
BATTLE GROUP FRUITS
BATTLE GROUP MEAT, BEANS, AND MILK
BATTLE GROUP VEGETABLES
16 | Body Quest Leader’s Guide Introduction to Body Quest | 1 7 THE QUEST BEGINS XXOBJECTIVES Youth will: • Learn key terms associated with Body Quest • Recognize the strengths of a Body Quest warrior • Understand the goal of the quest • Learn about the warrior vow XXSUCCESS INDICATORS INTRODUCTORY Youth will be able to: LESSON • Define the termsquest and warrior • Describe how Body Quest works • Name the strengths of a Body Quest warrior • Take and sign the warrior vow
XXLIFE SKILLS Youth will work on: • Communication • Goal setting
XXNATIONAL HEALTH EDUCATION STANDARD Setting Goals for Good Health • Youth will demonstrate the ability to use goal-setting and decision-making skills to enhance health
XXLESSON MATERIALS • Body Quest card decks • Vow poster • Vow cards • Carrot scepter (tape plastic carrot to ruler) • Chalkboard, chart paper, or interactive white board • Family Discussion Prompt • Family Warrior Tool–Calendar • Battle Cry Introductory Lesson: The Quest Begins | 1 9 GET STARTED Guide students to the following: Tell students they will be beginning a journey today, a journey to
become stronger and healthier. Tell them they will become brave PROBLEM-SOLVING Body Quest warriors. ABILITY (brain even stronger Have you ever heard the word quest? than muscles) LET’S WRITE! What do you think a quest is? Invite students to write
Allow time for students to share their ideas. Explain that a quest ENERGY about a specific warrior
(doesn’t is when a person goes on a journey in search of a great prize. Tell B O D Y PRIDE power and how they get tired) students their great prize will be to become strong and healthy, Q U E S T (stand tall) would use that power in WARRIOR their day-to-day lives. and to learn how to stay healthy. POWERS How would it be useful Do you know what a warrior is? to have more energy or pride or bravery? Invite students to share their ideas. Explain that a long time ago, a MUSCLE S BRAVERY
warrior was a soldier—like a great ninja or a great Native American (get lots of (not afraid— not chief. Tell students that warriors are like superheroes, but with real exercise) even of what powers. Explain that warriors are brave and have great strength. people think)
Tell students they will be going on a quest to become strong warriors. Explain that they are not going to be warriors who hurt Tell students that today they will get a special tool to use in Body people or cause destruction. Explain that the greatest warriors Quest training: the Body Quest card deck. Separate students help others and are known for being kind to those who are weak. into partners or small groups, and distribute the card decks, Do you want to become a good warrior? Why? one to each group. Help students find the Body Quest warrior What does a good warrior do? cards: Body Doctor, Shining Rainbow, Graino Supa, Muscle Max, Fiberlicious, and Super Slurper. Encourage students to share their thoughts. Remind students that good warriors help people and take care of those who need Using the three Body Quest classroom posters, introduce protection. Point out that good warriors are nice—they show the Body Quest warriors one at a time. Describe their warrior younger and older people the right things to do, and they build powers—the kinds of foods they eat and how these foods help their warrior skills by learning and practicing good warrior ways. them become more powerful. What kinds of powers do you think a Body Quest warrior, or any warrior, needs? EXPERIENCE Write students’ ideas on the chalkboard, white board, or on chart Tell students they will be participating in an imagining activity. paper. Encourage students to explain their thoughts about each of What does it mean to use your imagination? the powers they suggest. Allow time for students to share their ideas.
20 | Body Quest Leader’s Guide Introductory Lesson: The Quest Begins | 2 1 Ask students to stand up tall with their shoulders back. Ask them Have each student come forward, one at a time, to sign the poster, to close their eyes and think of themselves as great Body Quest be “knighted” with the carrot scepter, and receive the Body Quest warriors. Invite them to think about the following: vow card. Think about what you look like. Think about what skills and powers you have. REFLECT Think about how you will train for your quest. SHARE Think about the people who will go on the quest with you. What did you like about taking the Vow of a Warrior and receiving your card? Why did you enjoy that? How did it Have students open their eyes. Ask the following questions: make you feel? How does a great warrior prepare for the quest? PROCESS What sort of food does a great warrior eat for strength Why is it important to keep promises that you make? and energy? What sort of drinks does a great warrior drink? GENERALIZE Remind students that they are with a group of people who have How does a great warrior show bravery? made promises to one another and to themselves. What do you think a vow is? What are some times in life when other people depend Invite students to share their ideas. Then explain that a vow is an on you, or when you depend on other people to do what important promise. they say they are going to do?
Tell students that today they will each make an important promise—to one another and to themselves. Explain that this is APPLY called the Body Quest Vow of a Warrior. Tell students they are going to think about the promises they Ask students to listen carefully as you recite the vow: made and how they will keep those promises. I will enter into the quest for health, strength, What will you do to carry out your vow to try new and wisdom. fruits and vegetables? What will you do if you change your mind and don’t want to taste one of the fruits or I will try new fruits and vegetables. vegetables? I will share what I learn with my family and friends. What will you do to carry out your vow to share what I will learn to eat healthy foods every day. you learn with family and friends? How will you share the information? I will have fun on my quest. What will you do to carry out your vow to eat healthy foods each day? Where will you get the healthy foods?
22 | Body Quest Leader’s Guide Introductory Lesson: The Quest Begins | 2 3 What will you need to do to carry out your vow to have fun on your quest? What are some ways you can make this + BODY QUEST warrior quest fun? BATTLE CRY Tell students that every time they meet for Body Quest training, SUM UP they will conclude the lesson with a Warrior Workout followed by the Body Quest Battle Cry! Remind students that they are beginning a great journey together—a body warrior quest. Turn to Appendix C to find instructions for the Warrior Workout. Distribute the Battle Cry. Have students stand up and sing or recite this What are some of the special powers we hope to gain on chant. Collect the Battle Cry from students for use at the next lesson. this quest? Refer students to the list on the chalkboard or chart paper if necessary. Remind students that they are aiming to become healthier and stronger, that they will be brave and try new things, and that they will help one another along the way. TASTING TAKE HOME If time and budget allow, invite students to taste a fruit and/or vegetable. Introduce these tastings as snacks they can wash Ask students to take home their Body Quest vow card and to ask and eat or peel and eat—or super snacks that include a fruit or their family members to take the vow. Tell students that at the next vegetable AND a grain or a source of protein! lesson you will be asking them to report back to you with news about their family members who took the vow.
Distribute the Family Discussion Prompt for students to share with their families.
Distribute the Family Warrior Tool–Calendar for students to share with their families.
Don’t forget to collect students’ card decks!
24 | Body Quest Leader’s Guide Introductory Lesson: The Quest Begins | 2 5 MATH ODYSSEY SCIENCE ODYSSEY XX PLACE VALUE WORDS XX VITAMINS AND NUTRITION Introduce the character Introduce the character Body Muscle Max to the class. Tell Doctor to the class. Explain students that Muscle Max has that Body Doctor is powerful strong muscles because he because she understands that eats plenty of healthy meat, fruits have healing powers beans, and milk products. and can prevent illnesses. Explain that meat, beans, Ask students to describe and milk are good sources what they know about the of protein. Guide students healing powers of fruits and to list examples of protein, vegetables. For example, including healthy lean meats, what do they know about eggs, beans, nuts, and dairy oranges? What vitamin products. Tell students that number 7. Tell students that can be found in oranges? vegetables. Ask students to over the course of a lifetime, there are 7 tens. Write 7 tens (vitamin C) What is vitamin C create a KWL chart (What I people will eat millions of beneath 3 ones. Continue in good for? (healing wounds, Know, What I Want to Know, calories from proteins. Write this fashion. As appropriate, strengthening the immune What I Learned) to present on the board and say aloud call on students to help you system) Invite students their findings to the class. the following place value determine how many there to work in small groups Provide students several Web words: ones, tens, hundreds, are of each place value word. and research the Internet sites that will be particularly thousands, ten thousands, Provide another example, and for information about the helpful in their odyssey. hundred thousands, millions. have students work in small vitamins in various fruits and Then write the number groups to figure out how 2,965,473 on the board. many there are of each place Tell students that Muscle WHAT I WANT value word. WHAT I KNOW WHAT I LEARNED Max has been keeping track TO KNOW and he has eaten 2,965,473 2,965,473 Oranges have lots What is vitamin Vitamin C helps protein calories over the 3 ones of vitamin C. C good for? my body heal
years. Underline the 3 and 7 tens wounds and it
tell students that in this large 4 hundreds helps me not
number there are 3 ones. 5 thousands be sick. Write 3 ones on the board. 6 tenthousands Erase the underline under 9 hundred thousands
the 3 and then underline the 2 millions
26 | Body Quest Leader’s Guide Introductory Lesson: The Quest Begins | 2 7 SOCIAL STUDIES ODYSSEY ARTS ODYSSEY XX LIVING AND WORKING TOGETHER XX STILL LIFE PAINTINGS
Introduce the character Introduce the character Graino Supa to the class. Tell Shining Rainbow to the class. students that Graino Supa has Explain that Shining Rainbow a lot of energy because he has healthy looking and shiny eats grains every day. Remind skin because she eats plenty students about the promise of colorful vegetables. Guide they made in this lesson. Tell students to help you name students that it takes motiva- the colors of the rainbow tion and commitment to keep and to think of vegetables promises. Explain that when with rainbow colors (e.g., people are healthy, they are red peppers, orange carrots, better able to stay motivated yellow squash). Explain that students, such as Matisse’s and committed because they would be if everyone were many great artists have Still Life with Vegetables or have good energy. Share a healthy. Discuss how healthy explored the beauty in Picasso’s Bread and Fruit Dish time when you were sick and bodies and minds can lead to colorful vegetables, fruits, on a Table. Arrange a still life therefore less motivated to better communication among and flowers by painting “still with fruits and vegetables keep a promise. Ask students people. Divide students into life” images—bowls of fruits in the classroom, provide to share a time when they small groups and ask them to or vegetables, or vases of students with colored pencils, weren’t feeling well and use their healthy bodies and flowers. Have available (as and invite them to draw the had to break a promise due minds to work together to favorites on your browser or still life image. Allow time for to lack of energy. Lead a create a name and slogan for as color printouts) images students to share their work discussion about the class an imaginary fresh produce of famous paintings to show with one another. as a whole and how much store. Allot time for students happier and more commit- to share their store names ted to one another students and slogans with the class.
: DUCE FRESH PRO s... egin fe B od Li Where the Go
28 | Body Quest Leader’s Guide Introductory Lesson: The Quest Begins | 2 9 BRAVE HEART XXOBJECTIVES Youth will: • Discuss foods they like and dislike • Explore fears associated with food • Learn ways to confront fears • Build up the confidence to challenge themselves • Help others challenge themselves
XXSUCCESS INDICATORS LESSON Youth will be able to: • Explain what they like and dislike about particular foods • Begin to articulate why they “fear” some foods • Try a new vegetable • Retry a vegetable that they don’t like • Convince friends to try a new vegetable or retry a vegetable they think they don’t like
XXLIFE SKILLS Youth will work on: • Understanding self • Developing good habits
XXNATIONAL HEALTH EDUCATION STANDARD Setting Goals for Good Health • Youth will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
XXLESSON MATERIALS • Body Quest card decks • Chalkboard, chart paper, or interactive white board • Family Discussion Prompt • Battle Cry Lesson 1: Brave Heart | 3 1 GET STARTED Are you afraid of eating new foods? Do you say “ewww!” before you even try something new? Begin the lesson by having students restate the warrior vow What is it that you are afraid of? as a group: Distribute the Body Quest card decks to student partners or I will enter into the quest for health, strength, small groups of students. Allow a few minutes for students to and wisdom. become familiar with the cards, and then ask them to remove I will try new fruits and vegetables. the character cards.
I will share what I learn with my family and friends. Create a chart like the following on the chalkboard, white board, I will learn to eat healthy foods every day. or on chart paper:
I will have fun on my quest. NE V ER D O N’ T LIK E LET’S WRITE! T R IED LIKE Did you get someone in your family to take the Vow of Encourage students to the Warrior? write about a fear they have overcome and what Allow time for students to share. Commend students for talking to they did to overcome their family members about Body Quest. Ask students to create their own chart like the this fear. If time permits, one on the board. Tell students they will be What kinds of interesting conversations did you have invite students to write working with their partners to look at the cards about someone they with your family about fruits and vegetables and and categorize the foods (foods they have know who is brave. healthy foods? never tried; foods they like; and foods they What questions did your family members have about the don’t like). Model looking at a few cards and Vow of the Warrior? partially filling in the chart on the board.
Allot several minutes for students to discuss and categorize the EXPERIENCE foods on the cards. Then ask students to review the items listed in the “don’t like” column on their chart. Remind students about the Tell students they will be discussing fears. Explain that everyone vow they took. has fears. Share a fear you had when you were young. Discuss what you did to overcome your fear. Are you a brave Body Quest warrior? When you were little, were you afraid of the dark? Prompt students to answer “yes” together, and then congratulate Why were you scared of the dark? them on their bravery. What did you do to get over your fear of the dark? Ask students to pick out one fruit or vegetable from their chart that they think they don’t like but will be brave enough to try Do you think warriors or superheroes are ever afraid? again. Have them circle this item in their chart. Congratulate them What do you think warriors are afraid of? on a job well done. How do they get over their fears?
32 | Body Quest Leader’s Guide Lesson 1: Brave Heart | 3 3 Then invite students to review the “never tried” foods on their like. Remind them that they can try fruits and vegetables at school chart and ask them to pick out one fruit or vegetable they will be lunch and they can bring fruits and vegetables from home to eat brave enough to try. Have them circle this item in their chart. for lunch.
Congratulate students on a job well done. Have students promise that they will ask for a bite next time. Tell them that when you see them again, you will want to hear their REFLECT warrior reports.
SHARE SUM UP What kind of foods do you like? What did we learn about in LET’S GET TO WORK! What kind of foods do you dislike? today’s lesson?
What foods have you never tried? Why not? Remind students that sometimes Guide students to work they have to be brave. Remind them independently, with partners, PROCESS that in order for warriors to do great or in small groups on one of What is it that you like about some foods? things, they must learn to overcome the following: fears. ·· pencil-and-paper activity What is it that you dislike about some foods? ·· showcase activity Encourage students to think about Create these groupings as GENERALIZE their favorite athletes or musicians. appropriate to the students Why is it important to learn to do things that you don’t Explain that athletes and performers in your class. like to do? are like real warriors—they have to Printable handouts for this have lots of energy, good muscles, Why do you think it is important to learn to like fruits lesson can be found at and vegetables? strong bones, and they have to be www.LiveWellAlabama.com. brave! See the appendixes for descriptions. If time allows, invite APPLY Do you think athletes and students to share their pencil-and- performers are “afraid of food”? paper work with the class. Note What is the bravest thing you have ever done? What makes you think that? that showcases can be presented at the conclusion of this lesson or on What is something that you used to be scared of that Allot time for students to share the final day of Body Quest. doesn’t scare you anymore? their thoughts. Guide students How can you show people that you are a brave eater? to conclude that athletes and performers have to eat healthy Guide students to discuss how some of their family members foods so they can be at their best. might not serve them kiwi fruit or spinach because they “know” they don’t like these fruits and vegetables. Help students to realize that they can ask to have a bite instead of making a face when they see fruits and vegetables they think they might not
34 | Body Quest Leader’s Guide Lesson 1: Brave Heart | 3 5 TAKE HOME + BODY QUEST Have students take home the list of fruits and vegetables they BATTLE CRY want to try and the list of fruits and vegetables they want to retry. Tell students that every time they meet for Body Quest training, Tell them they will report back at the next body warrior training. they will conclude the lesson with a Warrior Workout followed by Distribute the Family Discussion Prompt for students to share with the Body Quest Battle Cry! their families. Turn to Appendix C to find instructions for the Warrior Workout. Don’t forget to collect students’ card decks! Distribute the Battle Cry. Have students stand up and sing or recite this chant. Collect the Battle Cry from students for use at the next lesson.
TASTING If time and budget allow, invite students to taste a fruit and/or vegetable. Introduce these tastings as snacks they can wash and eat or peel and eat—or super snacks that include a fruit or vegetable AND a grain or a source of protein!
36 | Body Quest Leader’s Guide Lesson 1: Brave Heart | 3 7 MATH ODYSSEY SCIENCE ODYSSEY XX FRACTIONS XX FIBER AND DIGESTIVE HEALTH Introduce the character Trans Introduce the character Fat Cat. Tell students that Fiberlicious to students. Trans Fat Cat is tired because Explain that Fiberlicious he doesn’t eat enough fruits loves to eat delicious foods and vegetables. Tell students with fiber, such as fruits, that they can be good role vegetables, grains, and dried models for Trans Fat Cat by peas and beans. Discuss how being brave and tasting a eating foods with fiber helps new fruit or vegetable today. to keep food moving through Remind students that they the digestive system, which promised to try a new fruit keeps the bowel functioning or vegetable even if they are properly. afraid they won’t like it. Have visual representations of the small groups and research available several red, orange, fractions on the chalkboard Distribute the Body Quest fiber-rich foods in the school or yellow peppers. Hold up or on chart paper. Consider card deck and guide small library. Remind them that one pepper for students using colored chalk or marker groups of students to find they can use resources such to see and tell them that to color the fractioned piece. the Fiberlicious card. Invite as books, magazines, and the they are going to help you For example, you might say, one student to read the card Internet to do their research. divide the pepper into equal “Let’s cut this pepper into four aloud to the class. Explain Have each group create a portions so each student can equally sized slices.” “Now that eating foods with fiber poster board representation try a bite. Guide students let’s color one of the slices can also help to prevent of their findings. Allot time to understand fractions by green.” “Now let’s write the diseases such as diabetes for students to present and first cutting the pepper in fraction of the slice that is and heart disease. Invite explain their poster boards to half, then in quarters, then green.” students to work in their the class. eighths, and so on. As you slice the pepper, draw Foods with Fiber 1 = 4
38 | Body Quest Leader’s Guide Lesson 1: Brave Heart | 3 9 SOCIAL STUDIES ODYSSEY ARTS ODYSSEY XX SONGWRITING XX HEALTHY CITIZENS Introduce the character Super Remind students that Body Slurper. Tell students that Doctor knows that eating Super Slurper is super at a lot fruits and vegetables will help of things, but he’s especially to prevent illness. Lead a super at slurping eight full discussion about why bravery glasses of water each day. is important when it comes Explain that drinking lots of to good health. Provide water is good for the body an example of a time you because it helps the body were brave and overcame digest food and get rid of a fear because you needed waste. Tell students they get to protect your health (for rid of waste in their bodies by example, going to the dentist peeing and pooping. Explain the chalkboard or on chart for a cleaning). Invite students you choose. For example, that drinking water helps paper. Guide students to the to share their own examples. students could write to the them do this. understanding that people’s Have available a recording tune of “The Wheels on the similarities help them relate of a familiar song and play Bus”: The children in the class Distribute the Body Quest to one another, and their it for the class. Tell students eat apples and pears, apples, card deck and guide small differences offer opportuni- they will be working in small and pears, apples and pears. groups of students to find ties to learn from one another. groups to come up with The children in the class eat the Super Slurper card. Discuss how it’s important to lyrics for a new song about apples and pears, each and Invite one student to read share similarities and cele- bravery and healthy eating every day. the card aloud to the class. brate differences and how set to the tune of the song Discuss how all people all this sharing leads to a society around the world have things filled with productive and in common—everyone caring individuals. Introduce pees, everyone poops, and and define the termcitizen . everyone has to drink water! Encourage students to discuss Lead a discussion about their ideas about what it means similarities and differences to be productive, caring, and among people. Consider contributing citizens. charting students’ ideas on
40 | Body Quest Leader’s Guide Lesson 1: Brave Heart | 4 1 NAMING THE BATTLE GROUPS XXOBJECTIVES Youth will: • Recognize that there are different Body Quest battle groups • Learn to identify foods within each group • Understand the importance of eating a variety of foods • Begin to recognize that people have choices when it comes to food and what they put in their mouths LESSON XXSUCCESS INDICATORS Youth will be able to: • Sort or categorize foods into different Body Quest battle groups • Articulate why variety is important in a healthy diet • Discuss the importance of trying new and diverse experiences
XXLIFE SKILLS Youth will work on: • Problem solving • Using knowledge • Making good choices
XXNATIONAL HEALTH EDUCATION STANDARD Setting Goals for Good Health • Youth will demonstrate the ability to use goal-setting and decision-making skills to enhance health.
XXLESSON MATERIALS • Body Quest card decks • Chalkboard, chart paper, or interactive white board • Family Discussion Prompt
• Battle Cry Lesson 2: Naming the Battle Groups | 4 3 GET STARTED MEAT, BEANS, FRUITS VEGETABLES G R AINS & MILK Begin the lesson by having students restate the warrior vow as a group: I will enter into the quest for health, strength, and wisdom. Draw a four-column chart on chart paper or I will try new fruits and vegetables. on the chalkboard or white board. Title the LET’S WRITE! columns “Fruits,” “Vegetables,” “Grains,” I will share what I learn with my family and friends. Invite students to write and “Meat, Beans, and Milk.” about their favorite I will learn to eat healthy foods every day. What is an example of a fruit? fruits, vegetables, grains, I will have fun on my quest. and foods with protein. A vegetable? A food with grains? If they could eat any Invite students to share their warrior reports. fruit, vegetable, grain, A meat, bean, or milk product? or food with protein, What new fruit or vegetable did you try since the last which would they choose battle warrior training? Call on students to record their examples and why? on the chart. What fruit or vegetable did you retry? Separate students into partners or small What fruits and vegetables did you really like? groups and distribute the Body Quest card Do you feel braver for trying something new? How decks. Shuffle your card deck, and invite students to shuffle theirs. would you describe the way you feel? (Note that not all students will have mastered this skill. Tell students that simply mixing the cards up will do the trick.)
EXPERIENCE Explain that a regular card deck has hearts, diamonds, clubs, and spades. Tell students that the Body Quest card deck has Tell students they will be discussing how food can be grouped four battle groups: fruits; vegetables; grains; and meat, beans, by type. and milk. Explain that Battle Group Fruits is red, Battle Group What do you know about how we can group or Vegetables is green, Battle Group Grains is orange, and Battle categorize foods? Group Meat, Beans, and Milk is blue. What is an example of a type or group of food? Can you Who can tell me an example of a red battle group think of another type or group of food? food—fruit? Guide students to name fruits, vegetables, grains, and proteins What is an example of a green battle group food—vegetable? such as meat, beans, and milk products. An orange battle group food—grains? A blue battle group food—a meat, bean, or milk product? Repeat this line of questioning until multiple students have had opportunities to share their examples. 44 | Body Quest Leader’s Guide Lesson 2: Naming the Battle Groups | 4 5 Ask students to divide their cards from each food group and a little glue, they would more easily into the four battle groups. Tell be able to build a strong school with interesting features. Discuss LET’S GET TO WORK! them that once they have sorted the concept of a school having a strong foundation and strong their cards, they will have ten fruits, walls. Talk about students eating a variety of food to build a strong Guide students to work ten vegetables, ten grains, and foundation for their bodies. independently, with partners, ten meat, beans, or milk products. or in small groups on one of Have students set aside their Body the following: REFLECT Quest character cards. ·· pencil-and-paper activity SHARE ·· showcase activity Discuss how building strong bodies Create these groupings as is kind of like building a strong How many cards did it take to build your school? school. For example, you need a appropriate to the students What was hardest about building your school? in your class. foundation, four walls, and a roof. Printable handouts for this You want running water, electricity, PROCESS and heat. You want a body that lesson can be found at What are the different materials that go into building a www.LiveWellAlabama.com. has strong bones and muscles. You solid school? See the appendixes for want to have eyes to see, ears to descriptions. If time allows, invite hear, a nose to smell, and a strong What are the different materials that make a strong body? students to share their pencil-and- heart. Ask students to choose a paper work with the class. Note How is building a strong body like building a school that showcases can be presented card from one of the battle groups building? at the conclusion of this lesson or and try to build a school building on the final day of Body Quest. with it. What do you imagine you would think of a school that was made only of bricks—a brick floor, brick walls, a Why can’t you build a school brick roof, bricks for windows? with one card? What would happen if you built your body using only one kind of food? Allow several students to share their ideas. Guide students to discuss how strong bodies are built—with foods Ask students to select a card from another battle group and try to from all four battle groups. build a school with two cards. What does variety mean? Why can’t you build a school with two cards? Lead students to “different kinds of things” as a definition. Invite students to share.
Continue in this fashion until students have concluded that they need to use at least four cards so the walls of the school have support. Note that even with four cards this is a difficult task. Guide students to the conclusion that if they had multiple cards
46 | Body Quest Leader’s Guide Lesson 2: Naming the Battle Groups | 4 7 GENERALIZE Tell students that you look forward to their warrior reports the next Why is it important to eat a variety of foods? time you see them. Remind them that you will want to hear about the different fruits and vegetables they ate, where they ate them What would it be like if you did the same exact thing (at home or at school), and what colors they were. every day—for example, if you watched one movie over and over again and never watched anything else? How do you think you would feel? Why? TAKE HOME Challenge students to talk to their family about the four Body APPLY Quest battle groups and how important it is to have fruits, vegetables, grains, and foods with protein—meat, beans, or milk Lead a discussion about how people make choices each day—who products. Ask students to help their family members identify the to sit with or talk to, what book to read, what game to play. Guide different battle groups they are eating. Prepare students to report students to conclude that it is also a choice to eat a variety of on their conversations when you meet for the next lesson. healthy foods. Distribute the Family Discussion Prompt for students to share with Why is it sometimes difficult to make good choices? their families. When is a time that you had to make a choice and you made a good choice? Don’t forget to collect students’ card decks! Do you think some choices are more important than BODY QUEST others? Why do you think that? + BATTLE CRY What is an example of an important choice? Tell students that every time they meet for Body Quest training, What are some important choices that you will have to they will conclude the lesson with a Warrior Workout followed by make when you get older? the Body Quest Battle Cry!
Turn to Appendix C to find instructions for the Warrior Workout. SUM UP Distribute the Battle Cry. Have students stand up and sing or recite this What have we learned today? How would you explain chant. Collect the Battle Cry from students for use at the next lesson. what you learned to a friend or family member? Tell students that eating different kinds of healthy foods will help them to become better Body Quest warriors. Discuss how eating a variety of foods will give them strength and energy, and will help TASTING them to think better. Remind students that it is important to make If time and budget allow, invite students to taste a fruit and/or fruits and vegetables a regular part of what they eat. Explain that vegetable. Introduce these tastings as snacks they can wash the brighter the color of the fruit or vegetable, the stronger their and eat or peel and eat—or super snacks that include a fruit or armor will be. vegetable AND a grain or a source of protein!
48 | Body Quest Leader’s Guide Lesson 2: Naming the Battle Groups | 4 9 MATH ODYSSEY SCIENCE ODYSSEY XX ADDITION AND SUBTRACTION XX HIGH-FIBER FOODS Reintroduce Shining Rainbow Remind students that and emphasize that Shining Fiberlicious eats foods that Rainbow is powerful because are high in fiber. Name a she eats a lot of vegetables. few high-fiber foods and ask Remind students that one of students to think of several the powers of a warrior is the more (strawberries, whole ability to solve problems. Ask grain bread or cereal, beans). students to use their warrior Write “Favorite Foods for powers to solve this problem: Fiberlicious” on the board Shining Rainbow is buying and draw a large circle divided fruits and vegetables for her into four equal sections. family for the week. She has a Label the sections “Fruits,” bag of apples ($4.00), a bag the cashier gives her $5.50 “Vegetables,” “Grains,” and turnip greens; grains such of oranges ($4.50), a bunch of in change. Because Shining “Meat, Beans, and Milk.” as whole wheat spaghetti, bananas ($1.25), six stalks of Rainbow is an honest warrior, (Tell students that in Battle popcorn, bran flakes, and broccoli (50 cents each), three she knows she must return Group Meat, Beans, and oatmeal; protein such as yellow squash (25 cents each), the money she was overpaid. Milk only beans are high in lentils, black beans, lima one onion (75 cents), and How much money should fiber!) Separate students into beans, and sunflower seeds. three ripe avocados (50 cents Shining Rainbow give the partners and distribute a each). Shining Rainbow gives cashier? (Answer: $1.25) blank sheet of paper to each FAVORITE FOODS the cashier a $20 bill, and pair. Ask students to draw FOR FIBERLICIOUS their own circle chart like the one on the board. Allow 10 minutes for students to
research high-fiber foods in Fruits Grains
books or on the Internet and raspberries popcorn record their findings. Note: Good examples of high-fiber
foods include fruits such as Vegetables Meat, Beans raspberries, pears, apples, & Milk peas
and strawberries; vegetables lentils such as peas, broccoli, and
50 | Body Quest Leader’s Guide Lesson 2: Naming the Battle Groups | 5 1 SOCIAL STUDIES ODYSSEY ARTS ODYSSEY XX STRONG LEADERS XX CHOICES IN MOTION Point out Muscle Max’s Remind students that Super muscles and lead a discussion Slurper drinks a lot of about what it takes to get water. Discuss how people big muscles. Guide students sometimes think they are to the understanding that hungry when they are actually building muscles requires just thirsty. Lead a discussion exercise as well as healthy about making healthy choices eating—and specifically when it comes to drinking. exercise that builds muscles. Invite students to share the Discuss how people have kinds of drinks they have different body shapes and throughout the day. What do there is no one shape that they drink for breakfast? For is best for everyone. As particularly strong minds and lunch? For dinner? What do clip again and ask students you lead this discussion, be hearts even if their bodies did they sip on in between meals? to watch for the beginning, sensitive to students’ feelings not look like Muscle Max’s Introduce the term modern middle, and end. Tell students about their own bodies. body (for example, Franklin D. dance and describe the art they will be creating their Have available photographs Roosevelt, Ghandi, Stephen form for the students. Explain own modern dances to tell of influential leaders. Guide Hawking). Discuss leaders that modern dancers and a story about making healthy students to the conclusion from the United States and choreographers often create a beverage choices. Separate that healthy people strive other countries who were dance piece in order to express students into small groups to have a strong mind and influential in governing their feelings, portray an event, and allow time for students heart as well as a strong people, managing disputes, or teach the audience a lesson. to discuss and practice their body, and that some of the and solving significant Play a short clip of a modern dance. Remind students that world’s strongest leaders had problems. dance from a video-sharing their dance should include a Web site or other source. beginning, middle, and end. To Allow time for students to jumpstart students’ creativity, share their thoughts about offer several ideas for how the dance. Tell students that to incorporate a beginning, dances, like stories, have a middle, and end (for example, beginning, middle, and end. waking up, making drinking Explain that dancers and choices, going to bed). choreographers tell stories Note: No music is necessary with their dances. Play the for this activity.
52 | Body Quest Leader’s Guide Lesson 2: Naming the Battle Groups | 5 3 WARRIOR TRAINING XXOBJECTIVES Youth will: • Remember the battle groups and the food groups they represent • Understand the concept of a balanced meal • Recognize that meals are balanced if they include foods from the different battle groups • Learn how to create balanced meals
XXSUCCESS INDICATORS LESSON Youth will be able to: • Definebalanced meal • Explain what it takes to create a balanced meal • Create balanced meals (breakfast, lunch, and dinner) using their card decks to represent the different foods and battle groups
XXLIFE SKILLS Youth will work on: • Decision making • Communication skills • Critical thinking
XXNATIONAL HEALTH EDUCATION STANDARD Setting Goals for Good Health • Youth will demonstrate the ability to practice health- enhancing behaviors and reduce health risks.
XXLESSON MATERIALS • Body Quest card decks • Chalkboard, chart paper, or interactive white board • Carrot scepter • Family Discussion Prompt • Family Warrior Tool–Sleep • Battle Cry Lesson 3: Warrior Training | 5 5 GET STARTED For the students who have taken giant steps all the way to the front of the room, touch them on each shoulder with your scepter: Welcome the Body Quest warriors and begin by having students restate the warrior vow as a group: I hereby declare you a brave and noble Body Quest warrior. I will enter into the quest for health, strength, For students who do not make it to the front of the room, encourage and wisdom. them to keep working toward eating fruits and vegetables. I will try new fruits and vegetables. EXPERIENCE I will share what I learn with my family and friends. Introduce the term balanced meal. I will learn to eat healthy foods every day. What do you think a balanced meal is? I will have fun on my quest. Encourage students to share their ideas. Tell students that you’re going to get started today by getting their warrior reports. Ask them to form a straight line at the back of Explain that a balanced meal is one that has a food from each the classroom, facing you. Tell them that you’re going to ask a few of the battle groups. Ask students to name the four Body Quest questions—if they can answer “yes” to the questions, they should battle groups. take a giant step forward. Tell students that you want to think about creating a balanced Have you eaten a green fruit or vegetable since I saw lunch. Draw a plate (circle) on the board and separate it into four you last? equal parts. Guide students to help you think of foods to create a Call on one student to name a fruit or vegetable he or she ate. balanced lunch. Have you eaten a yellow or orange fruit or vegetable? Call on one student to name a yellow or orange fruit or vegetable FRUITS he or she ate. LET’S WRITE! strawberries Ask students to write Have you tried a fruit or vegetable that you have never about their favorite had? Or have you retried a fruit or vegetable that you lunch. If they could have thought you didn’t like? anything they wanted for lunch that included VEGETABLES BALANCED GRAIN Call on one student to name the fruit or vegetable he or she tried something from each of tomato LUNCH whole grain or retried. the four battle groups, juice bread what would it be? Remind Have you been trying your school lunch fruits and them to include a fruit, vegetables? Have you been bringing your fruits and vegetable, grain, or food vegetables from home? with protein—meat, MEAT, BEANS beans, or milk product. & MILK Are you brave now when it comes to trying fruits and turkey and vegetables? cheddar cheese
56 | Body Quest Leader’s Guide Lesson 3: Warrior Training | 5 7 BODY QUEST BALANCED MEAL CHALLENGE When one player gets an object, every other player tries to get an object. The player without an object loses the round. Any player Tell students they will play a card game called the Body Quest who gets one card from each group calls out the four foods in his Balanced Meal Challenge. Separate students into groups of five or her hand and the battle group each represents. or six and give each group a Body Quest card deck with the Body Quest characters removed. Place one object (e.g., carrot, pencil) If time permits, encourage students to play three or four rounds. for each player (less one) in the center of the playing area. (If you have six players, place five objects in the center.) REFLECT Explain that the goal of the game is to be the first to collect four cards, one of each color (a balanced meal). Tell students that SHARE when someone gets four cards, one of each color, the goal of the What was the hardest part of this game? Why do you other players is get the object in the center before the others do. think that was so difficult? (Students may know this game as “spoons.”) What was it like to have to follow the rules? Assign a dealer for each group, or let student groups select their What do you think it would have been like if anyone own dealers. Ask the dealers to shuffle the cards and deal four made up his or her own rules? cards to each player. Have dealers place the remaining cards face down in a stack. PROCESS What would it be like if a football team had only CHALLENGE RULES quarterbacks or linemen? Would they be able to play? Explain the following rules: Why or why not?
Dealer takes one card from the stack and passes one card (the one What would it be like if you only ate foods from one that was drawn or another one) to the player on the left. Dealer battle group—like fruit? immediately passes and draws another card, so there is constant Why is it important to have a variety of foods? drawing and passing. GENERALIZE Trying to get one from each battle group, the player on the left What does the word balance mean? keeps one card and passes one card. This passing of cards goes all the way around until it gets back to the person on the dealer’s What does it mean to have a balanced meal? right. That person places the last card face down in another stack. How did this card game show you what a balanced meal No one should ever have more than four cards in his or her hand; would look like? therefore, it is against the rules to pick up a new card before passing one.
When a player collects one card from each food group, he or she (as secretively as possible) takes an object from the center.
58 | Body Quest Leader’s Guide Lesson 3: Warrior Training | 5 9 APPLY TAKE HOME Separate students into small groups of two or three. Give each Tell students that their warrior challenge is to talk with their family group a card deck. Ask students to use the cards to create their members about eating more fruits and vegetables to gain variety in own balanced dinners, with one card from every battle group. their diet. Ask them to spend the next week finding creative ways to Allow a minute or two for students to create their meals. put more fruits and vegetables in what they eat, including snacks.
Invite two or three students to share the four cards they chose. Distribute the Family Discussion Prompt for students to share with Did (student name) include all four battle groups? their families. What are some creative ways that you can eat fruits Distribute the Family Warrior Tool–Sleep for students to share with and vegetables for breakfast? For lunch? How about for their families. snacks? Don’t forget to collect students’ card decks! SUM UP + BODY QUEST How would you summarize LET’S GET TO WORK! BATTLE CRY what we learned today? How Tell students that every time they meet for Body Quest training, would you explain what we Guide students to work they will conclude the lesson with a Warrior Workout followed by learned to a friend or family independently, with partners, member? or in small groups on one of the Body Quest Battle Cry! the following: Discuss how it’s easy to eat lots of Turn to Appendix C to find instructions for the Warrior Workout. ·· pencil-and-paper activity grains (bread, cereal, pasta) and Distribute the Battle Cry. Have students stand up and sing or recite this ·· showcase activity foods with protein—meat, beans, chant. Collect the Battle Cry from students for use at the next lesson. and milk products (hamburgers, Create these groupings as appropriate to the students ham and eggs, even peanut butter in your class. or pizza). Explain that to be a strong Printable handouts for this Body Quest warrior students have lesson can be found at to be smart and brave, finding www.LiveWellAlabama.com. ways to include plenty of fruits and See the appendixes for TASTING vegetables in what they eat, too! descriptions. If time allows, invite students to share their If time and budget allow, invite students to taste a fruit and/or pencil-and-paper work with the vegetable. Introduce these tastings as snacks they can wash class. Note that showcases can and eat or peel and eat—or super snacks that include a fruit or be presented at the conclusion vegetable AND a grain or a source of protein! of this lesson or on the final day of Body Quest.
60 | Body Quest Leader’s Guide Lesson 3: Warrior Training | 6 1 MATH ODYSSEY SCIENCE ODYSSEY XX SORTING AND CLASSIFYING XX AIM FOR HEALTH Remind students that Remind students that Body Fiberlicious eats foods with Doctor understands that fiber to cleanse her body eating balanced meals and of toxins. Tell students that a variety of healthy foods Fiberlicious could use some will help to prevent disease. help creating balanced meals. Lead a discussion about good Explain that they will be health as a human endeavor— helping Fiberlicious sort and people strive to eat well and classify fruits, vegetables, lead healthy lives. Discuss grains, and food with protein science as a human endeavor from meat, beans, and milk as well—people strive to learn products by looking at size, more about science, and how number, and other properties groups to show the class and why things work the way such as color. Have available their sorting and classifying they do, to make scientific coupon pages or promotional work. Encourage them to discoveries. Explain that the pages from grocery stores talk through their process of journeys (or odysseys or (included in newspapers) sorting and classifying. quests) associated with science
and ask students to cut out and health are common to all SCIENTIFIC
foods from the different food people all around the world. DISCOVERIES groups. Then have students Invite pairs of students to share separate into partners or their ideas about health-related • cure for cancer
small groups, and have them YELLOW FOODS scientific endeavors. Have • sort and classify their food them write a list of scientific cutouts by size and number • bananas discoveries they hope will be • and color. Check students’ • squash made in their lifetime (for work, and then invite them • popcorn example, a cure for cancer).
to use their cutouts to • cheddar cheese What would they like to study create balanced meals for and learn more about? What Fiberlicious. If time permits, would they like to discover? invite partners or small
62 | Body Quest Leader’s Guide Lesson 3: Warrior Training | 6 3 SOCIAL STUDIES ODYSSEY ARTS ODYSSEY XX FINDING BALANCE XX LIFE REFLECTED IN THEATER
Tell students that Trans Fat Tell students that Shining Cat has trouble maintaining Rainbow likes to do a lot a healthy weight because of walking to get exercise he doesn’t eat balanced and fresh air and sunshine. meals. Lead a discussion Ask students to share about about balanced meals. where they like to walk. What Invite students to share the do they see on their walks? kinds of meals they have at Who do they walk with? Lead home. What kinds of fruits; a discussion about theater vegetables; grains; and meat, and what students know beans, and milk products do about plays and performing they eat? Who prepares the the day, and many families on stage. Invite students meals? Who sets the table? eat several courses for lunch. to share their experiences characters, or themselves. What family traditions do Tell students that in some visiting the theater or acting Guide students to think about they have? Guide students cultures, lunch is followed in the theater. Discuss how how they could incorporate to understand that for many by an afternoon nap! Lead theater often reflects life—this healthy eating and exercise families living in the United a discussion about finding is what makes it interesting (like walking) into the play. States, dinner is the biggest balance—in foods and in life to audiences. Help students Note: Adapt this odyssey as meal of the day, and families in general. What does it mean think about the ways in which necessary to accommodate share the meal and time to find balance? Talk about theatrical productions they the students in your class. If together. Discuss how some how people need a balance have seen reflect the real students have not seen live families have several courses of healthy eating, play, work, world. Record students’ ideas theater, provide an example for dinner, including soup or and sleep. If time allows, on the board. Help students from a video-sharing Web salad, the main course, and invite partners or small groups brainstorm ideas for a play site. You may also explain then dessert. Explain that in to research eating habits in that would reflect life and to students how theater some other parts of the world, different parts of the world. include Shining Rainbow, compares to film. lunch is the biggest meal of the other Body Quest
64 | Body Quest Leader’s Guide Lesson 3: Warrior Training | 6 5 ARMOR YOUR BODY XXOBJECTIVES Youth will: • Recognize the nutritional and health value of battle group foods • Understand why eating foods with nutritional and health values is good for them • Begin to recognize ways in which they can improve their diets • Think about how eating good foods is like strengthening the armor for their bodies
XXSUCCESS INDICATORS LESSON Youth will be able to: • Explain the nutritional and health value of different battle group foods • Articulate why eating foods with nutritional and health values is good for them • Identify ways in which they can improve their diets 4 • Describe how foods armor their bodies for good health XXLIFE SKILLS Youth will work on: • Decision making • Team building • Critical thinking
XXNATIONAL HEALTH EDUCATION STANDARD Reducing Health Risks • Youth will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
XXLESSON MATERIALS • Body Quest card decks • Chalkboard, chart paper, or interactive white board • Carrot scepter • Family Discussion Prompt
• Battle Cry Lesson 4: Armor Your Body | 6 7 GET STARTED Discuss how being healthy requires people to get plenty of exercise and sleep, and to make good food choices. Welcome the Body Quest warriors and invite students to restate the warrior vow as a group: Talk about how it’s not always easy to make good choices, and that it’s unrealistic to expect that we will always make good choices I will enter into the quest for health, strength, when it comes to exercising, sleeping, and eating. Point out that and wisdom. all we can do is our very best, knowing that we will have some I will try new fruits and vegetables. failures along the way. I will share what I learn with my family and friends. Introduce the term journey and invite students to share their ideas about what a journey is. I will learn to eat healthy foods every day. Have you ever heard someone say, Life is like a journey? I will have fun on my quest. What do you think that means? Tell students that it’s time to for them to give their warrior reports. Explain that being healthy is like a journey, too. Discuss how the Ask them to form a straight line at the back of the classroom, road to good health has lots of twists and turns and ups and facing you. downs—that it’s never a straight line to success; people have to try If you are braver about trying new foods, step forward. and fail before they figure out how to succeed. This is part of what taking a journey is all about. If you ate two or more servings of fruit this week, step forward. Review with students what it means to make good food choices. If you ate two or more servings of vegetables this week, Remind students that they want to choose foods that do the step forward. following: If you think eating fruits and vegetables is good for you, • Give them energy step forward. • Improve their vision If you talked to your family about eating more fruits and • Prevent disease vegetables, step forward. • Help strengthen their teeth and bones For students who have taken giant steps all the way to the front of • Help them develop strong muscles the room, touch them on each shoulder with your carrot scepter: I hereby declare you a brave and noble Body Quest warrior. For students who do not make it to the front of the room, encourage them to keep working toward eating fruits and vegetables.
68 | Body Quest Leader’s Guide Lesson 4: Armor Your Body | 6 9 EXPERIENCE REFLECT Create a word web on the board as follows: Encourage students to answer the questions below, naming the foods on their cards. Write the foods on the word web, or ask a student to serve as recorder for this task.
whole grain SHARE carrots bread spinach What kinds of foods give you energy? wholegrain What kinds of foods improve your vision? cereal What kinds of foods have healing powers? Foods for Foods for Energy Good Vision What kinds of foods give you strong teeth and bones? What kinds of foods give you muscles?
FOODS PROCESS FOR GOOD Foods for Why is it important to know which foods give you HEALTH Muscles energy, strong muscles, and other Body Quest powers? Foods for oranges Healing What do you know about body armor?
nuts Why does a warrior need strong body armor?
Foods for yogurt strawberries Why does a warrior need a helmet and a shield? Strong Teeth and Bones Why do warriors need to protect their energy, vision, teeth, bones, and strong muscles?
milk Discuss how Body Quest warriors need to eat healthy foods from all
cheese the battle groups in order to protect their different warrior powers.
GENERALIZE Separate students into small groups and distribute the Body Quest card deck. Tell students that they will be looking at the clues on What do you think you need to work on to be the best Body Quest Warrior you can be? their cards to determine which foods are good for strong muscles, which are good for strong teeth and bones, etc. Ask students to If a younger child said to you, “I want to be a baseball work together to separate the cards into piles representing the player” or “I want to be a school teacher,” what advice categories on the word web. Remind them to set aside additional would you offer this child about the kinds of foods he or cards that don’t fit into the categories. she needs to eat to develop a strong brain and body to be successful?
70 | Body Quest Leader’s Guide Lesson 4: Armor Your Body | 7 1 APPLY TAKE HOME Lead a discussion about how nutritious and healthy foods can help Tell students that their warrior challenge is to talk with their family to armor the body. members about the benefits of different foods. Ask them to How will you use what you learned today to make good discuss with their families how they can work together to create food choices? healthy meals that include a variety of foods and lots of fruits and vegetables. What will you keep in mind about the road to good health being a journey? Why do you think this is Distribute the Family Discussion Prompt for students to share with important to remember? their families.
How can you use what you learned to help your family Don’t forget to collect students’ card decks! get strong and healthy? SUM UP + BODY QUEST How would you summarize LET’S GET TO WORK! BATTLE CRY what we learned today? How Tell students that every time they meet for Body Quest training, would you explain what we Guide students to work they will conclude the lesson with a Warrior Workout followed by learned to a friend or family independently, with partners, the Body Quest Battle Cry! member? or in small groups on one of the following: Discuss how eating nutritious Turn to Appendix C to find instructions for the Warrior Workout. food is important to being ·· pencil-and-paper activity Distribute the Battle Cry. Have students stand up and sing or recite this healthy. Explain that every day ·· showcase activity chant. Collect the Battle Cry from students for use at the next lesson. we make choices about what we Create these groupings as eat—and therefore choices about appropriate to the students being strong, having good teeth in your class. and muscles, and lots of energy. Printable handouts for this Guide students to conclude lesson can be found at www.LiveWellAlabama.com. that some foods, like fruits and See the appendixes for TASTING vegetables, are great foods for descriptions. If time allows, If time and budget allow, invite students to taste a fruit and/or their bodies. Look at the “Foods invite students to share their vegetable. Introduce these tastings as snacks they can wash for Good Health” word web with pencil-and-paper work with the and eat or peel and eat—or super snacks that include a fruit or students, and ask them to name class. Note that showcases can vegetable AND a grain or a source of protein! fruits and vegetables they should be presented at the conclusion eat regularly in order to keep of this lesson or on the final day of Body Quest. their Body Quest warrior bodies strong and healthy.
72 | Body Quest Leader’s Guide Lesson 4: Armor Your Body | 7 3 MATH ODYSSEY SCIENCE ODYSSEY XX PATTERNS XX HEALTHY DISCOVERIES Remind students that Super Tell students that Muscle Slurper drinks lots and lots Max eats lots of protein to of water in order to keep build his muscles. Write a list his body clean. Tell students of high-protein foods (meat, that Super Slurper usually beans, and milk) on the board drinks eight full glasses of with input from students. water each day. Have avail- Pose the question: able cardboard cutouts or I wonder who discovered that photocopies of water glasses; foods with protein help to fruits; vegetables; grains; and build strong muscles? Lead meat, beans, or milk products. a discussion about science Remind students that each as inquiry and the concept food in the Body Quest battle food photocopies or cutouts in science of posing ques- as soy beans versus energy groups helps the body in a and ask student partners to tions and working to find bars, or peanuts versus special way. Invite students to create patterns using the answers. What do students peanut butter. If time permits, discuss the powers hidden in different foods. What might wonder about? Create an invite students to choose one each of the foods. Then tell the pattern look like on “I Wonder” chart on the of their “I Wonder” questions students that Super Slurper Monday? On Tuesday? Tell board and list questions from and search online or school drinks water at different times students to experiment with students about health, food, library for answers. during the day. For example, silly water and food patterns. exercise, building strong he drinks a glass of water in For example, perhaps Super bodies and minds, etc. Guide the morning, then he has a Slurper drinks one glass of students to discuss science
piece of fruit, then a grain, water, eats two fruits, three and technology and how I Wonder... then a food with protein, vegetables, four grains, five technology improves abilities then another glass of water, foods with protein, etc. of scientists to research and and so on. Distribute the discover new knowledge. How is technology used in agriculture and food produc- tion? (to get rid of bugs) In the study of foods? (to grow bigger plants) Help students distinguish between natural and human-made foods, such
74 | Body Quest Leader’s Guide Lesson 4: Armor Your Body | 7 5 SOCIAL STUDIES ODYSSEY ARTS ODYSSEY XX JOURNEY THROUGH HISTORY XX ART IN HISTORY AND CULTURE Remind students that Remind students that Graino Fiberlicious eats a lot of high Supa has lots of energy fiber foods. Prompt students because he eats grains. to explain the importance of Discuss how outdoor activities fiber in a diet. Why do we are a good way to expend need to eat fiber? What are energy. Point out that hiking some high fiber foods we is an outdoor activity that can eat? (fruits, vegetables, requires a lot of energy and is grains, beans) Write also a bit like taking a journey. suggestions from students on Invite students to share their the board. Then, look at the thoughts about this concept. list and discuss which of these Tell students that many artists foods include ingredients that students that they are on and photographers create Tell students that they will are produced in your state. a journey to achieve good images of landscapes. Lead a be taking a journey through Maybe your state produces health and healthy eating discussion about how artists history to look at art inspired a lot of strawberries or habits. Tell students that might be influenced while by nature in different cultures blueberries or apples. Explain they will be taking a journey looking at nature on a hike. around the world. What that different parts of the through the history of your Display an image of a Van does Native American art United States—and different state to discover what foods Gogh landscape and invite throughout history look like? parts of the world—are known have been produced in your students to describe it. Then, African art? Asian art? North for producing specific kinds area over time. Invite student display an image of a Monet American folk art? Allow time of foods. For instance, tell partners to research online or landscape and invite students for student partners or small students that broccoli, which in the school library to find to describe it. Show students groups of students to look is very high in fiber, is grown out about the produce of other landscape images, online or in the classroom in China, Spain, and India, your region and the people including photographs (Ansel or school library to study art but most people living in the who made contributions to Adams), and lead a discussion from various cultures around United States eat broccoli agriculture and produce at about objects found in the world. grown in California. Remind different points in history. nature that can inspire art.
76 | Body Quest Leader’s Guide Lesson 4: Armor Your Body | 7 7 BATTLE SNACKS XXOBJECTIVES Youth will: • Think about the foods they eat for snacks • Understand what a healthy snack looks like • Recognize that it can be easy to prepare fruits and vegetables for snacks
XXSUCCESS INDICATORS Youth will be able to: LESSON • Identify snack foods they currently eat • Explain what kinds of foods make healthy snack foods • Identify healthy snacks that are easy to prepare • Make healthy snacks with an emphasis on fruits and vegetables 5 XXLIFE SKILLS Youth will work on: • Decision making • Planning and organizing • Critical thinking
XXNATIONAL HEALTH EDUCATION STANDARD Reducing Health Risks • Youth will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
XXLESSON MATERIALS • Body Quest card decks • Chalkboard, chart paper, or interactive white board • Family Discussion Prompt • Battle Cry
Lesson 5: Battle Snacks | 7 9 GET STARTED What sort of snacks do you enjoy eating? Call on several students to respond. Welcome the Body Quest warriors and invite students to restate the warrior vow as a group: What sort of crunchy snacks do you like? I will enter into the quest for health, strength, What sort of sweet snacks do you like? and wisdom. What sort of salty snacks do you like? I will try new fruits and vegetables. What snacks do you eat that come in packages or boxes I will share what I learn with my family and friends. or bags? I will learn to eat healthy foods every day. Explain that children are still growing and they need lots of healthy foods to help them grow—even snack foods in between meals. I will have fun on my quest. Lead a discussion about how healthy snacks give warriors extra Tell students that it’s time for them to give their warrior reports. energy and strength between meals. What foods have you been eating to give you energy? (grains) EXPERIENCE Invite several students to share. Tell students they will be working with partners or in small groups What have you been eating to improve your vision? to select healthy snacks from their Body Quest card decks. (vegetables) Separate students into small groups of two or three and distribute the card decks. Call on several students. Prompt students with the following: What have you been eating to help prevent disease? (fruits) Using one card deck, select foods that would be healthy, crunchy snacks. What did you find? What have you been eating to strengthen your teeth and bones? (milk products) Find foods that you could snack on without cooking or preparation. What did you find? What have you been eating to develop strong muscles? (meat, beans, and milk) Select foods that would be healthy, sweet snacks. What did you find? Prompt students to recall what a journey is. Then help them recall what a quest is—a journey in search of a great prize. Select foods that would be healthy, salty snacks. What did you find? What quest are we on as Body Quest warriors? Remind students that they shouldn’t eat too many salty foods. Guide students to remember that good health is their prize. Does this quest ever end, or is it a quest we will be on for the rest of our lives? Why?
80 | Body Quest Leader’s Guide Lesson 5: Battle Snacks | 8 1 REFLECT bananas SHARE A snack of bananas and nuts will keep me happy How did you decide which snacks to choose? and give me lots of energy. How did you and your classmates work together to make nuts choices?
What surprised you about this activity? Tell students that a combination of healthy snack foods creates a “super snack.” PROCESS LET’S WRITE! Explain that super snacks strengthen more When you are watching television, what sort of snacks than one warrior power at the same time, Ask students to write do you eat? like happiness and energy. about a combination When you go to the grocery store or gas station, what of healthy snack foods they could prepare on sort of snacks do you see for sale? Tell students that they will be working with their small groups to create combinations their own. Is the snack crunchy, sweet, salty? What is the hardest part about selecting good snacks? of foods that would taste good together How will that snack help What is the easiest part about selecting good snacks? and would create a super snack. Ask them them on their quest for to think about snacks that would be easy to good health? What did you learn today about choosing snacks? prepare using just two or three cards.
GENERALIZE Allot several minutes for this activity, and Which of these healthy foods do you already like to then invite students to record their super snack on? snacks on flow charts on the board. If you went into the convenience store this afternoon, what healthy snacks could you find? SUM UP When you go home this afternoon, what healthy snacks What did you learn about in today’s lesson? How would could you find? you describe what you learned to a friend who wasn’t here today? APPLY Tell students that you want to let them in on an important secret: Body Quest warriors eat very special snacks, and not the stuff that Create a flow chart on the board and fill it in as an example of a we see advertised on television. Explain that Body Quest warriors healthy combination of snack foods that will help strengthen Body choose fruits and vegetables, bread and cheese, and fruit and Quest warriors. Think aloud as your fill in the chart. yogurt. Discuss how Body Quest warriors choose snacks that will make them strong, give them energy, and protect their bodies, like armor.
82 | Body Quest Leader’s Guide Lesson 5: Battle Snacks | 8 3 TAKE HOME + BODY QUEST Tell students that their warrior LET’S GET TO WORK! BATTLE CRY challenge is to talk with their Tell students that every time they meet for Body Quest training, family members about eating Guide students to work delicious, healthy, and easy-to- independently, with partners, they will conclude the lesson with a Warrior Workout followed by prepare snacks. Challenge them or in small groups on one of the Body Quest Battle Cry! the following: to prepare and eat snacks that Turn to Appendix C to find instructions for the Warrior Workout. don’t come packaged in a bag or ·· pencil-and-paper activity Distribute the Battle Cry. Have students stand up and sing or recite this box. Remind them that these will ·· showcase activity chant. Collect the Battle Cry from students for use at the next lesson. include fruits and vegetables they Create these groupings as can wash and eat or peel and eat. appropriate to the students in your class. Distribute the Family Discussion Printable handouts for this Prompt for students to share with lesson can be found at their families. www.LiveWellAlabama.com. See the appendixes for TASTING Don’t forget to collect students’ descriptions. If time allows, card decks! invite students to share their If time and budget allow, invite students to taste a fruit and/or pencil-and-paper work with the vegetable. Introduce these tastings as snacks they can wash class. Note that showcases can and eat or peel and eat—or super snacks that include a fruit or be presented at the conclusion vegetable AND a grain or a source of protein! of this lesson or on the final day of Body Quest.
84 | Body Quest Leader’s Guide Lesson 5: Battle Snacks | 8 5 MATH ODYSSEY SCIENCE ODYSSEY XX TWO-DIMENSIONAL SHAPES XX SNACKING OVER TIME
Remind students that Muscle Tell students that Trans Fat Max eats protein from meat, Cat has a particular weakness beans, and milk products for for snacks. He snacks all the strong bones and muscles. time—and not on healthy Tell students that it’s especially fruits and vegetables. Lead a important for Muscle Max to discussion about snacking— find healthy snack foods. Help what do students snack on, students recall two-dimensional how often, what times of day? shapes such as circles, squares, Create a chart on the board rectangles, and triangles. Ask listing snacking habits of for examples of these shapes students, and guide students in the classroom. Tell students to compare and contrast that Muscle Max is on a hunt the appropriate shape. their habits. What similarities do we get from one another, for healthy snacks that come Invite student partners or do you find as a class? What the media, school, home, in different shapes—for small groups of students differences do you find? etc? Encourage students to example, a square whole to look through their Body Discuss personal perspectives share their thoughts about grain cracker with a square Quest card deck and identify of students on eating and these kinds of questions in piece of cheese, or an oval foods in different shapes. health as compared to social small groups. Then invite egg, or a small triangle slice Encourage students to think perspectives. What do we students to research snacking of pizza. Draw these shapes about how food can be cut think when we see someone habits throughout history. on the chalkboard and into different shapes. If time eating fast food in a car? What did people snack on in label them. Help students allows, provide students What do we think when we the 1970s? How about in the brainstorm about foods in with pieces of yarn, and see someone eating carrot 1940s? The 1880s? If time different shapes. Create a encourage them to sticks on a park bench permits, invite students to chart on the board and list use the yarn to form outside? Why do we think the share their findings ideas from students under two-dimensional shapes. way we do? What messages with the class.
pizza cracker orange
86 | Body Quest Leader’s Guide Lesson 5: Battle Snacks | 8 7 SOCIAL STUDIES ODYSSEY ARTS ODYSSEY XX GROWING SNACKS XX ENERGY IN COLOR Remind students that Shining Display an image of Graino Rainbow eats a lot of fruits Supa and ask students and vegetables. Tell students what they recall about this that Shining Rainbow character. What does he eat? particularly enjoys planting Why is it important to eat and growing her own fruits grains? Remind students that and vegetables. Discuss the Graino Supa gets an energy advantages of gardening and boost from eating grains. eating homegrown foods. Ask students to evaluate the Guide students to think drawing of this character. about and discuss from a What do they like about the social perspective shopping artwork? What don’t they like for foods versus growing Provide gardening books for about it? Why? How might about something, rather foods at home. What are students to study in small the character be drawn to than just accepting what the pros and cons of each? groups. Be sure to include show that he has a lot of others say? Why might one Record students’ ideas on the books on container gardens energy? Guide students to person like a piece of art board. What kinds of fruits so students living in all the understanding that there but another person dislikes and vegetables are grown homes, including apartments are various purposes for it? What do past experi- in your region? What is the and condominiums, are able creating works of art and that ences have to do with this? growing season? What can to participate. Allot time for their opinions count. Discuss Allot time for students to people grow in pots versus students to list, describe, and the importance of reflecting create their own brand new a raised bed or garden plot? illustrate snack foods they upon and assessing artwork Body Quest warrior. Help What kinds of snack foods could grow at home. created by themselves and students describe features could students grow at home? others—the relevance of of the warrior (lots of energy, developing evaluation skills for example) before begin- and the ability to articulate ning. After students have
Shopping for Food Growing Food at Home an opinion. What are some completed their artwork, help reasons you might like or them compare and contrast Pros Cons Pros Cons dislike a piece of art, includ- their characters. How are the ing stories, cartoons, paint- warriors similar? How are they ings, music, etc? Why is it different? What do they like important to be able to come and dislike about their work? to your own conclusions
88 | Body Quest Leader’s Guide Lesson 5: Battle Snacks | 8 9 THE WAY OF THE WARRIOR XXOBJECTIVES Youth will: • Understand the benefits of eating fruits and vegetables • Recognize the importance of helping others to understand these benefits • Learn about the concept of persuasion • Understand that they can use words and images to persuade friends and family members XXSUCCESS INDICATORS Youth will be able to: LESSON • Articulate the benefits of eating fruits and vegetables • Explain why it is important to help others learn the benefits of eating fruits and vegetables • Define the wordpersuade • Use words and images to create a persuasive poster for eating fruits and vegetables 6 XXLIFE SKILLS Youth will work on: • Influencing skills and persuasion • Expressing self • Identifying relevant information XXNATIONAL HEALTH EDUCATION STANDARD Health Promotion and Disease Prevention • Youth will comprehend concepts related to health promotion and disease prevention. XXLESSON MATERIALS • Body Quest card decks • Chalkboard, chart paper, or interactive white board • Drawing paper • Markers, crayons, colored pencils • Family Discussion Prompt • Graduation Certificate • Battle Cry Lesson 6: The Way of the Warrior | 9 1 GET STARTED excellent energy Welcome the Body Quest warriors and invite students to restate the warrior vow as a group:
I will enter into the quest for health, strength, healthy heart and wisdom. mighty muscles I will try new fruits and vegetables. I will share what I learn with my family and friends. I will learn to eat healthy foods every day. dazzling digestive
I will have fun on my quest. system Invite students to share their warrior reports. What are some things you have learned about eating good foods? What are some things you have changed about what you eat? What have you shared with your family and friends? What snacks did you have this week? Define and discuss the wordspersuade and convince. EXPERIENCE What does it mean to persuade someone or to convince Remind students what it means to be a Body Quest warrior—to be someone of something? brave and strong and to make good food choices. Tell students Why is it a good idea to persuade people to eat more that today they will draw a picture of themselves as a Body Quest fruits and vegetables? warrior and they will use this drawing for an illustrated talk about what it means to be a Body Quest warrior and to persuade or When have you been persuaded to do something? convince others to be Body Quest warriors. What was it that convinced you? Display a sample drawing of yourself as a Body Quest warrior and Draw a persuasion map on the board and guide students to help explain why you included specific details in your picture. Discuss you fill in the map. why you used specific words or phrases, and why you think these Distribute drawing paper and markers or crayons, and invite words would be persuasive or convincing. students to create their own drawings of themselves as Body Quest warriors. Remind students to use persuasive images and text that will encourage others to become healthy Body Quest warriors. Allow ample time for students to complete their work.
92 | Body Quest Leader’s Guide Lesson 6: The Way of the Warrior | 9 3 REFLECT Fact or Example
LET’S WRITE! Blueberries are good for your skin SHARE Ask students to write and vision. How did it feel to talk to your classmates about eating about something they have read that was fruits and vegetables? persuasive. Where did Fact or Example What have you learned from listening to your they read this? What was Carrots are good classmates talk about good eating? it about the writing style Reason 1 foryour eyes. Fruitsand that was persuasive? PROCESS vegetables are good foryou. When have you seen cartoons or pictures used to sell Fact or Example food?
Reason 2 What did you learn about using pictures to tell an Goal Fruits and important story?
to eat more fruits vegetables are
and vegetables yummy. What did you learn about using words to tell an important story? What did you learn about talking in front of people? Did Reason 3 it help to have your drawing to show your classmates? How?
GENERALIZE When are some other times you could use pictures and words to help you tell a story? Model giving an illustrated talk about your drawing, explaining how and why you consider yourself to be a Body Quest warrior. Mention the journey you are on to make good food choices and to APPLY be brave about trying new foods, and your goal to have a strong Discuss with students how they can use their drawings to persuade and healthy body. their families and friends to eat more fruits and vegetables. Invite Invite students to share their drawings one at a time. As students students to share their ideas. present their work, encourage them to talk about the benefits What else could you use to persuade your friends and of eating fruits and vegetables. Gently remind them to be as family members to follow The Way of the Warrior? persuasive as possible. (Note that some students will be self- conscious about presenting in front of the group. Prompt these Do you think some images or words might be more students by asking questions about specific details in their persuasive for some people and less for others? Why? drawing. If appropriate, stand at the front of the room with these What are some examples of this? students and interview them for a “talk show.”)
94 | Body Quest Leader’s Guide Lesson 6: The Way of the Warrior | 9 5 Lead a discussion about how TAKE HOME people are persuaded by different things—for example, some might LET’S GET TO WORK! Tell students it is important that they share what they have learned be persuaded by the promise of with their family—to encourage their family members to make good food choices just as they make good food choices. Remind good health and others might Guide students to work be persuaded by the promise independently, with partners, students to use their drawing to persuade their family members to of attractive skin. Allot time for or in small groups on one of become Body Quest warriors. Suggest that they keep their drawing students to discuss their thoughts. the following: displayed in the kitchen as a reminder to make healthy choices.
·· pencil-and-paper activity Distribute the Family Discussion Prompt for students to share with SUM UP ·· showcase activity their families. Create these groupings as What have you learned from appropriate to the students Distribute customized Graduation certificates to each student. Body Quest warrior training? in your class. Distribute card decks for students to take home and keep Printable handouts for this Why is what you have learned (optional). important? lesson can be found at www.LiveWellAlabama.com. How will you use your training See the appendixes for and knowledge in the future? descriptions. If time allows, + BODY QUEST invite students to share their BATTLE CRY Congratulate students for pencil-and-paper work with the Tell students that every time they meet for Body Quest training, becoming great warriors—wise class. Note that showcases can they will conclude the lesson with a Warrior Workout followed by and committed to helping others. be presented at the conclusion of this lesson or on the final day the Body Quest Battle Cry! Remind them that the journey of Body Quest. of the Body Quest warrior never Turn to Appendix C to find instructions for the Warrior Workout. ends, that they will always have Distribute the Battle Cry. Have students stand up and sing or recite this choices that will keep their heart chant. Collect the Battle Cry from students for use at the next lesson. and muscles strong. Tell them that they will always need fruits and vegetables to keep them healthy, and sometimes they will need to be brave and not take the easy path. Remind students that it’s always easier to choose cookies or TASTING chips, but the wise warrior doesn’t choose the easy way—the wise warrior chooses the right way (fruits and vegetables)! If time and budget allow, invite students to taste a fruit and/or vegetable. Introduce these tastings as snacks they can wash and eat or peel and eat—or super snacks that include a fruit or vegetable AND a grain or a source of protein!
96 | Body Quest Leader’s Guide Lesson 6: The Way of the Warrior | 9 7 MATH ODYSSEY SCIENCE ODYSSEY XX ORGANIZING AND REPRESENTING DATA XX SUSTAINING FRUITS AND VEGETABLES Remind students that Shining Reintroduce the character Rainbow eats vegetables to Body Doctor to students. look and feel good. Lead a Remind students that Body discussion about the vege- Doctor is committed to eating tables students have been foods that protect her body eating since they have been and keep her from getting studying to become Body sick. Tell students that plants Quest warriors. What are their such as fruits and vegetables favorite vegetables? What help to sustain people and makes them their favorites? animals. Explain that all Allow time for students to animals depend on plants. share. Encourage them to Lead a discussion about how persuade their classmates to ask students which of the human and animal behavior try their favorite vegetables. vegetables is their favorite. depends on the environment. Why should we eat broccoli? Ask them to come to the For example, some people What is so good about it? front of the room and draw eat only food from their a small square at the bottom Tell students that together garden because that is all Watch Out for... you will create a bar chart to of the appropriate column they have to eat; others eat determine which vegetable on the chart. Once you have fast food simply because it is • fast food students like the most. Write the completed bar chart, help available. Encourage students • snack machines the names of the different students analyze why that to think about ways in which • TV ads for Body Quest vegetables particular vegetable is their behavior is influenced unhealthy foods across the top of a piece of most liked. Which is least by their environment. What chart paper. One at a time, liked? Why? are some things in the environment that students Cauli- should watch out for? How Broccoli lowerf Okra Carrots Peppers Spinach Lettuce Tomatoes Squash can they use the power of persuasion to convince themselves to commit to a lifestyle of healthy eating? Record ideas of students on the chalkboard.
98 | Body Quest Leader’s Guide Lesson 6: The Way of the Warrior | 9 9 SOCIAL STUDIES ODYSSEY ARTS ODYSSEY XX MARKETING GOOD HEALTH XX WARRIOR IMPROVISATION
Reintroduce the character Remind students that the self-assign roles for all seven Muscle Max and remind Body Quest warriors are of the Body Quest characters. students that Muscle Max eats healthy because they eat lots Tell students that they will be protein from meat, beans, of healthy fruits, vegetables; improvising a scene in which and milk products in order grains; and meat, beans, and the Body Quest warriors are to be strong and healthy. Tell milk products. Ask students trying to persuade Trans Fat students there are a lot of to discuss Trans Fat Cat’s Cat to lead a healthier life- products that advertise that eating habits. Encourage style. Remind students that in they help people stay healthy. them to share how he might order to be persuasive, they Discuss the concept of supply feel about himself. Do you will have to provide reasons and demand. If there is high think he has lots of energy, and facts or examples. Allow demand for a product, there or do you think he is tired? ample time for students to is more competition in the Lead a discussion about the Do you think he is a strong practice their improvisations market. Ask students to brain- power of persuasion and how warrior? Separate students and then perform them for storm products and services businesses and organizations into small groups (of seven, the class. for good health and to think rely on market research and if possible) and have them about how producers market clever marketing tactics to their goods. How are soccer entice consumers. Discuss products marketed? Running why there is a current demand shoes? Tennis rackets? for products and services that Healthy yogurt products? Fruit lead to good health. drinks? Frozen fruit Popsicles? Separate students into small groups and ask them to research health products online or in magazines and make a list of products and the marketing tactics used by the companies. In whole group, have small-group members share their findings.
100 | Body Quest Leader’s Guide Lesson 6: The Way of the Warrior | 101 !
A–E APPENDIX A: LESSON 1 PENCIL-AND-PAPER ACTIVITIES BRAVE WARRIORS Pencil-and-paper activity sheets are designed as optional, supplemental activities for students with a range of writing and drawing skills. Print and distribute the sheets most appropriate to the developmental level of the students in your class. Printable files in pdf format can be found at www.LiveWellAlabama.com.
104 | Body Quest Leader’s Guide Appendix A: Pencil-and-Paper Activities | 105 LESSON 2 LESSON 3 BATTLE GROUPS BALANCED MEALS
106 | Body Quest Leader’s Guide Appendix A: Pencil-and-Paper Activities | 107 LESSON 4 WARRIOR POWERS
108 | Body Quest Leader’s Guide Appendix A: Pencil-and-Paper Activities | 109 LESSON 5
WARRIOR SNACKS
110 | Body Quest Leader’s Guide Appendix A: Pencil-and-Paper Activities | 111 LESSON 6 APPENDIX B: SHOWCASE ACTIVITIES RECRUITING WARRIORS Showcase activity sheets are designed as optional, supplemental activities for students. A blank page is included for each showcase for younger students who need more room to draw or write. Printable files in pdf format can be found at www.LiveWellAlabama.com.
LESSON 1 WRITE A POEM
112 | Body Quest Leader’s Guide Appendix B: Showcase Activities | 113 LESSON 2 LESSON 3
WRITE A CHEER CREATE A MEAL
114 | Body Quest Leader’s Guide Appendix B: Showcase Activities | 115 LESSON 4 LESSON 5 WRITE A SONG LIGHTS, CAMERA, ACTION
116 | Body Quest Leader’s Guide Appendix B: Showcase Activities | 117 LESSON 6 APPENDIX C: WARRIOR WORKOUTS CREATE AN AD At the end of each session, students will engage in simple exercises that include stretching, cardiovascular training, strength training, and a cool down.
STRETCHING CARROT TWISTS (10 of each) Place your hands on your hips and face forward. Carrot twist to the right, and then carrot twist to the left. CABBAGE FORWARD ARM CIRCLES (10 of each) Stand with your feet apart and hold your arms in the air, parallel to the floor. Make small cabbage circles to the front, and then large cabbage circles to the front. CABBAGE BACKWARD ARM CIRCLES (10 of each) Give your arms a break. Then hold your arms in the air, parallel to the floor again. Make small cabbage circles to the back, and then large cabbage circles to the back.
118 | Body Quest Leader’s Guide Appendix C: Warrior Workouts | 119 CARDIOVASCULAR TRAINING SUPER ACTION Ask students to stand at their desks. Call out the following sports Choose from the following activities: skills and have students pantomime each for 10 to 15 seconds: OVER, UNDER, AROUND, AND THROUGH • Shoot a jump shot—rebound. Shoot again—score! Ask students to find a space in the room where they are an arm’s • Play basketball defense. Guard another player and keep him or length away from their classmates. Guide students to go over, her from scoring. around, and through imaginary or real objects as discussed below. • Pick up your feet and run through tires in a football drill. Example 1: Motion in the Ocean • Swing and miss a baseball. Miss again. Now, hit it out of the • Swim over the ocean with giant swimming strokes. park—home run! • Dive under the sea like a whale would dive—deep, deep, deep • Jump into a swimming pool. Swim forward and then backward. under the ocean. • Crouch down and use your ski poles to ski quickly down a • Walk around on a beach. The sand is hot—pick up your feet dangerous hill. quickly and raise them high. • Jump up and hit a volleyball over a net. Again—and again! • Swim through a school of stinging jellyfish—swerve from side • Swing a golf club five times and watch the ball roll. to side so you don’t get stung. • Throw a football all the way down the field. Now jump and Example 2: Jungle Boogie catch it. • Walk over a rope bridge swinging between two mountains. • Bounce a soccer ball on your head and keep it up in the air. It’s pretty shaky—hold on! • Take arrows from a quiver on your back and shoot them high • Squat down to sneak under a tree that has a big, scary snake into the air—then catch them. in it. • Swim deep underwater. • Walk on tiptoes to get around a lion that is sleeping in the middle of the path. • Bend and catch a ground ball and throw it to first base. Again— and again! • Wade through quicksand that keeps pulling at your legs. ACT UP A STORM Example 3: Big City Breakdown Ask students to stand at their desks. Read each sentence aloud • Walk over a tightrope that is tied between two skyscrapers. and have students act out each sentence for 20 to 30 seconds. (If Watch your step and keep your balance! time permits, invite individual students to the front of the room • Stand under a big bridge and quickly turn your body to watch and have them call out their own ideas for students to act out.) every car that passes overhead. • A big scary bear is chasing you. Hide from it, and then run away! • Cross a busy street and dodge around to keep from being hit • You are popcorn popping. Hop in place. by all the traffic. • Walk through a big rainstorm and try to keep your feet dry.
120 | Body Quest Leader’s Guide Appendix C: Warrior Workouts | 121 • You accidently stepped into a giant bowl of chocolate pudding. STRENGTH TRAINING Wade through it until you get out. • Reach up into the air with both hands and catch balloons. Put POTATO MASHER (3 repetitions, 10 seconds each) the balloons in a bag. Pretend you have a potato between your hands. Press your hands • You are playing the drums in a marching band. March in place. together as hard as you can. • Your head is a giant paint brush. Stretch up and paint the PEPPER PULL APART (3 repetitions, 10 seconds each) ceiling. Put your hands together and lock your fingers. Pretend there is • Swim as if you are in a pool full of sharks and stinging jellyfish. a really hot pepper between your hands and you are trying to • Move your feet on the floor as if you are roller-skating. Fall squeeze out all the juice. down and get up again. SQUASH SQUAT (15 repetitions) • Shake your body as if you are a wet dog. Get all the water out! Imagine you have a giant squash on your shoulders. Squat as low USE YOUR BODY as you can go and then lift (the squash) as high as you can. Have student partners ball up a piece of paper and place it on the CABBAGE MASHER (3 repetitions, 10 seconds each) floor. Ask partners to work together to pick up the paper using Pretend you have a head of cabbage between your knees. Press specific body parts. Call out the following one at a time: your knees together as hard as you can. • One little finger • Backs of hands CARROT LEGS (3 repetitions, 10 seconds each) Imagine that your legs are carrots. Tighten all the muscles in your • Elbow and elbow legs and make them really stiff. • Toes • Foot and foot TURNIP TUMMY (3 repetitions, 10 seconds each) Pretend your stomach is hard as a turnip. Tighten your tummy • Knee and knee muscles as tight as you can. • Forearm and elbow • Foot and elbow • Knee and elbow • Forehead and back of hand
Students can place the paper ball back on their desks or move it to other parts of the room.
122 | Body Quest Leader’s Guide Appendix C: Warrior Workouts | 123 COOL DOWN APPENDIX D: BODY QUEST BATTLE CRY RAINBOW REACH (5 repetitions) Stand on tiptoes. Reach as high as you can and part the clouds Heroes drink zero Close your eyes! with your fingertips. sweet-ened drinks. And realize: you gotta sleep for ten. Don’t be sour – be a flower. LOOK BACK (5 repetitions) Get up and Five jive With your feet spread slightly apart, turn your head to the left, Be active for one hour. fruits and vegetables your chin over your left shoulder, and hold for 10 seconds. Then, Five jive Video-ideo TV time turn your head to the right, chin over your right shoulder, and hold fruits and vegetables two hours only for 10 seconds. Five jive or it’s a crime. fruits and vegetables CORN IN THE WIND (10 repetitions on each side) Milk in a tree. Now we’re to the end. Bend at your waist, turn slightly to the right, and make a big circle All fat free. with your upper body. Then, turn to the left and make a big circle Going to drink ‘em: 1 – 2 – 3. with your upper body.
Eat at least 5 fruits Sleep for 10 hours and vegetables5 4
Drink 3 fat Keep screen free3 milks time2 at 2 hours
Be active 0 sweetened 11 hour drinks0
124 | Body Quest Leader’s Guide Appendix D: Body Quest Battle Cry | 125 APPENDIX E: FAMILY CALENDAR FAMILY WARRIOR TOOLS Families can hang the calendar on their refrigerator to keep track Printable files in pdf format can be found at of their healthy eating, healthy activities, and general healthy www.LiveWellAlabama.com. habits, such as getting good sleep and drinking plenty of water. Instructions are written at a low reading level so all families can SLEEP INFORMATION SHEET participate in this ongoing activity. This calendar and accompanying instructions can be printed This handout explains in easy-to-read language the benefits of front and back. Families will write in the month at the top of the developing healthy sleep habits. calendar. Print this two-sided flyer and distribute to students to take home to their family members.
126 | Body Quest Leader’s Guide Appendix E: Family Warrior Tools | 127 FAMILY DISCUSSION PROMPTS
These discussion starters correlate with the Take Home instruction in each lesson. You will find a page of discussion prompts for each lesson, each prompt repeated seven per page. You can print these and cut along the dotted line to distribute to students. Remind students to share their Take Home discussions with their families. (You can also use a sticker to affix the discussion strips to students’ shirts or book bags.)
128 | Body Quest Leader’s Guide The Alabama Cooperative Extension System (Alabama A&M University and Auburn University) is an equal opportunity educator and employer. Everyone is welcome! Revised March 2013 www.LiveWellAlabama.com www.aces.edu © 2013 by the Alabama Cooperative Extension System. All rights reserved.