Lesson 4
ž Review ¡  Food labeling ¡  Food safety ¡  Food service ž Lesson ¡  Physical ac8vity ¡  Energy balance ž Fitness Break ž Small group projects ž Exit 8cket ž  Name 3 safe food handling rules. ž  How do food service providers know what they can and can’t serve to children? ž  What Nutri8on Facts label informa8on tells you how many calories you will be consuming? ž  What can you learn from an ingredient list? ž Condi8on of the body resul8ng from physical ac8vity. ž Ability for body to complete tasks successfully. ž Ability of heart, lungs, vessels, muscles and points to perform well. ž  Components of fitness include: Healthy body composi8on ¢  Cardiorespiratory endurance ¢  Flexibility ¢  Muscular endurance Muscle strength ¢
ž  Body Composi8on -­‐ how much fat vs. muscle ž  Cardiorespiratory Fitness – ability of heart and lungs to provide oxygen-­‐rich blood to muscles ž  Flexibility -­‐ range of mo8on of your joints ž  Muscular endurance -­‐ how long muscles can work before 8ring (especially important in sports that last a long 8me like cross country running) ž  Strength – amount of force a muscle can produce (especially important in short bursts of ac8vity like weight training and sprin8ng) Fitness is improved by increasing your physical ac6vity! Being physically fit improves short and long term physical and mental health ¡  Promotes healthier body weight and composi8on ¡  Strengthens muscles and bones ¡  Strengthens immune system ¡  Improves sleep ¡  Decreases stress, anxiety and depression ¡  Reduces risk factors for chronic diseases like heart disease, type 2 diabetes, high blood pressure, and osteoporosis ž  60 minutes or more of physical ac8vity daily. ¡  Aerobic: Most of the 60 or more minutes a day should be either moderate-­‐ or vigorous-­‐intensity aerobic physical ac8vity, and should include vigorous-­‐intensity physical ac8vity at least 3 days a week ¡  Muscle-­‐strengthening: As part of their 60 or more minutes of daily physical ac8vity, children and adolescents should include muscle-­‐strengthening physical ac8vity on at least 3 days of the week ¡  Bone-­‐strengthening: As part of their 60 or more minutes of daily physical ac8vity, children and adolescents should include bone-­‐strengthening physical ac8vity on at least 3 days of the week Physical Ac6vity Guidelines for Americans. The U.S. Department of Health and Human Services (HHS), 2008. Type of Physical Ac:vity Age Group: Children Moderate intensity aerobic • Ac8ve recrea8on such as hiking, skateboarding, rollerblading • Bicycle riding • Brisk walking Vigorous intensity aerobic • Ac8ve games involving running and chasing, such as tag • Bicycle riding • Jumping rope • Mar8al arts, such as karate • Running • Sports such as soccer, ice or field hockey, basketball, swimming, tennis • Cross-­‐country skiing Muscle Strengthening • Games such as tug-­‐of-­‐war • Modified push-­‐ups • Resistance exercises using body weight or resistance bands • Rope or tree climbing • Sit-­‐ups (curl ups or crunches) • Swinging on playground equipment Bone Strengthening • Games such as hopscotch • Hopping, skipping, jumping • Jumping rope • Running • Sports such as gymnas8cs, basketball, volleyball, tennis The FitnessGram test is used in the Presiden8al Youth Fitness Program. Aerobic Capacity ¡  PACER test, One-­‐mile run/walk ž  Muscular Strength, Endurance, and Flexibility ¡  Curl-­‐up, trunk lib, push-­‐up, modified pull-­‐up, and flexed arm hang ¡  Back-­‐saver, sit-­‐and-­‐reach, and shoulder stretch ž  Body Composi8on ¡  Percent body fat or body mass index ž
Have children demonstrate the meaning of the following terms. This is a great fitness break! • Agility – Ability to move and change direc8ons • Balance – Ability to control your body weight and posi8on • Coordina8on – Ability to use body parts and senses together effec8vely • Power – Ability to use strength and speed • Reac8on 8me – ability to move quickly to a signal • Speed – Ability to move quickly
Nutri8on ž
Intake of calories
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Girls 1600 -­‐ 2000 Boys 1800 – 2000 Energy/calorie nutrients ¡
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Carbohydrates Fat Protein Y
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Physical ac8vity ž
Output of calories ¡
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Tips about Burning Calories ¡
Tips about Calorie Intake ¡
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Reduce added sugar and corn syrup Reduce fat Eat fruits and vegetables (they are low in calories!) Eat junk food less oben (they are high in sugar and fat!) Metabolism: 1000 -­‐ 1200 Exercise: sedentary -­‐ 500 Exercise: moderate – 750 ¡
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Move your body at least 15 minutes 4 8mes a day = 60 minutes Exercise so your heart rate increases and you break a sweat Less screen 8me = more 8me for healthier ac8vi8es Walk fast ž Why should you care? ¡  Feel beker about yourself ¡  Learn beker ¡  Be sick less oben ¡  Sleep beker ¡  Treat yourself beker ¡  Be in control of you ¡  Prevent diseases like diabetes, heart disease, obesity ¡  Be happier ¡  Strengthen your heart and muscles ¡  Be a healthy role-­‐model to friends and family 1. First -­‐ write each direc:on and corresponding ac:vity on the board or overhead to make it easier for the students to follow. ➢ Move backwards -­‐ back stroke (swimming mo8on) ➢ Move forward -­‐ march in place ➢ Move to either side -­‐ side stretch in the direc8on of the hot tamale ➢ Up higher -­‐ climbing ladder mo8on ➢ Down lower -­‐ squats ➢ Within one foot of the tamale (can be any object) -­‐ students pretend they are stepping on hot coals (in place). 2. One student exits the classroom. 3. The rest of the class watches the teacher hide the “hot tamale” (can be any object) somewhere in the classroom. 4. The student who exited the classroom re-­‐enters. 5. The rest of the class tries to guide him/her to the hidden tamale by performing various physical ac:vi:es, with each ac:vity corresponding to a different direc:on. Students are not allowed to talk. 6. Once the student locates the hidden “hot tamale”, another student is selected to exit the classroom and the “hot tamale” is hidden in another loca:on so that the game can be repeated. ž  Write, research, create. ž  Prac8ce in front of someone who will give you honest feedback. ¡  Is your advocacy message clear? Is your solu8on understandable? ¡  Are you fun and engaging? ¡  Can they hear you? ž  Are all members of your group equally involved? ž  Does your visual distract or support your presenta8on? ž  Do you have all the props you need? Music, costumes, food for demos, etc. 1.  Name 2 benefits of being physically fit 2.  Give an example of a vigorous aerobic exercise 3.  What does body composi8on mean? 4.  What is a good way to balance your calorie intake and your calorie output? 5.  What healthy food choice will you make today?