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bienestar/neema Health Program7th Grade Teacher’s guide

Purpose:“The purpose is to implement a program

that can reduce or prevent obesity

and diabetes risk factors in youth from

populations at risk”

mission statement:“The Social & Health Research Center

is a non-profit organization committed

to the social and health well-being

of populations at risk”

For more information on the Bienestar/NEEMA Health Program visit www.bienestarneema.org

bienestar/neema Health Programbienestar/neema Health Program7th Grade Teacher’s guide7th Grade Teacher’s guide

Acknowledgements

The Bienestar/NEEMA Coordinated Health

Program is made possible in whole or part by:

Roberto P. Trevino, MDTammy Jordan Wyatt, PhD

Mary Shaw-Ridley, PhDUniversity Health System

Southwest General HospitalThe Blake, Kymberly, & George Rapier, III Charitable Lead Unitrust

Bienestar/NEEMA Health Program7th grade teacher’s guide

1302 S. St. Mary’s StreetSan Antonio, Texas 78210(866) 676-7472(210) 533-8886(210) 533-4107 (fax) Find us on the World Wide Web at: http://www.bienestarneema.org

Copyright©2008 Social & Health Research Center.

Designed by: esd&associates, San Antonio, Texas (www.esdandassociates.com)

Notice of RightsAll rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission of the publisher. For more information on getting permission for reprints and excerpts, contact the Social & Health Research Center.

Notice of LiabilityThe information in this book is distributed on an “as is” basis, without warranty. While every precaution has been taken in the preparation of this book, the author shall not have any liability to any person or entity with respect to any loss or damage caused or alleged to be caused directly or indirectly by the instructions contained in this book.

Printed and bound in the United States of America.

Printed on recycled paper.

ISBN# 1-932967-96-6

6

Bienestar/NEEMA pre/post test/answer sheets ............................................ 10Lesson 1: the hunt for health ......................................................................................... 19

Using online resources, students will locate vocabulary terms related to heart disease, physical activity, eating disorders and diabetes.

Lesson 2: Got goals? ...............................................................................................................25Discuss the benefi ts of goal setting and distinguish between long-term and short-term goals. Students will create a goal-setting plan and take steps to reach the desired long-term goal.

Lesson 3: what’s in a menu? .................................................................................................34Designed to apply concepts of the Food Guide Pyramid to daily meals served in the food cafeteria. Students will evaluate meals served and create examples of healthy breakfast and lunch meals.

Lesson 4: healthy home cooking ................................................................................... 40Students will select a recipe from the internet, plan part of the dinner meal and prepare the dish at home with parent assistance.

Lesson 5: Healthy Holidays ............................................................................................... 48Students will gather recipes from home that are often used during the holiday season, analyze the recipes for nutritional content and discuss culture and family practices in relation to nutrition and health.

Lesson 6: Advertising awareness ..............................................................................52Evaluate an advertisement identifying various tactics used by advertisers to get teens to purchase their products.

Lesson 7: the way to “weigh” ............................................................................................56Designed to inform students of healthy weight management strategies and methods for evaluating a healthy body weight.

Lesson 8: give yourself a hand ..................................................................................... 64Designed to provide a basic overview of eating disorders and its relationship to body image.

Lesson 9: cardio concerns ............................................................................................... 72Discuss different types of heart disease and risk factors involved.

Lesson 10: The 411 on diabetes ............................................................................................79Designed to have the student access diabetes information from the internet and develop a brochure for family members to review.

Lesson 11: getting fit to win ............................................................................................... 84Inform students of the basic components of fi tness. Students will brainstorm for activities that promote each fi tness category.

Lesson 12: right on target .................................................................................................. 88Designed to inform students how to calculate heart rate.

Lesson 13: persuade to a healthy way .....................................................................92Choosing one of three writing prompts, students will write a fi ve paragraph persuasive essay targeting a family member.

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7

TABLE OF CONTENTS Prueba de Inicio y de Término .............................................................................................14

Lección 1: La búsqueda por la salud ........................................................................ 23 Utilizando recursos del Internet, estudiantes buscaran explicación de frases y palabras relacionadas a la enfermedad de corazón, las actividades físicas, los desordenes de alimentación, y la diabetes.

Lección 2: Tienes metas? .......................................................................................................29 Discusiones acerca los benefi cios de formar metas y comprendiendo la diferencia entre metas de largo y corto plazo. Los estudiantes preparan un plan con sus metas personales y tomaran pasos hacia una meta de largo plazo.

Lección 3: Qué hay en el menú? ........................................................................................ 37 Aquí aplicamos conceptos desde la Pirámide de Alimentos recomendados a los platillos que se ofrecen en la cafetería. Los estudiantes evaluaran los platillos servidos y preparar ejemplares nutritivos de platillos de desayuno y almuerzo.

Lección 4: Comida casera saludable .........................................................................43 Los estudiantes seleccionaran una receta del Internet, planearan una parte de la cena, y prepararan el platillo en casa con ayuda de los padres.

Lección 5: Días de fiesta saludable ........................................................................... 51 Los estudiantes recogerán recetas de casa que se utilizan durante los días de fi esta, analizan las recetas anotando al contenido nutritivo, y discuten la cultura y las prácticas de familia relacionadas a la nutrición y la salud.

Lección 6: Conociendo los anuncios ..........................................................................55 Las tácticas usadas por anuncios comerciales que intentan convencer jóvenes que compren productos son evaluadas en esta lección.

Lección 7: El camino hacia “El Peso” ............................................................................59 Esta lección esta diseñada con intento de informar a los estudiantes de estrategias para manejar el peso y evaluar su peso en vista de una norma saludable.

Lección 8: Un aplauso a si mismo ....................................................................................67 La lección esta diseñada para ofrecer un conocimiento básico de los desordenes de alimentación y su relación al auto-imagen.

Lección 9: Preocupaciónes cardiacas .................................................................... 76 Explicación de los distintos tipos de enfermedad del corazón y los factores relacionados de riesgo.

Lección 10: El número informativo 411 sobre la diabetes ........................83 Ejercicios diseñados para que el estudiante busquen información sobre la diabetes en el Internet y que preparen un folleto informativo para sus familiares.

Lección 11: Ejercite Para Ganar .....................................................................................87 Información para los estudiantes sobre los componentes básicos de la buena salud. Los estudiantes discutirán una variedad de actividades que promueven cada categoría de la buena salud.

Lección 12: Al centro del blanco .................................................................................... 91 Esta lección se enfoca en un componente principal de la buena salud, o sea, la resistencia cardiovascular.

Lección 13: Convenciéndolos hacia la buena salud ......................................95 Utilizando uno de tres apuntes sugeridos, los estudiantes preparan un ensayo intentando convencer a un miembro de la familia.

8

Becoming Familiar with the Bienestar/NEEMA

Health CurriculumI. Background Information — Teacher’s GuideA. Lesson preparation information for the teacher is listed on the fi rst few pages of each lesson under the following headings:

1. National Health Education Standards & Texas Education Knowledge & Skills (TEKS)—The 7th grade national health education standards and TEKS are listed by number for each lesson. These skills are either completely or partially addressed in the health education lesson.

2. Objectives—The objectives state what the student should be able to do after learning the concepts of the lesson. The objectives are written in behavioral terms from the six levels of the cognitive domain, knowledge, comprehension, application, analysis, synthesis or evaluation.

3. Lesson Summary—The lesson summary gives a brief description of the lesson content.

4. Materials—The materials sections list what items you will need to complete this lesson. Most lessons only require the student workbook and pens or pencils. However, some lessons will require other materials such as scissors, glue, markers, colored pencils, graph paper or magazines.

II. Making Full Use of the Lesson — Teacher’s GuideA. The lesson starts by reviewing the following sections:

1. Procedures— • Provides a “sample” statement the teacher can use when “setting up” or introducing the lesson to the students.

It will always appear before the lesson begins and is written at a level that 7th grade students can understand regarding the focus of the lesson.

• Next you will fi nd directions for the lesson. The directions are bulleted and describe how the lesson should be completed, step by step.

2. Teaching Concepts—All concepts are sequentially numbered. Under the heading are the content bullets that should be taught, using age appropriate language.

3. Assessment/Check for Understanding— This section provides a brief overview of how to complete the lesson with an emphasis on reviewing teaching concepts and the lesson activity.

9

III. Completing the Lesson ActivityA. The sections that will describe the activity are below:

1. Discussion Questions—This section provides several questions based on the content of the lesson. You may review these questions in class to assess the students’ comprehension of the teaching concepts.

2. Extension Activity—Provides an opportunity for students to continue an activity outside of the classroom. The activities are optional and can be used if students need an additional activity for better understanding the concepts of the lesson.

IV. Pre/Post ExamA. Before the fi rst lesson:

1. Administer the pre/post exam before the fi rst lesson is taught.

2. A master copy of the exam, the answer key and an answer sheet are located in the teacher’s guide. A copy of the exam and two answer sheets are located in the student workbook.

3. You may copy the exam and answer sheet to distribute to the students or have students use the copies provided in their student workbook.

***Note: It is important to have the students complete the pre/post exam prior to beginning lessons and upon completion of the lessons to get the most accurate measure of knowledge change.***

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The proportion of the fat tissue and non-fat tissue in the body is called

a) body compositionb) fl exibilityc) muscular enduranced) cardiovascular endurance

Which of the following activities best enhances your body composition?

a) stretchingb) weight liftingc) yogad) jumping rope

Which of the following is a calcium-rich food?

a) yogurtb) chickenc) beansd) nuts

Which of the following is a benefi t of maintaining a healthy weight?

a) prevention against heart disease, stroke and Type 2 diabetesb) reduces muscle strains and joint painc) maintains energy levels and enhance moodd) all of the above

Insulin is produced in the

a) liverb) pancreasc) heartd) stomach

Bienestar/NEEMA

Pre/post test7th grade

11

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Which of the following is an example of a long-term goal?

a) practicing an instrument each dayb) studying for an examc) participating in a sports activityd) making your bed each morning

Advertisers try to sell teens products by using which of the following strategies?

a) convincing you that it is cool to use their productb) use celebrities to sell a productc) use music or jingles to make you think of the productd) all of the above

A life-threatening disorder in which the individual repeatedly eats excessively large amounts of food followed by vomiting or other purging methods in an attempt to avoid weight gain is known as

a) anorexia nervosab) bulimia nervosac) binge eatingd) disordered eating

A condition in which the arteries leading to the brain become blocked causing damage to the brain is referred to as

a) heart attackb) arteriosclerosisc) hypertensiond) stroke

The heart rate at which a person gains maximum cardiovascular benefi t from aerobic exercise is called

a) resting heart rateb) metabolic heart ratec) target heart rated) activity heart rate


Bienestar/NEEMA

1212

A condition in which fatty substances build up in the arteries is called

a) strokeb) atherosclerosisc) arteriosclerosisd) hypertension

According to the MyPyramid, how many servings of grain should someone your age eat each day?

a) 1-2b) 2-3c) 3-4d) 5-6

Body Mass Index (BMI) is

a) a way to calculate your body size by using your height and weightb) the ability of muscles to exert a forcec) the number of heartbeats per minute desired during exercise for maximum benefi td) how hard the heart is pumping to move blood through the body

A disorder in which a person starves him/herself due to intense fear of gaining weight is called

a) anorexia nervosab) bulimia nervosac) binge eatingd) disordered eating

______________ is defi ned as the muscle’s ability to perform physical activity without getting easily tired.

a) muscular strengthb) fl exibilityc) muscular enduranced) cardiovascular endurance

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Bienestar/NEEMA

13

If a person intakes more calories than he/she expends, he/she will

a) lose weightb) maintain weightc) gain weightd) reach an ideal weight

Which of the following is NOT a way to maintain a healthy weight?

a) dietb) choose foods low in fatc) drink lots of waterd) engage in physical activity

When you eat, your body turns the food into a sugar called

a) insulinb) glucosec) glycogend) hormone

Which of the following is NOT a risk factor for Type 2 diabetes?

a) poor nutritionb) family historyc) race/ethnicityd) low cholesterol

Which of the following is a treatment for Type 2 diabetes?

a) insulin injectionsb) high-fat dietc) sedentary lifestyled) all of the above

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Bienestar/NEEMA

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La proporción de tejido celular grasoso comparado al no-grasoso se llama

a) la composición del cuerpob) la fl exibilidadc) la resistencia musculard) la resistencia cardiovascular

¿Cual de las siguientes actividades es mejor para acentuar su composición corporal?

a) estrechando los músculosb) levantando pesosc) la yogad) brincar cuerdas

¿Cual de lo siguiente es un alimento rico en el calcio?

a) el yogurtb) el polloc) los frijolesd) las nueces

¿Cual de lo siguiente es un benefi cio de mantener un peso saludable?

a) la prevención contra enfermedades de corazón, apoplejía, y la diabetes tipo 2b) la reducción de torceduras musculares y dolor en las coyunturas c) mantenimiento del nivel de energía y una mejor disposición d) todo lo de arriba

La insulina se produce en

a) el hígadob) el páncreasc) el corazónd) el estomago

Bienestar/NEEMA

Prueba (Inicial-Final) del currículo de salud Bienestar—7o Grado

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¿Cual de lo siguiente es un ejemplo de una meta de largo plazo?

a) practicar con un instrumento cada díab) estudiando para un examenc) participar con un equipo deportivod) arreglar su cama cada mañana

¿Los comerciantes intentan vender sus productos a los jóvenes usando cual de las siguientes estrategias?

a) convenciéndote que es moderno usar el productob) utilizando personas famosas para vender el productoc) usando música o refranes para hacerte recordar el productod) todo lo de arriba

Un desorden que perjudica la vida en el cual el individuo come repetidamente cantidades grandes de alimentos seguido con vomitar o purgas con el intento de evitar aumento de peso se conoce como

a) la anorexia nervosab) la bulimia nervosac) la alimentación como parrandad) la alimentación desordenada

Una condición donde las arterias hacia el cerebro llegan a bloquearse, causando daño al cerebro se refi ere como

a) un ataque de corazónb) la arteriosclerosisc) la hipertensiónd) la apoplejía

El latido del corazón que produce el máximo benefi cio cardiovascular del ejercicio aeróbico se llama

a) el latido sedentario del corazónb) el latido metabólico del corazónc) el latido objetivo del corazónd) el latido en actividad del corazón

Bienestar/NEEMA


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a) apoplejíab) aterosclerosisc) arteriosclerosisd) hipertensión)

¿De acuerdo con Mi Pirámide, cuantas porciones de cereales debe comer una persona de su edad al día?

a) 1-2b) 2-3c) 3-4d) 5-6

El Índice de Masa Corporal (BMI) es

a) un modo de calcular el tamaño del cuerpo usando la estatura y pesob) la habilidad de los músculos ejercer una fuerzac) el número de latidos del corazón que se desea para obtener el máximo benefi cio al ejerciciod) una medida del trabajo del corazón en mover la sangre por el cuerpo

Un desorden donde una persona se pasa hambre por el temor intenso al aumentar peso se llama

a) la anorexia nervosab) la bulimia nervosac) la alimentación en parrandad) la alimentación desordenada

______________ se defi ne como la habilidad de los músculos para sostener actividades físicas sin cansarse demasiado.

a) la fuerza muscularb) la fl exibilidadc) el la resistencia musculard) la resistencia cardiovascular

Bienestar/NEEMA


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a) perdiendo pesob) manteniendo su pesoc) aumentando pesod) en un peso ideal

¿Cual de lo siguiente NO ES un modo de mantener un peso saludable?

a) una dietab) alimentos con bajo contenido de grasac) tomando bastante aguad) participando en actividades físicas

Cuando uno come, el cuerpo convierte los alimentos en una azúcar llamada

a) la insulinab) la glucosac) el glicógenod) una hormona

¿Cual de lo siguiente NO ES un factor de riesgo a la diabetes tipo 2?

a) la alimentación inadecuadab) la historia familiarc) la raza o etnicidadd) el bajo colesterol

¿Cual de lo siguiente es un tratamiento para la diabetes tipo 2?

a) inyecciones de insulinab) una dieta con alto contenido de grasasc) un modo de vivir sedentariod) todo lo arriba

Bienestar/NEEMA


ANSWERS KEY

18

__________________________________________________________

FIRST NAME

____________________________________________________________________________________

LAST NAME

____________________________________________________________________________________

SCHOOL

_____ / ______/ _______

DATE

_______

GRADE

Pre/post test7th grade (ANSWERS)

Bienestar/NEEMA

19

Health TEKS: 4(a) Health Information: The student knows how to research, access, analyze and use health information. The student is expected to use

critical thinking to analyze and use health information.

Reading TEKS: 6(c) Reading/Word Identifi cation. The student uses a variety of word recognition strategies. The student is expected to locate the

meanings, pronunciations and derivations of unfamiliar words using dictionaries, glossaries and other sources.

National Health Education Standards: 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Objectives: After completion of this activity, the student will 1. Locate information pertaining to a set of health-related words 2. Create an original sentence for a set of health-related words 3. Access and utilize age-appropriate resources for on-line health information

Lesson Summary: Students will use online resources (if available) to locate information pertaining to vocabulary terms related to heart disease, physical

activity, eating disorders and diabetes. Upon locating the defi nition to each word, students will complete a cross-word puzzle. Additionally, students will create an original sentence using each vocabulary word.

Materials: Internet access, student workbook pg. 18

Procedures: Begin this lesson by stating: “Today we will use on-line resources to locate information pertaining to vocabulary words related to heart disease, physical activity, eating

disorders and diabetes. After searching the internet (and other sources) for information about each vocabulary word, you will determine which defi nitions provided in the student workbook best match with each vocabulary term by completing a cross-word puzzle. Lastly, you will write an original sentence using each vocabulary term.”

• Distribute student workbooks • Teach Teaching Concepts provided below • Assist students with gaining Internet access to dictionary, encyclopedia, and health-related reference Web sites such as: www.americanheart.org, www.diabetes.org, www.wordcentral.com, www.kidshealth.org, www.factmonster.com, www.m-w.com, www.britannica.com, www.nationaleatingdisorders.org, www.bam.gov * If internet is unavailable use other classroom or library resources • Have student complete cross-word puzzle and create an original sentence using each vocabulary term

Teaching Concepts 1 1. It is important to know the meanings and major ideas associated with health-related words. This set of 21 vocabulary words will

be referred to throughout the remainder of the health lessons. These words are related to some of the major concepts that we will discuss throughout future lessons: heart disease, physical activity, eating disorders and diabetes. Rather than simply using a classroom dictionary, the class will access different kid-friendly online resources such as an on-line dictionary, on-line encyclopedia, and health-related Web sites to gather information on each vocabulary term. [option: you may choose to have the students work in pairs or small groups to gather the information]

Lesson 1:The hunt for health

20

Below are the defi nitions for each vocabulary term as provided in the cross-word puzzle:• Arteriosclerosis—a condition that occurs when the fatty substances that have built up in the heart cause the arteries to become thick

and harden. (14 Across)• Atherosclerosis—a condition that occurs when fatty substances such as cholesterol build up in the arteries of the heart. (4 Down)• Anorexia—an eating disorder in which an individual has an intense fear of gaining weight and starves him/herself in order to not

gain weight (17 Across)• Bulimia—an eating disorder in which an individual repeatedly eats excessively large amounts of food and then purges food by

vomiting or other means. (10 Across)• Binge eating—an eating disorder in which an individual repeatedly eats excessively large amounts of food in one sitting. (10 Down)• Blood pressure--how hard your heart is pumping to move blood through your body. (5 Across)• Body composition—the proportion of fat tissue and non-fat tissue in the body. (3 Down)• Body mass index—a way to calculate your body size by incorporating your height and weight into an equation. (15 Across)• Cholesterol—a yellow, waxy substance produced by the liver and found in animal products that is used by the body to build cells and make

other substances. (7 Across)• Pancreas--The pancreas is a long, fl at gland in your belly. It sits behind the stomach and produces enzymes that are important for

digestion. Insulin, which helps control the level of glucose in the blood, is also made in the pancreas. (6 Across)• Glucose—a simple sugar and your body’s primary source for fuel. (18 Across)• Type 2 Diabetes--When someone has Type 2 diabetes, his or her body doesn’t use glucose properly. Glucose is the main source of energy

for the body. Glucose levels are controlled by a hormone called insulin, which is made in the pancreas. In Type 2 diabetes, the body can’t respond normally to the insulin that is made by the pancreas. (12 Down)

• Endocrine System—a body system composed of glands, such as the pancreas, that manufacture and secrete hormones, such as insulin, into the bloodstream. (19 Across)

• Flexibility—the ability of a joint, such as the shoulder or hip, to move freely and easily through a full range of motion. (2 Across)• Cardiovascular Endurance—the heart’s ability to perform physical activity without getting easily tired. (9 Down)• Muscular Endurance—the muscles’ ability to perform physical activity without getting easily tired. (11 Down)• Heart attack—a condition that occurs when the blood supply to the heart slows or is blocked causing damage to the

heart muscle. (8 Down)• Insulin--Insulin, which is made in the pancreas, lowers the level of glucose in the blood. It does this by helping glucose enter the body’s

cells. Your body gets glucose from the food you eat and it travels through the bloodstream. But without insulin, glucose can’t get into the cells. In diabetes, the pancreas doesn’t make enough insulin or the body can’t respond normally to the insulin that is made. This causes the glucose level in the blood to rise. (13 Across)

• Strength—the ability of your muscles to exert a force. (16 Across)• Target heart rate—the number of heartbeats per minute desired during exercise for maximum benefi t. (20 Across)• Resting heart rate—the number of heartbeats per minute while at rest. (1 Down)

Teaching Concepts 2Not only is it important to be able to defi ne a set of words, but to better help one understand the meaning it is best to use the defi nition of a word to create an original sentence. For example: Atherosclerosis can lead to a blockage of blood fl ow to the heart causing a heart attack. As an extension activity, the class will create an original sentence for each vocabulary word using the information accessed from the web sites.

Assessment/Check for Understanding:• Read the instructions aloud.• Provide the students with a set of Web site addresses.• Ask if they have any questions.• Allow students time to complete the activity as you walk around and help them.• Review the cross-word puzzle activity.• Review the extension activity.

Lesson 1: hunt for health

21

Lesson 1:Hunt for health:

crossword

Terms:arteriosclerosis atherosclerosis anorexia bulimiabinge eating blood pressure body composition glucosebody mass index cholesterol pancreas insulinType 2 diabetes endocrine system fl exibility cardiovascular endurance muscular endurance strengthheart attack target heart rate resting heart rate

Lesson Review Sheet − Student Workbook p. 18

Directions: Using the information gathered during your Internet search complete the following crossword puzzle.

22

Definitions:Across2. the ability of a joint to move freely and easily through a full range of motion5. how hard the heart is pumping to move blood through the body6. gland that produces insulin to help control glucose levels in the blood7. yellow, waxy substance used by the body to build cells and make other substances10. disorder in which person repeatedly eats large amounts of food and purges13. hormone that regulates glucose levels in the bloodstream14. when fatty substances in the heart cause the arteries to thicken and harden15. a way to calculate your body size by using your height and weight16. the ability of muscles to exert a force17. disorder in which person starves him/herself due to intense fear of gaining weight18. a simple sugar and the body’s primary source for fuel19. system composed of glands that manufacture and secrete hormones into the bloodstream20. the number of heartbeats per minute desired during exercise for maximum benefi t

Down1. the number of heartbeats per minute while at rest3. proportion of fat and non-fat tissue in the body4. when fatty substances build up in the arteries of the heart8. condition that occurs when the blood supply to the heart slows or is blocked causing damage9. heart’s ability to perform physical activity without getting easily tired10. disorder in which person repeatedly eats large amounts of food in one sitting11. the muscle’s ability to perform physical activity without getting easily tired12. condition in which the body can not respond normally to insulin

On a separate sheet of paper create an original sentence using each word from the list above.

Extension Activity:

23

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Instrucciones: Usted viajara a un número de sitios de Internet para recoger información en los tópicos abajo. Anote una descripción breve para cada frase abajo y avísenos de cualquier información interesante que encontró:

Lección No 1:La Búsqueda por la salud:

VocabularioLesson Review Sheet − Student Workbook p. 20

Términos:arteriosclerosisaterosclerosisanorexiabulimiacomer de parrandapresión de sangrecomposición corporalglucosaÍndice de volumen corporalcolesterolpáncreasinsulinadiabetes tipo 2sistema endocrinafl exibilidadtesistencia cardiovascularresistencia muscularfuerzasataque de corazónlatido deseado de corazónlatido de corazón en descanso

24

Definiciones:Al cruzar2. Un desorden en cual una persona repetidamente consume grandes cantidades de comida y despues se purga4. Una azúcar sencilla y el recurso primario que el cuerpo usa para tener energía7. Un desorden donde la persona se sujeta al hambre por el miedo intenso de aumentar de peso11. Cuanto trabajo hace el corazón en la cirulacion de la sangre o el cuerpo20. El numero de latidos de corazón en descanso21. Una sistema de gládulas que fabrican y distribuyen hormonas hasta al sistema de cirulación de sangre

Al vertical1. La habilidad de los musculos para hacer fuerza3. Una hormona que reula los niveles de glucosa en la sangre5. Una condición donde el cuerpo no responde normalmente a la insulina6. El número deseado de latidos del corazón durante el ejercicio para obtener mayor benefi cio8. Cuando sustancias gransosas se acumulan en las arteriales del corazón9. La glándula que produce la insulina que ayuda controlar el nivel de glucosa en la sangre10. La habilidad del corazón de sostener actividades fi sicas sin demasiado cansancio12. Una condición que occurre cuando el fl ujo de sangre al corazon se reduce o bloquea, causando dano13. Un método para calcular el volumen del cuerpo con los datos de estatura y peso14. La habilidad de los musculos de sostener actividades fi sicas sin demasiado cansancio15. La proporción de células grasosas y no-grasosas en el cuerpo16. Cuando sustancias grasosas se acumulan en las arterias, causándolas que se engruesen y solidifi carse17. Un desorden donde una persona repetidamente come grandes cantidades de alimentos en una instancia18. la habilidad de una coyuntura moverse libremente y fácilmente por todas las extensiones de movimiento19. Una sustancia amarilla, cerosa que el cuerpo utiliza para hacer celulas y otras sustancias

Actividad extendida:

En una hoja de papel aparte, prepare una declaración original usando cada palabra en la lista arriba.

25

Lesson 2:got goals?

Health TEKS:12(F) Personal/Interpersonal Skills: The student analyzes information and applies critical-thinking, decision-making, goal-setting and

problem-solving skills for making health-promoting decisions. The student is expected to develop strategies for setting long-term personal and vocational goals.

National Health Education Standards:1.7 Students will comprehend concepts related to health promotion and disease prevention to enhance health — describe the benefi ts of

and barriers to practicing healthy behaviors.6.1 Students will demonstrate the ability to use goal-setting skills to enhance health — assess personal health practices.6.2 Students will demonstrate the ability to use goal-setting skills to enhance health — develop a goal to adopt, maintain or improve a personal health practice.6.3 Students will demonstrate the ability to use goal-setting skills to enhance health — apply strategies and skills needed to attain a personal health goal.7.2 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks — demonstrate healthy

practices and behaviors that will maintain or improve the health of self or others.

Objectives:Upon completion of this activity, the students will:1. Distinguish between long-term and short-term goals.2. Discuss the benefi ts of goal-setting.3. Set and attain a long-term goal and series of short-term goals.

Lesson Summary:Students will discuss the benefi ts of goal-setting and distinguish between long-term and short-term goals. Students will create a goal-setting plan and take steps to reach the desired long-term goal.

Materials:Student workbook pg. 22

Procedures:Before beginning the lesson, state: “Goal-setting is an important strategy to learn. There are many benefi ts to setting and reaching goals. Today we will discuss the steps to creating a goal-setting plan.”• Distribute student workbook• Teach the teaching concepts provided below• Have students complete a goal-setting plan

26

Lesson 2: got goals?

Teaching Concepts 1Goals give you a direction in which to pattern your decisions and behaviors. A goal is one way to measure your achievement. Some goals are easy to achieve while others are more diffi cult. • Ask: What is an example of an easy goal to achieve? [example responses: improving on a test grade, keeping your room clean, making your bed each day, etc.] • Ask: What is an example of a more diffi cult goal? [example responses: making all A’s on your report card, running a 5K race, making a varsity sports team, etc.]

Teaching Concepts 2When determining whether a goal is easy or diffi cult it is important to recognize your own strengths and weaknesses. When you choose a goal to set it is very important that your goal be attainable. Your goal should not be so easy that you do not have to put forth any effort; however, you should be able to reach your goal within a set time period so that you may not get discouraged and quit. Goals that you plan to reach over an extended period of time such as many months to a year or longer are considered long-term goals. • Ask: What might be an example of a long-term goal? [example responses: making a basketball team, making all A’s for the school year, learning a new hobby, etc.]

Goals that you can reach in a short period of time, such as each day or in a few weeks, are considered short-term goals. Setting and attaining a series of short-term goals can help you to reach your long-term goals. • Ask: What might be an example of a short-term goal? [example responses: practicing an instrument each day, studying each day after school, attending basketball practice, etc.]

Teaching Concepts 3There are many benefi ts to setting and reaching goals. For example, your self-confi dence may become enhanced when your reach your goal. You may gain positive recognition and attention from others by striving and attaining your goals. Your health, grades and time-management skills may improve by sticking to your goal plan.

Teaching Concepts 4Review Jeffery’s goal in your student workbook. [Read aloud] • Ask: Why would you consider becoming a starter on a soccer team next year as a long-term goal? [answer: this goal takes an extended period of time to reach] • Ask: What are three short-term goals that will help Jeffery achieve his goal of becoming a starter on the soccer team? [example responses: practicing soccer each day, eating a healthy diet, maintaining an active lifestyle, studying each day to keep good grades to stay eligible to play for the team, etc.]

Teaching Concepts 5 There are a series of steps that you can take to help you reach your goals. They are: • Set a specifi c attainable goal and write it down. • List the steps that you will take to reach that goal. • Request help from others such as family members, peers and other adults for support. • Give yourself a certain period of time to reach your goal. • Evaluate your progress periodically. • Once you have reached your goal, reward yourself.

Have each student complete a goal-setting plan based upon the steps above.

27

Extension Activity

Have the students use newspapers, magazines and books to cut out pictures to make a collage. These pictures should represent the student’s long-term and short-term goals.

Assessment/Check for Understanding:• Review Teaching Concepts.• Ask questions and expand on discussions as needed.• Allow students plenty of time to develop a goal-setting plan.• Review each plan for attainability, long-term and short-term goals, identifi ed support person, evaluation process, and a reward system.• Review Extension Activity.

28

Lesson 2:got goals?

Goals give you a direction in which to pattern your decisions and behaviors. A goal is one way to measure your achievement. Some goals are easy to achieve while others are more diffi cult.

When determining whether a goal is easy or diffi cult it is important to recognize your own strengths and weaknesses

Your goal should not be so easy that you do not have to put forth any effort; however, you should be able to reach your goal within a set time period so that you may not get discouraged and quit.

A long-term goal is a goal that you plan to reach over an extended period of time such as several months to a year or longer. List two examples of a long-term goal:

A short-term goal is a goal that you can reach in a shorter period of time such as a day or a week. Setting and accomplishing short-term goals can help you to reach your long-term goals. List two examples of a short-term goal:

Example:Jeffery has a long-term goal of becoming a starter on the 8th grade soccer team next year. What are some short-term goals that can help Jeffery reach his long-term goal?__________________________________, _______________________________, __________________________________________, _______________________________


29

?Lección No 2: Tienes Metas?

Las metas le dan una dirección en la que modelar sus decisiones y las conductas. Una meta es de un solo sentido para alcanzar su logro. Algunas metas son fáciles de lograr mientras otros son más difíciles.

Al determiner si una meta es fácil o difícil que es importante reconocer sus propias fuerzas y las debilidades.

Una meta de largo plazo es una meta que uno intenta cumplir a través de un periodo de tiempo desde varios meses a un año o más. Escriba dos ejemplos de una meta de largo plazo:

Una meta de corto plazo es una meta que uno puede lograr en un periodo corto desde un día hasta una semana. Formulando y cumpliendo metas de corto plazo puede ayudar a uno cumplir las metas de largo plazo. Escriba dos ejemplos de una meta de corto plazo:

Ejemplo:Juan tiene la meta de largo plazo de hacerse miembro del equipo de fútbol en el 8vo grado el próximo año. ¿Cuales son algunas metas de corto plazo que lo pueden ayudar llegar a su meta de largo plazo?__________________________________, _______________________________, __________________________________________, _______________________________

Su meta no debe ser tan fácil que usted no tiene que hacer ningún esfuerzo; sin embargo, usted debe poder alcanzar su meta dentro de un período de tiempo para que usted no pueda desanimarse y poder dejar.

30

got goals?once you have reached your goal, reward yourself.

Evaluate your progress periodically.

give yourself a certain period of time to reach your goal.

request help from others such as family members, peers, and other adults for support.

list the steps that you will take to reach that goal.

set a specific attainable goal and write it down.

31

?

¿ Tienes Metas?Cuando llegas a tu meta, regálate un premio.

Examina como vas progresando periódicamente.

Dese un cierto período de tiempo de alcanzar su meta.

Busca ayuda de otras personas como los miembros de la familia, compañeros, y otros adultos.

Anota los pasos que vas a tomar para llegar a esa meta.

Formule una meta alcanzable y escríbela en papel.

32

Directions: Using the Steps to Achieving a Goal, complete the goal-setting plan below. Make sure to choose a goal that is attainable.

Long-term goal:

________________________________________________________________________________________________________

In order to achieve my long-term goal, I will take the following steps (short-term goals):

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

When I need assistance, I will seek help and support from _____________________________by ______________________________

________________________________________________________________________________________________________.

Each _____________________________ I will check my progress and make adjustments as needed to help me reach my long-term goal.

Once I reach my long-term goal, I will reward myself by _______________________________________________________________

________________________________________________________________________________________________________.

got goals

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Direcciones: con los pasos de alcanzar una meta, termine el plan de meta-que se ensena abajo. Cerciores de eleguir una meta que sea alcanzable.

Meta de largo plazo:

________________________________________________________________________________________________________

Para llegar a mi meta de largo plazo, yo intento tomar los siguientes pasos (metas de corto plazo):

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Cuando necesite ayuda, voy a buscar apoyo y motivación de _____________________________ por ___________________________

________________________________________________________________________________________________________.

Cada _____________________________ voy a examinar el progreso que he avanzado y voy hacer ajustes como sea necesario para llegar a mi meta de largo plazo.

Cuando llegue a mi meta de largo plazo, yo me voy a dar un premio en forma de ____________________________________________

________________________________________________________________________________________________________.

Tienes Metas?

?

34

Health TEKS: 4(A) Health Information. The student knows how to research, access, analyze and use health information. The student is expected to

use critical thinking to analyze and use health information. 4(B) Health Information. The student knows how to research, access, analyze and use health information. The student is expected to

develop evaluation criteria for health information. 6(C) Infl uencing Factors. The student understands how physical and social environmental factors can infl uence individual and

community health throughout the life span. The student is expected to relate physical and social environmental factors to individual and community health.

National Health Education Standards: 1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze the

relationship between healthy behaviors and personal health. 2.3 Students will analyze the infl uence of family, peers, culture, media, technology and other factors on health behaviors — analyze

how the school and community can impact personal health practices and behaviors. 3.3 Students will demonstrate the ability to access valid information, products and services to enhance health — determine the

accessibility of products that enhance health. 7.2 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks — demonstrate healthy


Objectives: Upon completion of this activity, the student will be able to: 1. Determine what food pyramid categories are represented in a variety of meals. 2. Evaluate several breakfast and lunch meals served in the school cafeteria. 3. Create a healthy breakfast and lunch based upon food pyramid daily recommendations.

Lesson Summary: This activity is designed to have the students apply concepts of the Food Guide Pyramid to daily meals served in the school cafeteria.

Students will evaluate meals served and create examples of healthy breakfast and lunch meals.

Materials: Student workbook pg. 28, several school cafeteria menus

Procedures: Before beginning this lesson, state the following: “Today we will review the Food Guide Pyramid and determine if the meals being

served in the school cafeteria meet daily recommendations.” • Distribute student workbooks • Teach Teaching Concepts provided below • Have students get into groups of 3-4; using menus provided by the school cafeteria circle 1-2 breakfast and 1-2 lunch meals, have

each group evaluate each meal • Have students use the Food Guide Pyramid daily recommendations to create one healthy breakfast and one healthy lunch menu

for a person aged 9-13 years

Lesson 3:whats in a menu?

35

Lesson 3: whats in a menu

According to the Pyramid, you should eat certain amounts from each group daily.

Orange: Grains 9 to 13-year-old girls need 5 servings (5 ounces) each day. 9 to 13-year-old boys need 6 servings (6 ounces) each day.

Green: Vegetables 9 to 13-year-old girls need about 4 servings (2 cups) of veggies each day. 9 to 13-year-old boys need about 5 servings (2 1/2 cups) of veggies

each day.

Red: Fruits 9 to 13-year-old girls need about 3 servings (1 1/2 cups) of fruit

each day. 9 to 13-year-old boys need about 3 servings (1 1/2 cups) of fruit

each day.

Yellow: Fats, Oils and Sweets Fats and oils should be used sparingly. Foods that contain unsaturated

fats are better than foods containing saturated fats. Sweets should be limited as well.

Blue: Dairy and Calcium-Rich Foods 9 to 13-year-old girls need 3 servings (3 cups) each day. 9 to 13-year-old boys need 3 servings (3 cups) each day.

Purple: Proteins (Meat, fi sh, Beans, and Nuts) 9 to 13-year-old girls need about 1-2 servings (5 ounces) each day. 9 to 13-year-old boys need about 1-2 servings (5 ounces) each day.

Teaching Concepts 1 The Food Guide Pyramid suggests specifi c daily servings for kids your age that participate in about 30 minutes of physical activity each day. The Food

Guide Pyramid is a way for people to understand how to eat healthy. Rainbow-colored, vertical stripes represent the fi ve food groups plus fats, oils, and sweets. The colors stand for:

• Orange - grains • Green - vegetables • Red - fruits • Yellow - fats and oils • Blue - milk and dairy products • Purple - meat, beans, fi sh and nuts

Teaching Concepts 2 There are important points to remember regarding your eating habits. According to the Food Guide Pyramid you should: • Eat a variety of foods. A balanced diet is one that includes all the food groups. In other words, have foods from every color, every day. • Eat less of some foods, and more of others. You can see that the bands for meat and protein (purple), fats and oils (yellow) are skinnier than the

others. That’s because you need less of those kinds of foods than you do of fruits, vegetables, grains and dairy foods.

Teaching Concepts 3

Teaching Concepts 4 By using the Food Guide Pyramid daily recommendations, one can evaluate a meal to determine if too much or too little of one category is present. By

reviewing the meals served in the school cafeteria, one can make an informed decision as to whether or not this meal is healthy. Many students eat in the school cafeteria. It is important that the meals served to students be healthy and represent all categories within the food pyramid.

Assessment/Check for Understanding:• Review Food Guide Pyramid and daily recommendations.• Read directions aloud to in-class activity.• Ask if they have questions.• Allow enough time to complete activity while you help as needed.• Review the group evaluations.• Ask if they have any questions.• Review menus.

36

Lesson 3:What’s in a menu?

Orange: Grains9 to 13-year-old girls need 5 servings (5 ounces) each day.9 to 13-year-old boys need 6 servings (6 ounces) each day.

Green: Vegetables9 to 13-year-old girls need about 4 servings (2 cups) of veggies each day.9 to 13-year-old boys need about 5 servings (2 ½ cups) of veggies each day.

Red: Fruits9 to 13-year-old girls need about 3 servings (1 ½ cups) of fruit each day.9 to 13-year-old boys need about 3 servings (1 ½ cups) of fruit each day.

Yellow: Fats, Oils and SweetsFats and oils should be used sparingly. Foods that contain unsaturated fats are better than foods containing saturated fats. Sweets should be limited as well.

Blue: Dairy and Calcium-Rich Foods9 to 13-year-old girls need 3 servings (3 cups) each day.9 to 13-year-old boys need 3 servings (3 cups) each day.

Purple: Proteins (Meat, fish, Beans and Nuts)9 to 13-year-old girls need about 1-2 servings (5 ounces) each day.9 to 13-year-old boys need about 1-2 servings (5 ounces) each day.

The 2005 MyPyramidRecommendations for kids aged 9-13 years that engage

in about 30 minutes of physical activity each day.


37

Granos Vegetales Frutas Leche Carne y frijoles

Lección No 3: Qué hay en el menú?

Anaranjado: Los granosNiñas de 9 a 13-años de edad necesitan servirse 5 porciones (5 onzas) al día.Niños de 9 a 13-años de edad necesitan servirse 6 porciones (6 onzas) al día.

Verde: Los vegetalesNiñas de 9 a 13-años de edad necesitan servirse 4 porciones (2 tazas) de vegetales cada día.Niños de 9 a 13-años de edad necesitan servirse 5 porciones (2 ½ tazas) de vegetales cada día.

Rojo: Las frutasNiñas de 9 a 13-años de edad necesitan servirse 3 porciones (1 ½ tazas) de fruta cada día.Niños de 9 a 13-años de edad necesitan servirse 3 porciones (1 ½ tazas) de fruta cada día.

Amarillo: Los aceites, grasas, y dulcesLas grasas y los aceites deben usarse muy poco. Los alimentos que contienen grasas no-saturadas son mejor que los alimentos que contienen grasas saturadas. Los dulces deben limitarse también.

Azul: La leche y los alimentos ricos en el calcioNiñas de 9 a 13-años de edad necesitan servirse 3 porciones (3 tazas) al día.Niños de 9 a 13-años de edad necesitan servirse 3 porciones (3 tazas) al día.

Morado: Proteína (Carne, pescado, frijoles, y nueces)Ninas de 9 a 13 años de edad necesitan servirse 1-2 porciones (5 onzas) al día.Ninos de 9 a 13 anos de edad necesitan servirse 1-2 porciones (5 onzas) al día.

2005 MyPyramidRecomendaciones para los niños edad 9-13 anos que se ocupan en 30 minutos

de actividades físicas cada día.

?

38

Answer the following items:

1. Do you consider this meal to be healthy? Why or why not? _______________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

2. Are all categories of the pyramid represented? Explain. __________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

3. Is there too much of one category in each meal? If yes, explain. ____________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

4. Is there too little of one category in each meal? If yes, explain. _____________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

5. What could be done to make this meal healthier? ______________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

6. What suggestions/recommendations do you have for the cafeteria staff? _____________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Extension: Using MyPyramid and the daily recommendations for each category, create a healthy breakfast and lunch menu appropriate for a person aged 9-13 years.

whats in a menu?

Directions: Using menus from the school cafeteria, place each designated food item in the appropriate category on MyPyramid. Create an evaluation of each meal.

39

Conteste los artículos siguientes:

1. ¿Considera usted esta comida sana? ¿Por qué o por que no? ______________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

2. ¿Son representadas todas categorías de la pirámide? Explique. ____________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

3. ?Hay demasiado de una categoría en cado comida? Si sí, explica. __________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

4. ¿Hay poco de una categoría en cada comida? Si sí, explica. _______________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

5. ¿Que podria haber hecho para hacer esta comida más saludable? __________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

6. ¿Qué surgerencias/recomendaciones tinen usted para el personal de la cafetería? ______________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Extensión: Utilice MyPyramid y las recomendaciones diarias para cada categoría, crear un menú del desayuno y el almuerzo saludable apropia para una persona de 9 a 13 años.

Qué hay en el menú? Instrucciones: Utilizando menús de la cafetería de la escuela, ponga cada artículo designado de alimento en la categoría apropiada en MyPyramid. Crear una evaluación de cada comida.

?

40

Health TEKS:4(A) Health Information: The student knows how to research, access, analyze and use health information. The student is expected to use critical thinking to analyze and use health information.6(A) Infl uencing Factors. The student understands how physical and social environmental factors can infl uence individual and community health throughout the life span. The student is expected to relate physical and social environmental factors to individual and community health.7(A) Infl uencing Factors. The student investigates positive and negative relationships that infl uence individual, family and community health. The student is expected to analyze positive and negative relationships that infl uence individual and community health such as families, peers and role models.

National Health Education Standards:1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze the relationship

between healthy behaviors and personal health.2.1 Students will analyze the infl uence of family, peers, culture, media, technology and other factors on health behaviors — examine how the family infl uences the health of adolescents.3.5 Students will demonstrate the ability to access valid information, products and services to enhance health — locate valid and reliable health products and services.7.2 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks — demonstrate healthy


Objectives:After the completion of this lesson, students will be able to:1. Identify what makes a healthy side dish.2. Describe the steps to creating a dish.3. Choose a healthy side dish to create at home. 4. Create a Healthy Eating Cookbook.

Lesson Summary:The students will plan part of the dinner meal for an evening. Students will surf the internet (if available) for healthy food recipes for kids. The student will choose one of the recipes, print it out, and create a list of needed ingredients. The students will then prepare the dish at home with parent assistance.

Upon completion of the activity, the student will complete the refl ection handout as well as complete a graphic recipe organizer detailing the ingredients, important points and steps to creating the dish. Students will compile their refl ections and recipe organizers to create a Healthy Eating Cookbook for the entire class.

Materials:Student workbook pg. 32Internet access to the following Web sites: http://kidshealth.org/kid/recipes/ http://www.healthyfridge.org/kidsrec.htmlRecipe Ingredients

Lesson 4:Healthy home cooking

41

Procedures: Before beginning this lesson, state: “Today we will discuss the importance of healthy cooking at home and ways that you can

encourage healthy eating among your family members. We will also surf the internet and other resources to fi nd a healthy side-dish recipe for you to create at home with an adult. When choosing a recipe consider the ingredients needed to prepare the dish, the level of diffi culty in preparing the dish, and whether or not the dish is a healthy choice. After you have prepared the meal at home, you will complete the refl ection handout and graphic recipe organizer. Finally, we will compile each student’s refl ection and recipe organizer to create a Healthy Eating Cookbook. ”

• Distribute student workbooks• Teach Teaching Concepts provided below• Review instructions for locating recipes

Each student will surf the following Web sites: http://kidshealth.org/kid/recipes/ and http://www.healthyfridge.org/kidsrec.html. Each student will choose one healthy side dish to create at home as an addition to the evening meal. The student will print out the recipe and create a list of needed ingredients. Allow adequate time for the purchase of needed ingredients. After cooking the side dish at home with parental supervision, have the students complete the refl ection handout. As an extension assignment, have each student complete a how-to graphic organizer describing the ingredients used, important points to remember when cooking, and steps involved in creating the side dish. Lastly, have each student submit his/her chosen side dish graphic organizer and refl ection handout to the class to create a Healthy Eating Cookbook for the entire class to take home.

Teaching Concepts 1 Healthy eating is important because your body needs essential nutrients to grow and develop appropriately. Fresh fruits and vegetables are healthy

snacks that will provide you with essential nutrients. Whole grains like wheat bread, cornbread and brown rice have less sugar and more fi ber. Baked chicken and fi sh are high in protein, which help your body’s cells to grow and repair themselves.

• Ask: What are other healthy foods that you like to eat? What makes those foods healthy?

Teaching Concepts 2 As a young person in your family, you can infl uence your eating habits as well as the eating habits of your family members by requesting healthy

snacks be available, helping to prepare healthy meals at dinner time, helping to plan the weekly menu, choosing healthy items when eating out, and informing others of the benefi ts of healthy eating.

• Ask: Why should you encourage healthy eating at home?

Assessment/Check for Understanding:• Read the directions aloud.• Ask if they have questions.• Allow time to complete the activities.• Review the students’ refl ection handout.• Review the students’ graphic recipe organizer for clarity.

Lesson 4: healthy home cooking

42

Lesson 4:healthy home cooking

Healthy eating is important because your body needs essential nutrients to grow and develop appropriately. Fresh fruits and vegetables are healthy snacks that will provide you with essential nutrients. Whole grains like wheat bread, cornbread and brown rice have less sugar and more fi ber. Baked chicken and fi sh are high in protein, which help your body’s cells to grow and repair themselves.

You can infl uence your eating habits as well as the eating habits of your family members by requesting healthy snacks be available, helping to prepare healthy meals at dinner time, helping to plan the weekly menu, choosing healthy items when eating out and informing others of the benefi ts of healthy eating.


43

Leccion No 4: Cocinando comidas

caseras saludables

Comiendo saludable es importante porque su cuerpo necesita alimentos nutritivos esenciales para crecer y desarrollar apropiadamente. Las frutas y las verduras frescas son bocados saludables que proporcionaran usted con alimentos nutritivos esenciales. Los granos enteros como pan de trigo, pan de maíz, y el arroz integral tienen menos azúcar y más fi bra. El pollo y el pescado horneados son altos en la proteína, que ayuda sus células del cuerpo crecer y reparar.

Usted puede infl uir sus hábitos de comer así como los hábitos de comer de sus miembros de la familia por solicitando bocados sanos están disponibles, ayudando a preparar comidas sanas para la cenar, ayudando a planear el menú cada semana, escogiendo comidas sanas cuando comen fuera y informando los otros de los benefi cios de comer sano.

44

directions:Complete the following questions after preparing the recipe at home with an adult.

1. What dish did you prepare?______________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

2. Where did you fi nd this recipe? ___________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

3. Why did you choose this dish? ____________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

4. Who helped you create this dish at home? ___________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

5. How long did it take you to create this dish? How easy or diffi cult was it to create? ______________________________________________

Explain. ____________________________________________________________________________________________________

__________________________________________________________________________________________________________

6. Why do you consider this dish healthy? _____________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

7. What can you do to continue to help make healthy meals in your home? _____________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

8. What suggestions do you have for others planning to create this dish? _______________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

9. On a scale of 1 to 10 (with 10 being the best) how would you rate this dish? ___________________________________________________

Explain. ____________________________________________________________________________________________________

__________________________________________________________________________________________________________

Lesson 4: healthy home cooking

45

instrucciones:Complete las siguientes preguntas después de preparar la receta en casa con un adulto.

1. ¿Qué platillo preparaste? ________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

2. ¿Donde encontraste la receta? ____________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

3. ¿Por qué seleccionaste este platillo? ________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

4. ¿Quien te ayudo preparar este platillo en casa? _______________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

5. ¿Cuanto tiempo se llevo para preparar el platillo? ¿Fue fácil o difícil para preparar? _____________________________________________

Explique por favor. ____________________________________________________________________________________________

__________________________________________________________________________________________________________

6. ¿Por que consideras este platillo saludable? __________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

7. ¿Qué puedes hacer para continuar preparando comidas saludables en tu casa? ________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

8. ¿Qué recomendarías a las personas que quieran preparar este platillo? ______________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

9. En una escala del 1 al 10 (con el 10 indicando lo mejor), ¿Qué grado le darías a este platillo? ______________________________________

Explique por favor. ____________________________________________________________________________________________

__________________________________________________________________________________________________________

Leccion No 4: Comida casera saludable

46

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3333333333333333333333

4444444444444444444444

5555555555555555555555

directions:Complete the graphic recipe organizer describing the ingredients used, important things to remember when cooking and steps involved in creating the side dish.Dish: ______________________________________________________________________________________________________

Important things to remember when cooking:

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

ingredients needed to create dish:

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

Steps to preparing the dish:

____________________________________________________________________________________________

________________________________________________________________________________________________

____________________________________________________________________________________________

________________________________________________________________________________________________

____________________________________________________________________________________________

________________________________________________________________________________________________

____________________________________________________________________________________________

________________________________________________________________________________________________

____________________________________________________________________________________________

________________________________________________________________________________________________

lesson 4:Healthy home cooking:

recipe organizer

47

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2222222222222222222222

3333333333333333333333

4444444444444444444444

5555555555555555555555

instrucciones: Complete el organizador gráfi co de la receta que describe los ingredientes, cosas importantes para recordar cuando cocinas y pasos implicados en preparar el complimento. Platillo: ____________________________________________________________________________________________________

Detalles importantes para recordar cuando preparando la receta:

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

Ingredientes necesario para la receta:

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

Pasos en la preparación del platillo:

____________________________________________________________________________________________

________________________________________________________________________________________________

____________________________________________________________________________________________

________________________________________________________________________________________________

____________________________________________________________________________________________

________________________________________________________________________________________________

____________________________________________________________________________________________

________________________________________________________________________________________________

____________________________________________________________________________________________

________________________________________________________________________________________________

Lección No 4: Organizador grafico para recetas

de comidas caseras saludables

48

Health TEKS:4(A) Health Information. The student knows how to research, access, analyze and use health information. The student is expected to use

critical thinking to analyze and use health information.4(C) Health Information. The student knows how to research, access, analyze and use health information. The student is expected to

demonstrate ways to use health information to help self and others.6(A) Infl uencing Factors. The student understands how physical and social environmental factors can infl uence individual and community

health throughout the life span. The student is expected to relate physical and social environmental factors to individual and community health.

7(A) Infl uencing Factors. The student investigates positive and negative relationships that infl uence individual, family and community health. The student is expected to analyze positive and negative relationships that infl uence individual and community health such as families, peers and role models.

9(B) Infl uencing Factors. The student understands how social factors impact personal, family, community and world health. The student is expected to describe characteristics that contribute to family health.

National Health Education Standards:2.1 Students will analyze the infl uence of family, peers, culture, media, technology and other factors on health behavior — examine how

the family infl uences the health of adolescents.2.1 Students will analyze the infl uence of family, peers, culture, media, technology and other factors on health behavior — describe the

infl uence of culture on health beliefs, practices and behaviors.5.4 Students will demonstrate the ability to use decision-making skills to enhance health — distinguish between healthy and unhealthy

alternatives to health-related issues or problems.

Objectives:Upon completion of this activity, students will:1. Describe the infl uence of culture and family practices on health.2. Explain what makes a food nutritious.

Lesson Summary: Students will gather recipes from home, which are often used during the holiday season. Students will analyze the recipes for

nutritional content as well as discuss the role of culture and family practices in relation to nutrition and health.

Materials: Student workbook pg. 38, recipe

Lesson 5:healthy holidays

49

Procedures: Before beginning this lesson have the students bring in a recipe from home that is used often during the holiday season. Before beginning

to ask the students to describe foods that they like to eat during various holidays such as Christmas, Thanksgiving, Easter, 4th of July, Kwanzaa etc. State the following: “Today we will examine the various foods that families eat during the holidays for nutritional content. We will also examine how one culture or family practices infl uence nutrition and health in general.”

• Distribute student workbooks• Teach Teaching Concepts provided below

Lesson 5: Healthy Holidays

Teaching Concepts 11. Holidays are viewed as a time of celebration. We often include special foods within our celebrations. For example, we have

cake for birthdays. • Ask: What other kinds of foods do we include in celebrations? [example responses: ice cream, pies, candy, etc.] • Ask: Are the foods often healthy or nutritious? [example response: no, usually sweets of some kind]

Teaching Concepts 22. One’s family practices or culture infl uence the kinds of foods that they eat on a daily basis as well as during the holidays. For example, eating fi sh and

other seafood is very common within the Asian culture. • Ask: Can you list other cultures and the foods that are represented within that culture? [example responses: Hispanic—tortillas, tamales,

cheeses, etc.; African-American—various fried foods; German—sausage, cabbage, beer; Italian—spaghetti, pasta, wine, etc.] • Ask: How does culture infl uence holiday eating practices? [example responses: certain foods are always prepared (turkey for Thanksgiving;

ham, turkey or tamales for Christmas, etc); certain beverages are always present (horchata, coquito, mexican hot chocolate, egg nog, etc.); people overeat due to family being together for extended period of time, etc.]

Teaching Concepts 33. Not only is food choice and preparation common within a culture, but it also infl uences health. For example, corn muffi ns are healthier than fl our

biscuits. Baked chicken is better than fried. • Ask: Other than food preparation, what makes a food nutritious? [example responses: the amount of saturated fat, the amount of

complex versus simple carbohydrates, the vitamins/minerals found within the food, etc.]

Teaching Concepts 44. Have the students review the recipe brought from home and answer the discussion questions in the student handbook.

Assessment/Check for Understanding:• Review directions.• Review Teaching Concepts.• Ask if they have questions.• Evaluate discussion responses.

50

Lesson 5:healthy holidays

directions:Choose a special holiday that you celebrate in your home, locate and copy a recipe that is traditionally used on a holiday in your home onto the recipe card below. Answer discussion questions that follow.

From the kitchen of: __________________________________________________________________

Recipe for: ____________________________________________ Serves: _______________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Discussion Questions:

1. At what holiday does your family enjoy this food item?

2. From what culture is this food represented?

3. Describe this type of food. Is it considered a sweet? A vegetable? A meat? Etc.

4. Would you consider this food nutritious? Why or why not?

5. Why are special foods eaten during the holidays?

6. What can we do to make the holidays healthier?


51

Leccion No 5: Días de fiesta saludables

Instrucciones:Seleccione un día de fi esta especial que celebran en su casa. Halle y escriba la información en la receta de un platillo que se prepara en su casa en día de fi esta. Responda a las preguntas de discusión que siguen.

De la cocina de: _____________________________________________________________________

Receta para: ___________________________________________ Sirves: _______________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Preguntas para discutir:

1. ¿En cúal día de fi esta acostumbra tu familia preparar esta comida?

2. ¿Cúal cultura es representada en esta comida?

3. Describe la clase de comida. ¿Se considera dulce? ¿Es vegetal? ¿Es carne? Etc.

4. ¿Consideras esta comida nutritiva? ¿Por qué o por qué no?

5. ¿Por qué se preparan comidas especiales en los días de fi esta?

6. ¿Qué podemos hacer para que sean mas saludable los días de fi esta?

52

Lesson 6:advertising awareness

Health TEKS:4(A) Health Information. The student knows how to research, access, analyze and use health information. The student is expected to use

critical thinking to analyze and use health information.8(A) Infl uencing Factors. The student researches ways in which the media and technology infl uence individual and community health

throughout the life span. The student is expected to explain the role of media and technology in infl uencing individual andcommunity health.

8(B) Infl uencing Factors. The student researches ways in which the media and technology infl uence individual and community health throughout the life span. The student is expected to explain how programmers develop media to infl uence buying decisions.

National Health Education Standards:2.5 Students will analyze the infl uence of family, peers, culture, media, technology and other factors on health behaviors—analyze how

messages from media infl uence health behaviors.3.1 Students will demonstrate the ability to access valid information, products and services to enhance health—analyze the validity of

health information, products and services.4.1 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health

risks—apply effective verbal and nonverbal communication skills to enhance health.

Objectives:After completion of this activity, students will:1. Identify infl uences that infl uence consumer choices.2. Evaluate media and advertising techniques.

Lesson Summary: Students will evaluate an advertisement identifying various tactics used by advertisers to get teens to purchase their products. Students will

then create a food product and an advertisement using tactics to get teens to purchase the product.

Materials:• Student workbook pg. 40• A video clip of an advertisement or a magazine/newspaper advertisement• A 12-oz soft drink can• Construction paper for label

53

Procedures: Before beginning lesson, state the following: “All of us are consumers. We purchase products daily. Today we will discuss what

infl uences our consumer choices as well as ways that advertisers try to get teens to purchase products.”• Distribute student workbook• Teach Teaching Concepts provided below

Teaching Concepts 1 A consumer is anyone who buys a product or service. • Ask: What goods and services are you likely to buy as a teenage consumer? [example responses: music cds, video games, snacks,

clothes, shoes, etc.]

Teaching Concepts 2 There are factors that infl uence whether or not you purchase an item. For example, your personal factors such as interests, hobbies and beliefs

infl uence your consumer choices. Also, information or advice that you receive from adults such as your parents or store employees infl uence which items you purchase.

• Ask: What are other factors that infl uence your consumer choices? [example responses: peers, cost of product, advertising, etc.]

Teaching Concepts 3 Advertising agencies use messages designed to infl uence consumers to buy a product or service. Advertisers use several tactics to infl uence teenagers

to purchase their goods. These include the use of: • Ideal Kids/Families – kids are attractive, with the hottest fashions, haircuts, etc. Ideal families are all attractive and everyone gets along! • Excitement – idea that eating this food will be fun and exciting. • Star Power – your favorite sports star or celebrity is telling you that their product is the best! FYI- the star is being paid to promote the product. • Bandwagon – join the crowd! Don’t be left out! Everyone is buying the latest product! • Sounds Good – music, jingles and other sound effects are used to get in your head and make you think of the product. • Are You Cool Enough? – advertisers try to convince you that if you don’t use their products, you are not cool, popular or in the “In Crowd.”

Have the students review a magazine advertisement or video clip of a commercial advertisement targeting teens. Have the class get in groups of 3-4 and identify which advertising tactics from the above list are being used to infl uence consumer choices.

Teaching Concepts 4 Now that you are aware of advertiser’s tactics, your group will become advertising executives. The group will create a product and an advertisement

that uses the tactics just discussed to infl uence your teenagers to purchase your product. Follow the directions in the student workbook to create an energy drink. Create a name and label for the product. Lastly, develop a television commercial, radio advertisement or magazine/newspaper ad promoting your product. Provide a list of advertising tactics used in your commercial/ad.

Assessment/Check for Understanding:• Review the Teaching Concepts.• Ask if they have any questions.• Allow groups time to analyze an advertisement and identify the tactics used while you help as needed.• Allow groups time to create an energy drink, design its label, and create an advertisement. Help as needed.• Evaluate the product, advertisement, and list of tactics used.

Lesson 6: advertising awareness

54

According to the Media Awareness Network[www.media-awareness.ca], advertisers have many ways to try to get teens to buy products. These include the use of:

Ideal Kids/Families Kids are attractive, with the hottest fashions, haircuts, etc. Ideal families are all attractive and everyone gets along!

ExcitementThe idea that eating this food will be fun and exciting

Star Power Your favorite sports star or celebrity is telling you that their product

is the best! FYI- the star is being paid to promote the product.

Bandwagon Join the crowd! Don’t be left out! Everyone is buying the latest product!

Sounds GoodMusic, jingles, and other sound effects are used to get in your head and make you think of the product.

Are You Cool Enough? Advertisers try to convince you that if you don’t use their products, you are not cool, popular or in the “In Crowd”

Activity:Create an energy drink that has the following nutritional value:• 100% of the daily recommended value of vitamins A, C, D, and calcium.• Low in fat • Low sugar • Zero cholesterolCreate a name and design a label (include a food label) for the product.Design an advertisement for your product that targets teens and uses several of the techniques described above. You may create a television commercial, radio commercial or newspaper/magazine ad.

What advertising tactics did your group use to infl uence teens to purchase this energy drink? ____________________________

________________________________________________________________________________________________

Lesson 6:advertising awareness


55

Según la red de informes sobre los medios publicitarios [www.media-awareness.ca], los comerciantes tienen muchos modos para convencer a jóvenes que compren sus productos. Estos incluyen el uso de

Lección No 6: Conociendo los anuncios

Actividad:Formule un refresco enérgico que tiene los siguientes elementos nutritivos:• 100% de los niveles recomendados diariamente de vitaminas A, C, D, y el calcio.• Con contenido de grasa reducido • Con bajo contenido de azúcar • Con cero contenido de colesterolFormule un nombre y una etiqueta (incluye la etiqueta) para el producto.Prepare un anuncio intentado a los jóvenes que usa uno de las tácticas explicadas arriba. Puedes crear un comercial para la televisión, la radio, o periódico/revista.¿Que tácticas uso tu grupo para infl uir a los jóvenes que compren el refresco enérgico? ________________________________

________________________________________________________________________________________________

Niños/familias ideales los niños son atractivos, con las modas mas recientes de ropa y cabello. ¡Las familias todas son atractivas y todos conviven muy feliz!

Estimulación la idea que consumiendo el producto es una experiencia

divertida y alegre.

El poder de las estrellas ¡su estrella favorito de los deportes o cine esta avisando que el producto es el mejor! Para su

información—al estrella le pagan por promover el producto.

Sigue la moda ¡hazte parte del grupo! ¡no te lo pierdas! ¡Todo mundo esta comprando este producto!

Se oye bien la música y otros sonidos divertidos se usan para agarrar atención y

recordarle a uno del producto.

Estas de moda? comerciantes tratan de convencerte que si no usas el producto, estas fuera de moda, no eres popular

o parte del “grupo conocido.”

56

Health TEKS: 1(C) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The

student is expected to identify and describe lifetime strategies for prevention and early identifi cation of disorders. 3(B) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention

throughout the life span. The student is expected to analyze risks for contracting specifi c diseases based on pathogenic, genetic, age, cultural, environmental and behavioral factors.

4(C) Health Information: The student knows how to research, access, analyze and use health information. The student is expected to demonstrate ways to use health information to help self and others.

Math TEKS: 2(B) Number, Operation and Quantitative Reasoning. The student adds, subtracts, multiplies and divides to solve problems and

justify solutions. The student is expected to use addition, subtraction, multiplication and division to solve problems involving fractions and decimals.

2(E) Number, Operation and Quantitative Reasoning. The student adds, subtracts, multiplies and divides to solve problems and justify solutions. The student is expected to simplify numerical expressions involving order of operations and exponents.

13(A)Underlying Processes and Mathematical Tools: The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines and with other mathematical topics.

National Health Education Standards: 1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze the

relationship between healthy behaviors and personal health. 1.7 Students will comprehend concepts related to health promotion and disease prevention to enhance health — describe

benefi ts of and barriers to practicing healthy behaviors. 7.2 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks — demonstrate

healthy practices and behaviors that will maintain or improve the health of self or others.

Objectives:Upon completion of this activity, the students will: 1. Calculate body mass index (BMI). 2. Determine what weight is healthy for them. 3. Describe healthy ways to manage weight. 4. Describe barriers to maintaining a healthy weight.

Lesson Summary: This lesson is designed to inform students of healthy weight management strategies and methods for evaluating a healthy

body weight.

Materials: Student workbook pg. 42, students will need to know their height and weight

Procedures: Before beginning this lesson state the following: “Being healthy means a lot of different things. One important component of

being healthy is having a healthy weight. Determining if you are at a healthy weight depends on several factors such as height and body frame. Today we will use a formula to determine healthy weight ranges that individuals should try to fall within. We will also discuss safe ways to maintain a healthy weight.”

• Distribute student workbooks • Teach Teaching Concepts provided below • Have students complete maze and discussion questions.

Lesson 7:the way to “weigh”

57

Teaching Concepts 1 BMI is a calculation that uses a child’s height and weight to estimate how much body fat he or she has. Doctors use BMI to determine how

appropriate a child’s weight is for a certain height and age. To calculate BMI follow the formula below: BMI = (Weight in Pounds) x 703 (Height in inches) x (Height in inches)

Example: Weight 100 lbs Height 60 inches BMI = 100 X 703 = 19.5

(60) X (60) BMI = 19.5

• Have students use the formula above to calculate their BMI.

Teaching Concepts 2 Using the BMI Chart for males and females in the student workbook, have students fi nd their age and trace an imaginary line straight up from

age to BMI to see what range their BMI falls. The ranges are below 5th percentile underweight; 5-85th percentile appropriate weight; 85-95th percentile may be at risk for overweight; and 95th percentile may be overweight.

Teaching Concepts 3 Your body converts the calories in the foods you eat to energy. To maintain a healthy weight, you must balance your food intake with your

activity level. If you eat too much food, your body converts the extra calories into body fat. If you eat too little, meaning that you are taking in fewer calories than you need, your body converts stored body fat to energy and you lose weight. It is important that you have a balance between food intake and energy use. The activity and calorie expenditure chart shows the energy expenditure for a 100-lb person when engaging in an activity for 1 hour. If you weigh more than 100lbs you will expend more calories per activity. If you weigh less than 100lbs you will expend fewer calories per activity.

Teaching Concepts 4 There are several benefi ts to maintaining a healthy weight. These include prevention against heart disease, stroke and Type 2 diabetes. Being

overweight can cause muscle strains and joint pain. Being underweight can reduce energy levels and increase irritability.

Teaching Concepts 5 Have students complete the maze and answer the discussion questions. • Question 1: What things attempt to block people from maintaining a healthy weight? [example responses: time, money, energy, lack of

support, eating disorders, depression, availability of physical activity opportunities, lack of knowledge, etc.] • Question 2: What can someone do to overcome these barriers? [example responses: workout with a buddy, schedule time each day, seek

help for depression and/or eating disorder, walk around the neighborhood with a group, etc.]

Assessment/Check for Understanding:• Review Teaching Concepts.• Ask if they have any questions.• Allow students time to calculate their individual BMI.• Assess discussion questions.

Lesson 7: the way to “weigh”

58

Physical Activity and Calorie Expenditure Your body converts the calories in the foods you eat to energy. To maintain a healthy weight, you must balance your food intake with

your activity level.

• Too much food causes your body to convert the extra calories into body fat. • Too little (meaning that you are taking in fewer calories than you need) causes your body to convert stored body fat to energy and

you lose weight. It is important that you have a balance between food intake and energy use.

Maintaining a Healthy WeightThere are several benefi ts to maintaining a healthy weight. • Prevention against heart disease, stroke and Type 2 diabetes • Being overweight can cause muscle strains and joint pain • Being underweight can cause reduced energy levels and irritability

There are several things that you can do to maintain a healthy weight. • Eat moderate amounts of healthy foods • Engage in physical activity each day • Don’t diet! Dieting means limiting food which is not healthy • Choose foods low in fat • Watch your portion sizes • Eat at regular times each day • Drink lots of water

Energy expenditure of 100 lb personengaging in 1 hr of activity

500

400

300

200

100

0

Basketball

Dancing

Bicycling vigorously

Reading, watching tv, sitting

Walking brisklyactivity

calories burned

Lesson 7:The way to “weigh”


59

La actividad física y el consumo de calorías Su cuerpo convierte las calorías en los alimentos que come en energía. Para mantener un peso saludable, necesita balancear la

entrada de comida con el nivel de actividad física.

• Demasiada comida causa el cuerpo que convierta las calorías extras en grasa corporal • Muy pocas calorías (diciendo que esta entrando menos calorías que las que necesitas) causa el cuerpo convertir la grasa corporal

en energía y uno pierde peso.

Es importante que uno mantenga un balance con la entrada de comida y el uso de energía.

Manteniendo un peso saludableHay algunos benefi cios a mantener un peso saludable.

• La prevención de enfermedad del corazón, la apoplejía, y la diabetes tipo 2 • El sobrepeso causa agotamiento muscular y dolor en las coyunturas • El menos peso causa reducción del nivel de energía y la irritabilidad

Hay algunas cosas que uno puede hacer para mantener un peso saludable. • Comer cantidad moderada de alimentos saludables • Acostumbrar actividades físicas cada día • ¡Abstener de las dietas! Una dieta quiere decir limitando la entrada de alimentos que

no es saludable. • Seleccione alimentos con bajo contenido de grasas • Mantenga vigilancia sobre las porciones de comida • Come a tiempos regulares cada día • Toma bastante agua.

El gasto de la energÍa de una persona de 100 libras haciendo una hora de actividad

500

400

300

200

100

0

Baloncesto

Bailando

Montando en bicicleta vigorosamente

Leer, mirar la televisión y sentar

Caminando rápidoactividad

calorías quemados

Lección No 7: El Camino hacia “El Peso”

60

Body Mass Index (BMI) is a way to evaluate your body size by inputting your height and weight into the following formula:

Weight in Pounds ( ) x 703 (Height in inches) x (Height in inches)

Example: Weight 100 lbs Height 60 inches BMI = 100 X 703 = 19.5 (60) X (60) BMI = 19.5

(modify Male and Female BMI Chart for teens here) Girls BMI Chart Boys BMI Chart

Source of chart: Steven Hall, MD 2003 http://www.halls.md/body-mass-index/boys.htmBy using your BMI chart, you can evaluate your growth pattern to see if your weight is appropriate for your age.

BMI =

201918171615141312

1 2 3 4 5 6 7

BMI (

kg/m

2)

Age (in years)

obese - 95th

overweight - 85th

median - 50th

underweight - 5th

2624222018161412

6 7 8 9 10 11 12

BMI (

kg/m

2)

Age (in years)

obese - 95th

overweight - 85th

median - 50th

underweight - 5th

201918171615141312

1 2 3 4 5 6 7

BMI (

kg/m

2)

Age (in years)

obese - 95th

overweight - 85th

median - 50th

underweight - 5th

2624222018161412

6 7 8 9 10 11 12

BMI (

kg/m

2)

Age (in years)

obese - 95th

overweight - 85th

median - 50th

underweight - 5th

30282624222018161412

11 12 13 14 15 16 17

BMI (

kg/m

2)

Age (in years)18 19 20

obese - 95th

overweight - 85th

median - 50th

underweight - 5th

30282624222018161412

11 12 13 14 15 16 17

BMI (

kg/m

2)

Age (in years)18 19 20

obese - 95th

overweight - 85th

median - 50th

underweight - 5th

Lesson 7:The way to “weigh”


61

Índice de Volumen Corporal (BMI) es un método para evaluar el volumen de su cuerpo por medio de la formula abajo que utiliza sus medidas en la calculacion:

Su peso en libras ( ) x 703 (estatura en pulgadas) x (estatura en pulgadas)

Ejemplo: Peso 100 lbs Estatura 60 pulgadas BMI = 100 X 703 = 19.5 (60) X (60) BMI = 19.5

(modify Male and Female BMI Chart for teens here) Tabla BMI para Mujeres Tabla BMI para Hombres

Source of chart: Steven Hall, MD 2003 http://www.halls.md/body-mass-index/boys.htmUtilizando la tabla de BMI, uno puede evaluar su norma de crecimiento para verificar si su peso es el apropiado para su edad.

BMI =

201918171615141312

1 2 3 4 5 6 7

BMI (

kg/m

2)

Edad (en años)

obeso - 95th

sobrepeso - 85th

mediana - 50th

menos - 5th

2624222018161412

6 7 8 9 10 11 12

BMI (

kg/m

2)

Edad (en años)

obeso - 95th

sobrepeso - 85th

mediana - 50th

menos - 5th

201918171615141312

1 2 3 4 5 6 7

BMI (

kg/m

2)

Edad (en años)

obeso - 95th

sobrepeso - 85th

mediana - 50th

menos - 5th

2624222018161412

6 7 8 9 10 11 12

BMI (

kg/m

2)

Edad (en años)

obeso - 95th

sobrepeso - 85th

mediana - 50th

menos - 5th

30282624222018161412

11 12 13 14 15 16 17

BMI (

kg/m

2)

Edad (en años)18 19 20

obeso - 95th

sobrepeso - 85th

mediana - 50th

menos - 5th

30282624222018161412

11 12 13 14 15 16 17

BMI (

kg/m

2)

Edad (en años)18 19 20

obeso - 95th

sobrepeso - 85th

mediana - 50th

menos - 5th

Lección No 7: El Camino hacia “El Peso”

62

start

Lesson 7:follow the maze to a

healthy weight

Discussion Questions:

1. What things attempt to block people from maintaining a healthy weight?

2. What can someone do to overcome these blocks or barriers?


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Comienzo

Lección no 7: Siga el laberinto a

un peso sano

Preguntas:

1. ¿Qué cosas procuran bloquear personas de mantener un peso sano?

2. ¿Qué puede alguien hace para vencer estos bloques o las barreras?

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Health TEKS:1(B) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The student is expected to describe types of eating disorders.3(B) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout the life span. The student is expected to analyze risks for contracting specifi c diseases based on pathogenic, genetic, age, cultural, environmental and behavioral factors.

National Health Education Standards:1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze

the relationship between healthy behaviors and personal health.2.5 Students will analyze the infl uence of family, peers, culture, media, technology and other factors on health behaviors — analyze how messages from media infl uence health behaviors.2.6 Students will analyze the infl uence of family, peers, culture, media, technology and other factors on health behaviors — explain how the perception of norms infl uence health and unhealthy behaviors.

Objectives:Upon completing of this activity, the student will: 1. State the defi nition of various eating disorders. 2. List 10 ways to enhance body image. 3. Refl ect upon personal strengths, qualities and support systems.

Lesson Summary:This lesson is designed to provide a basic overview of eating disorders and its relationship to body image.


Procedures:Before beginning this lesson, state the following: “Sometimes young people engage in eating practices that can be life threatening. We refer to this as disorder eating practices. There are many reasons as to why people engage in eating disorders. Today we will examine three types of eating disorders as well as discuss how body image plays a role in this behavior.”

• Distribute student workbooks • Teach Teaching Concepts provided below

Lesson 8:give yourself a hand

65

Lesson 8: give yourself a hand

Teaching Concepts 1 Disordered eating is an extreme behavior that can lead to serious illness or death. Anorexia nervosa, bulimia nervosa and binge eating are all forms of disordered eating practices.

Anorexia Nervosa is defi ned as a life-threatening disorder in which the individual does not maintain a minimally normal body weight, has an intense fear of gaining weight and exhibits a dissatisfaction with and distortion of his/her body.

Bulimia Nervosa is defi ned as a life-threatening disorder in which the individual repeatedly eats excessively large amounts of food followed by vomiting or other purging methods in an attempt to avoid weight gain.

Binge Eating is defi ned as a life-threatening disorder in which the individual repeatedly eats excessively large amounts of food in one setting.

• Ask: Why do you think that people engage in these behaviors? [elaborate on responses] • Ask: What could you do to help someone who is engaging in these behaviors? [examples responses: tell an adult, don’t keep it a secret, don’t make excuses, inform the person of their many good qualities and strengths, be supportive, etc.]

Teaching Concepts 2 There are many reasons why individuals engage in eating disorders. These include depression, low self-esteem, unrealistic body image, body dissatisfaction and rigid family expectations. Having an unrealistic body image and being dissatisfi ed with your body can cause many young people to take extreme measures to “look a certain way.” • Ask: How does the media infl uence young people’s perception of “normal” and “beautiful.” [example responses: unrealistic body size, thin is beautiful, everyone should be dieting, etc.]

There are several things that one can do to enhance their body image. These include:

• Appreciate all that your body can do. Celebrate all of the amazing things your body does for you — running, dancing, breathing, laughing, dreaming, etc.

• Keep a list of things you like about yourself — things that aren’t related to how much you weigh or what you look like. Read and add to your list often.

• “True beauty” is not simply skin-deep. When you feel good about yourself, you are more confi dent, self-accepting and open. • Look at yourself as a whole person. When you see yourself in a mirror or in your mind, choose not to focus on specifi c body parts. • Surround yourself with positive people. It is easier to feel good about yourself and your body when you are around others who

are supportive. • Shut down those voices in your head that tell you your body is not “right.” The next time you start to tear yourself down, build

yourself back up with a few quick affi rmations that work for you. • Wear clothes that are comfortable and that make you feel good about your body. • Become a critical viewer of social and media messages. Pay attention to images, slogans or attitudes that make you feel bad about

yourself or your body. • Do something nice for yourself — something that lets your body know you appreciate it such as taking a bubble bath, napping, or

relaxing outdoors. • Use the time and energy that you might have spent worrying about food, calories and your weight to do something to help others.

Reaching out to others can help you feel better about yourself while making a positive change in our world.

Teaching Concepts 3 By applying a few of the 10 Steps to a Positive Body Image, one can examine his/her strengths and support system. Taking time to refl ect on special qualities and strengths is important and should be done often. • Have the students complete the Give Yourself a Hand activity.

Assessment/Check for Understanding:• Read information aloud/review Teaching Concepts.• Ask if they have any questions.• Allow time for students to complete activity.

66


Disordered eating is an extreme behavior that can lead to serious illness or death. Eating disorders are infl uenced by many different things such as depression, low self-esteem, unrealistic body image, family expectations, and other emotional issues. Anorexia nervosa, Bulimia nervosa and binge eating are all forms of an eating disorder.

Anorexia Nervosa is a life-threatening disorder in which the individual does not maintain a minimally normal body weight, has an intense fear of gaining weight, and exhibits a dissatisfaction with and distortion of his/her body.

Bulimia Nervosa is a life-threatening disorder in which the individual repeatedly eats excessively large amounts of food followed by vomiting or other purging methods in an attempt to avoid weight gain.

Binge Eating is a life-threatening disorder in which the individual repeatedly eats excessively large amounts of food in one sitting.


67

Lección No 8: Un aplauso a si mismo

El hecho de alimentarse a manera desordenada es un comportamiento extremo que puede llegar a una enfermedad seria o la muerte. Los desordenes de alimentación pueden resultar de la infl uencia de varios factores como la depresión, la auto-estimación baja, un concepto no realista de su fi gura, las esperanzas familiares, y otros puntos emocionales. La anorexia nervosa, la bulimia nervosa, y la alimentación de parranda todas son formas de un desorden alimenticio.

La anorexia nervosa es un desorden amenazante a la vida donde el individuo no puede mantener un peso mínimo adecuado; el o ella tiene un miedo intenso de aumentar peso, y exhibe una insatisfacción con su cuerpo o un concepto distorsionado de si mismo.

La bulimia nervosa es un desorden amenazante a la vida donde el individuo come repetidamente cantidades excesivas de comida, seguido por vomitarse u aplicándose otros métodos de purgarse con la intención de evitar el aumento de peso.

La alimentación de parranda es un desorden amenazante a la vida donde el individuo repetidamente come cantidades excesivas de comida en una instancia.

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According to the national eating disorders association, there are 10 steps to a

positive body image:

Appreciate all that your body can do. Celebrate all of the amazing things your body does for you – running, dancing, breathing, laughing, dreaming, etc.

Keep a list of things you like about yourself – things that aren’t related to how much you weigh or what you look like. Read and add to your list often.

“True beauty” is not simply skin-deep. When you feel good about yourself, you are more confi dent, self-accepting and open. Beauty is a state of mind, not a state of your body.

Look at yourself as a whole person. When you see yourself in a mirror or in your mind, choose not to focus on specifi c body parts.

Surround yourself with positive people. It is easier to feel good about yourself and your body when you are around others who are supportive.

Shut down those voices in your head that tell you your body is not “right.” The next time you start to tear yourself down, build yourself back up with a few quick affi rmations that work for you.

Wear clothes that are comfortable and that make you feel good about your body.

Become a critical viewer of social and media messages. Pay attention to images, slogans or attitudes that make you feel bad about yourself or your body.

Do something nice for yourself – something that lets your body know you appreciate it such as taking a bubble bath, napping or relaxing outdoors.

Use the time and energy that you might have spent worrying about food, calories and your weight to do something to help others. Reaching out to others can help you feel better about yourself while making a positive change in our world.



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La asociación nacional para tratamiento de los desordenes alimenticios recomienda 10 puntos para

mantener una imagen positiva de su cuerpo:

Agradezca todas las capacidades de su cuerpo. Celebre todas las cosas maravillosas que su cuerpo puede hacer—correr, bailar, sonreír, soñar, y más.

Prepárese una lista de las cosas que le gusta de si mismo—cosas que no sean relacionadas a su peso o apariencia. Léala y apunte cosas nuevas frecuentemente.

La “belleza verdadera” no es superfi cial. Cuando uno se siente bien de si mismo, uno tiene mas confi anza, y se siente en paz y abierto. La belleza es un estado de mente, no un estado de su cuerpo.

Véase como una persona completa. Cuando se observe en un espejo o en la mente, decídase no enfocarse en porciones especifi cas de su cuerpo.

Acompáñese con personas de disposición positiva. Es mas fácil sentirse bien en si mismo cuando tiene amistades que lo apoyan.

Apague las voces en su mente que le dicen que su cuerpo no esta “bien formado.” La siguiente vez que empiece a criticarse, recupérese con un auto-afi rmación efectiva.

Use vestuario que sea confortable y que lo hace sentir bien de su cuerpo.

Conviértase en un observador que refl exiona sobre los mensajes que se difunden dentro la sociedad y los medios de comunicación. Ponga atención a las imágenes, las declaraciones, o las actitudes que lo hacen a uno sentirse mal acerca su auto-imagen o su cuerpo.

Ocúpese en algo benefi cioso a si mismo—algo que lo hace saber a su cuerpo que lo aprecia, como tomarse un baño en burbujas de jabón, tomándose una siesta, o relajándose en el campo.

Use el tiempo y la energía que gastaría en preocuparse de la comida, las calorías, y su peso para hacer algo que ayuda a otros. Dirigiéndose a otras personas lo puede hacer uno sentirse bien con si mismo aun contribuyendo a un cambio positivo en nuestro mundo.


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Directions: Answer the following questions by placing the response on the hand.

What are two things that you like about yourself? [write the responses on the above index and middle fi ngers.]

What is one of your strengths? What would you consider yourself to be an expert at? [write the response on the above ring fi nger.]

Who can you rely on for support and advice on any problem or concern that you have? [write response on the above pinky fi nger.]

Who do you consider to be the above role model? [write response on the above thumb.]


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Instrucciones: Escriba su respuesta a las siguientes preguntas en el dibujo de la mano.

¿Cuál son dos cosas que te gustan de si mismo? [escriba la respuesta en los dedos índice y medio.]

¿Cuál son sus puntos fuertes? ¿Qué consideras la cosa que tengas mas talento? [escriba la respuesta en el dedo del anillo.]

¿Quién es la persona en cual puedes confi ar para ayudarte o ofrecerte consejo acerca un problema o preocupación que puedes tener? [escriba la respuesta en su dedo menor.]

¿A quién consideras un modelo para vivir? [escriba la respuesta en el dedo pulgar.]

72

Lesson 9:cardio concerns

Health TEKS:1(C) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The student is expected to identify and describe lifetime strategies for prevention and early identifi cation of disorders.3(A) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout the life span. The student is expected to explain the role of preventive health measures, immunizations and treatment in disease prevention.3(B) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout the life span. The student is expected to analyze risks for contracting specifi c diseases based on pathogenic, genetic, age, cultural, environmental and behavioral factors.3(C) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout the life span. The student is expected to distinguish risk factors associated with communicable and noncommunicable diseases.

National Health Education Standards:1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze the

relationship between healthy behaviors and personal health.1.8 Students will comprehend concepts related to health promotion and disease prevention to enhance health — examine the

likelihood of injury or illness if engaging in unhealthy behaviors.

Objectives:After completion of this activity, students will be able to:1. Identify the different types of heart disease.2. Identify the various risk factors associated with heart disease.3. Explain how to reduce one’s risk for developing heart disease.

Lesson Summary:This lesson will discuss the different kinds of heart diseases as well as provide a list of risk factors. Students will be asked to explain how they can reduce their risk of developing heart disease. Lastly, the students will participate in a game designed to review the concepts discussed in the lesson.

Materials:Student workbook pg. 54Index cards with heart disease terms

Procedures:Before beginning this lesson, state the following: “What are some examples of chronic diseases that adults develop? [example responses: diabetes, cancer, heart disease, etc.] Today we will focus on heart disease. We will discuss the different types of heart disease as well as those things that place you at greater risk for developing heart disease.”

• Distribute student workbooks• Teach Teaching Concept provided below• Play game

73

Teaching Concepts 1 A person’s heart is very important to his/her health. When people have problems with their heart it can be very scary. Heart disease primarily affects the heart and blood vessels of older people. Blood vessels carry blood throughout the body. The blood is fi lled with oxygen which is needed for the cells to live. When there is a problem with the heart or blood vessels, a person has heart disease. Heart disease is the leading cause of death among American adults. This means that more people die from problems with the heart and blood vessels than cancer, diabetes or accidents.

Teaching Concepts 2 There are several different forms of heart disease. These include: atherosclerosis, arteriosclerosis, heart attack, high blood pressure and stroke.

• Atherosclerosis is a condition in which fatty substances build up in the arteries. This can cause a reduction in blood fl ow or a complete blockage of blood fl ow.

• Arteriosclerosis is a condition in which the arteries become thick and harden due to a build up of fatty substances.

• Heart Attack is a condition in which the blood supply to the heart is reduced or stopped completely and the heart muscle becomes damaged.

• High Blood Pressure also known as hypertension is a condition in which blood pressure is consistently higher than normal.

• Stroke is a condition in which the arteries leading to the brain (rather than the heart) become blocked causing damage to the brain.

Teaching Concepts 3 Risk factors are those things that put you at greater risk for developing a disease. There are several factors that place a person at greater risk for developing heart disease. The factors include:

• Smoking – smokers are more than twice as likely to have heart attacks than nonsmokers

• Lack of Physical Activity – regular activity helps to strengthen your heart muscle and lower blood pressure

• High Fat Diet – foods high in saturated fat can increase your cholesterol levels which can lead to atherosclerosis and arteriosclerosis

• Stress – effective stress management can keep your blood pressure within a healthy range

• Obesity – if you are overweight, your heart has to work harder than if you were at a healthy weight

• Type 2 Diabetes – by managing your weight, eating nutritious foods and being physically active you can reduce your chances of Type 2 diabetes and heart disease

• Family History – if your parents or grandparents have heart disease you need to make sure to exercise, eat right, control your weight and avoid tobacco.

Ask: What can you do to reduce your risk of developing heart disease? [example responses: avoid tobacco (smoking); exercise daily; eat foods low in saturated fat and cholesterol; control weight by exercising and eating right; eat right and exercise to try to prevent diabetes; use relaxation or stress management techniques; know your family history, etc.]

Teaching Concepts 4 As a way to review, the class will participate in a game called Heart Disease: Any Questions? Create groups of 4-5 students. Write the following heart disease concepts on individual index cards (referred to as game cards): arteriosclerosis, atherosclerosis, heart attack, high blood pressure, stroke, smoking, lack of physical activity, foods high in saturated fat, obesity, stress, Type 2 diabetes, and family history.

Lesson 9: cardio concerns

74

arteriosclerosis

arteriosclerosis

high fat diet

heart attack

high blood pressure

obesity

stroke

smoking

Type 2 diabetes

stress

lack ofphysical activity

family history

Game Procedure:Have one group designated to go fi rst. Randomly select one of the game cards making sure that the fi rst group can not see the card. The purpose of this game is for the guessing group to determine which heart disease concept is written on the card by asking a series of yes/no questions. The rules are as follows: One group member must ask 1 yes/no question prior to making a guess. {example: Is it a risk factor for heart disease? Is it a type of heart disease? Does this risk factor have to do with nutrition? Is this condition associated with the brain? Etc.} If he/she guesses the incorrect heart disease concept from the list above, a second group member must ask 1 yes/no question prior to guessing. This process continues until one group member guesses the correct concept written on the card. Once a correct guess has been made the group must provide at least one specifi c strategy that can be done to reduce the chances of developing this type of heart disease or one specifi c strategy to avoid the risk factor.

Determining a winner: For every question that the group must ask prior to correctly guessing the heart disease term the group will earn 1 point. The group with the fewest points after one round wins.

Assessment/Check for Understanding:Review Teaching Concepts.Ask if they have any questions.Review game procedures.Play game.

Lesson 9: cardio concerns

75

Normal Coronary Artery

Atherosclerosis

Heart Disease is a condition that reduces the functioning ability or strength of the heart and/or blood vessels. Heart disease is the leading cause of death among American adults.

Types of Heart Disease and Related Conditions:

Atherosclerosis – a condition in which fatty substances build up in the arteries. This can cause a reduction in blood fl ow or a complete blockage of blood fl ow.

Arteriosclerosis – a condition in which the arteries become thick and harden due to a build up of fatty substances.

Heart Attack – a condition in which the blood supply to the heart is reduced or stopped completely and the heart muscle becomes damaged.

High Blood Pressure (hypertension) – a condition in which blood pressure is consistently higher than normal.

Stroke – a condition in which the arteries leading to the brain (rather than the heart) become blocked causing damage to the brain.

Lesson 9:CARDIO CONCERNS


76

Obstruccion de sangre

Arteria

Placa de colesterol

Arteria coronarial normal

Arteriosclerasis

La enfermedad del corazón es una condición que reduce el funcionamiento o la fuerza del corazón y sus venas. La enfermedad del corazón es la causa principal de muerte en adultos norteamericanos.

Los tipos de enfermedad de corazón y las condiciones relacionadas:

Aterosclerosis – una condición en donde sustancias graseras se acumulan en las arterias. Esto puede reducir el fl ujo de sangre o bloquearlo completamente.

Arteriosclerasis – una condición donde las arterias se engrosan con la acumulación de sustancias graseras.

Ataque de corazón – una condición donde el fl ujo de sangre al corazón se reduce o se bloquea completamente y el músculo del corazón resulta dañado.

Alta presión (hipertensión) – una condición donde la presión de sangre es consistentemente elevada sobre lo normal.

Apoplejía – una condición donde las arterias yendo al cerebro (en lugar del corazón) resultan bloqueadas causando daño al cerebro.

Lección No 9: PreocupaciÓnes Cardiacas

77

Lesson 9:CARDIO CONCERNS


Risk Factors for Heart Disease and Related Conditions:

Risk factors are things that increase your chances of developing a condition. These include:

Smoking – smokers are more than twice as likely to have heart attacks than nonsmokers

Lack of Physical Activity – regular activity helps to strengthen your heart muscle and lower blood pressure

High Fat Diet – foods high in saturated fat can increase your cholesterol levels which can lead to atherosclerosis and arteriosclerosis

Stress – effective stress management can keep your blood pressure within a healthy range

Obesity – if you are overweight, your heart has to work harder than if you were at a healthy weight

Type 2 Diabetes – by managing your weight, eating nutritious foods, and being physically active you can reduce your chances of Type 2 diabetes and heart disease

Family History – if your parents or grandparents have heart disease you need to make sure to exercise, eat right, control your weight and avoid tobacco.

78

Lección No 9: Preocupaciones Cardiacas

Factores de riesgo a la enfermedad de corazón y condiciones relacionadas:

Los factores de riesgo son las cosas que incrementan la probabilidad de crear una condición. Estos incluyen:

Fumar – personas que fuman tienen una probabilidad doble para ataque de corazón que las personas que no fuman

Falta de actividad física – las actividades físicas regulares ayudan reforzar el músculo del corazón y bajar la presión de sangre

Dieta con alto contenido de grasas – las comidas con alto contenido de grasas saturadas incrementan el nivel de colesterol que en cambio puede resultar en la aterosclerosis y la arteriosclerosis

El estrés – manejando el estrés efectivamente puede mantener la presión de sangre dentro de un margen saludable

La obesidad – Si uno esta sobrepeso, el corazón tiene que trabajar mas duro que si uno estuviera en un peso saludable

La diabetes tipo 2 – con el hecho de manejar su peso, alimentándose con comidas saludables, y participando en actividades físicas uno puede evitar el riesgo de la diabetes tipo 2 y la enfermedad de corazón

La historia familiar – si sus padres o abuelos tuvieron la enfermedad de corazón, usted necesita evitar el tabaco y asegurarse del ejercicio fi sco, alimentación apropiada, y el control del peso

79

Lesson 10:the 411 on diabetes

Health TEKS:1(C) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The student is expected to identify and describe lifetime strategies for prevention and early identifi cation of disorders.3(A) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout the

life span. The student is expected to explain the role of preventive health measures, immunizations and treatment in disease prevention.3(B) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout the life span. The student is expected to analyze risks for contracting specifi c diseases based on pathogenic, genetic, age, cultural, environmental and behavioral factors.3(C) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout the

life span. The student is expected to distinguish risk factors associated with communicable and noncommunicable diseases.4(A) Health Information: The student knows how to research, access, analyze and use health information. The student is expected to use critical thinking to analyze and use health information.4(C) Health Information: The student knows how to research, access, analyze and use health information. The student is expected to demonstrate ways to use health information to help self and others.

Language Arts TEKS: 10(G) Reading/Comprehension: The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of diffi culty. The

student is expected to paraphrase and summarize text to recall, inform or organize ideas.10(H) Reading/Comprehension: The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of diffi culty. The

student is expected to draw inferences such as conclusions or generalizations and support them with text evidence and experience.13(B) Reading/Inquiry/Research: The student inquires and conducts research using a variety of sources. The student is expected to use text organizers,

including headings, graphic features and tables of contents, to locate and organize information.13(F) Reading/Inquiry/Research: The student inquires and conducts research using a variety of sources. The student is expected to produce research

projects and reports in effective formats for various audiences.15(C) Writing/Purposes: The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to write to

inform such as explain, describe, report and narrate.

National Health Education Standards:1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze the relationship between

healthy behaviors and personal health.1.4 Students will comprehend concepts related to health promotion and disease prevention to enhance health — describe how family history can

affect personal health.1.5 Students will comprehend concepts related to health promotion and disease prevention to enhance health — describe ways to reduce or prevent

injuries and other adolescent health problems.1.6 Students will comprehend concepts related to health promotion and disease prevention to enhance health — explain how appropriate health care

can promote personal health.2.1 Students will analyze the infl uence of family, peers, culture, media, technology and other factors on health behavior — examine how the family infl uences the health of adolescents.3.1 Students will demonstrate the ability to access valid information, products and services to enhance health — analyze the validity of health

information, products and services.4.1 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks — apply effective verbal and nonverbal communication skills to enhance health.7.2 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks — demonstrate healthy practices

and behaviors that will maintain or improve the health of self or others.8.4 Students will demonstrate the ability to advocate for personal, family, and community health — identify ways that healthy messages and communication techniques can be altered for different audiences.

80

Lesson 10: the 411 on diabetes

Objectives:After completion of this activity, the students will:1. Describe Type 2 diabetes.2. State the risk factors associated with Type 2 diabetes.3. State the symptoms associated with Type 2 diabetes. 4. State prevention strategies associated with Type 2 diabetes.5. State treatment options associated with Type 2 diabetes.6. Access credible diabetes information resources on the internet if available.

Lesson Summary: This lesson is designed to have the students access diabetes information from the internet if available and develop a brochure for family members to review.

Materials: Student workbooks pg. 58, access to internet if available, access to publishing software and/or paper to create brochure

Procedures:Before beginning this lesson, state the following: “Type 2 Diabetes is a disease that many people in our community suffer from. Today you will access various diabetes information Web sites to gather information and create an information brochure. By informing about this disease you can raise awareness about this chronic disease.”

• Distribute student workbooks• Provide students with the following Web sites: www.diabetes.org; www.diabetes.niddk.nih.gov; www.fda.gov/diabetes; http://medlineplus.gov• Allow students time to gather information and create informational brochure

Teaching Concepts 1Resources: The following Web sites are excellent sources for information on Type 2 diabetes: American Diabetes Association, www.diabetes.org; National Diabetes Information Clearinghouse, www.diabetes.niddk.nih.gov; FDA Diabetes, Information, www.fda.gov/diabetes and Medline Plus Medical Encyclopedia, http://medlineplus.gov

Teaching Concepts 2Disease Description: When someone has diabetes, his or her body doesn’t use glucose properly. Glucose, a sugar, is the main source of energy for the body. Glucose levels are controlled by a hormone called insulin, which is made in the pancreas. In diabetes, the pancreas does not make enough insulin (Type 1 diabetes) or the body can’t respond normally to the insulin that is made (Type 2 diabetes). If diabetes is not under control - or a person doesn’t know he or she has diabetes - the person may have problems ike increased urination (peeing), extreme thirst, and unexplained weight loss.

Insulin-If someone has diabetes, he or she has trouble with a hormone called insulin. Insulin, which is made in the pancreas, lowers the level of glucose (a type of sugar) in the blood. It does this by helping glucose enter the body’s cells. But without insulin, glucose can’t get into the cells. In diabetes, the pancreas doesn’t make enough insulin or the body can’t respond normally to the insulin that is made. This causes the glucose level in the blood to rise.

Glucose-When you eat, your body turns the food into a sugar called glucose. Like gas for a car, glucose provides fuel for your cells. How does it get to the cells? It’s carried to them by the bloodstream. The hormone insulin helps the glucose get to the cells, so it can be used for energy.

Pancreas- The pancreas is a long, fl at gland in your belly. It sits behind the stomach and produces enzymes that are important for digestion. Insulin and glucagon, which help control the level of glucose (a type of sugar) in the blood, are also made in the pancreas.

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Teaching Concepts 3 Risk Factors: The risk factors for Type 2 diabetes include obesity, family history, lack of physical activity, poor nutrition, increased age, high blood

pressure, high cholesterol and race/ethnicity (African-American, Hispanic and Native Americans have higher rates).

Teaching Concepts 4 Symptoms: The symptoms of Type 2 diabetes include excessive thirst, frequent urination, hunger, fatigue, wounds that take a long time to heal, a

darkening of the skin around the neck, underarms or groin and blurred vision.

Teaching Concepts 5 Prevention Strategies: While family history does play a role in the development of Type 2 diabetes, there are several prevention strategies to lower

one’s risk of developing the disease. These include daily physical activity; a diet low in fat, cholesterol, and sugar; and control weight.

Teaching Concepts 6 Treatment: There are several treatment options for individuals with Type 2 diabetes. These include insulin injections or an insulin pump, oral

medications, a physical activity plan and a diet plan.

Assessment/Check for Understanding:• Review the directions.• Assist students in accessing Web sites.• Allow students time to gather information while you assist as needed.• Evaluate information in brochure.

Lesson 10: the 411 on diabetes

82

lesson 10:the 411 on diabetes

Directions:Use the following Web sites: www.diabetes.org; www.diabetes.niddk.nih.gov; www.fda.gov/diabetes and http://medlineplus.gov to gather information on Type 2 Diabetes. Be sure to locate information for each category below. Once you have gathered the information, create a brochure for family members to inform them on this disease.

Example:

Type 2 Diabetes

Disease description: Symptoms: Treatment:

Risk factors: Prevention strategies: Resources for more information:


83

Lección No 10: El nÚmero informativo 411

sobre la diabetes

Instrucciones:Utilice los siguientes sitios electrónicos para obtener información sobre la diabetes: www.diabetes.org; www.diabetes.niddk.nih.gov; www.fda.gov/diabetes and http://medlineplus.gov. Asegúrese de obtener información para cada categoría de la tabla abajo. Ya que obtenga la información, prepárese un folleto para sus familiares avisándoles de esta enfermedad.

Ejemplo:

La diabetes tipo 2

Descripción de la enfermedad: Síntomas: Tratamientos:

Factores del riesgo: Estrategias de prevención: Recursos para más información:

84

Health TEKS:1(C) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life

span. The student is expected to identify and describe lifetime strategies for prevention and early identifi cationof disorders.

3 Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout the life span.

National Health Education Standards:1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze

the relationship between healthy behaviors and personal health.7.2 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks —

demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.

Objectives:Upon completion of this activity, the student will be able to:1. Defi ne the fi ve components of fi tness.2. Provide examples of activities that promote fi tness.3. Categorize various physical activities into the fi ve components of fi tness categories.

Lesson Summary:This lesson is designed to inform students of the basic components of fi tness. Students will brainstorm for activities that promote each fi tness category.

Materials:Student workbook pg. 60Chalkboard and chalk

Procedures:Before beginning this lesson state the following: “Why is it important to engage in physical activity? [example responses: works your heart, builds strong muscles, gives you more energy, prevents diseases, controls weight, etc.] There are several different forms of physical activity that we should engage in. There are also different components of health fi tness. Today, we will discuss the fi ve components of health fi tness and provide example activities that target each component.”

• Distribute student workbooks • Teach Teaching Concepts provided below. • Play game

lesson 11:get fit to win

85

Teaching Concepts 1 To be fi t means that you are physically healthy in many ways. For example, to be fi t your heart must work effi ciently and your muscles should be

strong and able to work for long periods of time. Also, if you are fi t you should be able to stretch and move in several directions. A fi t person also has more lean body mass than fat mass. Therefore, to be fi t you must meet all criteria for fi tness. The components of fi tness are:

• Cardiovascular endurance — the heart’s ability to perform physical activity without getting easily tired. • Body composition — the proportion of fat tissue and non-fat tissue in the body. • Muscular Endurance — the muscles’ ability to perform physical activity without getting easily tired. The proportion of fat tissue and non- fat tissue in the body • Strength — the ability of your muscles to exert a force. • Flexibility — the ability of a joint, such as the shoulder or hip, to move freely and easily through a full range of motion.

Teaching Concepts 2 Each of these fi ve components of fi tness can be achieved through various physical activities. For example, an aerobic workout not only tones your

muscles but also works your heart. • Ask: What are examples of other activities that would work your heart? [example responses: swimming, running, basketball, soccer,

riding your bike, etc.]

Teaching Concepts 3 Engaging in physical activity regularly increases the amount of muscle in your body and decreases the amount of fat, thus enhancing your

body composition. • Ask: What types of activities might increase muscle while decreasing fat? [example responses: weight lifting, sit-ups, squats, etc.]

Teaching Concepts 4 To increase muscular endurance one must gradually increase the frequency, intensity and amount of time spent on a particular activity.

For example, you could begin by walking briskly around a track once a couple of times a week and then work your way up to jogging a mile each day.

• Ask: What other activities could you participate in to increase your muscular endurance? [example responses: jumping rope, swimming, running stairs, aerobics, etc.]

Teaching Concepts 5 Strength is the ability of your muscles to exert a force. For example, power lifters have great strength. Power lifters can lift large amounts of

weight for short periods of time. To build strength you should increase the intensity of your workout often.

Teaching Concepts 6 Flexibility is an important component of fi tness. It is important that you can move your joints freely and easily through a full range of motion

so that you do not injure yourself during an activity. Many of your coaches will have you warm-up before an activity so that you do not injure yourself. This warm-up consists of various stretches.

• What are some examples of activities that enhance fl exibility? [example responses: yoga, hamstring stretch, touching your toes, splits, calf stretches, etc.]

Directions for game: Have the class divide into teams of approximately 10 students each. Have each team sit in a row (one behind the other). The fi rst members of each team will race to the board and write down one component of fi tness. He/she will run back to the group and high fi ve the next member sitting in line and then run to the back of the line and sit down. The second team member will write an example of an activity that targets that component of fi tness. For example if the fi rst team member writes cardiovascular endurance, the second team member can write aerobics. The catch is that only one team can use each example activity. So as in the case above, if one team uses aerobics no other teams can write aerobics. Each second team member must come up with an original example. The second team members will then run back to the group and high fi ve the next member in line and then go to the back of the line and sit down. The third team member will write a second component of fi tness—tag the fourth member, which must write down an original activity that targets this component. Again, example activities cannot be used more than once. This continues until all fi ve components of fi tness and fi ve examples are written on the board. The fi rst team to complete this activity wins. Remind the students that they may not help each other by yelling out potential answers.

Assessment/Check for Understanding:Review Teaching ConceptsAsk if they have questionsPlay game

Lesson 11: get fit to win

86

Cardiovascular Endurance:

the heart’s ability to perform physical activity without getting easily tired

Muscular Strength:the ability of your muscles to exert a force

Flexibility:the ability of a joint, such as the shoulder or hip, to move freely and easily through a full range of motion

lesson 11:get fit to win

Muscular Endurance:the ability to use muscle over an extended period of time

Body Composition:

the proportion of fat tissue and non-fat tissue in the body


87

La Resistencia cardiovascular:

La habilidad del corazón para hacer la actividad física sin cansarse fácilmente.

La fuerza muscular:La habilidad de los músculos para hacer fuerza

La flexibilidad:La habilidad de una coyuntura, tal como el hombro o la cadera, para mover libremente y fácilmente por una gama repleta del movimiento

Lección No 11: Ejercite Para Ganar

La Resistencia muscular:La habilidad de los músculos de sostener actividades físicas sin demasiado cansancio

La composición del cuerpo:

La proporción del tejido gordo y el tejido sin grasa en el cuerpo

88

Health TEKS:1(C) Health Information. The student comprehends ways to enhance and maintain personal health throughout the life span. The

student is expected to identify and describe lifetime strategies for prevention and early identifi cation of disorders.3 Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention

throughout the life span.

Math TEKS:2(B) Number, Operation, and Quantitative Reasoning: The student adds, subtracts, multiplies and divides to solve problems and

justify solutions. The student is expected to use addition, subtraction, multiplication and division to solve problems involving fractions and decimals.

13(A) Underlying Processes and Mathematical Tools: The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics.

National Health Education Standards:1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze the

relationship between healthy behaviors and personal health.7.2 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks — demonstrate

healthy practices and behaviors that will maintain or improve the health of self and others.

Objectives:Upon completion of this activity, students will:1. Calculate target heart rate.2. State examples of aerobic exercises that will work the heart effi ciently.

Lesson Summary:Students will focus on the component of health fi tness, cardiovascular endurance. Students will calculate the target heart rate range appropriate for an individual exercise plan.

Materials:Student workbook pg. 62Students must have calculated their Resting Heart Rate prior to completing this activity.

Procedures: Before beginning the lesson, state the following: “In order to maintain optimal health individuals must work their heart effi ciently. It

is important to not overwork your heart when exercising. There is a range in which you should keep your heart rate when exercising. This range is unique to each individual. It is called target heart rate. Today we will learn how to calculate an individual target heart rate and discuss various activities that you can engage in to work your heart effi ciently.”

• Distribute student workbooks• Teach Teaching Concepts provided below

lesson 12:right on target

89

Lesson 12: right on target

Teaching Concepts 1 As we learned in previous lessons, there are fi ve components to fi tness. These include body composition, muscular

endurance, muscular strength, fl exibility and cardiovascular endurance. Cardiovascular endurance is the heart’s ability to perform physical activity without getting easily tired. In order to maintain optimal cardiovascular endurance, you should engage in exercises that work your heart these are called aerobic exercises.

• Ask: What are aerobic exercises that work your heart? [example responses: aerobics, basketball, swimming, soccer, running, riding a bike, walking on a treadmill, etc.]

Teaching Concepts 2 When you exercise you want to work your heart at the appropriate level. In order to determine the range that your heart

should be working, you can calculate your target heart rate. In order to calculate target heart rate, you need to know your age and your resting heart, the number of heartbeats per minute during inactivity. To calculate your resting heart rate, do the following: before getting out of bed in the morning take your pulse for 10 seconds and multiply the number of beats by 6. This total is your resting heart rate (RHR). Once you have the necessary information, you can calculate the target heart rate by completing the following steps:

Example: Age 10 years Resting Heart Rate = 75

• Determine your maximum heart rate (MHR). 220 220 -AGE -10 MHR 210

• Subtract your resting heart rate (RHR) from your maximum heart rate (MHR). MHR 210 -RHR -75 Number 135

• Multiply number (example: 135) by 0.60, then add to your resting heart rate (RHR). 135 x 0.60 81 + 75 (RHR) Lower Limit = 156

When you begin exercising, aim for this heart rate per minute.

• Multiply number (example: 135) by 0.80, then add resting heart rate (RHR). 135 x 0.80 108 + 75 (RHR) Upper Limit = 183

As you become more fi t, you can work your way toward the upper limit.

For cardiovascular health, you should maintain a target heart rate above your lower limit (example: 156 beats per minute) and below your upper limit (example: 183 beats per minute) when exercising.

Assessment/Check for Understanding:Review Teaching Concepts.Ask if they have any questions.Allow students time to calculate their individual target heart rate.Assess calculations.

90

lesson 12:right on target

Target Heart Rate is the heart rate at which a person gains maximum cardiovascular benefi t from aerobic exercise. To calculate your target heart rate (THR) follow the steps below:

Resting Heart Rate is the number of heartbeats per minute during inactivity. To calculate your resting heart rate do the following: before getting out of bed in the morning take your pulse for 10 seconds and multiply the number of beats by 6. This total is your resting heart rate (RHR).

Example: Age 10 years Resting Heart Rate = 75

1. Determine your maximum heart rate (MHR). 220 220 -AGE -10 MHR 210

2. Subtract your resting heart rate (RHR) from your maximum heart rate (MHR). MHR 210 -RHR -75 Number 135

3. Multiply number (example: 135) by 0.60, then add to your resting heart rate (RHR). 135 x 0.60 81 + 75 (RHR)Lower Limit = 156When you begin exercising, aim for this heart rate per minute.

4. Multiply number (example: 135) by 0.80, then add resting heart rate (RHR).

135 x 0.80 108 + 75 (RHR) Upper Limit = 183As you become more fi t, you can work your way toward the upper limit.

For cardiovascular health, you should maintain a target heart rate above your lower limit (example: 156 beats per minute) and below your upper limit (example: 183 beats per minute) when exercising.


91

Lección No 12: Al Centro del Blanco

El latido deseado del corazón es el latido en cual una persona recibe el máximo benefi cio del ejercicio aeróbico. Para calcular su latido deseado del corazón (THR) sigue los pasos abajo:

El latido del corazón en descanso es el latido por minuto cuando uno esta inactivo. Para calcular su latido del corazón en descanso, haga lo siguiente: antes de levantarse de cama en la mañana, tome su pulso por 10 segundos y multiplique el número por 6. Este total es el latido del corazón en descanso.

Ejemplo: Edad 10 años Latido del corazón en descanso = 75

1. Determine su latido máximo del corazón (MHR). 220 220 -EDAD -10 MHR 210

2. Sustrae el latido en descanso (RHR) del latido máximo (MHR). MHR 210 -RHR -75 Número 135

3. Multiplique el numero (ejemplo: 135) por 0.60, y súmalo al latido en descanso (RHR). 135 x 0.60 81 + 75 (RHR)El limite menor = 156Cuando empiece hacer ejercicio, propóngase a llegar a este latido por minuto.

4.Multiplique el numero (ejemplo: 135) por 0.80, y súmalo al latido en descanso (RHR).

135 x 0.80 108 + 75 (RHR)El limite máximo = 183Como vaya progresando, usted puede trabajar hacia el limite máximo.

Para tener buena salud cardiovascular, usted debe mantener un latido deseado de corazón mas arriba del latido menor (ejemplo: 156 latidos por minuto) y menos que el limite máximo (ejemplo: 183 latidos por minuto) cuando esta haciendo ejercicios.

92

Health TEKS:1(A) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The

student is expected to analyze the interrelationships of physical, mental and social health.1(C) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The

student is expected to identify and describe lifetime strategies for prevention and early identifi cation of disorders.3(B) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention

throughout the life span. The student is expected to analyze risks for contracting specifi c diseases based on pathogenic, genetic, age, cultural, environmental and behavioral factors.

4(C) Health Information: The student knows how to research, access, analyze and use health information. The student is expected to demonstrate ways to use health information to help self and others.

Reading/Language Arts TEKS: 15(B) Writing/Purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is

expected to write to infl uence such as to persuade, argue, and request.

National Health Education Standards:3.1 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health

risks—apply effective verbal and nonverbal communication skills to enhance health.7.1 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks — explain the

importance of assuming responsibility for personal health behaviors.8.1 Students will demonstrate the ability to advocate for personal, family, and community health — state a health-enhancing

position on a topic and support it with accurate information.

Objectives:After completion of this activity, students will1. Cite three reasons to engage in a specifi c physical activity.2. Effectively communicate the importance of physical activity.3. Demonstrate knowledge in writing a persuasive essay.

Lesson Summary: Students will choose one of three writing prompts and write a 5 paragraph persuasive essay targeting a family member. Students will develop three reasons of support as well as an introduction and conclusion paragraph.


Procedures:To begin the lesson state the following:“Today we will try to persuade a family member to adopt a healthy habit. After choosing a prompt we will brainstorm as a group reasons why one should adopt this behavior. The fi nal product will be a 5 paragraph persuasive essay.”• Distribute student workbooks• Provide students with the writing prompts.• Brainstorm for support reasons for each prompt and write them on the board for students to review.• Review the student workbook essay outline.• Upon completion of the outline have students review each other’s work and make suggestions.• Finally, each student will use his/her outline to create a fi nal draft of the persuasive essay.

Lesson 13:PERSUADE T0 A HEALTHY WAY

93

Lesson 13: PERSUADE T0 A HEALTHY WAY

Teaching Concepts 1 Being physically active is important to one’s health. Review the writing prompts and choose one to persuade a family member to adopt.

Teaching Concepts 2 Writing a persuasive essay is not diffi cult if you follow an outline. Let’s look at prompt A: Persuade a member of your family to

take a family walk for 30 minutes each day. What are some reasons to support adopting this behavior each day? What do we know about the benefi ts of physical activities such as walking? [Write student responses on board: examples: entire family can join; quality family time; walking helps to control weight; physical activity reduces one’s chances of heart disease; etc.] Prompt B: Persuade a member of your family to take the stairs rather than the elevator. What are some reasons to support adopting this behavior that may be different from prompt A? Again, what do we know about the benefi ts of physical activity? [Write student responses on board: examples: even small amounts of physical activity have health benefi ts; increases energy levels; reduces stress; etc.] Prompt C: Persuade a member of your family to join the YMCA or other fi tness/sports club. What are reasons to support this behavior that are different from prompts A and B? [Write student responses on board: examples: the entire family can benefi t; joining a club/group enhances one’s social health; being physically active reduces one’s chances of developing Type 2 diabetes, etc.]

Teaching Concepts 3 An introductory paragraph contains a sentence stating your position. For example, Walking for 30 minutes each day is a good habit to adopt. Within the next sentence you should list three reasons to support the fi rst sentence. For example, Daily walking provides quality time with your family, helps to control weight and reduces your chances of heart disease.

Teaching Concepts 4 Your three middle paragraphs are detailed discussions of your three support reasons. For example, within the fi rst support paragraph you would describe how daily walking provides quality time with your family. Within the second support paragraph you would discuss how daily walking helps to control weight. Lastly, within the third support paragraph you would describe how daily walking reduces your chances of heart disease.

Teaching Concepts 5 A conclusion paragraph contains at least 2 sentences restating your position and reasons for support. For example, Daily walking has many benefi ts. You can spend quality time with your family each day. You can control your weight and reduce your chances of developing heart disease. Take that step toward a healthy life and begin walking each day!

Assessment/Check for Understanding:• Provide students with the lesson directions and student workbook essay outline.• Ask if they have questions.• Allow time for brainstorming of support statements.• Review the essay outlines.• Review the fi nal draft of essay.

94

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Steps to writing a persuasive essay:

Introduction Paragraph

Create a topic sentence stating your position

State three reasons to support your position

Support Paragraph 1

Discuss in detail your fi rst support reason

Provide specifi c examples and information

Support Paragraph 2

Discuss in detail your second support reason


Support Paragraph 3

Discuss in detail your third support reason


Conclusion Paragraph

Clearly restate the topic and your reasons for support

Remember this is your last chance to convince the reader to accept your position



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Los pasos para escribir un ensayo con intento de convencer:

Párrafo de introducción

Escriba una frase al tópico que explica su posición

Ofrezca tres razones que sostienen su posición

Párrafo sustentador 1

Hay que discutir en detalle la primera razón sustentadora

Ofrezca ejemplos e información específi ca


Hay que discutir en detalle la segunda razón sustentadora

Ofrezca ejemplos y información especifi ca


Hay que discutir en detalle la tercera razón sustentadora

Ofrezca ejemplos e información específi ca

Párrafo de conclusión

Hay que plantear el tópico de nuevo y las razones que lo sostienen

Recuerde que esta es la ultima oportunidad para convencer

el lector que acepte tu posición

Lección No 13: Convenciéndolos hacia

la buena salud

96

Choose one of the following topics: A) Persuade a member of your family to take a family walk for 30 minutes each day.B) Persuade a member of your family to use the stairs at work rather than the elevator.C) Persuade a member of your family to join the YMCA or other fitness/sports club.

Essay Outline

Topic Sentence: _____________________________________________________________________________________ ______________________________________________________________________________________________

Reasons for Support:1. ______________________________________________________________________________________________ ______________________________________________________________________________________________2. ______________________________________________________________________________________________ ______________________________________________________________________________________________3. ______________________________________________________________________________________________ ______________________________________________________________________________________________

Examples for Support Statements:Support Statement 1: _________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

Support Statement 2: _________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

Support Statement 3: _________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

Conclusion Statement: ________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________



97

Seleccione uno de los siguientes tópicos: A) Hay que convencer un miembro de la familia de caminar por 30 minutos cada día.B) Hay que convencer un miembro de la familia de usar las escaleras en lugar que el elevador.C) Hay que convencer un miembro de la familia que se haga miembro del YMCA o algún otro club de ejercicio físico.

Esquema del ensayoFrase de tópico: _____________________________________________________________________________________ ______________________________________________________________________________________________

Razones sustentadoras:1. ______________________________________________________________________________________________ ______________________________________________________________________________________________2. ______________________________________________________________________________________________ ______________________________________________________________________________________________3. ______________________________________________________________________________________________ ______________________________________________________________________________________________

Ejemplos de frases sustentadores:Frase sustentador 1: __________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

Frase sustentador 2: __________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

Frase sustentador 3: __________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

Frase de conclusión: _________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

Lección No 13: Convenciéndolos hacia

la buena salud

98

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bienestar/neema health program · 2013. 5. 8. · and diabetes risk factors in youth from...

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