A teacher’s curriculum-based resource forHealthy Living Activities

heartandstroke.ca/teachers

This publication Heart Smart Kids is for informational purposes only and is not intended to be considered or relied upon as medical advice or a substitute for medical advice, a medical diagnosis or treatment from a physician or qualified healthcare professional. You are responsible for obtaining appropriate medical advice

from a physician or other qualified healthcare professional prior to acting upon any information available through this publication.

Contents

Heart and Stroke Foundation of Canada Healthy Living Activities Activity 1: Healthy Eating . . . . . . . . . . . . . . . . . . . . page 4

Student Activity Handout 1.1• My Healthy Eating Checklist . . . . . . . . . . . . . . . . . . . . page 8

Student Activity Handout 1.2• Canada’s Food Guide Recommendations. . . . . . . . . . page 10

Activity 2: Active Living . . . . . . . . . . . . . . . . . . . . . . page 12

Student Activity Handout 2.1• My Physical Activity Checklist . . . . . . . . . . . . . . . . . . . page 16

Student Activity Handout 2.2• Canadian Physical Activity Recommendations . . . . . . page 17

Activity 3: Smoke-Free Living . . . . . . . . . . . . . . . . page 20

Student Activity Handout 3.1• Tobacco: Just the Facts . . . . . . . . . . . . . . . . . . . . . . . . page 24

Student Activity Handout 3.2• Smoke-Free Scenes . . . . . . . . . . . . . . . . . . . . . . . . . . . page 26

Student Activity Handout 3.3• Smoke-Free Scenes . . . . . . . . . . . . . . . . . . . . . . . . . . . page 27

Activity 4: Taking Action. . . . . . . . . . . . . . . . . . . . . . page 28

Student Activity Handout 4.1• Heart Smart™ Planning Guide . . . . . . . . . . . . . . . . . . page 31

page 2

Heart and Stroke Foundation of Canada Healthy Living Activities

Teacher’s IntroductionIt isn’t a chore to be healthy. It’s fun and it’s easy.

That’s the underlying theme that we hope your students will take away with them when they do the activities in this teaching resource. Of course, good health is important, because heart disease and stroke are leading causes of death and disability, and many cases of heart disease and stroke can be prevented. But few students are influenced in their daily activities by the thought of preventing future disease. They, like most adults, prefer to think about enjoying their lives with their family and friends. That’s why this resource, while giving students information based on Canadian Physical Activity Guidelines and Canada’s Food Guide, encourages students to focus on what they enjoy.

When they enjoy choosing healthy foods and playing active games with friends, they will make healthy choices that will guide them through their lives.

Overview of the ResourceThis resource consists of four modules that incorporate learning outcomes common to the Intermediate Grades Curricula of Canada’s provinces and territories.

• Module 1 focuses on healthy eating choices and the guidelines for young people in Canada’s Food Guide.

• Module 2 focuses on active living and the guidelines in Canadian Physical Activity Guidelines and Canadian Sedentary Behaviour Guidelines.

• Module 3 focuses on smoke-free living and the facts about tobacco on Health Canada’s smoke-free youth website.

• Module 4 focuses on making healthy choices in a real-life social situation, such as planning a class party or family event.

Each module is presented in a series of teacher-led steps that make use of one or two reproducible handouts, which are included in the resource. The handouts provide a summary of key information to which students can refer as well as worksheets for their assignments.

The handouts also provide a written basis for assessing your students’ achievement of learning outcomes. Module 4 provides an opportunity to review the students’ knowledge of the themes in the preceding modules.

Each module takes about 45 minutes of class time and can help students achieve learning outcomes from the Health and Physical Education Curricula. The modules also support a variety of other outcomes, such as decision making, self-awareness and written and oral language skills.

Modules include suggestions for extending the learning to other curriculum areas and into students’ lives through activities they can do with their family. Each module includes a follow-up in which students take their work home and use it in an activity with their family. While family participation may not be suitable for all students, those who do the activities will strengthen their learning and see how they can incorporate healthy living throughout all aspects of their lives.

For More InformationYou can get more information about the topics covered in this resource from your local Heart and Stroke Foundation office or from the website of the Heart and Stroke Foundation of Canada: heartandstroke.ca. The website includes detailed information about healthy living, cardiovascular disease and stroke and pages directed to teachers, students and parents.

The Heart and Stroke Foundation of Canada, a volunteer-based health charity, leads in eliminating heart disease and stroke and in reducing their impact through the advancement and application of research, the promotion of healthy living and advocacy.

The Heart and Stroke Foundation has offices in every provincein Canada. To contact an office in your community, view the“Contact Us” links at the bottom of every page at:

heartandstroke.ca

Healthy Living Activities Teacher’s Introduction

page 3

page 4

Activity1Healthy EatingOverview

Students record their own food choices for one day and compare them with the recommendations in Canada’s Food Guide. They discuss the differences and identify some food choices they could make to meet the recommendations.

For more background, download Eating Well with Canada’s Food Guide: A Resource for Educators and Communicators from Health Canada’s food guide website:

healthcanada.gc.ca/foodguide

Materials and Supplies

• Copies for each student of:

• Handout 1.1: My Healthy Eating Checklist

• Handout 1.2: Canada’s Food Guide

Recommendations

• Writing materials

Approximate class time

• 45 minutes

Main Steps1) Ask students to name some of their favourite foods, and list them on the board. Ask them

whether they think their choices contribute to heart health and how they would know whether they do or not.

2) Distribute copies of Handout 1.1, My Healthy Eating Checklist, and review how to fill it in to record what students eat in a typical day.

a) Have students take the handout home and fill it in for one day.

b) Have students bring their completed checklist to class and total their servings.

3) Distribute copies of Handout 1.2, Canada’s Food Guide Recommendations, a summary for children aged 9 to 13.

a) Briefly review the recommendations.

b) Discuss how students’ checklists compare with the food recommendations. If necessary, prompt discussion with questions such as the following:

• How many servings from each food group did you eat?

• People often count fewer servings than recommended because the recommended serving sizes are smaller than they realize. Point out the “Handy Serving Guide” on Handout 1.1, if necessary.

• In what food groups were your choices lower than the recommended amounts?

• In what food groups were your choices higher than the recommended amounts?

Many useful references and materials are available at:

heartandstroke.ca

For combination foods such as sandwiches, tell students to estimate serving sizes and contents (e.g. a cheese pizza might contain one serving of Grain Products, one of Milk and Alternatives and half a serving of Vegetables and Fruits).

Healthy Living Activities Healthy Eating

page 5

page 6

• What foods do you eat that are not part of a food group?

• For example: candies, butter and other fats, soft drinks. These are not in any food group and are often called “other” or “sometimes” foods.

• Water is not listed as a food group, but it is an essential part of a daily diet. Children should drink water regularly throughout the day to quench their thirst. They should drink more water in hot weather or when they are very active.

• What makes it hard to meet the recommendations?

4) Discuss what students found by comparing the two handouts and what conclusions they draw.

Have students write their observations on Handout 1.2 and describe how they could eat foods they like and still meet the Canada Food Guide recommendations.

Home Connections /Extension Activities

• Order free copies of Canada’s Food Guide from Health Canada or your local health unit, and have students take them home to their family (or have students print a copy from the Health Canada website). Have students discuss their checklist with their family and identify one or more food choices they could make to ensure that their daily food choices match the recommendations.

Complete copies of Canada’s Food Guide, as well as a guide for educators, are available at Health Canada’s website: healthcanada.gc.ca/foodguide

or call 1-800-622-6232

• Have students go to Health Canada’s food guide website with their family and click through to “My Food Guide” to create a personalized food guide. Have students compare their summary on Handout 1.2 with their personalized food guide.

• Have students go to Health Canada’s food guide website and then to the “My Food Guide Servings Tracker”. Have them print a copy of the tracker for each member of their family, and discuss how they could track their family’s food servings to promote healthy eating.

• Have students set a personal goal to bring their daily food choices closer to the food guide recommendations. Have them repeat the Healthy Eating Checklist after a week and check their progress toward their goal.

• Have students repeat the checklist for weekends or holidays, and compare their food choices on those days with their food choices on regular weekdays.

page 7

Healthy Living Activities Healthy Eating

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page 12

Overview

Students try strength, endurance and flexibility activities and review the recommendations in Canadian Physical Activity Guidelines. They record their own daily activity and compare it with the recommendations.

Active Living

Activity

For more background, download

information from Canadian Society

for Exercise Physiology’s website: csep.ca/guidelines

2

Materials and Supplies• Copies for each student of:

• Handout 2.1: My Physical Activity Checklist

• Handout 2.2: Canadian Physical Activity Recommendations

• Writing materials

Approximate class time

• 45 minutes

Main Steps

1) Write the words “Strength,” “Endurance” and “Flexibility” on the board, and ask students if they can explain what they mean.

• Strength – when your muscles move against something hard to move (resistance)• Endurance – the ability to exert yourself for a long period of time• Flexibility – the ability to bend easily

a) Explain that strength, endurance and flexibility are three kinds of physical activity that everyone needs to do to stay healthy.

b) Ask students to give some examples of each type of physical activity, and write them on the board. For example:• Strength – lifting, push-ups, climbing, carrying books or groceries• Endurance – running, jumping rope, swimming• Flexibility – gymnastics, stretching, reaching, yoga

c) Point out that most activities include all three types of physical activity (e.g., swimming, dancing, ballet, triathlon, martial arts and team sports).

d) Write the words “Vigorous” and “Moderate” on the board, and explain that many physical activities can be done either vigorously or moderately.

• Vigorous activities make you sweat, feel ‘out of breath’ and make your heart beat faster, such as running, soccer, jumping rope and basketball.

• Moderate activities don’t take as much energy, and cause you to sweat a little and to breathe harder, such as walking briskly, bike riding, skating, swimming and playing outdoors.

2) Have students do one example of each type of physical activity in the gym or another open area, and ask them to describe how each one feels. Examples could include:

• Strength: standing push-ups [i.e., leaning on a wall and pushing yourself upright], lifting loaded backpacks, carrying books, etc.

• Endurance: running around the gym, running in place and doing jumping jacks, etc.

• Flexibility: bending sideways, stretching, etc.

Many useful references and materials are available at

heartandstroke.ca

Healthy Living Activities Active Living

page 13

page 14

3) Discuss the characteristics of the three types of physical activity. If necessary, prompt discussion with questions such as the following:

How does each type of activity differ from the others?

• Strength – uses arm, leg, stomach and back muscles and puts pressure on the bones

• Endurance – uses whole body, makes you breathe heavily, increases your pulse rate and goes on for a long time

• Flexibility – stretches muscles and joints; may be slower than the others, with pauses

How do you think each type of activity contributes to good health?

• Strength – builds strong muscles and bones

• Endurance – strengthens heart and lungs

• Flexibility – allows bending and reaching and helps the muscles relax

4) Give students Handout 2.1, My Physical Activity Checklist, and have them complete the table, listing the amount and type of activities they do in a typical day.

5) Give students Handout 2.2, Canadian Physical Activity Recommendations, and review the amount and type of activities recommended for children and youth.

a) Point out that the recommendations in Canadian Sedentary Behaviour Guidelines include reducing inactive time, like watching TV or playing video games, reducing motorized transportation, time sitting and time spent indoors throughout the day.

b) Explain that inactive time leaves less time for activities that are also fun and make your body more healthy.

6) Discuss how students’ checklists compare with the physical activity recommendations. If necessary, prompt discussion with questions such as the following:

• How many minutes of physical activity did you do in a day and how did that compare with the recommendations?

• Did you get a mix of strength, endurance and flexibility activities?

• Did you do both vigorous and moderate activities?

• What physical activities do you enjoy doing? Which ones could you do regularly?

• What could you do to reduce your inactive time?

• What makes it hard to meet the recommendations? What could you do to make it easier?

7) Have students complete Handout 2.2 by writing their observations and developing ways they could meet the recommendations in Canadian Physical Activity Guidelines and Canadian Sedentary Behaviour Guidelines.

Have students choose a day of the week when they would typically do physical activity or estimate an average for a week.

page 15

Home Connections/Extension Activities

• Order free copies of Canadian Physical Activity Guidelines and Canadian Sedentary Behaviour Guidelines from the Canadian Society for Exercise Physiology, and have students take them home to their family (or have students print a copy from the Canadian Society for Exercise Physiology website). Ask students to discuss their checklist with their family and to plan a family outing or develop a family activity circuit that includes all three types of activity.

• Have students go to Canadian Physical Activity Guidelines on the Canadian Society for Exercise Physiology website and identify the benefits of healthy physical activity.

• Have students repeat the checklist for several days, including weekends, and compare their actual physical activities on those days with their first estimate.

• Have students set a personal goal to bring their daily physical activities closer to the recommendations. Have them repeat the checklist after a week and check their progress toward their goal.

Complete copies of Canadian Physical Activity Guidelines, are available at the Canadian Society for Exercise Physiology website:

csep.ca/guidelines or call 1-877-651-8755 x 226

Healthy Living Activities Active Living

page 15

Han

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car

or

bus

).-

Spen

d le

ss t

ime

sitt

ing

.-

Spen

d le

ss t

ime

ind

oors

thr

oug

hout

the

day

.

Wha

t’s

mo

der

ate?

Wha

t’s

vig

oro

us?

• M

od

erat

e ac

tivi

ties

are

thi

ngs

like

wal

king

bris

kly,

bik

e rid

ing

, ska

ting

,

swim

min

g a

nd p

layi

ng o

utd

oors

. The

y m

ake

you

swea

t a

little

and

bre

ath

hard

er.

• V

igo

rous

act

ivit

ies

are

thin

gs

like

runn

ing

, soc

cer,

jum

pin

g ro

pe

and

bas

ketb

all.

They

mak

e yo

u sw

eat

and

feel

‘out

of b

reat

h’.

Can

adia

n P

hysi

cal A

ctiv

ity

Rec

om

men

dat

ions

(co

ntin

ued

)

NA

ME

___

____

____

____

____

__

CLA

SS _

____

____

____

____

____

Ob

serv

atio

ns:

1. W

hen

I com

par

e m

y p

hysi

cal a

ctiv

itie

s w

ith

the

reco

mm

end

atio

ns

in

Can

adia

n Ph

ysic

al A

ctiv

ity

Gui

del

ines

, I s

ee t

hat:

2. T

o ha

ve f

un d

oing

phy

sica

l act

ivit

ies,

I cou

ld:

Hea

lthy

Livi

ng A

ctiv

ities

Act

ive

Livi

ng

W

atch

ing

TV

use

s ab

ou

t n

ine

cal

ori

es

eve

ry 1

0 m

inu

tes.

Sw

imm

ing

, jo

gg

ing

or

jum

pin

g r

op

e f

or

10

min

ute

s u

ses

abo

ut

90

cal

ori

es.

•A

15-

year

-old

girl

bec

ame

the

wor

ld’s

youn

ges

tro

ck-c

limb

ing

ch

amp

ion.

Not

onl

y w

as s

he t

he fa

stes

t cl

imb

er, b

ut s

he w

as

the

only

one

to

reac

h th

e to

p in

the

tim

e al

low

ed fo

r th

e co

mp

etiti

on.

•T

hefa

stes

tb

icyc

ler

ide

arou

ndt

hew

orld

too

k19

5d

ays.

It c

over

ed a

lmos

t 30

,000

kilo

met

res

and

rai

sed

th

ousa

nds

of d

olla

rs fo

r ch

ariti

es.

•T

helo

nges

tta

ble

-ten

nis

rally

last

edfo

r8

hour

san

d2

7m

inut

es w

ithou

t a

bre

ak, w

ith t

hree

pla

yers

tak

ing

tur

ns t

o ke

ep t

he b

all i

n p

lay.

• T

he fa

rthe

st t

hat

a p

erso

n ha

s th

row

n an

ythi

ng w

as o

ver

400

met

res:

a

Cal

iforn

ia m

an t

hrew

a F

risb

ee-li

ke r

ing

406

met

res

in 2

003.

(1,3

32 fe

et, o

r ju

st

over

1/4

mile

)

•T

hew

orld

’sfa

stes

td

rum

mer

tap

ped

1,2

47b

eats

in6

0se

cond

sin

a

com

pet

ition

in 2

005

– th

at’s

over

20

bea

ts p

er s

econ

d!

•M

ontr

ealC

anad

iens

hoc

key

pla

yer

Hen

riRi

char

dw

on1

1St

anle

yC

up v

icto

ries,

mor

e th

an a

ny o

ther

hoc

key

play

er to

dat

e.

Did

Yo

u K

now

?

page 20

3OverviewStudents review facts about smoking and use them in a cartoon dialogue to respond to smoking situations they could encounter.

For more background, see the resources and links to other programs on Health Canada’s smoke-free living website:

hc-sc.gc.ca/hc-ps/tobac-tabac/youth-jeunes/index-eng.php

ActivitySmoke-FreeLiving

Materials and Supplies • Copies for each student of:

• Handout 3.1: Tobacco: Just the Facts

• Handout 3.2: Smoke-Free Scenes or

• Handout 3.3: Smoke-Free Scenes

• Writing materials

Approximate class time• 45 minutes

Main Steps1) Give students a copy of Handout 3.1, Tobacco: Just the Facts, and have them review the

information on the handout. Discuss what the class thinks about the information. If necessary, prompt discussion with questions such as the following:

• Do you think the information on the fact sheet is accurate? How do you know?• The facts are from government health sources, and the web addresses are given on the factsheet.

• Which facts on the handout do you find most surprising?

• Do smokers know the facts on the handout?• The facts are the same as, or similar to, those printed on cigarette packages and in ads.

• Which facts do you think would have the most influence on a smoker?

• What strategies can you use if you are in the room with a smoker?• Respectfully ask the smoker to stop or to smoke outside or in another room; open windows,

or move away from the smoker; leave the room.

• What strategies do you think would influence people to live smoke-free?• The best strategy is not to start. But smokers can quit with the help of their friends,

especially if they join a stop-smoking program.

2) Give students a copy of Handout 3.2. Smoke-Free Scenes. If developing a dialogue in six panels is too challenging, use the four-panel format in Handout 3.3.

a) Describe the scenes below, and have the students choose a scene to create in a cartoon-strip dialogue they think would be respectful and realistic.

• You have chosen to avoid tobacco smoke, but your older brother or sister offers you a cigarette.

• You have chosen to avoid tobacco smoke, but a friend suggests that you try chewing tobacco because it’s not as bad as smoking.

• You are at home, and smoking is not allowed, but a visiting relative starts to smoke in the house.

• You are driving with a friend’s parent, and the parent lights a cigarette in the car.

Many useful references and materials are available at:

heartandstroke.ca

Healthy Living Activities Smoke-Free Living

page 21

page 22

b) Explain that this activity is about using dialogue in smoking situations, not about drawing skills. Students can use simple figures in the panels to focus time on the dialogue.

c) Explain that each dialogue should follow a story sequence similar to the following:

• Panel 1: Show the opening situation.

• Panel 2: Introduce the problem.

• Panels 3, 4 and 5: Show a dialogue between your character and the smoker, in which your character respectfully discusses a choice to avoid tobacco smoke.

• Panel 6: Show the resolution.

3) Have some students describe their cartoon dialogues to the class. Discuss the resolutions the students described, and ask the class which ones students could actually use in real life. If necessary, prompt discussion with questions such as the following:

• Do the dialogues use respectful forms of communication?

• Which dialogue is the most realistic?

• Which dialogue makes the best use of humour?

• Which dialogue makes the best use of facts?

• Which dialogue sounds like something you could actually say?

4) OPTION: Have students form small groups, and ask them to role-play one of the scenarios. Have them expand the dialogue, but keep it respectful, realistic and in character. Discuss with the students what they can learn from the characters in the scenarios.

Tell students that they can use the facts from Handout 3.1 in their dialogues. Point out that humour can help deal with a sensitive situation but that an aggressive response is seldom helpful.

Explain that while smoking is an unhealthy choice, people who smoke are not bad people.

Home Connections/Extension Activities

• Ask the class whether any students would like to take home their handouts and cartoon dialogues and talk about them with their family. Invite students to discuss, if appropriate, whether there are any steps the family can take to reduce tobacco smoke in the home or car.

• Discuss with the class whether any of their siblings or friends smoke and whether students feel pressure or desire to smoke. Discuss how students can make a choice to avoid tobacco smoke and stick to their decision.

• Have students download the cigarette package warnings from the Health Canada website hc-sc.gc.ca/hc-ps/tobac-tabac/youth-jeunes/index-eng.php and use them as models to create their own package warnings.

Healthy Living Activities Smoke-Free Living

page 23

•I

n20

08,c

igar

ette

sco

st

betw

een

abou

t $7.

50 a

nd $

9.30

a

pack

in C

anad

a. If

you

sm

oke

a pa

ck a

wee

k, th

at’s

over

$40

0 a

year

– a

bout

the

pric

e of

400

mus

ic

dow

nloa

ds o

r a m

ovie

with

pop

corn

ev

ery

two

wee

ks.

Han

do

ut 3

.1

To

bac

co: J

ust

the

Fact

sN

AM

E _

____

____

____

____

____

CLA

SS _

____

____

____

____

____

SOU

RCES

: Hea

lth C

anad

a hc

-sc.

gc.

ca/h

c-p

s/to

bac

-tab

ac; O

ntar

io M

inis

try

of H

ealth

Pro

mot

ion

stup

id.c

a; B

.C. M

inis

try

of H

ealth

to

bac

cofa

cts.

org

.

•S

mok

ing

cau

ses

man

yki

nds

of

canc

er, a

s w

ell a

s he

art

and

lung

dis

ease

s. In

fact

, tob

acco

kill

s ov

er

37,0

00 p

eop

le in

Can

ada

ever

y ye

ar

– th

at’s

the

num

ber

of p

eop

le in

a

smal

l city

!

•S

mok

eles

sto

bac

co(p

rod

ucts

like

chew

ing

tob

acco

and

snu

ff) is

a d

ang

er

to y

our

heal

th –

and

you

r lo

oks.

It c

an

caus

e d

enta

l pro

ble

ms,

suc

h as

cav

ities

,

toot

h lo

ss a

nd g

um d

isea

se, a

s w

ell a

s

canc

er o

f the

mou

th, l

ip, t

ong

ue, g

ums

and

thr

oat.

•W

here

do

we

get

the

pro

-

smok

ing

mes

sag

e?

One

stu

dy

foun

d t

hat

half

of t

he

youn

g p

eop

le w

ho s

mok

e w

ere

influ

ence

d b

y sm

okin

g in

mov

ies.

•T

obac

cos

mok

eco

ntai

nso

ver

4,00

0 ch

emic

als,

suc

h as

tar

, am

mon

ia,

carb

on m

onox

ide,

oxi

des

of n

itrog

en

and

ben

zop

yren

e. A

t le

ast

50 o

f the

se

can

caus

e or

pro

mot

e ca

ncer

.

•S

mok

ers

shar

eth

eir

smok

ew

ith fa

mily

and

frie

nds

– an

d

ever

y ye

ar, 1

,000

non

-sm

oker

s d

ie b

ecau

se o

f som

eone

els

e’s

tob

acco

.

•T

hen

umb

ero

ftee

nsw

ho

smok

e is

dro

pp

ing

fast

. In

2006

, on

ly 1

5% o

f tee

ns in

Can

ada

smok

ed. T

hat’s

dow

n fr

om 2

2%

in 1

999!

And

man

y of

tho

se

teen

s ar

e tr

ying

to

qui

t.

Snap

py

Co

meb

acks

: I’ll s

kip

your

ch

ewin

g to

bacc

o.

I’d ra

ther

kee

p m

y te

eth

look

ing

good

.

Hav

e a

ciga

rette

?

No,

I do

n’t n

eed

4,00

0 da

nger

ous

chem

ical

s in

my

mou

th a

nd lu

ngs.

Yes,

I m

ind

if yo

u sm

oke.

I don

’t w

ant y

ou to

get

sic

k.

Hea

lthy

Livi

ng A

ctiv

ities

Sm

oke

-Fre

e Li

ving

Han

do

ut 3

.2

Sm

oke

-Fre

e Sc

enes

NA

ME

___

____

____

____

____

__

CLA

SS _

____

____

____

____

____

12

3

56

4

Hea

lthy

Livi

ng A

ctiv

ities

Sm

oke

-Fre

e Li

ving

Han

do

ut 3

.3

Smo

ke-F

ree

Scen

es

NA

ME

___

____

____

____

____

__

CLA

SS _

____

____

____

____

____

1

2

4

3

page 28

ActivityOverviewStudents create a plan for a healthy class party or similar event and discuss how to incorporate heart-healthy behaviours into their lives.

Taking Action 4

The Heart and Stroke Foundation thanks CIBC for providing the funds to make development of this resource possible. This publication has been independently researched, written and reviewed by the Heart and Stroke Foundation and is based on scientific evidence. Acceptance of financial support by the Heart and Stroke Foundation does not constitute an endorsement.

Materials and Supplies• Copies for each student of:

• Handout 4.1: Heart SmartTM Planning Guide

• Writing materials

Approximate class time• 45 minutes

Main Steps1) Have students review the handouts they completed in Activities 1, 2 and 3.

a) Point out that students have learned a lot about healthy eating, active living and smoke-free living.

b) Lead a class discussion on how students can use what they have learned to make an event such as a class party or family picnic more healthy. If necessary, prompt discussion with questions such as the following:• How could the event support healthy eating?

• e.g., Have a variety of food choices from all the food groups.• How could the event support active living?

• e.g., Plan a variety of active games.• How could the event support smoke-free living?

• e.g., Make it a smoke-free event.

2) Distribute copies of Handout 4.1, Heart SmartTM Planning Guide. Using the guide, lead the class through an example of planning a healthy class party that meets Canadian recommendations for physical activity and healthy eating.

3) Have students form small groups and use the planning guide to create a plan for a healthy event that meets Canadian recommendations for physical activity and healthy eating.

a) Have each group choose an event it wants to plan, such as a class party, a surprise birthday party for a friend, a family vacation, a festival or a fun day.

b) Have the groups follow the steps in the guide to write a plan describing how they would organize the event.

4) Review some of the groups’ plans with the class. If necessary, prompt discussion with questions such as the following:

• What were the most creative healthy food choices?• What active games would be the most fun?• What problem-solving strategies made the best use of each group’s strengths?• Which planned event would be the most fun?• How could you use the planning ideas from one of the events in your own life?

Many useful references and materials are available at: heartandstroke.ca

Healthy Living Activities Taking Action

page 29

page 30

5) Review and summarize the three themes for healthy living.

a) Ask the class to identify the three themes for active living, for example:

• Choose a balanced variety of foods from the four food groups, as recommended in Canada’s Food Guide.

• Increase active time and decrease non-active time daily, including moderate and vigorous activities for strength, endurance and flexibility.

• Live smoke-free.

b) Ask students how they can make the three themes a regular part of their life.

Home Connections/Extension Activities• Have students discuss with their family some healthy choices they could make for their next family

party or vacation.

• Have students carry out their planned event, monitor their progress, modify their plans where needed and assess the outcome. Have them report back to the class on what worked well and what they would do differently next time.

• Have students create their own event-planning guide, based on what they learned from carrying out their event.

Hea

lthy

Livi

ng A

ctiv

ities

Tak

ing

Act

ion

NA

ME

___

____

____

____

____

__

CLA

SS _

____

____

____

____

____

1.

Thi

nk t

hing

s o

ut in

ad

vanc

e.

a. W

hat’s

the

focu

s of

the

eve

nt?

Wha

t d

o yo

u w

ant

to

do

at t

he e

vent

?

b

. Le

ave

enou

gh

time

to p

lan

and

org

aniz

e th

e ev

ent.

c.

Wha

t p

erm

issi

ons

do

you

need

?

2.

Pla

n fo

r he

alth

y sn

acks

.

a. W

hat

snac

ks w

ill y

ou h

ave?

Rem

emb

er t

o b

alan

ce t

he

f

ood

gro

ups.

b

. W

hat

heal

thy

drin

ks a

re g

ood

at

a p

arty

? (T

ip: T

ry s

oda

wat

er

with

frui

t ju

ice.

)

3.

Pla

n fo

r ac

tive

hea

lthy

gam

es.

a.

Do

you

need

a v

arie

ty o

f gam

es t

o ke

ep e

very

one

i

nvol

ved

?

b

. D

id y

ou in

clud

e st

reng

th, e

ndur

ance

and

flex

ibili

ty

a

ctiv

ities

?

c.

Wha

t eq

uip

men

t an

d s

upp

lies

do

you

need

?

4.

Wri

te d

ow

n ev

eryt

hing

tha

t ev

eryo

ne h

as t

o d

o, fr

om

set

up

to c

lean

up.

a

. M

ake

a lis

t of

sup

plie

s yo

u’ll

need

and

whe

re t

o g

et t

hem

.

b

. W

hen

doe

s ea

ch s

tep

hav

e to

be

don

e? P

ut e

ach

step

in

o

rder

from

firs

t to

last

.

c

. A

ssig

n on

e ta

sk t

o ea

ch p

erso

n (w

ith h

elp

ers,

if n

eed

ed).

d

. C

heck

oft

en t

hat

each

per

son

can

com

ple

te t

he t

ask

on

ti

me

and

doe

sn’t

need

any

mor

e he

lp.

e

. D

o as

man

y ta

sks

as p

ossi

ble

bef

ore

the

even

t. T

hen

y

ou’ll

hav

e tim

e to

enj

oy t

he e

vent

.

5.

Pre

par

e fo

r th

e un

exp

ecte

d.

a.

Wha

t co

uld

go

wro

ng?

b

. W

hat

can

you

do

to p

reve

nt u

nexp

ecte

d

p

rob

lem

s?

c.

Wha

t st

reng

ths

doe

s yo

ur g

roup

hav

e

to

dea

l with

pro

ble

ms?

Of c

ours

e,

it’s

a sm

oke-

free

even

t. Don

’t fo

rget

pla

tes,

cups

, nap

kins

, cut

lery

and

serv

ing

bow

ls.D

on’t

forg

et

to p

lan

for a

cl

eanu

p w

hen

it’

s al

l ove

r.

Han

do

ut 4

.1

Hea

rt S

mar

tTM P

lann

ing

Gui

de

HP4407E V1.5