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NutritionBinder

KAHO‘OMIKI

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Nutrition Tips . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Nutrition Activities . . . . . . . . . . . . . . . . . . . . . 3

Arts and Crafts

Word Games

Food Taste

Vegetable Garden

Coloring

Food Preparation . . . . . . . . . . . . . . . . . . . . . . 4 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Introduction

“Life is short. So is 30 minutes. 30 minutes of moderate physical activity a day.”

758 Kapahulu Avenue #A-334 www.kahoomiki.org Honolulu, Hawaii 96816 1(800) 581-7491

Hello Nutrition Fans. Kaho’omiki would like to welcome you to a new year of health, wellness, and productivity. Fun 5 promotes the importance of being physically active and nutritiously fit which is why we are presenting you with the Kaho’omiki Nutrition Binder to encourage proper nutrition through Nutrition Activities, Tips, and Healthy Food Preparation Ideas. The Kaho’omiki Nutrition Binder is collaboration between research-based organizations to provide current educational guidance for the Fun 5 Nutrition Program. The following organizations are represented in the Kaho’omiki Nutrition Binder:

• TheUSDAFoodGuidePyramid:http://www.mypyramid.gov/• FruitsandVeggiesMoreMatters:http://www.fruitsandveggiesmorematters.org/• HarvardPreventionResearchCenteronNutritionandPhysicalActivity:FoodandFun

AfterschoolCurriculum:http://www.hsph.harvard.edu/prc• UniversityofHawaiiatManoaFoodScienceandHumanNutritionCouncil• DoleSuperkids:http://www.dole5aday.com

How does it work? The Kaho’omiki Nutrition Binder is filled with a foundation of Nutrition Activities, Tips, and Healthy Food Preparation Ideas. Each month The Fun 5 Newsletter will include a new Activity for you to download and add to the Kaho’omiki Nutrition Binder. Our goal is to provide nutrition education to the Fun 5 community through our Fun 5 partnerships and utilization of research-based programs to improve the student’s quality of life and to ease the nutrition burden for parents with healthy food preparation ideas. If you have questions, please do not hesitate to contact the Fun 5 Program Manager at [email protected] or 1 (800) 581-7491, ext. 20. Thank you for the continued support and we look forward to building a bright and healthy community of nutritiously fit kids and adults. Please enjoy the Kaho’omiki Nutrition Binder. Sincerely, Steven Lorick Executive Director Kaho’omiki

http://www.mypyramid.gov/

http://www.cdc.gov/

Nutrition Tips

Serving Size

2-3 ounces of = about the size of a

steak, poultry, or fish deck of cards

½ a cup of

cooked rice

or pasta

USDA Food Guide Pyramid ��

Serving Size

½ cup or ½ cup cooked beans veggies

1 cup or ¾ cupfresh fruit juice

Balance, Variety, Moderation

No “bad” foods!

Ev

Even “good” foods need to be eaten in moderation

Balance, Variety, Moderation

Foods from all five food groups

Different foods from the same food group “Taste the Rainbow!”

Food Options(Thinking outside of the box)

What kinds of foods provide protein? Nuts

Whole Grains

Dairy

Beans

Meat, Poultry, and Fish

Reading Ingredient Lists

- Ingredients listed from greatest

to least

- Sugar, also known as:

fructose, sucrose, corn syrup

- Milk and milk products:

lactose, whey, curd

- Allergy information

Reading Nutrition Labels

Pay attention to the number of servings per container and/or serving size!

© President and Fellows of Harvard College and YMCA of the USA.

SNACKS—A BRIDGE BETWEEN MEALS Keeping kids energized and healthy includes more than meals—snacks are necessary, too! A mid-morning and mid-afternoon snack can chase away the “hungries.” Offering a healthful snack at these times gives kids energy and helps them to ‘recharge’

until the next meal. Since snack foods make up about 1/4 of the calories kids get every day, it’s important to choose snack food that can satisfy hunger, supply the body with needed energy and provide nutrients. Including a variety of foods ensures that snack time will be nourishing and interesting. Designing a solid bridge • A good snack includes offerings • from at least two food groups • It usually contains about 200 calories. • Portion control is critical—many great

snack foods have lots of calories! Snack Suggestions to Build the Bridge

• Mix it up! About five whole cashews supplemented by two domino-sized slices of lowfat Colby or cheddar cheese (100 calories) and some apple slices is a great snack.

• Serve cereal? A small serving of whole grain breakfast cereal with some low-fat or skim milk and fruit ads up to a great recharge!

• Go exotic! Bored with the same old thing? Wander the produce aisle and ask questions. Look for Jicama—a vegetable that looks like a potato, but tastes like a cross between a pear and an apple. Peel the thin skin and make matchsticks—you’ll love it! Don’t forget Kiwi—the fuzzy skin is edible for a vitamin-packed handful!

• Try Frozen Foods—they’ve come a long way. Take a look!

Example: nuts and seeds are a good source of protein, which makes you feel fuller longer. And

they contain monounsaturated “good” fat. BUT 1/4 cup of dry roasted soy nuts or a large handful--

about 20--whole cashews add up to the 200 calories you’re aiming for in a snack.

Make sure to portion out the nuts, offering them in an addition to a lower calorie snack food to make the nutrients available without

overdoing calories.

Frozen Foods? Absolutely! Look for frozen fruits-- peaches, raspberries, blueberries, melons and even mangos are available frozen. Eat ‘em right out of the bag, or thaw them in plastic container in a lunch box. SO yummy! Check out Edamame! Edamame is another name for soybeans, they are terrific! Take a small handful out of the freezer the night before and thaw them in the fridge. They come with or without pods--so if your kids don’t like shelling the beans from the pods, just buy the beans shelled.

© President and Fellows of Harvard College and YMCA of the USA.

Use this chart of suggestions to make up your own healthful snacks. Hang this list on the fridge to help you to put together interesting and nutritious snacks. Remember to choose from two or more categories!

SNACK ASSEMBLY: Helpful Ideas for Healthful Snacks

FRUITS! Mandarin oranges Canned fruits in light syrup Applesauce/Apples Grapes Bananas Cherries/Berries Tangerines/Clementines Oranges Apricots Mangos (try them frozen!) Plums Melon chunks (all kinds!) Dried apple rings, banana

chips, apricots, raisins, berries Fruit can be combined in a bowl for fruit salad, or speared onto a stick for kabobs. If a blender is available, consider smoothies!

Avoid fruit snacks, fruit leather, roll-ups, fruit chews or other synthetic “fruit”

VEGGIES! Raw broccoli and cauliflower Cucumber slices Carrot coins or sticks Sugar snap peas Green peas Corn niblets Green string beans Yellow string beans Zucchini & Yellow squash

spears Colored pepper slices Jicama sticks Baby corn cobs Lettuce leaf wraps Carrot raisin salad

Vegetables are fun with a dipping sauce. A light ranch dressing, sour cream or plain yogurt mixed with herbs work well and add extra nutrition. Avoid French fries, fried vegetables

PROTEIN! Cheese Hard boiled eggs Yogurt Canned Tuna (only once a week!) Canned chicken Hummus Garbanzo beans Beans Peanut butter (watch for trans fat!) Nuts: almonds, walnuts,

cashews, peanuts Also Nut butters.

Avoid nut butter with “partially hydrogenated oil” on the ingredient list!

GRAINS! (Trans-fat free) Dry cereal Wheat or graham crackers Cereal bars Goldfish crackers Wheat germ sprinkle Granola or trail mix Oat bran mini muffins 100% whole wheat English

muffins 100% whole wheat tortillas oatmeal raisin cookies/fig bars rice cakes toaster waffles

Avoid anything with “partially hydrogenated oil” in the ingredient listing. Grain foods often contain trans fat.

Nutrition Activities

Unit 6 © President and Fellows of Harvard College and YMCA of the USA. Page 10 of 25

Super Snack Book

Objective: Children will create a booklet of super snacks to bring home Materials:

• Large construction paper • Markers, crayons • Recipes for children – print the recipes from the Food and Fun After School

Recipe and Taste Test Packet and copy to make books • Blank paper • Stapler

Instructions:

1. Ask children to name some of their favorite snacks – are they “super snacks” or “slow” snacks? (Explain that super snacks are made from healthy foods like fruits and veggies, whole grains and milk products, while slow snacks have more sugar, fat and salt than healthy nutrients. Remind children that snacks with trans fats are “no!” snacks.)

2. Remind children that we want to choose super snacks because they give us energy and nutrients to play, learn, and grow.

3. Tell the group that they will be making a book of super snacks to bring home. 4. Instruct them to select a color, fold the construction paper in half and decorate the

front cover. 5. As time allows, invite children to decorate the recipe pages (younger children may

need help reading the food lists; give them simple instructions such as “draw your favorite fruit here”.)

6. Have children write their own list of favorite super snacks on a blank page, or create a class list and copy to put in the book.

Tip: Add the parent handout “Snacks: a Bridge Between Meals” to the book 7. Send the books home to give parents ideas of snacks to serve at home.


Build a Rainbow

Objective:

Children discover a “rainbow” of fruits and vegetables to eat. Materials:

Construction paper (optional) Magazines and grocery circulars

Paint, crayons and/or markers Scissors and paste or glue sticks Mural paper (butcher roll or poster board paper) Preparation: Draw an outline of a rainbow on the butcher paper (include red, orange, yellow, green, blue, purple)

Note: this activity can be used with all ages and children may work on the mural over several days

Instructions:

1. Tell the children that they will build a rainbow with fruits and vegetables. 2. Invite children to look through magazines and grocery circulars for pictures of

fruits and vegetables – encourage them to look for foods of different colors. Or download fruit and vegetable coloring pages from www.dole5aday.com.

3. Allow the children to color or paint the rainbow background before pasting or drawing pictures on the rainbow.

4. Options for adding fruit and vegetable colors: Children may use the cut out pictures to paste on the rainbow, or they may use crayons or markers to draw pictures. They may also trace/draw foods on the construction paper to cut out.

5. Note: white fruits and vegetables are not represented in a rainbow, but may be added around the edges. Point out to children that while a banana looks yellow, the inside is really white, so the nutritional value is not the same as other yellow fruits and vegetables.

Discussion Tips: 1. Ask children if they had any fruit today – what did they have? What colors did they

eat? How can they add more color today? 2. Ask children if they had any vegetables today – what did they have? What colors did

they eat? How can they add more color today?

READYChildren complete fruit and vegetable riddles and place fruits andvegetables in the appropriate color group.

SET• Copy one Rainbow Mysteries worksheet for each pair of children.• Optional: Gather fruits and vegetables (or pictures of them) to use

as extra clues.

GO

1. Ask the children to think about their favorite fruits and vegetablesand what colors they are.

2. Ask the children, “Did you know that eating different colors offruits and vegetables can be good for you?”

3. Discuss the importance of eating different colors of fruits andvegetables every day by explaining the following: • Fruits and vegetables have colorful plant nutrients called

phytonutrients that help our bodies fight disease. “Phyto” meansplant in Greek. Nutrients are the things in food that help you liveand grow. Phytonutrients help give a plant its color.

• It is important to eat many different colors of fruits andvegetables to help get all the different phytonutrients andvitamins that our bodies need to be healthy.

• There are five color groups of fruits and vegetables: blue/purple,red, orange/yellow, green, and white.

4. Ask the children which color group they think a banana wouldbelong to. They may be surprised to learn that it belongs to thewhite group, not the yellow, because you don’t eat the yellow peel.How about a red apple? It still belongs to the red group, becauseyou eat the red skin.

5. Ask the children to name a few fruits or vegetables from each color group.

6. Have each child pick a partner. If the group includes children of mixed ages, partners should be different ages.

7. Hand out one Rainbow Mysteries worksheet and a pencil or pen to each pair.

8. Give them 10 minutes to complete as many of the riddles as they can.

9. When the time is up, go over the answers with the group.

California Children’s 5 a Day–Power Play! Campaign Community Youth Organization Idea & Resource Kit 31California Children’s 5 a Day–Power Play! Campaign Community Youth Organization Idea & Resource Kit 31

RainbowMysteries

TIME• Prep — 10 minutes

• Activity — 30 minutes

MATERIALS• Copy of one Rainbow Mysteries

worksheet for each pair ofchildren

• A pencil or pen for each pair

• Optional: Fruits and vegetables(or pictures of them) to use asextra clues

32 Community Youth Organization Idea & Resource Kit California Children’s 5 a Day–Power Play! Campaign

10. Ask the children:• What were the colors of the fruits and vegetables in

the Rainbow Mysteries? (Compare their responseswith the colors listed on the answer key and tellthem about any other colors that they missed.)

• Were there any fruits or vegetables that you havenever heard of?

• Are there any new fruits or vegetables that youwould like to try?

11. Conclude the activity by encouraging children to tryeating at least one fruit or vegetable from each ofthe five color groups during the next week.

Modifications for Younger Children1. Instead of having younger children work in pairs,

gather them together in a circle. Read each riddle fromthe Group Rainbow Mysteries worksheet aloud and letthe children work together to get the answer.

2. Ask the children:• What color were the fruits and vegetables in the

Rainbow Mysteries?• Were there any fruits or vegetables that you have

never heard of?• Are there any new fruits or vegetables that you

would like to try?

3. Conclude the activity by encouraging the children to try eating three different colors of fruits andvegetables during the next week.

GO FARTHER• Ask children to make up their own Rainbow Mysteries.

Put the new riddles into a hat or box, and have eachchild pick one out. Take turns reading RainbowMysteries out loud for the group to answer.

• Post the day’s snack using a Rainbow Mystery. If thechildren want to know the day’s snack, they have tosolve the mystery.

• Have the children draw a rainbow and place pictures or write the names of fruits or vegetables in theirappropriate color. As an alternative, have the childrenwrite the name of each fruit or vegetable that they eatduring the week in its appropriate color of the rainbow.

• Play Activity 9: Color Tag with the children after theylearn about the fruit and vegetable color groups.

BRING I T HOME• Send Rainbow Mysteries worksheets home with the

children to share with their families.

Rainbow Mysteries

Rainbow MysteriesWORKSHEET7A

California Children’s 5 a Day–Power Play! Campaign

I’m a big, oval fruit that is green on the outside. On the inside, I’m usually red with black seeds. I havelots of vitamin C and vitamin A. What am I?

I’m a vegetable that is good for your eyesight. I grow under the ground. Usually I’m orange, but I can bepurple too! What am I?

I’m a vegetable that is great in tacos, on hamburgers, or in spaghetti sauce, but sometimes I can makeyou cry. What am I?

Before I became a box of raisins, I was a bunch of

I’m yellow on the outside. The letter A is in my name three times. My potassium can help your muscleswork better. What am I?

I look like a little fuzzy, oval shaped ball. You can cut me in half and eat my green insides with a spoon. I have lots of vitamin C. What fruit am I?

I’m a crunchy vegetable, with lots of vitamin C and fiber. My cousin is the cauliflower. Some kids think I look like a little, green tree. What am I?

I’m usually red when I’m ripe. I’m not a vegetable, but you may think I am. People like to use me to makespaghetti sauce and pizza sauce. What am I?

I’m a small fruit that comes in a rainbow of colors—blue, red, purple, and sometimes even yellow andgreen. I have a pit inside me. I rhyme with hum. What fruit am I?

I’m a yellow-orange vegetable with strings on the inside. When I’m cooked, you can scrape out my insidesand eat me like spaghetti. What am I?

I’m a melon that is orange on the inside. My vitamin A can help keep you from getting sick. What am I?

I’m a leafy green vegetable with lots of vitamin A and vitamin C. Eating me can help keep your skinhealthy. One cartoon character thinks I make him strong. What am I?

I’m a tropical fruit. My name is “the opposite of woman” plus “the opposite of stop.” I have lots ofvitamin A. What am I?

I’m a fruit that is juicy and yellow on the inside. I’m not an apple, but I have “apple” in my name. I growin Hawaii and have lots of vitamin C. What am I?

When there is one of me, my name makes it sound like there are two. I’m a fruit that grows on a tree.Eating me is a good way to get vitamin C and fiber. What am I?

Name Date

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I’m a big, oval fruit that is green on the outside. On the inside, I’m usually red with black seeds. I havelots of vitamin C and vitamin A. What am I? WATERMELON (red or yellow)

I’m a vegetable that is good for your eyesight. I grow under the ground. Usually I’m orange, but I can bepurple too! What am I? CARROT (orange or purple)

I’m a vegetable that is great in tacos, on hamburgers, or in spaghetti sauce, but sometimes I can make youcry. What am I? ONION (white, red, or green)

Before I became a box of raisins, I was a bunch of GRAPES (green, purple, or red).

I’m yellow on the outside. The letter A is in my name three times. My potassium can help your muscleswork better. What am I? BANANA (white)

I look like a little fuzzy, oval shaped ball. You can cut me in half and eat my green insides with a spoon. I have lots of vitamin C. What fruit am I? KIWIFRUIT (green)

I’m a crunchy vegetable, with lots of vitamin C and fiber. My cousin is the cauliflower. Some kids think I look like a little, green tree. What am I? BROCCOLI (green)

I’m usually red when I’m ripe. I’m not a vegetable, but you may think I am. People like to use me to makespaghetti sauce and pizza sauce. What am I? TOMATO (red, yellow, or green)

I’m a small fruit that comes in a rainbow of colors—blue, red, purple, and sometimes even yellow and green.I have a pit inside me. I rhyme with hum. What fruit am I? PLUM (blue, red, purple, yellow, or green)

I’m a yellow-orange vegetable with strings on the inside. When I’m cooked, you can scrape out my insidesand eat me like spaghetti. What am I? SPAGHETTI SQUASH (yellow/orange)

I’m a melon that is orange on the inside. My vitamin A can help keep you from getting sick. What am I?CANTALOUPE (orange)

I’m a leafy green vegetable with lots of vitamin A and vitamin C. Eating me can help keep your skinhealthy. One cartoon character thinks I make him strong. What am I? SPINACH (green)

I’m a tropical fruit. My name is “the opposite of woman” plus “the opposite of stop.” I have lots ofvitamin A. What am I? MANGO (orange)

I’m a fruit that is juicy and yellow on the inside. I’m not an apple, but I have “apple” in my name. I growin Hawaii and have lots of vitamin C. What am I? PINEAPPLE (yellow)

When there is one of me, my name makes it sound like there are two. I’m a fruit that grows on a tree.Eating me is a good way to get vitamin C and fiber. What am I? PEAR (white, yellow, green, or red)


Rainbow MysteriesANSWER KEY

WORKSHEET7A

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I’m a big, round fruit that is green on the outside. On the inside, I’m usually red with black seeds. Peoplelike to eat me at picnics. I have lots of vitamin C and vitamin A. What am I?

I’m a vegetable that is good for your eyesight. I grow under the ground. Usually I’m orange and pointy withgreen leaves. Rabbits like me. What am I?

I’m a vegetable that is great in tacos, on hamburgers, or in spaghetti sauce. When you chop me, I mightmake you cry. What am I?

Before I became a box of raisins, I was a bunch of . I rhyme with apes.

I’m yellow on the outside. The letter A is in my name three times. My potassium can help your muscles workbetter. You peel my skin off to eat me. What am I?

I’m a crunchy vegetable, with lots of vitamin C and fiber. My cousin is the cauliflower. Some kids think I look like a little, green tree. What am I?

I’m usually red when I’m ripe. Most people think I’m a vegetable, but I’m really a fruit. People use me tomake spaghetti sauce and pizza sauce. What am I?

I’m juicy and yellow on the inside, and my outside is hard and spiky. I’m not an apple, but I have “apple” inmy name. I grow in Hawaii and have lots of vitamin C. What am I?

Group Rainbow MysteriesWORKSHEET7B

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Group Rainbow MysteriesANSWER KEY

WORKSHEET7B


I’m a big, round fruit that is green on the outside. On the inside, I’m usually red with black seeds. Peoplelike to eat me at picnics. I have lots of vitamin C and vitamin A. What am I? WATERMELON (red or yellow)

I’m a vegetable that is good for your eyesight. I grow under the ground. Usually I’m orange and pointy withgreen leaves. Rabbits like me. What am I? CARROT (orange or purple)

I’m a vegetable that is great in tacos, on hamburgers, or in spaghetti sauce. When you chop me, I mightmake you cry. What am I? ONION (white, red, or green)

Before I became a box of raisins, I was a bunch of GRAPES (green, purple, or red). I rhyme with apes.

I’m yellow on the outside. The letter A is in my name three times. My potassium can help your muscles workbetter. You peel my skin off to eat me. What am I? BANANA (white)

I’m a crunchy vegetable, with lots of vitamin C and fiber. My cousin is the cauliflower. Some kids think I look like a little, green tree. What am I? BROCCOLI (green)

I’m usually red when I’m ripe. Most people think I’m a vegetable, but I’m really a fruit. People use me tomake spaghetti sauce and pizza sauce. What am I? TOMATO (red, yellow, or green)

I’m juicy and yellow on the inside, and my outside is hard and spiky. I’m not an apple, but I have “apple” inmy name. I grow in Hawaii and have lots of vitamin C. What am I? PINEAPPLE (yellow)

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BINGO

Preparation: • Order Bingo game from Yummy Designs (www.yummydesigns.com - see

resources and materials for details).

OR

• Create individual bingo boards, using provided template. Give each child a blank BINGO card to decorate with pictures of fruits and vegetables (they may draw or cut pictures from magazines or grocery circulars). Photocopy these cards and cut out the children’s pictures to use as call cards (or create a list from what the children drew or cut out from magazines).

Instructions:

1. Play BINGO according to directions. You may want to create teams for younger children to keep them involved.

2. Play with creative rules for winning: i. First to get any 5 on board ii. First to cover entire board iii. First to get cover all green or red fruits and vegetables

3. Play with creative ways of calling out cards (Note: several fruits or vegetables may fit the description): i. Describe color (“I’m a deep green vegetable”) ii. Describe part of the plant (“I’m a root vegetable”) iii. Describe common way to consume the food (“I grow on a tree and most

people drink my juice”)


MY BINGO BOARD B I N G O

READYChildren learn about each other’s nutrition and physical activity habitsthrough a bingo-style game.

SET• Review Power Bingo, Worksheet 1A and Picture Bingo, Worksheet 1B.• Copy one Power Bingo worksheet for each child. Copy the Picture

Bingo worksheet for younger children.• Decide whether you will play Bingo until a child gets a blackout

(all squares filled in) or for a set amount of time.• Decide how many boxes one child will be allowed to sign on the

same Bingo sheet. For large groups, each child should sign onlyonce on another child’s sheet.

GO

1. Review the definitions of fruits, vegetables, and power play. Ask the children:• What is the difference

between a fruit and a vegetable?

• What do you think power play means?

Power Bingo

California Children’s 5 a Day–Power Play! Campaign Community Youth Organization Idea & Resource Kit 7

ACTIVIT Y1



MATERIALS • Copy of one Power Bingo

worksheet for each child (Picture Bingo worksheets for younger children)

• A pencil or pen for each child

Deciding whether something is a fruit or a vegetable can betricky, since they can be definedby their botanical parts or theirnutrients. This explains why atomato is technically a fruit (it has seeds), but is usuallythought of as a vegetable. You can use the followingsimple definitions based on the plant parts:

• A fruit is the part of a plantthat you can eat that containsseeds, such as an apple,avocado, or pear.

• A vegetable is the stem, leaf,or root of a plant that you caneat, such as lettuce, carrots, or asparagus.

• Power play is a game, sport,exercise, or other action thatinvolves moving your body.This is also called physicalactivity.

Power BingoACTIVIT Y1


2. Give each child a Power Bingo sheet and a pen orpencil and explain how to play the game.• The object of the game is to ask other children to

sign a box on your Bingo sheet that says somethingtrue about them. Give the children an example: “If you ask me to sign a square on your Bingo sheet,I might sign I play on a sports team, because I amon a soccer team.” Let them know how many boxesone child can sign on each sheet.

• Let the children know whether you are playingblackout or playing for a set time period. If you are playing for a set time period, give children 10 minutes to get as many boxes signed as possible.

• Let the children move freely and slowly about thearea to get their Bingo sheets signed.

3. When one child has completed a blackout or time isup, ask the children:• How many of you have at least five boxes signed?

Did anyone get at least 10 boxes signed? at least 15 signed? 20? All 25?

4. For each question, ask how many children could havesigned in that square. Record this information on aboard or paper visible to the children. Then, ask thechildren:• Which questions can no one sign? …very few sign?

Why do you think that is?• How do you think you are doing with eating fruits

and vegetables?• How do you think you are doing with getting power

play every day?• How could you do better?• If we played this game again, which new boxes

would you like to be able to sign?

5. Conclude the activity by encouraging the children toeat 21⁄2 to 5 cups of fruits and vegetables and get atleast 60 minutes of power play every day.

MODIFICATIONS FOR YOUNGER CHILDREN1. After reviewing the definitions of fruits, vegetables,

and power play, provide each child with a PictureBingo worksheet.

2. Explain to the children that they should ask theirfriends to put their initials (or an X) in the square of a fruit, vegetable, or power play their friend has tried.Give the children 10 minutes to work on this.

3. When time is up, ask each child to count the numberof boxes that they have marked.

4. Then, lead a discussion with the group as describedabove.

GO FARTHER• Give extra Power Bingo worksheets to the children and

ask them to mark every box that says something trueabout them. Save the Bingo sheets. After some time,complete the activity again. Have the children comparetheir answers to see if they were able to mark off moreboxes than last time.

• Have children create their own Bingo worksheets withdifferent questions.

BRING I T HOME• Send extra Power Bingo worksheets home with the

children for them to play with their families.• Encourage children to talk with their families about the

boxes they would like to be able to sign. Ask them toenlist their families’ help in meeting their goals.


Power Bingo

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I think fruitsand vegetablesgive me energy

I tried a newfruit last month

I like to eat vegetables with dinner

I play on asports team

I have eaten a mango

I have eatenkiwifruit

I tried a newvegetable lastmonth

I get power playwith my family

I ate an orangeor yellow fruit or vegetable yesterday

I think eating 21⁄2 to 5 cups of fruits and vegetables everyday is easy

I think thatpower play helpskeep me fromgetting sick

I have eatenspinach

I had a glassof 100% juiceyesterday

I tried a newkind of powerplay last month

I ate a greenfruit or vegetableyesterday

I have helped fix a fruit, vegetable, orsalad for dinner

I have asked myparents to buymy favorite fruitsor vegetables

I have eatenbroccoli

I have helpedgrow fruits orvegetables

I have eaten peppers

I ate a red fruitor vegetable yesterday

I get power playwhen I am not at school

I like to eatfruits and vegetables as snacks

I think getting atleast 60 minutesof power playevery day is easy


Picture Bingo

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FREESPACE

Soccer Strawberry Jump Rope Carrot Baseball

Broccoli Roller Skate Grapes Skateboard

Basketball Pear Hopscotch Corn Apple

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A Basic Guide to Taste Tests Key Information for Program Staff Taste tests encourage children to try new healthy foods in a non-threatening manner. You can test just one item or recipe at a time, or compare new and familiar foods. Don’t be afraid to reintroduce foods as children’s taste and acceptance of new foods often change! Finally, when selecting foods, consider any food allergies that may be present. Instructions and Things to Keep in Mind:

1. Determine how many children will taste the food and purchase the appropriate amount of food to be tasted.

2. Prepare food samples in advance, if possible, and have all materials (plates, small cups, napkins, etc.) readily available, along with clean-up items such as paper towels, wet wipes and trash bins.

3. Maintain proper sanitation procedures: clean work and surface areas, wash and dry all produce, and wash all hands.

4. Copy the taste test rating sheet (one per child), and consider writing in the foods to be tasted before copying the sheet. Each page has space to try two food items, so copy additional pages if you are trying more foods.

If you do not have access to a copier, try a creative rating method, such as placing popsicle sticks into coffee cans or other containers labeled with the rating options. (Like A Lot! Like Somewhat. Do Not Like Very Much.)

5. Ask children to wait until everyone has received his or her samples before eating, then have the children try the food and praise them for doing so.

6. Do not force a child to try a food; however, explain to the children that although they may not think they are going to like the new food, that tasting is a good way to find out. Praise children for trying something new!

7. Instruct children to express their opinions on their rating sheets without verbalizing how they feel about the new food. Summarize the group’s evaluation (Did they like the food a lot? Somewhat? Or Not very much?) and decide whether or not they would eat/drink/make that food/beverage/recipe again. Provide opportunities for the children to offer feedback and comments on the taste, texture and smell of the food.

Be sure to serve those items that they like again!


Mix It Up! Taste Test Ideas for Fruits and Vegetables

Go Exotic – try out of the ordinary fruits such as kiwi, pomegranates or star fruit Taste by Color – try different green vegetables (broccoli, green beans, kale) or orange fruit (peaches, nectarines) or a fruit and vegetable of the same color (red pepper and red cherry)

Eat the Alphabet – try fruits and vegetables of the same letter (refer to the book Eating the Alphabet by Lois Ehlert for an alphabet of ideas). Examples may include: apricots and apples, or melons and mangos.

Taste by Part of the Plant – use the “What Part of the Plant are You Eating?” worksheet for a guided testing plan

Taste by Variety – compare different apples, pears, peppers, berries, etc., or compare the same food prepared different ways(for instance, raw apples versus applesauce, which is cooked; or raw versus steamed broccoli).


Taste Test Rating Sheet

Today I tried:

I liked this:

A lot! Somewhat Not very much Comments on the look, taste, feel or smell of this food: Today I tried:

I liked this:

A lot! Somewhat Not very much Comments on the look, taste, feel or smell of this food:


What Part of the Plant are you eating?

Put one check mark next to your choice.

1) Carrot 4) Spinach

____ Root ____ Stem ____Leaf _____Leaf

____Seed _____Flower 2) Celery Stick 5) Corn

____Leaf ____Root

____Stem ____Fruit

_____Fruit ____Seed

3) Apple 6) Broccoli

____Fruit ____Leaf

____Stem ____Flower

____Root ____Stem

READYChildren learn how to grow vegetables by planting seeds or seedlingsand learning how to care for them.

SET• Review Grow Your Own: Helpful Hints for Leaders.• Gather enough materials for each child to grow his or her own

vegetable.• Make at least one hole in the bottom of each container to drain

excess water when plants are watered.• Create a set of supplies for each child, including a container,

a starter or seeds, a small bag of potting soil, and supplies for making a marker.

• Have water available for children to add after they have plantedtheir starters or seeds.

• As an alternative, you may do this activity in small groups, whereone child transplants, one adds the soil, one makes the identifyingmarker, and one waters the plant, or you may set up work stationsfor each step of the planting process.

GO

1. Lead a discussion before beginning the actual gardening activity.• How many of you have planted your own garden before or helped

someone plant a garden?• What types of plants did you grow? Did you grow any fruits or

vegetables?• What can you tell the others about gardening?

2. Discuss with the children the kind of plant (vegetable) they will begrowing, how long each plant should take to grow, and any specialcare instructions for the plant that will be grown (e.g., frequency ofwatering, full sun, shade, etc).

3. Demonstrate how to transplant their starters. Try to bring a fully-grown plant so that the children can see what their starters orseeds will look like after growing.

4. Give one set of planting supplies (container, starter/seeds, andpotting soil) to each child.

5. Help the children transplant their starters. Tell the children to addextra potting soil and to water the plant when they are finished.Ask the older children to help the younger children when they arefinished with their own transplanting.


ACTIVIT Y

12

Grow YourOwn



MATERIALS• One vegetable starter kit

(seedling) per child (seeds canalso be used)

• One bottom half of a half-gallonmilk carton or two-liter plasticsoda bottle or one Styrofoam cup (about 4 inches in height)per child

• Potting soil

• Water

• Pencils

• Sticks (tongue-depressor, Popsiclestick, emery board, straw)

• Scissors

• Glue

• Crayons, markers, colored pencils

• Paper

• Vegetable clip art (see Appendix)


6. Distribute supplies for making markers to the childrenand let them create identifying markers for their plants.• Use the vegetable clip art (see Appendix) to help

children make their markers. You can make copies ofthe clip art for children to cut out, color, and glueon the stick. They also can trace the shapes from theclip art onto paper, cut them out, color them, andglue them on the sticks.

• On the identifying marker, children should write thename of the vegetable, instructions for care, and howlong it should take the plant to grow. As analternative, create instruction cards in advance tohand out to the children.

• When finished, children can insert the finishedmarker into the soil next to their plants.

7. Lead a discussion with the following questions:• How can we help our plants grow?• When our plants finish growing, what will we be able

to make with the vegetables that we planted today?• What are some good things about growing your own

vegetables?

8. Conclude the activity by reminding the children to water their plants when recommended and, ifnecessary, to move their plants to a larger containerwhen it grows bigger.

GO FARTHER• Ask a farmers’ market manager, local grower, or master

gardener to talk to the children about gardening orfarming.

• Have the children keep a weekly diary that includesboth writing and illustrations of when they water theirplant and their plant’s growth. You can create a scienceproject by having children track the plants’ care andgrowth.

• Take a field trip to a local garden or farm.• Harvest the vegetables and taste them. Have children

describe the taste.• Create and eat a salad or other dish with the vegetables

and a healthy dressing.

BRING I T HOME• Invite caregivers to the gardening activity.• When their plants have outgrown the containers, allow

the children to take them home and transplant them in their families’ gardens, a larger container at home, or a community garden.

• Encourage the children to visit a local garden or farmwith their families and share the experience.

Grow Your OwnACTIVIT Y 12


MaterialsThere are many different ways to get the supplies you will need for the gardening activity:

• Ask for donations from local farmers, businesses,and/or parents.

• Have children save and bring in their pennies to payfor the gardening supplies.

• Have children collect returnable containers and savethe deposit fees to pay for gardening supplies.

• Contact garden centers, local nurseries, and seedcompanies for out-of-season materials anddiscounted supplies.

• Hold a fundraiser to raise funds to pay for gardeningsupplies.

• Visit www.kidsgardening.com for grant informationand other resources.

Starters vs. SeedsStarter plants (seedlings) are ideal because they willharvest much faster and they are easier to handle. Aseedling is a 2- to 3-inch plant grown from seeds by anexperienced farmer. However, if they are not available,seeds can be used. Vegetables usually take time to growfrom seeds. Be sure to use seeds that are quick-germinating and large enough for children to handleeasily. Seeds that grow quickly are radish, zucchini,pumpkins, carrots, lettuce, peas, broccoli, corn, greenbeans, and potatoes.

Some vegetables (e.g., cauliflower, clover, garlic, onion,cabbage, radish) can be picked as sprouts and eaten soonafter planting.

Gardening FunMany garden vegetables are now available in unusualcolors and sizes, such as speckled/purple beans, yellowpear tomatoes, purple carrots, and miniature cucumbers.Children may find it more exciting and fun to grow theseunique varieties of their favorite vegetables.

WateringMost plants need an average of one inch of water everyweek. Plants should be watered earlier in the day, so thesun can help dry off any water left on the plant. If yousee a plant drooping, be sure to water it, because someplants wilt and do not recover if they are dry.

Every container must have one or more holes in thebottom to drain off excess water. Too much water sittingin the bottom of a container will rot the plant’s roots.

More Information on GardeningFor more information and resources related to gardeningwith children, you may wish to visit the following Websites:

• National Gardening Association,www.kidsgardening.com

• California Department of Education Educational Resources Catalog,www.cde.ca.gov/re/pn/rc/

• Junior Master Gardener program, UniversityCooperative Extension, www.jmgkids.us

• California Foundation for Agriculture in theClassroom, www.cfaitc.org

ACTIVIT Y 12

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Make a Fruit and Vegetable Diary1. Cut out the pages on

the dotted lines.

2. Put them in the correct order.

3. Have your teacher make a hole through the circle.

4. Tie the pages together.

5. Draw or write the fruits and vegetables you eat.

6. How many fruits and vegetables did you eat each day?

!

My Fruit and Vegetable Diary

Name: ___________________________________

MonDay Fruits Vegetables

WeDnesDay Fruits Vegetables

FriDay Fruits Vegetables

TuesDay Fruits Vegetables

ThursDay Fruits Vegetables

My Fruit and Vegetable DiaryName: ___________________________________

R E P R O D U C I B L E T E A M N U T R I T I O N . U S D A . G O V

Name:


Silly Snacks! Create a snack that has at least 2 foods

from the healthy food groups. Draw the picture on the plate and name your snack.

Name your Snack: What is it made with?

© President and Fellows of Harvard College and YMCA of the USA. . Unit 1 Page 24 of 25

Find the Favorite

Interview 3 to 5 friends and discover which fruits and vegetables are the favorites.

Questions:

Name: Name: Name: Name: Name:

1. What is your favorite fruit?

2. What is your favorite vegetable?

3. Is there a fruit or vegetable you do not

like? What is it?

New Game Ideas

Food Freeze Tag Leader calls out a food group and kids have to freeze into the

shape of a food from that food group.

Example: Call out “Fruits” and kids get into shape of Banana, Apple, etc. and have to shout out the name of the food they’re thinking of. Kids use their imagination!

Last person to freeze is “it” and tags others until leader calls out another food group.

New Game Ideas

“Food Group Cleanup”Roll up balls of construction paper and label them with a food name (chicken, apple, rice, mango, broccoli).

Amounts of foods relative to servings recommended (i.e. more grains than fats, oils, sugars)

5 Boxes each labeled with one of the major food groups

Kids pick up the construction paper balls and put them in the correct food group.

Food Preparation

Apple Bites

INGREDIENTS:•Apples •Slivered almonds

1.Quarter and core an apple

2.Cut a wedge from the skin side of each quarter

3.Press slivered almonds in place for teeth.

Hints & Suggestions

• Baste the apples with orange juice

to prevent browning

• Create a “tongue” with Fruit Rollups

Why Not Try…..

Funky Fruit Snacks!

•Slice different fruits of similar size • ex: tangerines, plums, kiwis, pears, oranges, apples

•Have kids build their own fruit•Let each child name their fruit combination

Let’s Try…

Number Salad1 handful of granola2 tablespoons orange juice concentrate 3 orange sections 4 apple slices 5 baby carrots, sliced 6 small melon cubes7 banana slices 8 seedless grapes

1. Cut the fruit2. Put each ingredient into a separate small dish or bowl. 3. Count out the salad ingredients into one large bowl. 4. Stir 9 times, and 10, eat!

Banana Nuggets

Ingredients• 1 banana • 1/2 cup Rice Krispies or Corn Flakes • 1-2 Tbsp cream cheese

1. Slice bananas into quarters

2. Dip banana slices in softened cream cheese

3. Coat with desired cereal

4. Enjoy!

•Granola instead of cereal

•Peanut Butter instead of cream cheese

•A yogurt-based dipping sauce

Helpful Hints & Suggestions

Healthy Hearts

INGREDIENTS:• Watermelon slices• Orange or cantaloupe slices • Bamboo kitchen skewers

1. Use a heart-shaped cookie cutter to create watermelon hearts

2. Poke a bamboo kitchen skewer through each heart

3. Create the arrow with an orange slice tip and tail

© President and Fellows of Harvard College and YMCA of the USA. . Unit 1 Page 17 of 25

Fruit Kebobs

Makes 24 kabobs. Supplies: Bamboo skewers

Melon baller Knife Ingredients: Just about any fruit can work for this recipe, so pick fruit that is fresh and in season. Here are some ideas of fruits that are easy for children to skewer.

2 pints fresh strawberries 2 bunches seedless grapes 1 pint blueberries 1 cantaloupe, scooped into melon balls, or cut into squares 24-6 “ bamboo skewers

Directions:

1. Wash and prepare the fruit if necessary (e.g.: scoop melon into balls or cut fruit into pieces)

2. Alternating the fruits, thread them onto bamboo skewers. Place about 5 pieces of fruit per kebob.

3. Children should select their fruit, but encourage them to take at least 2 different types of fruit!

4. Serve the fruit kabobs with warm yogurt topping (optional; see next page for recipe).

Unit 3 © President and Fellows of Harvard College and YMCA of the USA Page 20 of 44

.

Trail Mix

Yields about 3 cups for 12 - ¼ cup servings Supplies:

Large bowl and mixing spoon Scoops or spoons for serving Small serving bowls, cups or plastic snack bags Note: Many different ingredients may be added, as long as there is a good mix of whole grain cereals or snack pieces, dried fruit, and nuts (if no allergies are present). Unlike many commercial trail mixes, this healthy recipe does not include chocolate pieces! Ingredients:

1-cup mini pretzels, air popped popcorn or trans-fat free microwave popcorn 1-cup whole grain O-shaped cereal like Cheerios® ½ cup banana chips or other dried fruit such apricots, pineapple, or apples (look for brands with NO added sugar) ¼ cup of raisins or dried cranberries ¼ cup of nuts (optional) such as almonds, walnuts or soy nuts, or unsalted roasted shelled sunflower seeds ¼ cup of low fat granola

Directions: 1. Mix everything together in a large bowl. 2. Scoop about ¼ cup into small cups and serve.

Optional Preparation:

Set out the ingredients in individual bowls with spoons/scoops (small paper cups work well) and allow children to mix their own. If using this method, set the grains (cereal, mini pretzels or popcorn) out first so that children will include these items in their mix. Encourage children to try at least one or two of the dried fruit options.


Vegetable Dip

Prep Time: 30 minutes Chill Time: Up to 2 hrs. Serves about 6 - 8 1 serving = 2 Tablespoons Supplies:

One medium-sized and one or more small bowls Mixing spoon

Cutting board, knife, vegetable peeler and grater Small serving bowls and plates

Adult Preparation: Chop/grate vegetables for mixing into dip, and slice/cut up vegetables for dipping Ingredients:

1 package (1.4 oz) Knorr® Recipe Classics Vegetable Soup, Dip and Recipe Mix 1 8 oz. container low fat or fat free plain yogurt ½ cup low fat sour cream 2 Tablespoons reduced fat mayonnaise (optional) 1 red bell pepper, seeded and finely chopped 1 large carrot, peeled and grated 2-3 scallions, white and light green parts chopped 1 small tomato, seeded and chopped Assorted cut up vegetables such as baby carrots, sliced pepper, cucumbers, broccoli

or cauliflower. Directions:

1. Combine yogurt, sour cream, and mayonnaise in a medium sized bowl. Add soup mix and stir well to combine. Chill for about 30 minutes or longer.

2. Prepare pepper, carrot, scallions and tomato and set aside in a small bowl (optional method: place each vegetable in an individual bowl and allow children to select at least one vegetable to mix into their own dips).

3. Add vegetables to dip and serve with assorted cut vegetables.

Eat RightFood, Nutrition and Health Tips from the American Dietetic Association

25 Healthy Snacks for KidsWhen a snack attack strikes, refuel with these nutrition-packed snacks.

Easy, Tasty (and Healthy) SnacksYou may need an adult to help with some of these snacks.

1. Peel a banana and dip it in yogurt. Roll in crushed cereal and freeze.

2. Spread celery sticks with peanut butter or low-fat cream cheese. Top with raisins. Enjoy your “ants on a log.”

3. Stuff a whole-grain pita pocket with ricotta cheese and Granny Smith apple slices. Add a dash of cinnamon.

4. Mix together ready-to-eat cereal, dried fruit and nuts in a sandwich bag for an on-the-go snack.

5. Smear a scoop of frozen yogurt on two graham crackers and add sliced banana to make a yummy sandwich.

6. Top low-fat vanilla yogurt with crunchy granola and sprinkle with blueberries.

7. Microwave a small baked potato. Top with reduced-fat cheddar cheese and salsa.

8. Make snack kabobs. Put cubes of low-fat cheese and grapes on pretzel sticks.

9. Toast a whole grain waffle and top with low-fat yogurt and sliced peaches.

10. Spread peanut butter on apple slices.

11. Blend low-fat milk, frozen strawberries and a banana for thirty seconds for a delicious smoothie.

12. Make a mini-sandwich with tuna or egg salad on a dinner roll.

13. Sprinkle grated Monterey Jack cheese over a corn tortilla; fold in half and microwave for twenty seconds. Top with salsa.

14. Toss dried cranberries and chopped walnuts in instant oatmeal.

15. Mix together peanut butter and cornflakes in a bowl. Shape into balls and roll in crushed graham crackers.

16. Microwave a cup of tomato or vegetable soup and enjoy with whole grain crackers.

17. Fill a waffle cone with cut-up fruit and top with low-fat vanilla yogurt.

18. Sprinkle grated Parmesan cheese on hot popcorn.

19. Banana Split: Top a banana with low-fat vanilla and strawberry frozen yogurt. Sprinkle with your favorite whole-grain cereal.

20. Sandwich Cut-Outs: Make a sandwich on whole grain bread. Cut out your favorite shape using a big cookie cutter. Eat the fun shape and the edges, too!

21. Spread mustard on a flour tortilla. Top with a slice of turkey or ham, low-fat cheese and lettuce. Then roll it up.

22. Mini Pizza: Toast an English muffin, drizzle with pizza sauce and sprinkle with low-fat mozzarella cheese.

23. Rocky Road: Break a graham cracker into bite-size pieces. Add to low-fat chocolate pudding along with a few miniature marshmallows.

24. Inside-Out Sandwich: Spread mustard on a slice of deli turkey. Wrap around a sesame breadstick.

25. Parfait: Layer vanilla yogurt and mandarin oranges or blueberries in a tall glass. Top with a sprinkle of granola.

Now that you are refueled, take a trip toPlanet Power. Play the MyPyramid Blast-Off game at www.mypyramid.gov.

©2009 ADA. Reproduction of this tip sheet is permitted for educational purposes. Reproduction for sales purposes is not authorized.

This tip sheet is provided by:

The American Dietetic Association is the world’s largest organization of food and nutrition professionals. ADA is committed to improving the nation’s health and advancing the profession of dietetics through research, education and advocacy.

For a referral to a registered dietitian and for additional food and nutrition information visit www.eatright.org.

Authored by American Dietetic Association staff registered dietitians.

Dip it! Bonus Snacks• Dip baby carrots and cherry tomatoes in

low-fat ranch dressing.

• Dip strawberries or apple slices in low-fat yogurt.

• Dip pretzels in mustard.

• Dip pita chips in hummus.

• Dip graham crackers in applesauce.

• Dip baked tortilla chips in bean dip.

• Dip animal crackers in low-fat pudding.

• Dip bread sticks in salsa.

• Dip a granola bar in low-fat yogurt.

• Dip mini-toaster waffles in cinnamon applesauce.

Resources

Resource List

Action for Healthy Kids www.actionforhealthykids.org

American Cancer Society www.cancer.org

American Dietetic Association www.eatright.org

American Heart Association www.americanheart.org

American School Health Association www.ashaweb.org

California Children’s 5 a Day-Power Play! Campaign www.cdph.ca.gov/programs/cpns/Pages/PowerPlayResources.aspx

Center for Science in the Public Interest http://www.cspinet.org

Dole Nutrition Company www.dole5aday.com

Food and Fun Afterschool Curriculum www.hsph.harvard.edu/prc

Food Guide Pyramid (USDA) www.mypyramid.gov

Fruit and Veggies More Matters www.fruitsandveggiesmatter.gov www.foodchamps.org

Fun 5 Program www.kahoomiki.org

Hawai‘i Department of Education, After School A+ Program doe.k12.hi.us/programs/aplus.htm

http://www.cspinet.org/

Hawai‘i Farm Bureau Federation www.hfbf.org

Hawai‘i Foods Website, Nutrition with Aloha www.hawaiifoods.hawaii.edu

Hawai‘i Fruit and Veggies More Matters www.ctahr.hawaii.edu/NEW/FVMM

Hawai‘i Medical Service Association (HMSA) www.hmsa.com/community/healthyliving

Healthy Hawai‘i Initiative http://www.healthyhawaii.com/

Just Add Water http://just-add-water.biz/

Meals Matter www.mealsmatter.org

National Alliance for Nutrition and Activity (NANA) http://www.cspinet.org/nutritionpolicy/nana.html

The Nemours Foundation’s Center for Children’s Health Media kidshealth.org

Nutrition Explorations www.nutritionexplorations.org

Nutrition Gov nutrition.gov

University of Hawai‘i at Manoa, Food Science and Human Nutrition Council (FSHN) www2.hawaii.edu/~fshnnews

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