nutrition: developing healthy habits unit youth risk
TRANSCRIPT
Nutrition: Developing Healthy Habits Unit Youth Risk Behavior Survey (YRBS) Lesson Plans
Florida Standards Alignment: ● HE.912.C.1.1: Predict how healthy behaviors can affect health status.● HE.912.C.2.1: Analyze how the family influences the health of individuals.● HE.912.B.3.1: Verify the validity of health information, products, and services.● HE.912.B.5.2: Generate alternatives to health-related issues or problems.● HE.912.P.7.2: Evaluate healthy practices and behaviors that will maintain or improve
health and reduce health risks.● ELA.912.C.2.1: Present information orally, with a logical organization, coherent focus,
and credible evidence while employing effective rhetorical devices where appropriate.● MA.912.DP.5.11: Evaluate reports based on data from diverse media, print and digital
resources by interpreting graphs and tables; evaluating data-based arguments;determining whether a valid sampling method was used; or interpreting providedstatistics.
State Statute Alignment: Required Instruction - §1003.42(n): This unit falls within the domain of Florida Statute 1003.42, section n, which addresses aspects of comprehensive health education and topics such as community health, mental and emotional health, injury prevention and safety, internet safety, nutrition, substance use and abuse, characteristics of healthy relationships, and teen dating violence and abuse.
Overview: This unit focuses on proper nutrition, making healthy choices and developing healthy habits. It includes four lessons:
1. Lesson 1: Dietary Habits2. Lesson 2: Physical Activity3. Lesson 3: Healthy Choices- Healthy Snacks vs. Junk Food4. Lesson 4: Obesity, Overweight, and Weight Control
All four lessons assist students with using and interacting with nutrition and healthy habits data from the 2019 Florida Youth Risk Behavior Survey using the YRBS Youth Online Tool. In Lesson 1, students will learn the importance of eating fruits and vegetables and the barriers to eating healthy. In Lesson 2, students will learn about the importance of physical activity. In Lesson 3, students will learn the importance of proper nutrition, having a balanced diet, and will become familiar with food nutrition labels. In Lesson 4, students will review data on body weight and learn strategies to build self-confidence to meet personal goals and create a more fulfilling life.
Teacher Notes: ● In the scripted portion of each lesson, possible teacher language is provided in italicized
font.● All Activity Sheets are located in the appendix of this unit.● Some lessons call for students to have access to technology (computer, phone, tablet,
etc.) to be able to engage with the YRBS Youth Online Tool. If your students do not haveaccess to the technology, then you can do the activity as a shared experience bydisplaying the YRBS Youth Online Tool on the projector for students.
● If you are not familiar with how to navigate the Florida Youth Risk Behavior Survey(YRBS) resources, please watch this “How To Video Tutorial” to learn more about the
YRBS Youth Online Tool, YRBS Explorer, and the 2019 Florida Youth Risk Behavior Survey (YRBS) Storyboard.
● This unit’s lessons will ask students to use the YRBS Youth Online Tool. Below is theQR Code to access these resources. This QR code is also located on the StudentActivity Sheets when needed.
○ YRBS Youth Online Tool
Nutrition: Developing Healthy Habits Unit Lesson 1: Dietary Habits
Overview
Description: In this lesson, students will become familiar with the YRBS Youth Online Tool and analyze the student data regarding dietary habits. Students will compare Florida’s data with another state and draw conclusions from the data they collect. Students will understand the barriers to eating healthy and develop solutions to make improvements in their dietary habits.
Learning Goal(s): Students will be able to... ● Utilize the YRBS Youth Online Tool to analyze data from the 2019 Youth Risk Behavior
Survey● Understand the importance of eating fruits and vegetables● Explain the barriers to eating healthy and find solutions to improve dietary habits● Draw conclusions from two different data sets
Florida State Standards: ● HE.912.C.1.1: Predict how healthy behaviors can affect health status.● HE.912.C.2.1: Analyze how the family influences the health of individuals.● HE.912.B.3.1: Verify the validity of health information, products, and services.● HE.912.B.5.2: Generate alternatives to health-related issues or problems.● HE.912.P.7.2: Evaluate healthy practices and behaviors that will maintain or improve
health and reduce health risks.● ELA.912.C.2.1: Present information orally, with a logical organization, coherent focus,
and credible evidence while employing effective rhetorical devices where appropriate.● MA.912.DP.5.11: Evaluate reports based on data from diverse media, print and digital
resources by interpreting graphs and tables; evaluating data-based arguments;determining whether a valid sampling method was used; or interpreting providedstatistics.
Estimated Time: 90 Minutes (Can be completed across 2 days as two 45 minute lessons: Day 1-Engage and Explore components/ Day 2: Elaborate and Evaluate components.)
Materials: ● Activity Sheet #1: Dietary Comparison Activity Between Florida and Another State● Activity Sheet #2: Barriers and Solutions to Eating Healthy● Access to technology to show videos from the internet● Access to technology for students to use the YRBS Youth Online Tool
Accommodations: To assist students throughout the lesson, the teacher can shorten assignments, provide scaffolded assistance, use proximity, strategically assign students to groups, and use alternative forms of response mechanisms to gather understanding.
Nutrition: Developing Healthy Habits Unit Lesson 1: Dietary Habits
Script
Engage: (10 Minutes) Today we are going to use the YRBS Youth Online Tool to review data collected from your peers regarding dietary habits and compare responses from students in Florida with students in another state. The choices we make about the foods we choose to eat, the drinks we choose to consume, the amount of sleep we get each night, and when we choose to fuel our bodies can have positive or negative consequences. Making healthy dietary choices can be complex. Today we will learn about barriers to eating healthy and how we can overcome them.
Choose either “Choice A”, “Choice B”, or “Choice C” for your engagement activity.
Choice A: Place students in groups of 3-4. For this activity, you will have five minutes with your group to have a discussion and come up with the top five reasons teenagers do not eat enough fruits and vegetables. You will need to pick a spokesperson to share your group’s answer. After five minutes, we will share out each group’s list to the class.
Invite groups to share their lists with the class. Did we notice any similarities across the groups?
-------------------------------------------------------------------------------------------------------------------------------
Choice B: Place students in groups of 3-4 students. For this activity, you will have five minutes to answer the following question with your group: Does growing up in Florida make it easier or more difficult to maintain healthy dietary habits than growing up in other states? Explain why or why not. You will need to pick a spokesperson to share your group’s response to the question. After five minutes each group will share out to the class.
Invite groups to share their lists with the class.
-------------------------------------------------------------------------------------------------------------------------------
Choice C: We are going to watch a video called Food & Mood. As you watch the video, record any details you hear on the connection between the food you eat and how it affects your mood. Once the video is over, we will have a group discussion on how food and mood are connected.
Video: Food and Mood (1:51) DISCLAIMER- This is a YouTube video and does contain ads.
After the video, facilitate a whole group discussion on whether students notice a change in their mood based on the food they eat.
Explore: (35 Minutes) Pass out “Activity Sheet #1: Dietary Comparison Activity Between Florida and Another State”. With a partner, you are going to use the YRBS Youth Online Tool to compare the student response data on dietary habits from Florida and another state. You can choose any state you would like to use for the comparison with Florida. Display the YRBS Youth Online Tool and model how to use the filter tools. Filter the data to only include questions on Dietary Behaviors. Change the Decimal Place to zero. Make sure the filter shows Florida for when you are getting data for the first column. Then, when you are ready to get data for the second column, change
the filter to your chosen state. Don’t forget to write the name of the state you selected up at the top of your column.
Below are answers for the Florida column. As students are working, walk around the room and monitor for engagement and check their Florida answers to see if they are using the tool correctly.
ANSWERS Dietary Behaviors Percentage of students in
Florida
The percentage of students who did not eat fruit or drink 100% fruit juices during the seven days before the survey.
9%
The percentage of students who did not eat vegetables during the seven days before the survey.
12%
The percentage of students who did not drink milk during the seven days before the survey.
35%
The percentage of students who drank soda or pop during the seven days before the survey.
67%
The percentage of students who drank a can, bottle, or glass of soda or pop one or more times a day during the seven days before the survey. (not counting diet soda or diet pop)
17%
The percentage of students who drank a can, bottle, or glass of soda or pop two or more times a day during the seven days before the survey. (not counting diet soda or diet pop)
10%
The percentage of students who did not eat breakfast during the seven days before the survey.
18%
The percentage of students who did not eat breakfast on all seven days during the seven days before the survey.
66%
Once you have completed the table, then work together to write a summary highlighting the similarities and differences in the data from Florida and the other state you selected and the conclusions you have made. Be prepared to share your summary.
*Note- If you need to break this lesson up across two days, then stop here and start tomorrow’slesson with the next component “Explain” where students will share their summaries.
Explain: (20 Minutes) Pair partnerships with two other partnerships (6 total in a group). You and your partner are going to share your summary with two other pairs. After you share your summary, the other students will provide feedback on your summary. When providing feedback, remember to be positive and share any new thoughts or ideas you had while listening to the summary. In your partnership, whoever’s name is closest to A will share your response. You will share your summary in your group in the alphabetical order of your first names.
Below are answers for the Florida column. As students are working, walk around the room and monitor for engagement and check their Florida answers to see if they are using the tool correctly.
After groups share, invite a few students to share. Does anyone have an aha moment or something interesting that they learned that they would like to share with the whole class?
Elaborate: (20 Minutes) Pass out “Activity Sheet #2: Barriers and Solutions to Eating Healthy”. Now we are going to watch a video to learn about some possible challenges and barriers to eating healthy. Thinking of ways to overcome the barriers will help you in your quest to make healthy choices. While watching the video, fill in the chart as the video identifies some of the difficulties for eating healthy and possible solutions. After the video we will brainstorm other solutions.
Video: Why Eating Healthy is So Expensive in America (3:55)
After the video, facilitate a whole group discussion to review the answers.
ANSWERS Difficulties with Eating Healthy Solutions Shared in the Video
It is expensive to purchase healthy foods. The United States Department of Agriculture is providing grants to make fresh food more affordable for lower-income families .
Doctors can give vouchers for produce to low-income patients who are high-risk of diet-related disease.
It is more expensive to farm fruits and vegetables.
Government can provide subsidies to offset cost.
Processed food is cheap to purchase. Create a junk food tax on unhealthy food at the manufacturing level.
Now you are going to work with a partner to answer the last question on the activity sheet: What are some other solutions to overcome some of the challenges to eating healthy?
Then, invite partnerships to share the solutions they came up with. You all came up with some great solutions of ways to overcome barriers to eating healthy.
Evaluate: (5 Minutes) Now that we have a stronger understanding of the dietary habits of your peers and the choices you can make to be healthy take a few moments to reflect on the following questions:
● What is a challenge for you when it comes to eating healthy?● What change can you make to improve your dietary habits?
Students can respond to these prompts as an exit ticket activity and/or share with a partner who can be their accountability partner.
Enrichment Activities: ● Option 1: Students can create a multimedia presentation emphasizing the importance of
eating fruits and vegetables.● Option 2: Students can create a multimedia presentation emphasizing the importance of
eating breakfast and sharing solutions to assist students in making it easier toaccomplish.
Additional Resources: ● How the Food You Eat Affects Your Brain: This video explains how the brain responds to
different foods based on the nutrients provided.● What is a Calorie?: This video explains what a calorie is and how calories correlate to
energy.
Nutrition: Developing Healthy Habits Unit Lesson 2: Physical Activity
Overview
Description: In this lesson, students will learn the importance of physical activity. They will self-reflect on the amount of sedentary time they engage in during a day and develop strategies to improve the amount of time engaged in physical activity.
Learning Goal(s): Students will be able to... ● Utilize the YRBS Youth Online Tool to collect data from the 2019 Youth Risk Behavior
Survey● Understand the importance of physical activity● Explain the negative effects of increased sedentary activity● Draw conclusions from two different data sets
Florida State Standards: ● HE.912.C.1.1: Predict how healthy behaviors can affect health status.● HE.912.C.2.1: Analyze how the family influences the health of individuals.● HE.912.B.5.2: Generate alternatives to health-related issues or problems.● HE.912.P.7.2: Evaluate healthy practices and behaviors that will maintain or improve
health and reduce health risks.● MA.912.DP.5.11: Evaluate reports based on data from diverse media, print and digital
resources by interpreting graphs and tables; evaluating data-based arguments;determining whether a valid sampling method was used; or interpreting providedstatistics.
Estimated Time: 45 minutes
Materials: ● Sticky Notes● Activity Sheet #3: Physical Activity Race Comparison Table● Access to technology for students to use the YRBS Youth Online Tool
Accommodations: To assist students throughout the lesson, the teacher can shorten assignments, provide scaffolded assistance, use proximity, strategically assign students to groups, and use alternative forms of response mechanisms to gather understanding.
Nutrition: Developing Healthy Habits Unit Lesson 2: Physical Activity
Script
Engage: (10 minutes) Today we are going to examine the time we spend conducting sedentary activities versus the time we spend being physically active. Physical activity is a key component to a healthy lifestyle.
Pass out two sticky notes to each student. Let’s begin with reflecting on how much time in the last twenty-four hours you engaged in sedentary activities. For example, you played video games, watched TV, used a computer, or spent time on a phone, tablet, etc. Once you have determined how many minutes you engaged in sedentary activities, write that number on your first sticky note. Then, hold it up in the air and I will come collect it. Collect these sticky notes.
Now I want you to reflect on the amount of time you spent in the last twenty-four hours engaged in physical activity. Once you have determined how many minutes you engaged in physical activities, write that number on your second sticky note. Then, hold it up in the air and I will come collect it. Collect these sticky notes but keep them separate from the sedentary activity sticky notes.
Now let’s average the data I just collected to compare the number of minutes spent on sedentary activities versus physical activities. Come up with a class average of minutes for sedentary activities and a class average for physical activity. Share the class averages. What conclusion can we draw from the two averages about how we spend most of our time?
Explore: (10 minutes) Pass out “Activity Sheet #3: Physical Activity Race Comparison Table”. You are going to use this activity sheet to gather data on physical activity using the YRBS Youth Online Tool. For the first part of this activity, you are going to focus on gathering data for all Florida high school students for Physical Activity. Then, for the second part of this activity you are going to focus on gathering data on Florida high school students specific to the race with which you identify. There are directions at the top of your activity sheet that explain how to filter the data for this assignment.
As students are working independently, walk around to assist and monitor.
ANSWERS Physical Activity Questions Total Percentage of All High
School Students in Florida Total Percentage of High School Students with the Race I Identify
With:
___________________
Did not participate in at least 60 minutes of physical activity on at least 1 day (in any kind of physical activity that increased their heart rate and made them breathe hard some of the time, during the 7 days before the survey)
22% Answers will vary
Were not physically active at least 60 minutes per day on 5 or more days (doing any kind of physical activity that increased their heart rate and made them breathe hard some of the time, during the 7 days
61% Answers will vary
before the survey)
Were not physically active at least 60 minutes per day on all 7 days (in any kind of physical activity that increased their heart rate and made them breathe hard some of the time, during the 7 days before the survey)
77% Answers will vary
Played video or computer games or used a computer 3 or more hours per day (counting time spent playing games, watching videos, texting, or using social media on their smartphone, computer, Xbox, PlayStation, iPad, or other tablet, for something that was not school work, on an average school day)
48% Answers will vary
Watched television 3 or more hours per day (on an average school day)
22% Answers will vary
Did not attend physical education (PE) classes on 1 or more days (in an average week when they were in school)
59% Answers will vary
Did not attend physical education (PE) classes on all 5 days (in an average week when they were in school)
79% Answers will vary
Did not play on at least one sports team (counting any teams run by their school or community groups, during the 12 months before the survey)
55% Answers will vary
Had a concussion from playing a sport or being physically active (one or more times during the 12 months before the survey)
13% Answers will vary
Explain: (10 minutes) Now I want you to complete the summary section of this activity sheet. Think about how the student responses in your race group compared to the total of students in Florida. In your summary, include what improvements students in your race can make to improve their physical activity.
Elaborate: (10 minutes) At this time, I am going to place you into groups of two or three and I want you to share your summary with the members of your group. Once everyone in your group shares their summary, have a group discussion on the similarities and differences you noticed across your summaries.
Evaluate: (5 minutes) I really enjoyed listening to your conversations regarding physical activity today. To wrap up the lesson, reflect on the following question: What is one commitment you are going to make to increase your daily physical activity?
Students can respond to these prompts as an exit ticket activity and/or share with a partner who can be their accountability partner.
Enrichment Activities: Students can create a weekly calendar to plan and track completion of physical activity each day.
Additional Resource: ● Exercise (Stress Management Plan for Teens): This video provides strategies and ideas
for teenagers to increase physical activity.
Nutrition: Developing Healthy Habits Unit Lesson 3: Healthy Choices- Healthy Snacks vs. Junk Food
Overview
Description: This lesson discusses the importance of personal nutrition and a balanced diet through activities that emphasize the body’s use of macronutrients, support skills for reading nutrition labels, and compare fresh foods and fast-food options.
Learning Goal(s): Students will be able to... ● Understand how marketers manipulate information to entice customers to buy products● Learn how to read nutrition labels● Explain the five food groups and how to choose the right proportion of foods
Florida State Standards: ● HE.912.C.1.1: Predict how healthy behaviors can affect health status.● HE.912.C.2.1: Analyze how the family influences the health of individuals.● HE.912.B.5.2: Generate alternatives to health-related issues or problems.● HE.912.P.7.2: Evaluate healthy practices and behaviors that will maintain or improve
health and reduce health risks.
Estimated Time: 45 minutes
Materials: ● If you choose Choice A for the Engagement portion,
○ Individual servings of cheese puffs and baby carrots● Snack of Your Choice Handout● Activity Sheet #4: Video Notes & Discussion Questions● Access to technology to show a Google Slide to the class● Access to technology to show videos from the internet
Accommodations: To assist students throughout the lesson, the teacher can shorten assignments, provide scaffolded assistance, use proximity, strategically assign students to groups, and use alternative forms of response mechanisms to gather understanding.
Nutrition: Developing Healthy Habits Unit Lesson 3: Healthy Choices- Healthy Snacks vs. Junk Food
Script
Engage: (5 minutes) Choose either “Choice A” or “Choice B” for your engagement activity.
Choice A: Before the lesson, place individual single-servings of cheese puff snacks (such as Cheetos) and baby carrots on each table grouping (enough for each student to have a choice). I placed some snacks on your table so you can choose a snack of your choice to enjoy during our lesson today.
Give students a minute to choose a snack. By show of hands, how many of you chose the cheese puffs? How many chose the carrots? -------------------------------------------------------------------------------------------------------------------------
Choice B: Display the “Snack of Your Choice” handout. There are two snack options on this slide. We are going to do “Stand and Vote” to show which snack you are more likely to choose for a snack after school. If you are more likely to choose the Cheese Puffs (or some other type of chip), then go to the right side of the room. If you are more likely to choose the Baby Carrots (or another type of vegetable), then go to the left side of the room. After students have voted, have them sit down.
------------------------------------------------------------------------------------------------------------------------- After students chose a snack, ask the following questions to the class:
● What snack did the majority of the class choose?● How many of you thought about the nutritional values or calories of the snacks on the
table before deciding what to eat?● Do you know the nutritional values for most of the foods you eat?● Have you ever heard of the term “mindless snacking”? What do you think it means?
Explore: (15 minutes) Pass out Activity Sheet #4: Video Notes & Discussion Questions”. Today we are going to watch a video on the five food groups and how to choose the right proportion of foods. As you watch the video, take notes on Part 1 of your activity sheet: What are the recommended proportions of food?
Video: Food Groups & My Plate (5:51)
Place students in groups of 3-4 students to process and discuss the video. With your small group, reflect and discuss on how well you are meeting the guidelines shared in this video and one step you can take to have a more balanced meal plan throughout each day.
Explain: (15 minutes) Now we are going to watch a video on healthy snacks vs junk food. Be prepared to discuss the questions on Part 2 of your Activity Sheet with your small group after the video.
Video: Food Wars: Healthy Snacks vs. Junk Food (6:18)
Now with your same small group, discuss the questions from Part 2 of your Activity Sheet with your group based on the video we just watched. Be ready to share your ideas with the whole group when we come back together.
Invite students to share out: ● What is your reaction to the video?● How do junk food companies make people want to eat their product?● What does this tell you about the decisions we make about our food choices and
habits?
The teacher will summarize the ideas that students brought up in their small group discussions to the whole group and reemphasize the notion by saying: Making smart and healthy snack decisions can be difficult because of the ways that advertisements and junk food manufacturers can trick our brain into wanting them. But that is why it is important to understand food labels and make wise choices when snacking, keeping junk food to only once-in-a-while snacking.
Elaborate: (15 minutes) Earlier in the lesson, I asked you what you thought “mindless snacking” meant. Mindless snacking is when your brain is distracted, and you are not aware of what you are eating and how much you are eating.
All foods have a nutritional value chart on them. This is helpful information when you are making decisions on what to eat. Now let’s take a look at the nutritional value charts for two snacks: Cheetos and the Baby Carrots. Display the “Snack of Your Choice” handout, What are some things that stand out to you? Give students an opportunity to think about the differences between the Baby Carrots and Cheetos nutritional information. Allow students to share their responses, and highlight the differences between the sugar, sodium, and fat content, along with any additional insights such as the high amounts of vitamins in carrots versus the cheese puffs.
Why do you think it is important to look at the nutritional information for the foods you eat?
Evaluate: (5 minutes) Ask students to complete an exit ticket answering the following questions:
● What is the most important “take-away” idea that you learned today?● List two strategies that someone could use to make healthier food choices for
snacks rather than eating junk food.
Enrichment Activities: Students can review nutrition labels of the food they eat for a day or multiple days and monitor their % daily value of fat, carbohydrates, protein, sodium, and cholesterol and write a summary of any changes they can make to be in alignment with the recommended daily value for a day (100% total intake).
Additional Resources: ● Health Hazards of Junk Food - The Doctors: This video shares what happens to the
inside of a body when a person eats junk food. DISCLAIMER- This is a YouTube videoand does contain ads.
● Healthy or Junk Food? Busting Food Labels: This video examines the truth or fictionbehind what manufacturers put on labels to entice customers to buy products.DISCLAIMER- This is a YouTube video and does contain ads.
Nutrition: Developing Healthy Habits Unit Lesson 4: Obesity, Overweight, and Weight Control
Overview
Description: Students will utilize the YRBS Youth Online Tool to collect data on Obesity, Overweight, and Weight Control. Students will engage in activities about self-confidence and how it can affect a person’s ability to move forward with wants, needs, and goals.
Learning Goal(s): Students will be able to… ● Utilize the YRBS Youth Online Tool to collect data from the 2019 Youth Risk Behavior
Survey● Understand how self-confidence can affect the choices people make● Identify their own level of self-confidence and learn steps to increase their self
confidence● Create an action plan to create a more fulfilling life.
Florida State Standards: ● HE.912.C.1.1: Predict how healthy behaviors can affect health status.● HE.912.B.5.2: Generate alternatives to health-related issues or problems.● HE.912.P.7.2: Evaluate healthy practices and behaviors that will maintain or improve
health and reduce health risks.● MA.912.DP.5.11: Evaluate reports based on data from diverse media, print and digital
resources by interpreting graphs and tables; evaluating data-based arguments;determining whether a valid sampling method was used; or interpreting providedstatistics.
Estimated Time: 45 minutes
Materials: ● “How’s Your Self-Esteem? Quiz” Handout● Activity Sheet #5: 2019 Florida YRBS Data on Obesity, Overweight, & Weight Control● Activity Sheet #6: My Personal Obstacle● Access to technology to display a Google Slide and to show videos from the internet● Access to technology for students to use the YRBS Youth Online Tool
Accommodations: To assist students throughout the lesson, the teacher can shorten assignments, provide scaffolded assistance, use proximity, strategically assign students to groups, and use alternative forms of response mechanisms to gather understanding.
Nutrition: Developing Healthy Habits Unit Lesson 4: Obesity, Overweight, and Weight Control
Script
Engage:(10 minutes) Today we are going to be reviewing the 2019 Florida YRBS data on Obesity, Overweight, and Weight Control, as well as learn about ways to build your self-confidence. But first we are going to start with taking a quiz to see if you have strong self-esteem or find out if it needs a boost. After you take the quiz, you will have the opportunity to share what you learned about yourself.
Display the “How’s Your Self-Esteem? Quiz” Handout so students can access the quiz via website or QR code.
After everyone has completed their quiz, invite students who feel comfortable to share what they learned about themselves after taking the quiz.
Explore: (7 minutes) Pass out “Activity Sheet #5: 2019 Florida YRBS Data on Obesity, Overweight, & Weight Control”. Today you will use the YRBS Youth Online Tool to collect data on Florida High School teens on Obesity, Overweight, and Weight Control. The directions on the activity sheet will explain the settings that you need to use to gather this data.
As students are completing the chart, walk around to monitor and support as needed. Review the answers together as a class.
ANSWERS
Obesity, Overweight, and Weight Control
Percentage of Students in Florida
Had obesity 14%
Were overweight 16%
Described themselves as slightly or very overweight
32%
Were not trying to lose weight 54%
Explain: (15 minutes) Many of us struggle with overcoming obstacles that prevent us from living our best life. Weight can be an obstacle for some people. A lot of times people know what to do but never take the
first step. Self-confidence and how we feel about ourselves can play a role in achieving our goals. We are going to watch a video on self-confidence. As you watch the video, take notes on the four steps you can implement to improve your self-confidence. Video: How to Build Self Confidence (10:47) Facilitate a whole class discussion after the video: CeCe Olisa stated, “I embrace health as a practice, not as a pants size.” What point was she trying to make with this statement? Do you agree or disagree with her? Why or why not? Elaborate: (8 minutes) Pass out “Activity Sheet #6: My Personal Obstacle”. Now I want you to self-reflect and complete the questions on this Activity Sheet. If you want to talk through any of your answers with me, I would be happy to assist you. As students complete their reflection, walk around and monitor and support as needed. Evaluate: (5 minutes) Ask students to complete an exit ticket answering the following question:
● What is your most important “take-away” from today’s lesson? Enrichment:
● Option 1: Students can create a self-confidence poster with strategies to improve self-confidence.
● Option 2: Students can create a self-confidence video ad with strategies to improve self-confidence.
Additional Resource:
● 3 Tips to Boost Your Confidence: This video provides students quick and easy tips to boost their confidence in a friendly, cartoon format.
Appendix Nutrition: Developing Healthy Habits Unit
Student Activity Sheets
Unit: Nutrition: Developing Healthy Habits Lesson 1: Dietary Habits
Activity Sheet #1: Dietary Comparison Activity Between Florida and Another State Part 1: Answer each question in the table. Click on “Florida”. Then, filter the data by Health Topic by checking off the box “Dietary Behaviors”. In the “View Data by Subgroup” drop down menu choose “Totals Only”. In the “Display Options” change the decimal place to zero. Then, click “Go”. In the last column, you will choose any other state to gather data on. Repeat this process with the state of your choice.
Dietary Behaviors Percentage of Students in Florida
Percentage of Students in the State
of
___________________
The percentage of students who did not eat fruit or drink 100% fruit juices during the seven days before the survey.
The percentage of students who did not eat vegetables during the seven days before the survey.
The percentage of students who did not drink milk during the seven days before the survey.
The percentage of students who drank soda or pop during the seven days before the survey.
The percentage of students who drank a can, bottle, or glass of soda or pop one or more times a day during the seven days before the survey. (not counting diet soda or diet pop)
The percentage of students who drank a can, bottle, or glass of soda or pop two or more times a day during the seven days before the survey. (not counting diet soda or diet pop)
The percentage of students who did not eat breakfast during the seven days before the survey.
The percentage of students who did not eat breakfast on all seven days during the seven days before the survey.
Part 2: Write a summary highlighting the similarities and differences between the student data from the two states. What conclusions can you make after analyzing the data from your table?
Unit: Nutrition: Developing Healthy Habits Lesson 1: Dietary Habits
Activity Sheet #2: Barriers and Solutions to Eating Healthy You are going to watch a video learning about some barriers to eating healthy in America. As you watch the video, complete the first two columns to identify difficulties with eating healthy and the solutions shared from the video.
Difficulties with Eating Healthy Solutions Shared in the Video
What are some other solutions to overcome some of the challenges to eating healthy?
Unit: Nutrition: Developing Healthy Habits Lesson 2: Physical Activity
Activity Sheet #3: Physical Activity Race Comparison Table Use the YRBS Youth Online Tool (QR code on next page) to find the percentages in the table for each question in the table. Click on “Florida”. Then filter the data by Health Topic by checking off the box “Physical Activity”. In the “View Data by Subgroup” drop down menu choose “Totals Only”. In the “Display Options” change the decimal place to zero. Then, click “Go”. Complete the second column to show the total percentage of Florida high school students for each question. Then, in the last column you will enter the data from the race you identify with. Use the “Race/Ethnicity” subgroup filter to choose the race with which you identify to gather this data.
Physical Activity Questions Total Percentage of All High School
Students in Florida
Total Percentage of High School Students with the Race I Identify
With:
___________________
Did not participate in at least 60 minutes of physical activity on at least 1 day (in any kind of physical activity that increased their heart rate and made them breathe hard some of the time, during the 7 days before the survey)
Were not physically active at least 60 minutes per day on 5 or more days (doing any kind of physical activity that increased their heart rate and made them breathe hard some of the time, during the 7 days before the survey)
Were not physically active at least 60 minutes per day on all 7 days (in any kind of physical activity that increased their heart rate and made them breathe hard some of the time, during the 7 days before the survey)
Played video or computer games or used a computer 3 or more hours per day (counting time spent playing games, watching videos, texting, or using social media on their smartphone, computer, Xbox, PlayStation, iPad, or other tablet, for
something that was not school work, on an average school day)
Watched television 3 or more hours per day (on an average school day)
Did not attend physical education (PE) classes on 1 or more days (in an average week when they were in school)
Did not attend physical education (PE) classes on all 5 days (in an average week when they were in school)
Did not play on at least one sports team (counting any teams run by their school or community groups, during the 12 months before the survey)
Had a concussion from playing a sport or being physically active (one or more times during the 12 months before the survey)
In the space below write a summary analyzing how the students in your Race group compared to the total of all students in Florida. What improvements can students in your Race group make to improve their physical activity?
Unit: Nutrition: Developing Healthy Habits Lesson 3: Healthy Choices- Healthy Snacks vs. Junk Food
Activity Sheet #4: Video Notes & Discussion Questions Part 1- Food Groups & My Plate Notes: As you watch the video, take notes on the recommended proportions of food in the space below.
Part 2- Food Wars: Healthy Snacks vs. Junk Food Small Group Discussion Questions: As you watch this video, be prepared to discuss the questions below with your small group after.
● What is your reaction to the video? ● How do junk food companies make people want to eat their product? ● What does this tell you about the decisions we make about our food choices and
habits?
Unit: Nutrition: Developing Healthy Habits Lesson 4: Obesity, Overweight, and Weight Control
Activity Sheet #5: 2019 Florida YRBS Data on Obesity, Overweight, & Weight Control Use the YRBS Youth Online Tool (QR code on bottom of this page) to collect data on obesity, overweight, and weight control to complete the table below. Click on “Florida”. Then filter the data by Health Topic by checking off the box “Obesity, Overweight, & Weight Control”. In the “View Data by Subgroup” drop down menu choose “Totals Only”. In the “Display Options” change the decimal place to zero. Then, click “Go”.
Obesity, Overweight, and Weight Control 2019 YRBS Data
Percentage of Students in Florida
Had obesity
Were overweight
Described themselves as slightly or very overweight
Were not trying to lose weight
Unit: Nutrition: Developing Healthy Habits Lesson 4: Obesity, Overweight, and Weight Control
Activity Sheet #6: My Personal Obstacle 1. Identify your personal obstacle by completing the following statement: My life would be much more fulfilling if… 2. Imagine what your life would look like if your perceived obstacle disappeared. Write your thoughts below. 3. Address your perceived obstacle. What actions can you take or mindset shifts can you make to address your perceived obstacle? 4. Choose to live the life you imagine today. Write down the things you are going to begin doing today that your obstacle was preventing you from doing.
Snack of Your Choice
How’s Your Self Esteem Quiz?
https://kidshealth.org/en/teens/self-esteem-quiz.html#catdieting