Supplement to WOW! Third Grade Materials (Green Level)


Unit 1, Lesson 3: Quadriceps?
Unit 2, Lesson 10: Tasty Tillies
Unit 2, Lesson 11: Soup and Salad?
Unit 2, Lesson 12: Tacos by Cody
Unit 2, Lesson 14:
Unit 5, Lesson 27 and Unit 5, Lesson 28

Unit 1, Lesson 3: Quadriceps?

After teaching this lesson, you might also like to use this additional WOW! Health Activity to have students practice recording their physical activity habits, types and benefits of physical activities, and ways physical activity may be added to everyday life. (Note: You may wish to have students complete the log for a shorter or longer timespan.)

Show students how to use the Physical Activity Log (form 3.1) by reviewing the sample day entries and noting the due date. Click here to access form 3.1. Brainstorm various choices students might be able to make over the next several days, reminding students to stay safe at all times. Allow students to report their entries verbally over the course of the logging. Once logs are returned, celebrate student successes while reinforcing the learning. Find a way to be positive with each child; many children may lack sufficient family support and may need the additional encouragement.


Unit 2, Lesson 10: Tasty Tillies

After teaching this lesson, you might wish to use these additional WOW! Health Activities to help students better understand MyPyramid (the food guide pyramid), especially regarding recommended daily intake of each food group, serving sizes, and the importance of variety and moderation. (Note: You will need to provide a large color copy of MyPyramid for the class or one small color copy per student. You may access the basic kids version of this food guide at http://teamnutrition.usda.gov/Mypyramid/mpk_poster.jpg or the advanced kids version at http://teamnutrition.usda.gov/Resources/mpk_poster2.pdf.)

Duplicate, staple together, and distribute supplemental form 3.2, the "It All Adds Up: Serving Sizes" booklet, one per student. You can access supplemental form 3.2 here. During one or more class sessions, read about and discuss each food group as a class. As you go, have students fill in the blanks. If desired, have students color the blank MyPyramid form, adding basic text, such as each food group's name and some examples. You may access and duplicate the blank MyPyramid form by clicking here:
http://teamnutrition.usda.gov/resources/mpk_coloring.pdf.

Note: Be sure to have students save the booklets provided in this lesson, so they may refer to them during the next three supplemental lessons, as needed.

Be sure to highlight not only the obvious points made about each food group in the booklet, but also the following points:

Additional ideas:


Unit 2, Lesson 11: Soup and Salad?

While teaching this lesson, you might opt to have students focus on advocating specifically for more fruits and vegetables at school. This might include, for example, students doing any or all of the following:


Unit 2, Lesson 12: Tacos by Cody

After teaching this lesson, you might also wish to use these additional WOW! Health Activities to extend and reinforce student understanding of nutrients, food guide pyramid, and the importance of variety and moderation. Then use the goal-setting moderation plan with parent involvement to encourage students to apply what they are learning about healthful eating.

(Note: This extension lesson actually consists of two major lessons titled "Nutrients" and "Moderation.")

Nutrients

Duplicate and distribute supplemental form 3.3, one per student. You may access form 3.3 here. Lead students in re-reading the blue sidebar on the top, left-hand side of page 27 in the student text titled "Six Kinds of Nutrients and Examples" (step 1 of form 3.3). Read and discuss step 2 of form 3.3. (Note: Minerals are found in all five food groups as well.) Now read and discuss the introductory paragraph to step 3 of form 3.3, emphasizing the definitions and importance of a balanced diet and variety. Then read and discuss a-e of step 3. Do not offer or confirm the answers.

Divide students into small groups. Assign each small group one area each, from step 3a-e. Using the Internet, library, or other resources, have each small group answer the assigned question and name one or more ways the nutrient helps the body. (Note: You may opt to provide the nutrition label for the sweetened oatmeal packet discussed in step 3d.) Once small groups have completed their research, review it for accuracy. Then have small groups share their findings with the class. Have students record the other groups' findings on form 3.3. Answers can be found in form 3.4.

Moderation

The term moderation typically applies to foods that need to be consumed in limited quantities in order to maximize health. This lesson focuses on limiting, or showing moderation, when consuming sugar and fat.

Duplicate and distribute supplemental form 3.5, one per student. You may access form 3.5 here. Read and discuss the introductory information and part A. Have students answer questions 1 and 2, in turn. Next, read and discuss part B, setting a due date for completing this section. Once students have completed and returned part B work, discuss as a class the information they recorded and their thoughts regarding healthier eating.

Duplicate and distribute supplemental form 3.6, one per student. You may access form 3.6 here. Read and discuss the steps for setting reasonable goals. Ask students to consult with a parent or guardian before setting a less-sugar goal and a less-fat goal. Send this worksheet home for parent involvement. Once students have completed and returned their work, discuss as a class their goals and what they might do to reach their goals. Follow up every day or so for a week to allow students to report how they are doing reaching their goals. Validate even minor improvements. Celebrate with a healthy-snack party (optional).


Unit 2, Lesson 14:

After teaching this lesson, you might also wish to use these additional WOW! Health Activities to guide students through logging and analyzing eating habits. Then use the goal-setting plan with parent involvement to encourage students to apply what they are learning about healthful eating.

This lesson offers one logging and analyzing eating habits worksheet per food group, for a total of five worksheets. You may access supplemental forms using the links that follow. Click here for form 3.7 (grains group). Click here for form 3.8 (vegetables group). Click here for form 3.9 (fruits group). Click here for form 3.10 (milk group). Click here for form 3.11 (meat and beans group).

To prepare for this lesson, review forms 3.6-3.10 and decide how many you wish to use, a minimum of two, maximum of all five. Then decide whether or not you wish to assign all selected at one time or one at a time (the latter is recommended). Before duplicating enter due dates on the lines provided on the forms, as appropriate to your choices and circumstances. Duplicate each of the chosen forms, one per student.

Distribute and discuss with students one form at a time. Once students understand how to complete each form, assign it as homework. Discuss each form as a class as they are returned. Brainstorm ways to increase health-promoting choices while decreasing less healthy choices. As follow-up, periodically ask students to share how they are doing in reaching their goals.

Monitoring Balance

Once students have completed and returned the forms you selected, have students review how well they ate in each food group selected. Discuss the importance of eating adequately from each food group. Review completed forms for understanding.

Additional Suggestion

As a class, have students count how may fruit and how many vegetable servings they collectively ate during these activities. Record these scores for future reference. After one month of practicing healthier eating, have the class repeat the activities and see if the class can beat their previous scores.


Unit 5, Lesson 27 and Unit 5, Lesson 28

After teaching these lessons, you might also wish to use these additional WOW! Health Activities to help reinforce to students that alcohol and tobacco, including cigarettes, cigars, pipes, and smokeless tobacco, are harmful to a human health.

Distribute the "How Much Do You Know 2?" worksheet (supplemental form 3.11) and direct students to complete it by marking in the first column, titled, "Before," whether they agree or disagree with the statements before you read "Nothing to Spit At." You may access form 3.11 here.

After they have marked their "Before" column answers, instruct them to turn their papers facedown.

Distribute supplemental form 3.12, one per student. Click here to access form 3.12. Read and discuss this handout.

Ask the following questions:

Instruct students to turn the first worksheet (form 3.11) over and complete the right-hand column, titled "After." Answers can be found in form 3.14 here.

Finally, discuss how answers may have changed from the "Before" column to the "After" column. This represents new information that they learned in this lesson. Then have students share one new idea from this lesson with another student. Assess student understanding by referring to the answers provided in supplemental form 3.15. You may access form 3.15 here.