Mind Your Food Choices: Making Healthy Choices

Transcription

1 Mind Your Food Choices: Making Healthy Choices Lesson 6 of 6 40 minutes Curriculum Expectations: 1.5, C2.1, C2.3, C3.1 Learning Goals By the end of this lesson, students will be able to: apply health knowledge and living skills to make reasoned decisions, and demonstrate connections between the health and wellbeing of themselves, others and the world around them that relate to health and well-being think critically and creatively to identify strategies for promoting healthy eating, evaluating personal food choices, caring for mental health and coping strategies associated with relieving stress through the completion of a self-care contract. Facility Classroom Materials Chalkboard or interactive whiteboard sticky notes (minimum 2 per student) Teacher Resource : Self-Care Contract Rubric Minds On Student Resource 12: Self-Care Contract Student Resource 13: Skit Situations A&E Share and clarify the lesson Learning Goals with the students in a large-group discussion. Distribute two sticky notes per student and write the words Stress is... and Coping means... on the chalkboard or Interactive White Board. Using the Sticky Note Brainstorm Strategy (see Appendix), have students brainstorm one symptom that may indicate they re feeling stressed and one positive way they deal with this stress. Have students write responses on their sticky notes and post their note(s) in the appropriate place on the board when they are ready to share their answers. Review students answers using large-group discussion and encourage students to add additional answers as they think of them. Action Teacher observation with verbal feedback of students identification of stress symptoms and the coping strategies associated with relieving stress A&E Using the Popcorn Strategy (see Appendix), review effective mental health coping skills and strategies for promoting healthy eating and evaluating food choices within the school, home, and community, and analyze how these strategies could be linked to the maintenance of positive mental health. To accommodate various types of learners, consider recording student answers on the chalkboard or Interactive White Board for reference throughout the remainder of the lesson. Teacher prompt: What are some healthy ways people can deal with stress? Your answers may involve food in some way, like we talked about previously, or they might not. Student response: Getting involved with cooking meals at home not only helps me to have input for healthier preparation methods and menu choices, but I m also learning that I like to cook, which helps me de-stress at the end of a hard day. Teacher observation of students ability to demonstrate an understanding of coping skills and strategies for promoting healthy eating and evaluating food choices within the school, home and community Teacher observation of students ability to analyze how these strategies could be linked to the maintenance of positive mental health using Teacher Resource : Self-Care Contract Rubric Ophea I 2010 I H&PE Curriculum Support Resource I ISBN no I Page.HL.MY.41

2 Mind Your Food Choices: Making Healthy Choices Lesson 6 of 6 Action - continued... Student response: When I get really stressed, I have trouble eating. Having helped my guardian do the grocery shopping, though, I now have a variety of healthier choices that I really like, and she and I can talk it out as we prepare a healthy snack together. Student response: The community service organization I participate in helps me manage my stress, because I have a lot of nonschool friends there who help me get some perspective on my problems. Plus, we do some community-based healthy eating programs, so I find having them there helps, but also keeping my mind occupied helps me. Student response: I just like to go for a long run with my dog. That time alone really helps me to calm down. Distribute Student Resource 12: Self-Care Contract and have students complete it individually. Refer to Notes for Teacher for information on reporting harm and/or abuse. Review this information with students prior to having them complete Student Resource 12: Self-Care Contract if this information has not been shared prior to this lesson. Circulate throughout the learning environment to offer constructive feedback as necessary while students complete the resource. Consolidation Using Direct Instruction (see Appendix), divide students into groups of 3 and distribute Student Resource 13: Skit Situations to groups. Have student groups choose one of the situations on the handout, and then create and perform a skit that will respond in some way to the following. What is the problem? What mental health coping strategies are currently being used? How is the situation impacting the healthy food choices of the person in the situation? What might be a more positive way to cope with stress? How could the person make more positive food choices and promote healthy eating within the context of his or her home, school and/or community? A&E Teacher observation of students ability to demonstrate an understanding of coping skills and strategies for promoting healthy eating and evaluating food choices within the school, home and community Teacher observation of students ability to analyze how these strategies could be linked to the maintenance of positive mental health using Teacher Resource : Self-Care Contract Rubric Ideas for Extension Have students create a classroom help box that permits them to anonymously seek help from their peers regarding food choices, healthy eating promotion strategies or the maintenance of positive mental health. Use classroom community time to allow students to provide feedback. Notes to Teacher Prior to delivering this lesson, ensure support strategies and reporting protocols are in place for students who may disclose information regarding abuse, self-harm behaviours or suicidal ideations. Students at risk include the following: those who have previously attempted suicide and/or had suicidal ideations those who have exhibited self-harm behaviours those with a family history of suicide or self-harm behaviours. Ensure students understand that as a teacher, you have a duty to report crimes and behaviours that hurt students or someone else. Although you will make every effort to maintain confidentiality, in some cases that include harm, intended harm or illegal activities, it is against the law for you to maintain confidentiality. Ophea I 2010 I H&PE Curriculum Support Resource I ISBN no I Page.HL.MY.42

3 Mind Your Food Choices: Making Healthy Choices Lesson 6 of 6 Additional Resources This website is designed by youth, for youth. It provides youth-friendly information, resources and tools to help young adults manage stress, crises and mental health problems. It also offers reproducibles for educators to use free of charge. Kids Help Phone Canada is the nation s only toll-free bilingual phone and web counseling referral and information service for kids and teens. In addition to providing child- and youth-friendly information on a variety of topics, this website also has a series of Internet-based games at age- and grade-appropriate levels. Ophea I 2010 I H&PE Curriculum Support Resource I ISBN no I Page.HL.MY.43

4 Teacher Resource : Self-Care Contract Rubric (Page 1 of 2) Class: Overall Expectations 1 - demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence and strands for this grade C2 - demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relation to their personal health and well-being C3 - demonstrate the ability to make connections that relate to health and well-being: how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others health and well-being Specific Expectations 1.5, C2.1, C2.3, C3.1 Success Criteria Thinking - Planning C2.1, C2.3, C3.1 identifies problems and forms questions regarding stress management and evaluating food choices gathers information regarding food Level 1 (Limited) planning skills with limited Level 2 (Some) planning skills with some Level 3 (Considerable) planning skills with considerable Level 4 (High Degree) planning skills with a high degree of choices and applies it appropriately selects healthy, effective strategies to manage stress Thinking - Processing C2.1, C3.1 synthesizes information regarding food choice and strategies for promoting healthy eating to evaluate various strategies revises strategies as required to reflect processing skills with limited processing skills with some processing skills with considerable processing skills with a high degree of maintenance of positive mental health Thinking - Critical/Creative Thinking C2.1, C2.3, C3.1 chooses strategies that are effective and reflect the maintenance of emotional well-being and personal food choice critical/creative thinking processes with limited critical/creative thinking processes with some critical/creative thinking processes with considerable critical/creative thinking processes with a high degree of Ophea I 2010 I H&PE Curriculum Support Resource I ISBN no I Page.HL.MY.44

5 Teacher Resource : Self-Care Contract Rubric (Page 2 of 2) Success Criteria Application - Making Connections C2.1, C2.3, C3.1 connects food choice criteria and mental health/stress management strategies to their own life Level 1 (Limited) The student makes connections within and between various contexts with limited Level 2 (Some) The student makes connections within and between various contexts with some Level 3 (Considerable) The student makes connections within and between various contexts with considerable Level 4 (High Degree) The student makes connections within and between various contexts with a high degree of Ophea I 2010 I H&PE Curriculum Support Resource I ISBN no I Page.HL.MY.45

6 Student Resource 12: Self-Care Contract Name: (Page 1 of 3) Date: A Self-Care Contract can help you to manage your thoughts and feelings when you get stressed out or lose sight of your personal healthy eating goals. It is a reminder of your personal coping strategies and of support people whom you can access in times of need. If you like, give a copy of your Self-Care Contract to a friend or loved one so they know exactly how to help you should the need arise. On Healthy Eating Answer the following questions as honestly as possible, using information you have learned about different types of nutrients, evaluating personal food choices and strategies for promoting healthy eating in your school, home and community throughout this unit. What people, places or things might impact your ability to make healthy food choices? What about other choices in your life? 1. Give examples to help explain your answers. 2. Relate how you could use three of the following criteria to evaluate your personal food choices: serving size, nutrient content, energy value, ingredients, nutrient content, preparation methods, Canada s Food Guide, or other factors. Ophea I 2010 I H&PE Curriculum Support Resource I ISBN no I Page.HL.MY.46

7 Student Resource 12: Self-Care Contract (Page 2 of 3) Fill in the chart below to summarize your thoughts regarding the promotion of healthy eating at home, at school and in your 3. community Promoting Healthy Eating At Home At School In My Community The best strategy is (Explain your strategy with a minimum of three support statements.) People who could help make this strategy work are (List a minimum of two per category.) Possible barriers might be BUT (Explain one possible barrier and how you might overcome it.) On Mental Health and Stress Management What are some signs that you might be having trouble maintaining good mental health and emotional well-being? (Try to list five 1. possible signs.) Ophea I 2010 I H&PE Curriculum Support Resource I ISBN no I Page.HL.MY.47

8 Student Resource 12: Self-Care Contract 2. Describe three healthy strategies that you use to take care of your mental health. (Page 3 of 3) 3. Explain a strategy that really doesn t help you to take care of your mental health, even though it might work for other people. 4. List three support people (and their contact information) from whom you can get help if you re struggling to manage your stress by yourself, along with a safe place to contact them. Pick one of the support people from question 4. What would you want to tell this person to do so that he or she is most effective 5. in helping you manage your stress? 6. Explain how maintaining healthy eating habits in times of stress can help you to manage your stress more effectively. Ophea I 2010 I H&PE Curriculum Support Resource I ISBN no I Page.HL.MY.4

9 Student Resource 13: Skit Situations Name: (Page 1 of 2) Date: Pick one of the situations below and plan a skit that will address the following. What is the problem? What mental health coping strategies are currently being used? How is the situation impacting the healthy food choices of the person in the situation? What might be a more positive way to cope with stress? How could the person make more positive food choices, and promote healthy eating within the context of his or her home, school and/ or community? Situation 1 Cameron has just started high school, and he feels a great amount of pressure. All of a sudden, he s in a building with many more people, most of whom are much older, and, he feels, much smarter than him. Cameron has been trying very hard to do well, but somehow his grades aren t what he wants them to be. He s been skipping lunch to study lately, and rushes through his dinner to hit the books. Often, he ll just grab a pop and chips for a quick snack. Lately, Cameron is starting to wonder if he should start drinking coffee to help keep him up at night to study longer. What could he do? Situation 2 Stacey s parents just got divorced and things have greatly changed for them all. Now that she and her brother are living with their mother, Stacey is expected to help out a lot more around the house, and she almost always has to babysit her brother at night when their mother goes to work. As a result of this hectic schedule, Stacey s mother usually gets some fast food for the kids to eat, and often skips meals herself. Stacey can t even remember the last time they went for a hike as a family something they used to love to do. Stacey is unhappy. What could she do? Situation 3 Sarai is new to Canada. She s trying very hard to fit in at school, but she s finding it hard to meet people because her English isn t very fluent yet. The other day, Sarai was invited to sit at lunch with the cool kids. They were really nice and asked about her culture and where she was from, but she felt out of place eating such different food. Sarai has been begging her parents to let her buy her lunch from the school cafeteria so she s not as different, but they feel that food is an important part of their culture. What could she do? Our Skit Ophea I 2010 I H&PE Curriculum Support Resource I ISBN no I Page.HL.MY.49

10 Student Resource 13: Skit Situations (Page 2 of 2) Ophea I 2010 I H&PE Curriculum Support Resource I ISBN no I Page.HL.MY.50