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Grade 3 Lesson 5: Helping Hearty Identify GO, SLOW, and WHOA Foods

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All Teacher/Student Materials

 

Outline

Activities Materials
1. Comparison of GO, SLOW, and WHOA Foods 

 10 minutes

Teacher Materials:

Student Materials:

2. Identification of GO, SLOW, and WHOA Foods

 15 minutes
Teacher Materials:

Student Materials:

3. Homework

 10 minutes

Teacher Materials:

  • Home Team Scoreboard

Student Materials:

  • Home Team 2

 

4. Lesson Summary

 3 minutes
 
Total Time: 38 minutes  

See Texas TEKS Standards for this Lesson

 

Learner Outcomes

Students will:
  • Distinguish between GO, SLOW, and WHOA foods from two food groups: vegetables, and meat and beans.
  • Distinguish between GO, SLOW, and WHOA foods in a food diary.
  • Discuss the family component of the CATCH program.
 

Activity 1:

Comparison of GO, SLOW, and WHOA Foods

 10 minutes

Teacher Materials Student Materials

Purpose: To identify differences between GO, SLOW, and WHOA foods in the meat and beans food group and the vegetables food group. 

A. Introduce this lesson by reviewing the CATCH message about a healthy diet and the differences between GO, SLOW, and WHOA foods.

 

REVIEW:

There are no “good” foods or “bad” foods.

A healthy diet can include all foods. However, some foods are better to eat more often and others are better to eat less often.

What are GO foods? (Foods lowest in fat and/or sugar)

What are SLOW foods? (Foods that have more fat and/or sugar than GO foods and less fat and/or sugar than WHOA foods)

What are WHOA foods? (Foods highest in fat and/or sugar)

You should eat more GO foods than SLOW foods and more SLOW foods than WHOA foods.

 B. Distribute Activity Sheet 6: GO-SLOW-WHOA List: Meat and Beans to each student and project Transparency 6. Read aloud (or have students take turns reading aloud) the foods listed in the chart. 

 

EXPLAIN:

♥ “Extra-lean” meat has the lowest amount of fat. “Lean” meat has more fat than extra-lean meat. “Regular” meat has the most fat of all.

♥ A “processed” food is a food that has been changed from the natural state it used to be in. Foods are processed so they will last longer or not have to be refrigerated. Sometimes a food is processed by doing something to it; other times special ingredients are added to the food. Most processed foods have a lot of fat or sugar.

♥ Vegetable oils are liquid. Do you think solid fats are liquid? (No, they're solid.) They're solid unless you melt them. Which of these do you think is healthier? (vegetable oils)

♥ Other foods besides hamburgers can contain ground beef, such as spaghetti sauce.

♥ The chicken nuggets in the cafeteria might be baked or fried, and the hamburgers might be extra-lean, lean, or regular. Ask a cafeteria worker what kind of chicken nuggets and hamburgers are served at our school.

 C. Distribute Activity Sheet 7: GO, SLOW, or WHOA? Tell students that Hearty wants to know if the foods listed are GO, SLOW, or WHOA foods, and ask for their help. Explain that, just as they did with fruits in Lesson 4, they should draw a line from each food to the GO, SLOW, or WHOA in the traffic light. Tell them you will do Group 1 with them, and then they will do Group 2 by themselves.

1. For the first group of foods, mark Transparency 7 while they follow along and mark their activity sheet. (Group 1: hot dog – WHOA; fried chicken nuggets – WHOA; beans made with vegetable oil – SLOW; baked chicken without the skin – GO)
2. For the second group of foods, have students use Activity Sheet 6 to mark Activity Sheet 7 on their own.
3. Choose students to tell how they marked the foods in the second group while you mark Transparency 7. (Group 2: pepperoni – WHOA; black beans– GO; refried beans – SLOW; baked chicken nuggets – SLOW)

D. Distribute Activity Sheet 8: GO-SLOW-WHOA List: Vegetables to each student and project Transparency 8. Read aloud (or have students take turns reading aloud) the vegetables listed in the chart. Explain the information in the NOTE box below as the foods are read.

NOTE: 

Fresh: Vegetables picked from the garden and sent directly to the grocery store or farmers market.

Frozen: Vegetables picked, sent to a factory to be frozen, and then delivered to the grocery store.

Canned: Vegetables picked, sent to a factory to be put in cans, and then delivered to the grocery store.

Deep-fried: Vegetables that are cooked by frying them in a lot of hot oil.

 1. Ask students whether the following foods are GO, SLOW, or WHOA: broccoli made with vegetable oil (SLOW); fried okra (WHOA);  cucumber slices (GO); fried french fries (WHOA); canned green beans, with no sugar or fat added (GO); baked potato with butter (WHOA).

 2. Tell students they will use this chart in the next activity.

 

Activity 2:

Identification of GO, SLOW, and WHOA Foods

 15 minutes

Teacher Materials Student Materials

Purpose: To identify GO, SLOW, and WHOA foods in a food diary.

 A. Project Transparency 9, point to the title, “David’s Dynamite Snack Diary,” and ask a student to define the word “diary.”

 

EXPLAIN:

♥ David Greenthumb kept a diary in which he wrote down the snacks he ate for five days after Hearty’s visit.

♥ We are going to use the GO, SLOW, and WHOA charts for milk; fruits; vegetables; and meat and beans to mark the foods that David ate for snacks.

 B. Distribute Activity Sheet 9: David’s Dynamite Snack Diary, and explain that this is their own copy of David’s snack diary. Point out the key at the bottom, which will be used to mark the snack foods. Explain that you and the students will complete the activity together; that is, you will mark the transparency and they will mark their activity sheet.

1. As much as possible, have students supply the answers. Tell them to refer to the GO, SLOW, and WHOA charts for vegetables and for meat and beans from this lesson, and the charts for milk (Activity Sheet 3) and for fruits (Activity Sheet 4) from Lesson 4.
2. Using the key at the bottom, mark Transparency 9 as follows: slice of turkey luncheon meat - SLOW; cherry tomatoes – GO; 1% chocolate milk – SLOW; pear – GO; pinto beans, with no sugar or fat added – GO; carrot sticks – GO; 1% milk – GO; sherbet – SLOW; low-fat hot dog – SLOW; grapes – GO.

 C. Point out that David’s snack diary was indeed dynamite because he ate mostly GO foods and a few SLOW foods for snacks!

 D. Inform students that their school’s cafeteria serves many great GO and SLOW foods every day, and encourage them to eat school lunch.

FYI: For background information on the Eat Smart School Meal Program – See the FYI section of this manual.

 

Activity 3:

Story and Discussion

 10 minutes 

Teacher Materials Student Materials

Purpose: To briefly discuss Hearty Heart Home Team: Players Guide 1 and receive Hearty Heart Home Team: Players Guide 2. 

NOTE: It is very important that you enthusiastically promote this homework program. The success of the family component is based on the participation of each of your students and their parent(s).

 A. Remind students that they will do all of the homework activities at home with their family, but that you will be their Home Team Coach and will help them remember to do the activities with their home team.

 B. Point to the Home Team Scoreboard, and ask all students who have scored some points under Players Guide 1 to raise their hand.

  1. Congratulate those students.
  2. Encourage those students who have not completed Players Guide 1, or have not turned in the scorecard, to try to do so as soon as possible.
  1. Remind them that if their parent(s) is unable to do the homework with them, another adult or older brother or sister can.
  2. Ask those students who are having problems doing the homework or finding an adult to participate with them to talk to you soon.

 C. Briefly discuss Players  Guide 1, as time permits.  

 

ASK: 

♥ What did you like best about the activities?

♥ What was the exercise goal that you and your home team set? Were you able to meet your goal?

♥ Did you post the Team Tips at home?

♥ Did you prepare the “Fruit, Fruit, Fruit for the Home Team” recipe? Did your home team like it?

 D. Distribute Players Guide 2 to each student, and discuss the activities as time permits.

  1. Point out the Contents section on page 1 of the players guide, and briefly introduce the activities.

 

STATE: 

Activity 1: Adventure Story. The Hearty Heart Adventure Story continues with Hearty and his friends landing on Earth.

Activity 2: Food Labels. This is a great activity for your team! You will learn more about GO, SLOW, and WHOA foods by using the special labels on the last page of your players guide to label some of the foods in your kitchen.

Activity 3: 14-Carrot Goal #2. Your team’s goal is to eat a GO food instead of a sugary dessert. You will find a list of some great GO foods included in the Team Tips.

Activity 4: Team Tips. The tips will give your team some “GO POWER” tips on eating GO foods. Remember that your team should read the tips together and then post them in your kitchen, so that you and your team will remember the information.

Activity 5: Snack Bar Special. The heart healthy recipe is “Championship Veggies and Dip”—a recipe suggested by Dynamite Diet, no doubt!

Activity 6: Home Team Scorecard. Remember that the scorecard is where your team writes down all of the points you earn for each activity you complete. Your scorecard includes spaces for:

• Adult points, “kid points” (your points), and total points.

• Names of everybody on your team.

• Team name.

• Signature of an adult and your own signature.

• Your name, printed.

• Date due, the last date to return your scorecard to me.

     2. Tell the stuents to write the date you will teach Lesson 6 on the Date Due line on their scorecard.

 E. Encourage students to try to complete the activities with their home team as soon as they can and not wait until the night before their scorecard is due.

 F. Remind students that if they score at least 15 points on the scoreboard theywill receive a special certificate at the end of the homework.

 G. Optional: Remind students that if they score at least 20 points on the scoreboard, they will receive a reward.

 

Activity 4:

Story and Discussion

 3 minutes

Purpose: To review the main points of Lesson 5. 

A. Remind students of the importance of taking good care of their heart their entire life—including now, when they are young and their heart is healthy. One way to do this is to eat healthy foods.

B. Remind them that there are no “good” foods or “bad” foods, but that GO foods should be eaten more often than SLOW foods or WHOA foods.

C. Encourage students to participate in Hearty Heart Home Team homework by emphasizing that each players guide will be interesting and fun for their family. Remind them that they should return their scorecard for Players Guide 2 by the date they wrote on the Date Due line.

 

Texas TEKS Standards for this Lesson

English: 3.1, 3.14, 3.8

Health: 3.1, 3.11

Math: 3.13

Social Studies: 3.18

 

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