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100% Me - Part 5Adapting-To-The-World

  • Subject: Physical Health
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  • Grade(s): 6-8
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Lesson Plan Sections


Welcome to Nutrition: Putting My Plate into the Picture, the fifth lesson in the Classroom Edition of 100% Me.

As we know, through sport, the characteristics of honesty, respect, selfless teamwork, dedication and commitment to a greater cause can be revealed. Sport lessons (good and bad) transcend the playing field, spilling over into the classroom, business and community, and contribute to shaping the character and culture of America’s citizens creating “True Sports for Life.”

A “True Sport for Life” may mean different things to different people. For example, it may include being a good sport, working hard and doing your best, and knowing that you are competing to the best of your natural abilities. It also means respecting yourself, your teammates, your opponent, and your sport.

This curriculum is designed to equip your students with the knowledge to make healthy choices in a variety of situations, help prevent the abuse of steroids and dietary supplements, and provide natural alternatives that leverage innate qualities. Your students will gain:
  • Skills for responsible and healthy decision-making
  • Healthy alternatives to performance-enhancing drug use
  • Skills for smart consumerism regarding dietary supplements and energy drinks
  • Heredity and body type knowledge
  • Tools for making balanced food choices
The 100% Me curriculum is easily adaptable to a variety of settings, including classrooms of various subject areas, integrated teaching, and even nontraditional classrooms like weight rooms and locker rooms. As a facilitator, be sure to utilize the online components to complement the 100% Me program:
  • An interactive website for students with further information and activities.
  • A resource for facilitators that includes:
    • Pre- and Post-Assessment Tests for each chapter of the 100% Me program
    • Student Enrichment Activities to enhance the students experience with the learning material
    • Other resources, publications and websites on nutrition, ethics, supplements and more.

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MyPlate was designed as an easy way to show the different groups of food that form a good diet and how much should be consumed from each group. Activities in this section help students understand how balanced food choices can benefit their success and performance – and still be fun.

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Designated Content Area

Health: Nutrition

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Learner Objectives/Outcomes

Upon completion of Chapter 5: Putting MyPlate Into The Picture, the student will be able to:
  • List the different food groups described in MyPlate.
  • Explain the concept of the MyPlate icon in regard to food category and serving sizes for their appropriate age and gender.
  • Describe the relationship of physical activity to food consumption.
  • Analyze the health benefits and risks involved from consuming sodas, sport drinks, and water on a regular basis.
  • Explain and provide examples of the foods categorized as containing “empty calories.”
  • Analyze the relationship of the nutrition guidelines stated in to being a “True Sport for Life.”

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Alignment with National Education and State Education Standards

  • Standard 3: Participates regularly in physical activity.
  • Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
  • Competency 1.4.1. Identify factors that influence health behaviors
  • Competency 1.4.2. Analyze factors that influence health behaviors
  • Competency 1.4.3. Identify factors that enhance or compromise health
  • Competency 1.4.4. Analyze factors that enhance or compromise health
  • Competency 1.4.1. Identify factors that foster or hinder the learning process
  • Competency 1.5.1. Analyze factors that foster or hinder the learning process
  • Competency 1.5.2. Identify factors that foster or hinder attitudes and belief
  • Competency 1.5.3. Analyze factors that foster or hinder attitudes and beliefs
  • Competency 1.5.4. Identify factors that foster or hinder skill building
  • Competency 1.4.5. Analyze factors that foster or hinder skill building
  • Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
  • Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce risks.
  • Refer to individual state education standards

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Instructor Preparation

As the facilitator, you will lead the discussion and guide the group through the activities identified in the lesson outline. You are not expected to be the “expert.” Your role is to be responsible for encouraging an open, sharing atmosphere.

Before the group meets:
1. Read the lesson outline and familiarize yourself with the content in both the Facilitator’s Guide and the Student Workbook.

2. Download and make copies of the “Nutrition: Putting MyPlate into the Picture” Pre- and Post-Test Assessments which can be downloaded at

3. Choose extension activities to enhance the student’s experience. These can be found at

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Lesson Outline

1. Review the unique qualities of heredity, genes, traits, and body type as they relate to becoming a “True Sport for Life.”

2. Have the students complete the “Nutrition: Putting MyPlate into Practice” Pre-Test Assessment.

3. Ask the students to turn to page 27 of their workbook to look at the content of the chapter.

4. Introduce the guidelines to the students:
  • Developed from the 2010 Dietary Guidelines for Americans
  • Show the students the interactive website using the technology equipment in the classroom/gym.
  • The daily serving recommendations depend on age, sex, and level of physical activity of each individual.
  • The daily servings listed in this content are appropriate for individuals who get less than 30 minutes per day of moderate physical activity, beyond normal daily activities. Those who are more physically active may be able to consume more while staying within calorie needs.
5. Making balanced and healthy food choices is very important. Good choices can:
  • Help in the classroom.
  • Help in the field of play.
  • Help prevent illnesses and injuries.
6. Review each of the food groups with the students:

- Grains: include the breads/pasta group. Grains are great sources of fiber, energy from complex carbohydrates, and vitamins and minerals. Half of the grains eaten each day should be whole grain options.

Ask the following questions:
  • How big is a serving of rice?
    • Students should form their hands to the size of a half of a baseball or a small cupcake.
  • Why is it important for athletes to have grains in their diet?
    • Athletes need large amounts of grains because these are the most efficient sources of energy.
- Vegetables: half your plate should be fruits and vegetables.

Benefits of eating fruits and vegetables:
  • Add fiber;
  • Add vitamins and minerals; and
  • Are low in fat.
- Fruits: half your plate should be fruits and vegetables

Ask the following questions:
  • How big is a serving of green salad?
    • Students should ball their hands into a fist.
  • Why is it important for athletes to have enough fruits and vegetables in their diet?
    • Vitamins and minerals are important for athletes to stay healthy and quickly heal from injuries.
  • What are some favorite fruits and vegetables?
    • Answers will vary.
  • How can you make sure to eat fruits/vegetables every day?
    • Eat one with every meal.
    • Take them along as snacks.
- Dairy: consume 3 cups of milk, yogurt, and other milk products every day. Low-fat or fat-free dairy products are the healthiest choice.

Dairy products are:
  • An excellent source of calcium helping to build strong teeth and bones.
  • A great source of protein.
Ask the following questions:
  • How big is a serving of cheese?
    • Students should indicate the size of about two dominos.
  • Why should athletes have dairy in their diet?
    • Calcium is vital to growing strong bones, which is important in all sports.
    • Dairy also provides protein essential to building muscle and strength.
- Protein Foods: protein foods include meat, fish, chicken, pork, dried beans and peas, nuts, and eggs. One serving of cooked seafood should be included each week.

Proteins foods:
  •  Are the building block of muscle, which helps to build and repair new body tissue.
  • Contain iron which aids the red blood cells carrying oxygen to the body.
Ask the following questions:
  • How big is a serving of meat/fish/chicken?
    • Students should show sizes similar to a deck of cards.
  • Why do athletes need foods from the meat group?
    • The protein builds muscle for strength and the iron helps increase endurance while exercising.
- Oils and Fats: oils and fats should be used sparingly. When too much of this group is consumed, a diet can be thrown out of balance.

Fats and oils:
  • Add flavor to meals
  • Are often high in calories
  • Are also low in nutrients
Five teaspoons of “oils” is approximately equivalent to:
  • Two tablespoons of mayonnaise
  • Two ounces of nuts
  • Five tablespoons of Italian salad dressing
Ask the following questions:
  • How much is a teaspoon of butter?
    • About the size of the tip of a finger.
  • What’s the problem with having too many servings from the fats/oils/sweets group?
    • This group provides many calories with little or no nutrients.
7. Explain Empty Calories to the students: calories in foods that have few or no nutrient value.
  •  Includes: candy, cakes, cookies, donuts, sodas, energy drinks, fruit drinks, ice cream, pizza, sausage, hot dogs, bacon, and ribs.
8. Explain the relationship between Physical Activity and Food Intake: sixty minutes of intense to vigorous aerobic activity is recommended each day.
  • Activities include: brisk walking, dancing, rollerblading, biking, climbing, jumping rope, skating, running, jogging, swimming, playing basketball, tennis, etc.
9. Ask students to turn to the “My Turn” section of page 30 of the workbook focusing on physical activity and food intake. Have students read each statement, answer the questions, and share their responses with the class.

10. Bridge to the section in the workbook that discusses nutrition labels on page 31. Explain the section of the label: serving sizes, servings per container, calories, fat content, sugar, footnotes, and ingredients. Show examples of other nutrition labels and have the students decide if the food is a healthy choice.
  • Serving size, servings per container, calories, fat content, sugar, sodium, vitamins and minerals
11. Bridge to the “Hydration Station” section of the workbook on page 31 and explain the term hydration and dehydration to the students.
  • Fluid replacement / sport drinks: recommended for use following 60 minutes of activity; choose low-calorie or sugar-free options
  • Water: recommend the 8 x 8 guide—8 servings of 8 ounces of water during normal activity and weather conditions; increase it by 2 to 4 servings during intense activities.
  • Sodas: carbonated sodas and fruit drinks contain 10 teaspoons of sugar per can; one can per day increases the likelihood of obesity by 60%; and provide empty calories to the body.
12. Have students read “Are you eyes bigger than your stomach?” and discuss the “Portion Control” section of the workbook on page 32. Discuss the tips for serving the recommended portions of foods to the students. Ask the students to generate additional tips to maintain the right serving size in their diet.

13. Ask students to turn to the “My Turn” activity focusing on Mateo’s food choices on page 32 of the workbook. Have students write a paragraph describing the ways that Mateo can eat in moderation and practice portion control. Ask students to read their paragraphs to the class.

14. Turn to the “Eating Out: Order Healthy Options” section of the workbook. Discuss the hints listed on page 32 for eating healthy at sub sandwiches, burger, Chinese, pizza, and smoothie shops.

15. Ask the students to complete the “My Turn” activity on page 32 of their Student workbook about their favorite eating establishments. Have the students share their responses with the class regarding making healthy food choices while eating out.

16. Review the nutrition information with the students and read them the following “Ten Tip” review:
  • Build a healthy plate.
  • Enjoy your food, but eat less.
  • Write down what you eat and keep track of how much you eat.
  • Cut back on foods high in solid fats, added sugars, and salt.
  • Eat the right amount of calories for you by balancing your intake with your energy expenditures.
  • Be physically active your way.
  • Stay hydrated the healthy way.
  • Choose lower calorie foods and smaller serving sizes when eating out.
  • Use food labels to help you make healthier choices.
  • Cook and eat at home to be in control of what is in your food.

17. Describe the “USADA Salutes” section of the workbook on page 33 and the role that an athlete plays in being a “True Sport for Life.”
18. Ask students to turn to the “Thinking it Through” on page 33 of their workbook.
  • Review the components of being a “True Sport for Life,” and ask them to think how they could integrate physical activity, healthy and safe nutrition, and proper hydration without using supplements and steroids to be a “True Sport for Life.”
  • Have students list their responses in each of the areas of their lives.
19. Refer to the websites listed in the workbook on page 33. Show the websites and their interactive capabilities of the websites with the students using the technology equipment in the class/gym.

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Review and Wrap Up

Review the primary components of the chapter:
  • The nutrition guidelines published in
  • The relationship of physical activity and caloric intake
  • The tips for choosing healthy food options while eating out
  • The nutrient content of water, sport drinks, and sodas
  • The nutritional information in food labels
  • The categories of foods with empty calories
  • The way that students can apply the content of the chapter to become a “True Sport for Life”

Have students complete the Chapter 5 “Putting MyPlate into the Picture” post-assessment and score. Compare assessments to the student’s pre-test to determine which items need to be reviewed and modified for future classes. Post-assessments can be found at

Word(s) of the Day
  • CALORIE: A unit of energy produced by food and used by the body
  • DEHYDRATION: A physical state of the body that occurs when the cells and vital organs of the body are deprived of fluids resulting from sweating, illness, lack of adequate water consumption, medication, or alcohol/drug use
  • HYDRATION: The human body is about two-thirds water which is critical to maintain body functions of the cells, organs, muscles, and blood. Foods such as fruits and vegetables, milk, juice, water, and sport drinks can provide proper hydration to the body

Multicultural Infusion Strategies
  • Have students access the USDA website and locate nutrition labels in Spanish. Share the availability of such labels with all students. Bring in examples of Hispanic foods and investigate the food labels.
  • Based on the ethnicity of the students in your class, provide food labels from additional ethnicities as needed. Consider how different foods are marketed to different ethnicities.

Website References
Curriculum Infusion of Additional Subjects
  • Math: Have students keep a two-day food journal. Using the labels on the foods they consume, have students calculate the calories, fat, protein, and carbohydrates that they consumed over the two-day period.
  • Math: Determine the prices of a bottle of water, soda, energy drink, and fluid replacement drink. Have students determine the cost of drinking one per day over a period of one week, one month, and one year. Which offers the most nutritional/hydration value for the cost?

Student Enrichment Activities
Student Enrichment Activities can be found at

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100% Me Student Workbook: Download the complete corresponding student workbook..

100% Me: Part 1—Decision Making: Why My Choices Matter
: In this first 100% Me lesson, 6th-8th grade students will gain skills for responsible and healthy decision-making.

100% Me: Part 2—Athletics: Improving Your Athletic Performance: In this second 100% Me lesson, 6th-8th grade students will learn about healthy alternatives to performance-enhancing drug use.

100% Me: Part 3—Steroids and Supplements: The Truth About Performance-Enhancing Substances: In this third 100% Me lesson, 6th-8th grade students will develop skills for smart consumerism regarding dietary supplements and energy drinks.

100% Me: Part 4—Our Unique Qualities: Genes, Traits and Body Types
: In this fourth 100% Me lesson, 6th-8th grade students will investigate heredity and gain body type knowledge.

Facilitator’s Curriculum Evaluation: Your feedback is greatly appreciated to ensuring our programs are changing behaviors and attitudes while increasing students’ knowledge on these important topics.

That's Dope: Part 1—The Edge: Investigating Healthy Performance Strategies
: In this first That's Dope lesson, 9th-12th grade students will look at healthy alternatives to performance-enhancing drugs and effective ways to naturally improve athletic performance without using steroids.

That's Dope: Part 2—Over the Counter: Evaluating Dietary Supplements: In this second That's Dope lesson, 9th-12th grade students will examine dietary supplement manufacturing issues, including the potential for contamination, possible health effects and advertising.

USADA True Sport Awards Program: Teachers, districts and students can enter to win a True Sport Award for their middle or high school program.

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