Embedded Files
“Follow the Leader” Game Instructions
Unit 8
In order to emphasize the importance of fruits and vegetables for growing healthy and strong, the teacher leads the students in a game of “Follow the Leader.”
The teacher chooses one of the children to be the leader and the rest of the children line up behind the leader or stand around the leader on the playground.
The teacher teaches the children a simple chant, “[Janet] is growing big and strong, look what she can do!”
The child who is the leader chooses an action such as skipping or hopping around the playground, the children follow the leader until the teacher yells out “Stop!” If necessary, the teacher can suggest actions for the child leader to choose from or tell the children what activity to perform. Options include digging, raking, jumping jacks, hopping side to side, silly dance, etc.
The teacher chooses a new leader and repeats the change, “Kate is growing big and strong, look what she can do!” Repeat this game until several children have had a chance to play.
“Awesome Appetites” Game Instructions
Unit 8
Materials Needed:
Small pictures of fruits, vegetables, whole grains, low-fat dairy
Picture of empty body
Instructions:
In order to further emphasize this concept, the children participate in the “Awesome Appetites” game.
Hang the picture of the empty body where is can be viewed by the class.
Give a small picture of a fruit or vegetable to each child.
One at a time, have the children place their picture on or near the part of the body that the food benefits. Then ask all the children to demonstrate a physical activity to target that part of the body. For example, if the student has the picture of an avocado, the teacher tells the child that avocado helps keep our hearts healthy and has the child put the avocado picture on the heart. Then the teacher asks all children to run in place and explains how this activity can help strengthen the heart.
Every child takes a turn.
Avocado: Protects your heart, keeps skin soft and healthy, helps with digestion (Run in place)
Watermelon: Maintains strong heart, helps sore muscles, keeps you hydrated (Push-ups)
Pineapple: Keeps the heart healthy, hair shiny, and skin healthy (Jumping jacks)
Eggplant: Protects the heart, good for brain and memory, helps with digestion (Run in place)
Broccoli: Good for bone health, helps with digestion, and keeps skin healthy and soft (Silly dance)
Lemon: Protects heart, helps immune system (Jumping jacks)
Orange: Protects heart, keeps skin and hair healthy (Run in place)
Mango: Good for eyes and bones (Silly dance)
Grapes: Protects heart and brain (Push-ups)
Pear: Helps with digestion and protects pancreas (High knees)
Apple: Keeps teeth and gums healthy, protects brain and pancreas (Make a circle with your hips)
Cherries: Keeps heart and bones healthy (Sit-ups)
Radish: Protects the urinary bladder, keeps skin and body hydrated (Make a circle with your hips)
Carrot: Good for eyes, boosts immune system, and regulates blood sugar (pancreas) (High knees)
Tomato: Protects heart, good for eyes (Jumping jacks)
Onion: Helps ears during earache, boosts immune system (Wiggle your ears and run in place)
Potato: Helps the brain work better, improves digestion (Jumping jacks)
Cucumber: Protects urinary bladder and kidneys (Make a circle with your hips)
“Slug or Hopper” Game Instructions
Unit 8
Materials Needed:
Pictures of “too full, just right, and hungry” meals
Instructions:
In order to review concepts of hunger and fullness, the teacher leads the children in a game of “Slug or Hopper.”
The children stand up and the teacher shows the picture of the “too full” meal and says, “For dinner I had more food than my body needed and now I feel too full to move my body. Do I feel like a slug or a hopper?” The teacher guides the children to give the right answer and then instructs them to move around the room or playground like a slug.
The teacher then gives the children another scenario showing the picture of the “just right” meal, “For snack all my body needed was an apple, two crackers, and some milk. I feel just right and have enough energy to move my body. Do I feel like a slug or a hopper?” Once again, the teacher guides the children to the right answer and then instructs the children to move around the room or playground like a hopper.
The teacher gives the children a final scenario showing the picture of the “too little” meal, “I only had time to drink a glass of milk this morning. I still feel hungry and have little energy.” Do I feel like a slug or a hopper? The teacher guides the children to give the right answer and then instructs them to move around the room or playground like a slug.
The teacher leads the children through a few more scenarios.
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