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I. Identification
A. Julianna Coughlin, May 1, 2015, Student Dietitian
B. Taunton Department of Transitional Assistance Office (TAO), 21 Spring Street
Taunton, MA, 02780contact person: Franz Monestime, (508) 884-5300,
Frantz.monestime2@state.ma.us
C. Goal Statement:
To decrease the incidence of obesity, type two diabetes, and heart disease by increasing physical
activity and decreasing the intake of excess calories.
D. Title or topic of plan: Put Your Life in Calorie Balance
E. Audience
● Adult male and female TAO workers who are interested to learn about what types of
nutrition lessons are taught at their office so they can better market the lessons to
clients
● Employees’ educational level is a mix of high school graduates and college degrees
● Participants can read proficiently in English, which is most if not all participants’
primary language
● These employees have a lot of experience working with DTA clients
● All participants have basic nutrition knowledge and know generally what foods are
good/bad for you, the food groups, and that exercise is good for your health
Physical Set Up
● small conference room in the TAO with chairs and tables
● LCD projector and lap top available for use
● 10- 20 participants
F. Time allotted - 50 minutes
II. Performance Objective(s)/Learning Objective
Performance Objectives:
● After completing the lesson, all participants will answer at least 70% of the questions correct
to The Balance Challenge quiz.
● After learning about “Go, Slow, Whoa” foods, all participants will be able to identify at least
one food they eat regularly as a “Go, Slow or Whoa” food.
● After completing the lesson, 80% of participants will be able to identify the correct amount
of time per week they should do aerobic and muscle strengthening exercises.
● After completing the Balance with Physical Activity lesson, all participants will be able to
name one way they can be more physically active with 100% participation.
● After completing the Balance with Physical Activity lesson, all participant will demonstrate
an increased interest in physical activity by participating in the Standing Push-Up exercise.
Learning Objectives
1. Participants will learn how many calories they need each day.
2. Participants will learn where “energy in” and “energy out” come from.
3. Participants will learn what foods are “Go, Slow and Whoa” foods.
4. Participants will learn how to balance their energy in from food and beverage with energy
out from exercises.
5. Participants will learn a new muscle strengthening exercise.
6. Participants will learn the benefits of physical activity and its importance in energy balance.
7. Participants will learn how to make and try a recipe using “Go” foods.
III. Content, Sequence and Learning Activities
A. Icebreaker- “Find Someone Who...” (5 minutes)
This will help participants get more comfortable with each other.
○ Handout one Find Someone Who... worksheet and pen/pencil to each participant
○ Participants will get up and walk around the room to try and find someone different
who does/has done the action inside each box and have that person sign that square
○ time this activity for 2-3 minutes
○ talk about the worksheet as a group:
i. Who has done any/ some of the activities on the sheet?
ii. Who likes to do the activities?
iii. These actives are all healthy!
B. Introduction
● Welcome the participants
● Introduce your self
● Tell the participants that today we will be leaning about “energy balance”
● Tell the participants WHY this topic is important
○ As of 2012, More than one-third (34.9% or 78.6 million) of U.S. adults
are obese.
○ Keeping our calories in balance can help us:
■ Stay at healthy weight
■ Prevent obesity and diabetes
■ Decrease your risk of cancer
■ Improve heart health
■ Sleep better
■ Make it easier to move around
■ Live longer
■ Be happier!
C. Pre-Assessment
● Ask participants:
○ Who knows what a calorie is?
○ what THEY think energy balance means
● “Energy Balance”:
○ Energy is another word for "calories."
○ Your energy balance is the balance of calories consumed through
eating and drinking compared to calories burned through physical
activity.
○ What you eat and drink is ENERGY IN.
○ What you burn through physical activity is ENERGY OUT.
■ Breathing air
■ Digesting food.
■ Daily routine.
○ People who are more physically active burn more calories than those
who are not as physically active.
The same amount of ENERGY IN (calories consumed) and ENERGY OUT
calories burned) over time = weight stays the same
More IN than OUT over time = weight gain
More OUT than IN over time = weight loss
○ Your ENERGY IN and OUT don't have to balance every day. It's
having a balance over time that will help you stay at a healthy weight
for the long term.
D. Learning Activities
1. What Do We Need? (2-5 minutes) Handout “Daily Calorie Needs” handout
● We want to balance out what we eat with what we do and what our body needs
● We all need different amounts of energy or calories
● You need a minimum of 1,200 calories to meet all of your daily vitamin and mineral
needs
● How many calories are recommended for males and females in all age groups?
● You may need more or fewer calories depending on how active you are.
● If you want to lose weight, you will need to decrease the number of calories you eat
each day and/or increase the amount of physical activity you do.
Have participants look at the handout and determine their daily calorie needs
● Reaching and maintaining a healthy weight is important for your overall health and
well-being.
● If you are significantly overweight, you have a greater risk of developing many
diseases or conditions, including high blood pressure, type-2 diabetes, stroke, and
some forms of cancer.
● For obese adults, even losing a few pounds (such as 5-10% of your body weight) or
preventing further weight gain has health benefits.
Summarize what was learned.
2. Go, Slow, Whoa Foods (10 minutes)
● What you eat and drink is ENERGY IN.
● Energy in is calories- Calories are in foods and drinks we consume
● All foods have different amounts of calories
● Some foods are more “calorie dense”- they have more calories for the same
amount/volume of food as another food
● We want to limit those “calorie dense” foods - too much can tip the scale and lead to
weight gain
● Review slide entitled “What Does 200 Calories Look Like?”
How to Know what Foods to Limit
● Go, Slow and Whoa foods can be used as a guide
● Go Foods- These are foods that are good to eat almost anytime. They are the
healthiest ones.
● Slow Foods- These are sometimes foods. They aren't off-limits, but they shouldn't be
eaten every day. At most, eat them several times a week.
● Whoa Foods- These foods should make you say exactly that - Whoa! Should I eat
that? Whoa foods are the least healthy and the most likely to cause weight problems,
especially if a person eats them all the time. That's why Whoa foods are once-in-a-
while foods.
○ these are calorie dense foods
○ we should limit our intake of these foods to promote energy balance
● Ask participants what foods they think are Go Foods? Slow Foods? Whoa Foods?
Handout the Go, Slow, Whoa Handout
● Review the handout
● Discuss with participants what foods to limit (Whoa and Slow) and what foods to
include (Go) to promote energy balance
● Ask participants to name one food they eat regularly and say if it is a “Go, Slow or
Whoa” food
Go, Slow, Whoa on My Plate (A Summery)
● Show participants that they can use what they have learned from “go, slow, whoa” to
make and potentially lower calorie plate using MyPlate as a guild
● Show participants what my plate looks like
● Briefly discuss MyPlate
● ask them how they can make meals using “Go, Slow, Whoa” and MyPlate
● Show participants 2 example meals using food models
● The 2 meals are as follows:
● Plate 1 - 511 calories
● 3 oz. grilled chicken
● 1 cup brown rice
● ½ cup green beans
● 8 oz. non-fat milk
● ½ medium banana
● ½ cup berries
● Plate 2 - 1,206 calories
● 4 oz. steak
● 2 cups white rice
● ½ cup green peas
● 1 oz Swiss cheese
● 4oz. cranberry cocktail
● 1 slice of cake with frosting
● Discuss the differences in the plates and why the calories are different for both
plates
● Tell participants by eating more go foods we can eat the same anoint/volume
of foods for less calories
Summarize what was learned.
3. Balance with Physical Activity (10 minutes)-
Learn that we need to balance what we eat with physical activity
o We don’t want to tip the scale too far
o This is a way to make up for those days when we eat one-to-many “whoa” foods
o Helps with weight loss efforts
o People who are more physically active burn more calories than those who are not as
physically active.
Think about reasons why we are not physically active.
● Refer to the slide
● Have the participants share some of their reasons.
Learn the benefits of physical activity
o Increase your chances for living longer.
o Decrease risk of heart disease, type-2 diabetes, high blood pressure, high cholesterol,
stroke, and some types of cancer (breast and colon).
o Sleep better.
o Fight depression.
o Build strength.
o Maintain a healthy weight.
o Have fun!
How Much Physical Activity Do I Need?
o Aerobic Activity
• Adults should get at least 2 hours and 30 minutes each week of aerobic physical
activity that requires moderate effort or 1 hour and 15 minutes each week of aerobic
physical activity that requires vigorous effort.
• Adults need to do aerobic activity for at least 10 minutes at a time for health benefits.
• Adults can do a combination of moderate and vigorous activities each week. In
general, 1 minute of vigorous activity is equal to 2 minutes of moderate activity.
• Examples of moderate aerobic activity include walking briskly, biking slowly,
canoeing, ballroom and line dancing, general gardening, doubles tennis, using a
manual wheelchair, etc.
• Examples of vigorous aerobic activity include race walking, jogging, or running,
biking fast, aerobic or fast dancing, heavy gardening (digging, hoeing), singles tennis,
etc.
o Muscle Strengthening Activity
• Adults also should do strengthening activities at least 3 days a week.
• Examples of strengthening activities include push-ups, sit-ups, lifting weights,
working with resistance bands, and heavy gardening.
• Activities count as “muscle strengthening” if they involve a moderate to high level of
intensity or effort and work the major muscle groups of the body: the legs, hips, back,
chest, abdomen, shoulders, and arms.
• Choose activities that work all the different parts of the body (legs, hips, back, chest,
stomach, shoulders, and arms).
• Exercises for each muscle group should be repeated 8 to 12 times per session.
Tips on how to be more active!
○ Pick a physical activity that you like and one that fits into your life.
○ Find the time that works best for you. Before work? After the kids go to bed?
You decide!
○ Be active with friends and family who can help you keep up with your
physical activity plan
○ Consider using a pedometer to track your walking. Set goals to increase your
number of steps every day or each week.
○ There are health benefits of doing at least 10 minutes of physical activity at a
time.
○ Avoid sitting still—take advantage of all opportunities during the day to
move!
○ Take the stairs instead of the elevator.
○ Park farther away in the parking lot.
○ Walk over to a co-worker's desk instead of sending an e-mail.
Summarize what was learned.
4. Lets Move! (5 minutes)
● Learn a new way to get moving and learn how simple it can be to move and get exercise
throughout the day.
● Standing Push-Ups Instructions: Ask each participant to do 5 repetitions of each exercise-
You can repeat these two exercises 2 or 3 times, depending on time.
a. Ask participants to spread out so each is facing a wall.
b. Start standing up facing a wall.
c. Place the palms of your hands on the wall at shoulder width apart with your arms
fully extended.
d. Press your body toward the wall so that your chest comes toward the wall and your
elbows bend out to your sides (don’t move your feet).
e. Slowly press your body back to the starting position.
Modification: Stand closer to the wall so that your arms are not fully extended when you are
doing the push-ups.
Summarize what was learned.
5. Lets Eat! - Food Demonstration (10 minutes) - Spicy Fruit Salad
Gather 2 fresh fruits, cutting knife, mixing spoon, orange juice, measuring cups, cinnamon, nutmeg,
cutting board, yogurt and a large mixing bowl
Show the participants how to make the recipe:
1. Wash hands
2. Wash fruit
3. Dice 2 fresh fruits on cutting board and place in large mixing bowl
4. Measure out ¼ cup juice and pour it over the fruit
5. Sprinkle nutmeg and cinnamon over the fruit
6. Mix the fruit in the bowl
7. To serve: Place ½ cup of the mixed fruit in a small serving bowl and top with 1-2
tablespoons of non-fat vanilla yogurt
Talking Points
● Ask participants if each of these foods in the recipe is a “Go, Slow or Whoa” food: fruit (go),
orange juice (slow), cinnamon and nutmeg (go), nonfat vanilla yogurt (slow)
● Discuss how easy this recipe is to make and you only need 3-5 ingredients
● This recipe makes great snack or dessert
● Have participants discuss what they think of the recipe: would they make it at home?
● we need 5 servings of fruits and veggies each day, this recipe has 1 of those servings
● This snack/meal more nutrient dense and less calorie dense than cake
Summarize what was learned.
6. The Balance Challenge Quiz (5-10 minutes)
Handout a copy of The Balance Challenge quiz and a pen/pencil to each participant
● Instruct participants to take the quiz and look up when they are done
● Review the quiz answers as a group when everyone is finished
● Ask open ended questions about the participants’ answers
● Ask participants WHY they put that answer
● Try to facilitate a discussion about the quiz and what was leaned today
Collect all quizzes and tally up the answers later for the evaluation.
Summarize what was learned.
E. Conclusion -
● Thank the participants for coming
● Review the main points of today's presentation
○ We need to balance our energy in and energy out over time to maintain a healthy
weight
○ Energy in comes from food and drinks we consume
○ Energy out comes from physical activity
○ Energy comes from calories
○ We all need a different amounts of calories based on different factors like age, sex,
height, etc.
○ Not all foods have the same amount of calories
○ Some foods are more calorie dense (more kcals per the wt)- those are our whoa foods
○ We want to limit the number of whoa foods we eat and pay attention to the amount of
slow foods
○ There are 2 kinds of exercise: aerobic and muscle strengthening
○ Adults need 2.5 hours of aerobic exercise per week
○ We need to do muscle strengthening exercises 3 times per week
○ Physical activity has a lot of benefits and is fun!
● Handout a pedometer to each participant
○ they can use this to track how much they move
○ try for 10,000 steps per day
Have participants write one goal for physical activity and one goal for eating
healthier.
IV. Materials and Resources.
A. Research
○ "Balance Food and Activity." Energy Balance and Obesity, Healthy Weight Basics,
NHLBI, NIH. Web. 23 Apr. 2015.
<http://www.nhlbi.nih.gov/health/educational/wecan/healthy-weight-
basics/balance.htm>.
○ Gavin, Mary. "Go, Slow, and Whoa! A Kid's Guide to Eating Right." KidsHealth - the
Web's Most Visited Site about Children's Health. The Nemours Foundation, 1 May
2014. Web. 23 Apr. 2015.
<http://kidshealth.org/kid/nutrition/food/go_slow_whoa.html#>.
○ Web. 23 Apr. 2015.
<http://www.nhlbi.nih.gov/health/educational/wecan/downloads/gswtips.pdf>.
○ U R What You Eat. Web. 23 Apr. 2015.
<https://www.nhlbi.nih.gov/health/educational/wecan/downloads/urwhateat.pdf>.
B. Materials
○ Copies of Find Someone Who... handout
○ Put Your Life in Energy Balance PowerPoint
○ Copies of Go, Slow, Whoa handout
○ Copies of Daily Calorie Needs handout
○ Copies of The Balance Challenge quiz
○ Pens/pencils
○ 10-15 Fresh Fruits (can be berries, grapes, apples, pears, or bananas)
○ Cutting Knife
○ Mixing Spoon
○ 1 Large Container 100% Orange Juice
○ Measuring Cups
○ Cinnamon
○ Nutmeg
○ Board
○ Non-Fat Vanilla Yogurt
○ Large Mixing Bowl
○ Spoons
○ Small Serving Bowls
○ Pedometers (to handout to participants)
○ Food Models (2 meals- 1 healthy, 1 unhealthy)
○ MyPlate Plates
○ Sign-in sheets
○ Projector
○ Laptop
○ Gloves
○ Copies of Spicy Fruit Salad recipe card
V. Evaluation
A. Performance Evaluation
Formal Evaluation
● Post-Evaluation Quiz (The Balance Challenge)
● After completing the lesson are all participants able to answer at least 70% of the questions
correct to The Balance Challenge quiz?
● After learning about “Go, Slow, Whoa” foods, are all participants able to identify at least one
food they eat regularly as a “Go, Slow or Whoa” food?
● After completing the lesson, are 80% of participants able to identify the correct amount of
time per week they should do aerobic and muscle strengthening exercises?
● After completing the Balance with Physical Activity lesson, are all participants able to name
one way they can be more physically active?
● After completing the Balance with Physical Activity lesson, are all participants able to
demonstrate an increased interest in physical activity by participating in the Standing Push-
Up exercise?
Informal Evaluation
● Are all participants able to show increased interest in healthy eating and physical
activity by asking thoughtful questions and actively participating in the activities?
● When asked, how agreeable are participants to the idea of trying to be more
physically active each day? Are their ideas on how to be more active genuine and
relevant?
● What is the participants’ body language telling you?
● Are participants actively reading the PowerPoint? Doing the exercise? Reading the
handouts? What were their responses to what they were reading and doing?
● Are participants able to name foods they already eat and identify them as “Go, Slow,
or Whoa” foods?
● In general, are participants asking thoughtful and relevant questions?
● Are participants willing to try the recipe? Are they willing to try and make it at home?
Do they like or dislike the recipe?
B. Instructional Strengths (IS) Evaluation
Informal Evaluation
Observe the participants’ body language. Note any signs of disinterest (closed body
language, looking off, sleeping crossing arms, frowning, etc.) and interest (open body
language, active listening, eye contact, smiling, etc.) while talking to the group and
interacting individually with all participants.
Formal Evaluation
Ask participants to respond orally after they have completed the learning activities:
● Could you could hear everything that I said?
● Was I talking too fast/slow for you to understand?
● Was the environment accommodating to you learning from me?
● Were you able to read all the text and see the pictures on the PowerPoint?
C. Written evaluation after presentation describing recommended changes.
What changes would I make if I were to present this Instructional Plan again?
Did I elicit discussion?
Was the learning activity too complicated? Did it take too long?
Do I have all the resources I needed to convey my message? What additional resources or
information would be helpful?
A. Evaluation Write-Up
Formal Evaluation
Due to the participants’ unexpected but wonderful participation, I was unable to administer the quiz.
All of the participants asked such wonderful and relevant questions that it was more worthwhile to
engage in discussion than to take the formal quiz. For this reason the formal evaluations dealing with
answers from the quiz could not be assessed.
● After leaning about “Go, Slow, Whoa” foods, all participants were able to identify at least
one food they eat regularly as a “Go, Slow or Whoa” food.
● After completing the Balance with Physical Activity lesson, all participants were able to
name one way they can be more physically active.
● All participants participated in the Standing Push-Up activity and also were able to
demonstrate an increased interest in physical activity.
Informal Evaluation
Overall the feedback from the participants was extremity positive. Every single participant
asked at least one thoughtful and relevant question and they were all also very attentive and gave me
eye contact the entire length of the presentation. I did not see any participants looking bored and they
all even stayed 10 minutes late when we ran over the time limit. No one complained or left early
when we went over the hour time limit, and I even had some participants staying around even longer
to ask me question afterwards. Also i was only expecting 14 people total and I got about 30
wonderful participants instead.
In regards to the recipe, all the participants seemed to love it and were very surprised by how
simple it was to make, how yummy it was and how healthy it was too. Most of the participants took
seconds of the samples and were sad when I ran out. I even had one women tell me she was going to
make it for her diner guests that same night.
The environment that the lesson took place in worked well for the lesson. The room was
small enough that everyone could hear me, but large enough to fit the participants. They could all
hear me and I could hear them when they asked questions. The PowerPoint also worked very well
and allowed me to highlight specific things that I was talking about. All the participants were able to
read all of the slides and that part of the lesson plan worked very well.
Self-Evaluation
Overall, I felt that the lesson plan went over very well. All the participants appeared
interested and engaged and also asked some awesome questions. The only downfall was that they
asked so many questions and we had such great discussions that I went over time and I was not able
to give the quiz at the end of the presentation or review it. If I was to present this plan again for the
same audience I would remove the formal evaluation and add a few more discussion points and
visual cues/displays. The things that hit home with the participants the most were the 2 MyPlate
plates and the slide entitled “What Does 200 Calories Look Like?”. These visuals really helped them
realize that different foods contain different amounts of calories. Also the recipe worked very well
and I would defiantly use that recipe again for this or another presentation. I felt that engaging the
participants in doing and exercise and trying a food after we talked about each one really helped
them see how what I was talking about translates into real life. One thing I did forget to add to the
“whoa foods” slide was alcohol. The participants asked about this and we had whole discussion
about scotch and beer. As a whole, I felt I had all the resources I needed to convey my message and
that that message was conveyed in a meaningful manner via some wonderful discussions and great
visuals.
The Balance Challenge
Please circle or write in the correct answer, then handing your quiz to the instructor when it
has been completed.
1. Energy in comes from the ________ and _________ we consume.
2. We get energy out through bodily functions and ______________.
3. We want to _________ our energy in and energy out.
4. True or False: Having energy balance over time will help me stay at a healthy
weight.
5. True or False: Limiting our intake of “calorie dense” foods helps us maintain
energy balance.
6. What food is the most “calorie dense”? (hint- it is also a Whoa! food)
a. Cake
b. Apple
c. Wheat Bread
d. Turkey (white meat)
7. Label the food as a “Go”, “Slow” or “Whoa” food.
a. Brocolli____
b. Cheese Pizza____
c. White Bread____
d. 100% Fruit Juice____
e. Plain Baked Potato____
f. Baked Chips___
g. Fruit in Syrup___
h. Soda____
8. Name one benefit of physical activity:____________________________
9. The two types of physical activity are_____________ and _____________.
10. How much aerobic physical activity does an adult need each week?
a. 100 minutes
b. 6 and ½ hours
c. 3 hours
d. 2 and ½ hours
11. Which exercise counts as a “muscle strengthening” exercise?
a. Running
b. Push-Ups
c. Walking
d. Riding a Bike
12. Muscle strengthening exercises should be done ___ days per week.
13. Name one way you canbe more physically active today! ________________
_____________________________________________________
The Balance Challenge- ANSWERS
Please circle or write in the correct answer, then handing your quiz to the instructor when it
has been completed.
14. Energy in comes from the _Food_ and __Drinks__ we consume.
15. We get energy out through bodily functions and _exercize/ physical activty_.
16. We want to _balance_ our energy in and energy out.
17. True or False: Having energy balance over time will help me stay at a healthy
weight.
18. True or False: Limiting our intake of “calorie dense” foods helps us maintain
energy balance.
19. What food is the most “calorie dense”? (hint- it is also a Whoa! food)
a. Cake
b. Apple
c. Wheat Bread
d. Turkey (white meat)
20. Label the food as a “Go”, “Slow” or “Whoa” food.
a. Brocolli_Go___
b. Cheese Pizza__Whoa__
c. White Bread_Slow___
d. 100% Fruit Juice__Slow__
e. Plain Baked Potato__Go__
f. Baked Chips_Slow__
g. Fruit in Syrup_Whoa__
h. Soda__Whoa__
21. Name one benefit of physical activity:
a. Increase your chances for living longer.
b. Decrease risk of heart disease, type-2 diabetes, high blood pressure, high cholesterol,
stroke, and some types of cancer (breast and colon).
c. Sleep better.
d. Fight depression.
e. Build strength.
f. Maintain a healthy weight.
g. Have fun!
22. The two types of physical activity are__aerobic ____ and _ muscle strengthening __.
23. How much aerobic physical activity does an adult need each week?
a. 100 minutes
b. 6 and ½ hours
c. 3 hours
d. 2 and ½ hours
24. Which exercise counts as a “muscle strengthening” exercise?
a. Running
b. Push-Ups
c. Walking
d. Riding a Bike
25. Muscle strengthening exercises should be done _3_ days per week.
26. Name one way you canbe more physically active today! ________________
________any reasonable answer__________________________

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Coughlin- Energy Balance- AIP 2

  • 1. I. Identification A. Julianna Coughlin, May 1, 2015, Student Dietitian B. Taunton Department of Transitional Assistance Office (TAO), 21 Spring Street Taunton, MA, 02780contact person: Franz Monestime, (508) 884-5300, Frantz.monestime2@state.ma.us C. Goal Statement: To decrease the incidence of obesity, type two diabetes, and heart disease by increasing physical activity and decreasing the intake of excess calories. D. Title or topic of plan: Put Your Life in Calorie Balance E. Audience ● Adult male and female TAO workers who are interested to learn about what types of nutrition lessons are taught at their office so they can better market the lessons to clients ● Employees’ educational level is a mix of high school graduates and college degrees ● Participants can read proficiently in English, which is most if not all participants’ primary language ● These employees have a lot of experience working with DTA clients ● All participants have basic nutrition knowledge and know generally what foods are good/bad for you, the food groups, and that exercise is good for your health Physical Set Up ● small conference room in the TAO with chairs and tables ● LCD projector and lap top available for use ● 10- 20 participants F. Time allotted - 50 minutes II. Performance Objective(s)/Learning Objective Performance Objectives: ● After completing the lesson, all participants will answer at least 70% of the questions correct to The Balance Challenge quiz. ● After learning about “Go, Slow, Whoa” foods, all participants will be able to identify at least one food they eat regularly as a “Go, Slow or Whoa” food. ● After completing the lesson, 80% of participants will be able to identify the correct amount of time per week they should do aerobic and muscle strengthening exercises. ● After completing the Balance with Physical Activity lesson, all participants will be able to name one way they can be more physically active with 100% participation. ● After completing the Balance with Physical Activity lesson, all participant will demonstrate an increased interest in physical activity by participating in the Standing Push-Up exercise. Learning Objectives 1. Participants will learn how many calories they need each day. 2. Participants will learn where “energy in” and “energy out” come from. 3. Participants will learn what foods are “Go, Slow and Whoa” foods.
  • 2. 4. Participants will learn how to balance their energy in from food and beverage with energy out from exercises. 5. Participants will learn a new muscle strengthening exercise. 6. Participants will learn the benefits of physical activity and its importance in energy balance. 7. Participants will learn how to make and try a recipe using “Go” foods. III. Content, Sequence and Learning Activities A. Icebreaker- “Find Someone Who...” (5 minutes) This will help participants get more comfortable with each other. ○ Handout one Find Someone Who... worksheet and pen/pencil to each participant ○ Participants will get up and walk around the room to try and find someone different who does/has done the action inside each box and have that person sign that square ○ time this activity for 2-3 minutes ○ talk about the worksheet as a group: i. Who has done any/ some of the activities on the sheet? ii. Who likes to do the activities? iii. These actives are all healthy! B. Introduction ● Welcome the participants ● Introduce your self ● Tell the participants that today we will be leaning about “energy balance” ● Tell the participants WHY this topic is important ○ As of 2012, More than one-third (34.9% or 78.6 million) of U.S. adults are obese. ○ Keeping our calories in balance can help us: ■ Stay at healthy weight ■ Prevent obesity and diabetes ■ Decrease your risk of cancer ■ Improve heart health ■ Sleep better ■ Make it easier to move around ■ Live longer ■ Be happier! C. Pre-Assessment ● Ask participants: ○ Who knows what a calorie is? ○ what THEY think energy balance means ● “Energy Balance”: ○ Energy is another word for "calories." ○ Your energy balance is the balance of calories consumed through eating and drinking compared to calories burned through physical activity. ○ What you eat and drink is ENERGY IN. ○ What you burn through physical activity is ENERGY OUT.
  • 3. ■ Breathing air ■ Digesting food. ■ Daily routine. ○ People who are more physically active burn more calories than those who are not as physically active. The same amount of ENERGY IN (calories consumed) and ENERGY OUT calories burned) over time = weight stays the same More IN than OUT over time = weight gain More OUT than IN over time = weight loss ○ Your ENERGY IN and OUT don't have to balance every day. It's having a balance over time that will help you stay at a healthy weight for the long term. D. Learning Activities 1. What Do We Need? (2-5 minutes) Handout “Daily Calorie Needs” handout ● We want to balance out what we eat with what we do and what our body needs ● We all need different amounts of energy or calories ● You need a minimum of 1,200 calories to meet all of your daily vitamin and mineral needs ● How many calories are recommended for males and females in all age groups? ● You may need more or fewer calories depending on how active you are. ● If you want to lose weight, you will need to decrease the number of calories you eat each day and/or increase the amount of physical activity you do. Have participants look at the handout and determine their daily calorie needs ● Reaching and maintaining a healthy weight is important for your overall health and well-being. ● If you are significantly overweight, you have a greater risk of developing many diseases or conditions, including high blood pressure, type-2 diabetes, stroke, and some forms of cancer. ● For obese adults, even losing a few pounds (such as 5-10% of your body weight) or preventing further weight gain has health benefits. Summarize what was learned. 2. Go, Slow, Whoa Foods (10 minutes) ● What you eat and drink is ENERGY IN. ● Energy in is calories- Calories are in foods and drinks we consume ● All foods have different amounts of calories ● Some foods are more “calorie dense”- they have more calories for the same amount/volume of food as another food ● We want to limit those “calorie dense” foods - too much can tip the scale and lead to weight gain ● Review slide entitled “What Does 200 Calories Look Like?” How to Know what Foods to Limit ● Go, Slow and Whoa foods can be used as a guide
  • 4. ● Go Foods- These are foods that are good to eat almost anytime. They are the healthiest ones. ● Slow Foods- These are sometimes foods. They aren't off-limits, but they shouldn't be eaten every day. At most, eat them several times a week. ● Whoa Foods- These foods should make you say exactly that - Whoa! Should I eat that? Whoa foods are the least healthy and the most likely to cause weight problems, especially if a person eats them all the time. That's why Whoa foods are once-in-a- while foods. ○ these are calorie dense foods ○ we should limit our intake of these foods to promote energy balance ● Ask participants what foods they think are Go Foods? Slow Foods? Whoa Foods? Handout the Go, Slow, Whoa Handout ● Review the handout ● Discuss with participants what foods to limit (Whoa and Slow) and what foods to include (Go) to promote energy balance ● Ask participants to name one food they eat regularly and say if it is a “Go, Slow or Whoa” food Go, Slow, Whoa on My Plate (A Summery) ● Show participants that they can use what they have learned from “go, slow, whoa” to make and potentially lower calorie plate using MyPlate as a guild ● Show participants what my plate looks like ● Briefly discuss MyPlate ● ask them how they can make meals using “Go, Slow, Whoa” and MyPlate ● Show participants 2 example meals using food models ● The 2 meals are as follows: ● Plate 1 - 511 calories ● 3 oz. grilled chicken ● 1 cup brown rice ● ½ cup green beans ● 8 oz. non-fat milk ● ½ medium banana ● ½ cup berries ● Plate 2 - 1,206 calories ● 4 oz. steak ● 2 cups white rice ● ½ cup green peas ● 1 oz Swiss cheese ● 4oz. cranberry cocktail ● 1 slice of cake with frosting ● Discuss the differences in the plates and why the calories are different for both
  • 5. plates ● Tell participants by eating more go foods we can eat the same anoint/volume of foods for less calories Summarize what was learned. 3. Balance with Physical Activity (10 minutes)- Learn that we need to balance what we eat with physical activity o We don’t want to tip the scale too far o This is a way to make up for those days when we eat one-to-many “whoa” foods o Helps with weight loss efforts o People who are more physically active burn more calories than those who are not as physically active. Think about reasons why we are not physically active. ● Refer to the slide ● Have the participants share some of their reasons. Learn the benefits of physical activity o Increase your chances for living longer. o Decrease risk of heart disease, type-2 diabetes, high blood pressure, high cholesterol, stroke, and some types of cancer (breast and colon). o Sleep better. o Fight depression. o Build strength. o Maintain a healthy weight. o Have fun! How Much Physical Activity Do I Need? o Aerobic Activity • Adults should get at least 2 hours and 30 minutes each week of aerobic physical activity that requires moderate effort or 1 hour and 15 minutes each week of aerobic physical activity that requires vigorous effort. • Adults need to do aerobic activity for at least 10 minutes at a time for health benefits. • Adults can do a combination of moderate and vigorous activities each week. In general, 1 minute of vigorous activity is equal to 2 minutes of moderate activity. • Examples of moderate aerobic activity include walking briskly, biking slowly, canoeing, ballroom and line dancing, general gardening, doubles tennis, using a manual wheelchair, etc. • Examples of vigorous aerobic activity include race walking, jogging, or running, biking fast, aerobic or fast dancing, heavy gardening (digging, hoeing), singles tennis, etc. o Muscle Strengthening Activity • Adults also should do strengthening activities at least 3 days a week. • Examples of strengthening activities include push-ups, sit-ups, lifting weights, working with resistance bands, and heavy gardening. • Activities count as “muscle strengthening” if they involve a moderate to high level of intensity or effort and work the major muscle groups of the body: the legs, hips, back, chest, abdomen, shoulders, and arms.
  • 6. • Choose activities that work all the different parts of the body (legs, hips, back, chest, stomach, shoulders, and arms). • Exercises for each muscle group should be repeated 8 to 12 times per session. Tips on how to be more active! ○ Pick a physical activity that you like and one that fits into your life. ○ Find the time that works best for you. Before work? After the kids go to bed? You decide! ○ Be active with friends and family who can help you keep up with your physical activity plan ○ Consider using a pedometer to track your walking. Set goals to increase your number of steps every day or each week. ○ There are health benefits of doing at least 10 minutes of physical activity at a time. ○ Avoid sitting still—take advantage of all opportunities during the day to move! ○ Take the stairs instead of the elevator. ○ Park farther away in the parking lot. ○ Walk over to a co-worker's desk instead of sending an e-mail. Summarize what was learned. 4. Lets Move! (5 minutes) ● Learn a new way to get moving and learn how simple it can be to move and get exercise throughout the day. ● Standing Push-Ups Instructions: Ask each participant to do 5 repetitions of each exercise- You can repeat these two exercises 2 or 3 times, depending on time. a. Ask participants to spread out so each is facing a wall. b. Start standing up facing a wall. c. Place the palms of your hands on the wall at shoulder width apart with your arms fully extended. d. Press your body toward the wall so that your chest comes toward the wall and your elbows bend out to your sides (don’t move your feet). e. Slowly press your body back to the starting position. Modification: Stand closer to the wall so that your arms are not fully extended when you are doing the push-ups. Summarize what was learned.
  • 7. 5. Lets Eat! - Food Demonstration (10 minutes) - Spicy Fruit Salad Gather 2 fresh fruits, cutting knife, mixing spoon, orange juice, measuring cups, cinnamon, nutmeg, cutting board, yogurt and a large mixing bowl Show the participants how to make the recipe: 1. Wash hands 2. Wash fruit 3. Dice 2 fresh fruits on cutting board and place in large mixing bowl 4. Measure out ¼ cup juice and pour it over the fruit 5. Sprinkle nutmeg and cinnamon over the fruit 6. Mix the fruit in the bowl 7. To serve: Place ½ cup of the mixed fruit in a small serving bowl and top with 1-2 tablespoons of non-fat vanilla yogurt Talking Points ● Ask participants if each of these foods in the recipe is a “Go, Slow or Whoa” food: fruit (go), orange juice (slow), cinnamon and nutmeg (go), nonfat vanilla yogurt (slow) ● Discuss how easy this recipe is to make and you only need 3-5 ingredients ● This recipe makes great snack or dessert ● Have participants discuss what they think of the recipe: would they make it at home? ● we need 5 servings of fruits and veggies each day, this recipe has 1 of those servings ● This snack/meal more nutrient dense and less calorie dense than cake Summarize what was learned. 6. The Balance Challenge Quiz (5-10 minutes) Handout a copy of The Balance Challenge quiz and a pen/pencil to each participant ● Instruct participants to take the quiz and look up when they are done ● Review the quiz answers as a group when everyone is finished ● Ask open ended questions about the participants’ answers ● Ask participants WHY they put that answer ● Try to facilitate a discussion about the quiz and what was leaned today Collect all quizzes and tally up the answers later for the evaluation. Summarize what was learned. E. Conclusion - ● Thank the participants for coming ● Review the main points of today's presentation ○ We need to balance our energy in and energy out over time to maintain a healthy weight ○ Energy in comes from food and drinks we consume ○ Energy out comes from physical activity ○ Energy comes from calories ○ We all need a different amounts of calories based on different factors like age, sex, height, etc. ○ Not all foods have the same amount of calories ○ Some foods are more calorie dense (more kcals per the wt)- those are our whoa foods
  • 8. ○ We want to limit the number of whoa foods we eat and pay attention to the amount of slow foods ○ There are 2 kinds of exercise: aerobic and muscle strengthening ○ Adults need 2.5 hours of aerobic exercise per week ○ We need to do muscle strengthening exercises 3 times per week ○ Physical activity has a lot of benefits and is fun! ● Handout a pedometer to each participant ○ they can use this to track how much they move ○ try for 10,000 steps per day Have participants write one goal for physical activity and one goal for eating healthier. IV. Materials and Resources. A. Research ○ "Balance Food and Activity." Energy Balance and Obesity, Healthy Weight Basics, NHLBI, NIH. Web. 23 Apr. 2015. <http://www.nhlbi.nih.gov/health/educational/wecan/healthy-weight- basics/balance.htm>. ○ Gavin, Mary. "Go, Slow, and Whoa! A Kid's Guide to Eating Right." KidsHealth - the Web's Most Visited Site about Children's Health. The Nemours Foundation, 1 May 2014. Web. 23 Apr. 2015. <http://kidshealth.org/kid/nutrition/food/go_slow_whoa.html#>. ○ Web. 23 Apr. 2015. <http://www.nhlbi.nih.gov/health/educational/wecan/downloads/gswtips.pdf>. ○ U R What You Eat. Web. 23 Apr. 2015. <https://www.nhlbi.nih.gov/health/educational/wecan/downloads/urwhateat.pdf>. B. Materials ○ Copies of Find Someone Who... handout ○ Put Your Life in Energy Balance PowerPoint ○ Copies of Go, Slow, Whoa handout ○ Copies of Daily Calorie Needs handout ○ Copies of The Balance Challenge quiz ○ Pens/pencils ○ 10-15 Fresh Fruits (can be berries, grapes, apples, pears, or bananas) ○ Cutting Knife ○ Mixing Spoon ○ 1 Large Container 100% Orange Juice ○ Measuring Cups ○ Cinnamon ○ Nutmeg ○ Board ○ Non-Fat Vanilla Yogurt ○ Large Mixing Bowl ○ Spoons ○ Small Serving Bowls
  • 9. ○ Pedometers (to handout to participants) ○ Food Models (2 meals- 1 healthy, 1 unhealthy) ○ MyPlate Plates ○ Sign-in sheets ○ Projector ○ Laptop ○ Gloves ○ Copies of Spicy Fruit Salad recipe card V. Evaluation A. Performance Evaluation Formal Evaluation ● Post-Evaluation Quiz (The Balance Challenge) ● After completing the lesson are all participants able to answer at least 70% of the questions correct to The Balance Challenge quiz? ● After learning about “Go, Slow, Whoa” foods, are all participants able to identify at least one food they eat regularly as a “Go, Slow or Whoa” food? ● After completing the lesson, are 80% of participants able to identify the correct amount of time per week they should do aerobic and muscle strengthening exercises? ● After completing the Balance with Physical Activity lesson, are all participants able to name one way they can be more physically active? ● After completing the Balance with Physical Activity lesson, are all participants able to demonstrate an increased interest in physical activity by participating in the Standing Push- Up exercise? Informal Evaluation ● Are all participants able to show increased interest in healthy eating and physical activity by asking thoughtful questions and actively participating in the activities? ● When asked, how agreeable are participants to the idea of trying to be more physically active each day? Are their ideas on how to be more active genuine and relevant? ● What is the participants’ body language telling you? ● Are participants actively reading the PowerPoint? Doing the exercise? Reading the handouts? What were their responses to what they were reading and doing? ● Are participants able to name foods they already eat and identify them as “Go, Slow, or Whoa” foods? ● In general, are participants asking thoughtful and relevant questions? ● Are participants willing to try the recipe? Are they willing to try and make it at home? Do they like or dislike the recipe? B. Instructional Strengths (IS) Evaluation Informal Evaluation Observe the participants’ body language. Note any signs of disinterest (closed body language, looking off, sleeping crossing arms, frowning, etc.) and interest (open body language, active listening, eye contact, smiling, etc.) while talking to the group and interacting individually with all participants.
  • 10. Formal Evaluation Ask participants to respond orally after they have completed the learning activities: ● Could you could hear everything that I said? ● Was I talking too fast/slow for you to understand? ● Was the environment accommodating to you learning from me? ● Were you able to read all the text and see the pictures on the PowerPoint? C. Written evaluation after presentation describing recommended changes. What changes would I make if I were to present this Instructional Plan again? Did I elicit discussion? Was the learning activity too complicated? Did it take too long? Do I have all the resources I needed to convey my message? What additional resources or information would be helpful? A. Evaluation Write-Up Formal Evaluation Due to the participants’ unexpected but wonderful participation, I was unable to administer the quiz. All of the participants asked such wonderful and relevant questions that it was more worthwhile to engage in discussion than to take the formal quiz. For this reason the formal evaluations dealing with answers from the quiz could not be assessed. ● After leaning about “Go, Slow, Whoa” foods, all participants were able to identify at least one food they eat regularly as a “Go, Slow or Whoa” food. ● After completing the Balance with Physical Activity lesson, all participants were able to name one way they can be more physically active. ● All participants participated in the Standing Push-Up activity and also were able to demonstrate an increased interest in physical activity. Informal Evaluation Overall the feedback from the participants was extremity positive. Every single participant asked at least one thoughtful and relevant question and they were all also very attentive and gave me eye contact the entire length of the presentation. I did not see any participants looking bored and they all even stayed 10 minutes late when we ran over the time limit. No one complained or left early when we went over the hour time limit, and I even had some participants staying around even longer to ask me question afterwards. Also i was only expecting 14 people total and I got about 30 wonderful participants instead. In regards to the recipe, all the participants seemed to love it and were very surprised by how simple it was to make, how yummy it was and how healthy it was too. Most of the participants took seconds of the samples and were sad when I ran out. I even had one women tell me she was going to make it for her diner guests that same night. The environment that the lesson took place in worked well for the lesson. The room was small enough that everyone could hear me, but large enough to fit the participants. They could all hear me and I could hear them when they asked questions. The PowerPoint also worked very well
  • 11. and allowed me to highlight specific things that I was talking about. All the participants were able to read all of the slides and that part of the lesson plan worked very well. Self-Evaluation Overall, I felt that the lesson plan went over very well. All the participants appeared interested and engaged and also asked some awesome questions. The only downfall was that they asked so many questions and we had such great discussions that I went over time and I was not able to give the quiz at the end of the presentation or review it. If I was to present this plan again for the same audience I would remove the formal evaluation and add a few more discussion points and visual cues/displays. The things that hit home with the participants the most were the 2 MyPlate plates and the slide entitled “What Does 200 Calories Look Like?”. These visuals really helped them realize that different foods contain different amounts of calories. Also the recipe worked very well and I would defiantly use that recipe again for this or another presentation. I felt that engaging the participants in doing and exercise and trying a food after we talked about each one really helped them see how what I was talking about translates into real life. One thing I did forget to add to the “whoa foods” slide was alcohol. The participants asked about this and we had whole discussion about scotch and beer. As a whole, I felt I had all the resources I needed to convey my message and that that message was conveyed in a meaningful manner via some wonderful discussions and great visuals.
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  • 15. The Balance Challenge Please circle or write in the correct answer, then handing your quiz to the instructor when it has been completed. 1. Energy in comes from the ________ and _________ we consume. 2. We get energy out through bodily functions and ______________. 3. We want to _________ our energy in and energy out. 4. True or False: Having energy balance over time will help me stay at a healthy weight. 5. True or False: Limiting our intake of “calorie dense” foods helps us maintain energy balance. 6. What food is the most “calorie dense”? (hint- it is also a Whoa! food) a. Cake b. Apple c. Wheat Bread d. Turkey (white meat) 7. Label the food as a “Go”, “Slow” or “Whoa” food. a. Brocolli____ b. Cheese Pizza____ c. White Bread____ d. 100% Fruit Juice____ e. Plain Baked Potato____ f. Baked Chips___ g. Fruit in Syrup___ h. Soda____ 8. Name one benefit of physical activity:____________________________ 9. The two types of physical activity are_____________ and _____________. 10. How much aerobic physical activity does an adult need each week? a. 100 minutes b. 6 and ½ hours c. 3 hours d. 2 and ½ hours 11. Which exercise counts as a “muscle strengthening” exercise? a. Running b. Push-Ups c. Walking d. Riding a Bike 12. Muscle strengthening exercises should be done ___ days per week. 13. Name one way you canbe more physically active today! ________________ _____________________________________________________
  • 16. The Balance Challenge- ANSWERS Please circle or write in the correct answer, then handing your quiz to the instructor when it has been completed. 14. Energy in comes from the _Food_ and __Drinks__ we consume. 15. We get energy out through bodily functions and _exercize/ physical activty_. 16. We want to _balance_ our energy in and energy out. 17. True or False: Having energy balance over time will help me stay at a healthy weight. 18. True or False: Limiting our intake of “calorie dense” foods helps us maintain energy balance. 19. What food is the most “calorie dense”? (hint- it is also a Whoa! food) a. Cake b. Apple c. Wheat Bread d. Turkey (white meat) 20. Label the food as a “Go”, “Slow” or “Whoa” food. a. Brocolli_Go___ b. Cheese Pizza__Whoa__ c. White Bread_Slow___ d. 100% Fruit Juice__Slow__ e. Plain Baked Potato__Go__ f. Baked Chips_Slow__ g. Fruit in Syrup_Whoa__ h. Soda__Whoa__ 21. Name one benefit of physical activity: a. Increase your chances for living longer. b. Decrease risk of heart disease, type-2 diabetes, high blood pressure, high cholesterol, stroke, and some types of cancer (breast and colon). c. Sleep better. d. Fight depression. e. Build strength. f. Maintain a healthy weight. g. Have fun! 22. The two types of physical activity are__aerobic ____ and _ muscle strengthening __. 23. How much aerobic physical activity does an adult need each week? a. 100 minutes b. 6 and ½ hours c. 3 hours d. 2 and ½ hours 24. Which exercise counts as a “muscle strengthening” exercise? a. Running b. Push-Ups
  • 17. c. Walking d. Riding a Bike 25. Muscle strengthening exercises should be done _3_ days per week. 26. Name one way you canbe more physically active today! ________________ ________any reasonable answer__________________________