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Children Healthy Eating Gamification - Octalysis Design for Food Heroes

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This is the Design by the Octalysis Group for Food Heroes in China. The goal is to motivate Kindergarteners to eat healthily and understand the environmental impact of the food they eat.

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Children Healthy Eating Gamification - Octalysis Design for Food Heroes

  1. 1. for Gamification Design Food Heroes
  2. 2. When the earth is ravaged and the animals are dying, a new tribe of people shall come unto the earth from many colors, classes, creeds and who by their actions and deeds shall make the earth green again. They will be known as the warriors of the rainbow. - Old Native American Prophecy
  3. 3. Strategy Dashboard
  4. 4. Octalysis Avoidance Ownership Empowerment Meaning Unpredictability Accomplishment Scarcity Social Influence -Narrative
 -Elitism
 -Humanity Hero -Beginners Luck -Free Lunch -Chosen One -Points
 -Badges
 -Fixed Action Rewards
 -Leaderboard
 -Progress Bar -Quest Lists -Win Prize -High-Five
 -Crowning -LevelUp Symphony -Aura Effect -Juicy Feedback -Boss Fights -Milestone Unlock -General’s Carrot -Real-Time Control -Chain Combos -Instant feedback -Boosters -Blank Fills
 -Step-by-Step Tutorial -Virtual Goods -Build from Scratch
 -Collection Set -Dangling
 -Earned Lunch
 -Learning Curve -Protection -Recruitment -Monitoring -Avatar -Bragging -Must Marketing -Thank-You Economy -Mentorship -Social Prod -Friend Invites -Social Treasure/Gifting -Envy -Group Quest -Touting -Appointment Dynamics -Fixed Intervals -Prize Pacing -Options Pacing -Patient Feedback -Count Down -Throttles -Moats -Glowing Choice -MiniQuests
 -Visual Storytelling -Easter Eggs -Random Rewards -Sudden Tips -Rolling Rewards -Mischief -Sudden Rewards -Suspense -Sunk-Cost Tragedy -Lost Progress -Guilting -Grounded -Scarlet Letter -Visual Grave -Weep Tune
  5. 5. Strategy Dashboard 1.Define: Business Metrics - Game Objective 2.Define: Users - Players 3.Define: Desired Actions - Win-State 4.Define: Feedback Mechanics - Triggers 5.Define: Incentives - Rewards
  6. 6. Octalysis Strategy Dashboard BUSINESS METRICS WIN-STATE PLAYER DESIRED ACTIONSCOMMITS RESULTS IM PACT FEEDBACK MECHANICS PROGRESS TRACKS EMBEDDED TRIGGERS REWARDS
  7. 7. BUSINESS METRICS 1. END RESULTS OF WHAT YOU WANT TO IMPROVE 2.IN ORDER OF IMPORTANCE 3.NEEDS TO BE QUANTIFIABLE 4.LEADS TO GAME OBJECTIVE
  8. 8. Business Metrics -> Game Objectives Healthy Behavioral Change after program Healthy Behavioral Change during program Knowledge Retained by Children Caregiver Participation Revenue through Upsells/Cross-Sells Knowledge Retained by Caregiver Number of Players Participating Together
  9. 9. Octalysis Strategy Dashboard BUSINESS METRICS
  10. 10. DEFINE USERS 1. DEMOGRAPHICS 2.WHAT MOTIVATES THEM 3.WHY ARE THEY DOING THE CURRENT ACTIVITIES (8 CORE DRIVES) 4.WHAT ARE ANTI-CORE DRIVES? (REASONS WHY THEY DON’T DO THE DESIRED ACTIONS)
  11. 11. Users -> Players Kindergarten Students (4-6 Years Old). Urban Kids. No Close Sibling. Typically well-off. Often taken care of by grandparents/ auntie/nanny. High energy and short attention span. Require movement activities. Spoiled and stubborn. Little emperor with inexperienced guilty parents. Loves cute characters and plushies Parents/Caregivers. Seeking parental knowledge. Trying to make kids a lesser headache. Inexperienced but feels guilty. Social pressure towards other parents and teachers. Ineffective and executing discipline. Teachers. Looking for innovative education but no content. 24-35 years old? College educated. Preventing headaches and troubles in the classroom. Students listen to them more (instead of being spoiled) but there is more social energy. Looking for simple things to execute. Relatively low income. No budget to do any non-subsidized materials (or parental purchase).
  12. 12. Octalysis Avoidance Ownership Empowerment Meaning Unpredictability Accomplishment Scarcity Social Influence Kindergarten 4-6 yrs old Wants to do something epic and BIG in a fantasy way!! Cares less about real-life CD1 Validation from caregivers/ teachers.Want attention from grownups. Like to spend time with peers. Learning about “Not Just Me”. Feeling competent. Win-State = feeling self-efficacy. Loves achievement symbols (like stickers). Compliments attached to the reasoning/trigger. Always asking WHY. Innately curious. Already flustered with so much unpredictability. Likes the same games/ movies over and over Roleplaying - Wants to quickly get to DOING. Categorizing the world and developing associative thinking. Imaginative Minds. Cherish the few things they feel like they uniquely OWN. Creates security (blanket, teddybear). Mostly about ME ME ME! Growing their own plant/ fruit/sprouts/snap peas (build from scratch). Build sentimentalism through routine. Social Norming and mimicking due to constant uncertainty. Dangled Rewards. Can only do this ONCE. Eat 3 carrots only. Single special person for a day with certain duties. Avoid getting in trouble. Dislike being pushed into activities. Afraid of being unaccepted by friends. Avoid losing sense of security.
  13. 13. Octalysis Avoidance Ownership Empowerment Meaning Unpredictability Accomplishment Scarcity Social Influence Caregivers “Being a good caregiver”. Getting kids to go to a great college. Children learning English at young age = "braggable". Chinese cultural pride, and with Hot/Cold foods and traditions. Grandparents feel accomplished by earning affection / parents feel accomplished by seeing child's growth. Children who know English triple their income and provide better retirement security for parents. Children learning English at young age = "braggable". Choosing emoticons and GIFs. Dressing up their kids. Super nanny community on WeChat (500 parent groups). Connect with parents of the same school. Hugely motivated by not being a bad parent, especially being thought as a bad parent by other adults. Avoid exerting more energy while still having kids learn/do constructive things. Wants to avoid yelling but don’t know what else to do. Food safety and quality fears for their children. Only 1 child (or even grandchild). Jobs rates are 50% so need to get kids to find good work. Looking for safe food but feel like they can’t find it. Wants to avoid unpredictability and prefer stability since kids are already too unpredictable.
  14. 14. Octalysis Avoidance Ownership Empowerment Meaning Unpredictability Accomplishment Scarcity Social Influence Teachers Recognizes their efforts will shape the future of the children Constantly looking for new tools and resources to teach better and engage the kids. Ability to customize teaching to their unique classroom needs. Need to FEEL and LOOK smart in front of kids and while explaining/ guiding how the game works. The Teacher bringing prestige for the school. Value caregivers who thank them for their efforts. Compare notes/complain to other teachers. My own class and the ownership alongside it. Want more funding resources for their classroom projects. Unique opportunities to have the Peppa Pig Mascot visit the school. Prefers less unpredictability. Not looking for more work but looking for something to make their existing work easier.
  15. 15. Octalysis Strategy Dashboard BUSINESS METRICS PLAYER
  16. 16. Octalysis Strategy Dashboard BUSINESS METRICS PLAYER ?
  17. 17. DEFINE DESIRED ACTIONS 1. ALL THE LITTLE ACTIONS YOU WANT USERS TO DO 2.CHRONOLOGICAL ORDER 3.NO ACTION IS TOO TRIVIAL 4.LEADS TO WIN-STATES
  18. 18. Desired Actions -> Win-State OVERVIEW TEACHER CHILD PARENT DISCOVERY - Learn about the Food Heroes (FH) project (media, website, other teachers). - Watch videos about the subject. - Read testimonials about students changing their eating habits. - Visit some FH downloadable sheets as examples. - Download one of the materials to present in classroom (worksheets, activity sheets). - Download FH 'school app’. - Hear about becoming a FH in school. - See a friend's collection of FH cool characters. - Hear their children talking about "healthy nutrition" at home. - Visit the project website. - Ask the teachers about the FH project. - Read school letter about FH project. - Hear from other parents talk about their FH Fun via WeChat. - Download FH 'school app’. ONBOARDING - Present FH material to the students. - Learn how to incorporate FH material in lessons. Go through video or training. - Fill some data in the 'school app’. - Participate in a school lesson using FH material. - Ask their parents about FH. - Start FH first program. - Accept to change some eating habits at home. - Play a healthy game with their kids during lunch/dinner. - Interact with the 'school app' to input some eating information about their children. SCAFFOLDING - Download / receive more materials. - Present to the students again. - Use the 'school app' to update the parents about their kids advancements. - Appoint a student to be a Food Hero each week. - Go through and understand all 7 modules. - Participate in other programs. - Play a healthy game with their parents during lunch/dinner. - Share with peers and caregivers. - Purchase a new FH program, game or activity. - Follow their children's progress in the 'school app’. - Share something FH related in social media. ENDGAME - Contribute to FH project. - Become involved in the FH campaign and spreading it. - Find new heroes in the world and make them join the healthy eating movement. - Enter new age group of the experience. Infuse and have it become part of their lifestyle. - Talk about FH to other parents (peer referral). - Become involved in the FH campaign and spreading it.
  19. 19. Desired Actions -> Win-State Rule 1: Food Fuels My Mind And Body Objective: Making the connection between food, mind, and body. Recognizing that different foods have different nutritional benefits is the first step in creating healthy, balanced meals. Active lifestyles and nutrient-rich diets boost overall happiness and wellness. Don’t Be Gross (Mod 5) Objective: Learn the importance of food safety and how to buy and prepare food safely. 1) Single Food Hero song for hand washing. 2) Learn when to wash our hands: before we eat. 3) Learn length to wash our hands: 20 sec? 4) Learn why to wash food before cooking and eating it. 5) Learn to wash and peel fruits and vegetables. 6) Learn to separate raw and cooked food. 7) Cook thoroughly and at safe temperatures. 8) Use safe water and raw materials. 9) Learn what bacteria does to the body. 10) Learn how pesticides affect food.
 Villains: Bacteria, pesticides
  20. 20. Desired Actions -> Win-State Rule 2: Real Foods Make Me Healthy And Happy Objective: Know which kinds of food are good for your body and which ones are bad. Eat good food first. Eat a variety of colors and textures of food. Be open to trying new foods. A Food Hero transforms food into fuel by exercising every day. Eat a Rainbow Everyday (Mod 1) Objective: Learn to eat a diversity of foods, particularly fruits and vegetables. Eating a variety of foods is essential to achieve adequate coverage of macro- and micronutrient needs. 1) Learn about Colors and names of foods. 2) Practice Categorizing. 3) Ask how many rainbow foods did they eat a day. 4) Learn what do different types of rainbow foods help the body. 5) Make a rainbow meal - understand which are healthy foods. 6) Eat a rainbow meal and track at home: Teach how to count. days of the week, and types of meals.12 kinds per day, 25 kinds per week. 7) Learn new rainbow foods. 8) Learn why we eat different foods. 9) Categorize foods into the Food Table. (TODO)
  21. 21. Desired Actions -> Win-State Rule 2: Real Foods Make Me Healthy And Happy Objective: Know which kinds of food are good for your body and which ones are bad. Eat good food first. Eat a variety of colors and textures of food. Be open to trying new foods. A Food Hero transforms food into fuel by exercising every day. Super Food, Super Me (Mod 4) Objective: Finding alternative sources of calcium (bones) and protein. Diversify your diet. 1) Learn the importance of Calcium. 2) Learn alternative sources of Calcium - plant based. 3) Eat more greens and avoid eating large animals. 4) Learn health impact of meat. 5) Learn meat alternatives or sustainable sources of protein - plant based. 6) Answer: Which foods make you tall and strong. 7) Answer: Which food should you eat first on your plate to keep you strong? Notes: Why calcium? To grow strong bones - move away from animal protein/calcium. Important to not say that beef/milk is evil. Say it’s important to grow bones and muscles. Sometimes you need to eat with something else. show the options we want rather than a one option menu.
  22. 22. Desired Actions -> Win-State Real Food, Fake Food (Mod 2) Objective: Identify and eat real food, avoid processed food-like substances. 1) Learn difference between real and process food. 2) Learn why processed food is bad for you. 3) Learn top processed foods to stay away from and healthy alternatives . 4) Learn how to read a food label (what’s in the food): Sugar -> fat, sodium levels, servings? What should kids know at this level? Existing Videos? 5) Learn how companies trick people into buying their food. 6) Eat less processed foods and more healthy alternatives. Flashcards 3 foods in a row, gradations of processing, types of rice, corn, corn on the cob. Sneaky Sugar (Mod 3) Objective: Avoid added sugar in food and drink. 1) Learn natural sugars vs added sugars. 2) Learn what sugar spikes are and what sugar does to the body. 3) Learn alternatives. 4) Communicate to stay from any processed sugar food/drink but natural sugars are still not recommended, but better (ie dates, cane sugar, fruits). 5) Flavor trumps sugar. 6) Sugar is a “drug”, a trick. Turns you into a “Sugar Monster”. 7) Stay away from Artificially Colored Sugar Drinks (ie Gatorade), introduced fruit infused water.
  23. 23. Desired Actions -> Win-State Rule 3: Love The World With Every Bite Objective: Food Heroes protect the environment by eating more greens and less meat. Learn where your food comes from, how it’s prepared, and how it’s grown. Eat food that’s in abundance, not endangered animals. Eat fruits and veggies that are local and seasonal. Don’t take more than you can eat. Where Does My Food Come From (Mod 6) Objective: Learn the food supply chain and the environmental impact along the way. Tie in with Mod 4 1) Learn how fruits and vegetables grow. 2) Learn where foods come from: farm/seed/fishing? to fork 3) Learn places that food can grow. 4) Understand the journey of how food gets to your plate Dig for Treasures Nearby (Mod 7) Objective: Students learn to eat local and seasonal. 1) Learn what “food miles” are and why they’re important in affecting environmental impact. 2) Learn about seasonal foods and why is we should eat them. 3) Visit a local farm or garden.
  24. 24. Octalysis Strategy Dashboard BUSINESS METRICS WIN-STATE PLAYER DESIRED ACTIONSCOMMITS RESULTS IM PACT
  25. 25. DEFINE Feedback Mechanics 1. WHAT USERS USE TO KEEP TRACK OF THEIR PROGRESS TOWARDS WIN-STATE 2.Examples: POINTS, LEVELS, STAGES, TROPHIES, AVATARS 3.SHOULD REEMPHASIZE ON THE CORE DRIVES
  26. 26. Octalysis Strategy Dashboard BUSINESS METRICS WIN-STATE PLAYER DESIRED ACTIONSCOMMITS RESULTS IM PACT FEEDBACK MECHANICS TRACKS TRIGGERS
  27. 27. Feedback Mechanics Vehicles Teacher Feedback/Interaction Student Feedback/Interaction Caregiver Feedback/Interaction Printout Sheets Sticker Sheets Flash Cards Board Game WeChat Email Explanation Videos Future: Mobile App
  28. 28. Feedback Mechanics => Triggers Triggers for teachers to communicate the right CDs to parents/students. Something teachers tell/ give caregivers when the kids are picked up. Kids can “educate” and nudge caregivers towards different activities ie candy or broccoli. Grandparent Intervention Tool. Items/Work done by students that can be brought home and shown to caregivers. Classroom decors (standup posters of Food Heroes).
  29. 29. DEFINE INCENTIVES 1. Within your power, if you could give users everything they want, what would it be? 2.“Within your power” is important to define 3. Rewards, 8 Core Drives, or SAPS 4.Strategically place them in different Win- States
  30. 30. Octalysis Strategy Dashboard BUSINESS METRICS WIN-STATE PLAYER DESIRED ACTIONSCOMMITS RESULTS IM PACT FEEDBACK MECHANICS PROGRESS TRACKS EMBEDDED TRIGGERS REWARDS
  31. 31. Reward Context 1. Fixed-Action Rewards: Earned Lunch 2.Random Rewards: Mystery Box 3.Sudden Rewards: Easter Egg 4.Rolling Rewards: Lottery 5.Social Treasure: Gifting 6.Prize Pacing: Collection Set
  32. 32. SAPS (Zichermann) 1.Status 2.Access 3.Power 4.Stuff
  33. 33. Incentives -> Rewards Food Hero snacks (similarly branded to Scooby Snacks) Adopting a Classroom by parents (buying merchandise) Having authoritative parenting guideline gets family members to agree and avoids conflict Sponsored gifts/snacks/parties by Food Hero (or Gov/Peppa etc) Paid trip to visit Shanghai for a learning session Handwritten note/card from the students Certificates/Stickers/Tattoos/Badges Boosters Cooler emoticons Discounts to Food Hero Snacks + Sponsored Restaurants Complimenting their Children Appreciation from Kids PTA favoring with activation tools Spotlighted parent/teacher/student Exclusive dinner for model parents Media recognition English Classes Scholarships Meeting with Role Models Getting kitchen appliances or tools to help make healthier meals Raffle ticket towards prizes Little physical gifts (pencils/erasers/emoticons)
  34. 34. Brainstorming
  35. 35. Ideas Tell us About it: Beginning exercise - tell us about an illness a family member has - especially something that affects their lifestyle. Show the relevance that if they eat something they’ll reduce the chance of having the same illness. Applicable and ties into something personal and meaningful (CD 1, 4, 5). Also creates parental awareness, create perception that it will reduce kids chance of getting the same problems (CD 4, 8). Notes: what to ask, how to ask. Use the right words. Ask about habits, lifestyles, dietary habits? Break down to days? Water has magical powers: (make sure it’s clean), takes away the poison. Kids love make believe! “Tainted” Water. --- later connects with Mod 5 (sneaky sugar) when they learn about alternatives (fruit infused water). Soda is icky and sticky! Black and dirty Yuck! Also talk about health benefits, washes out the bad stuff in your body. World’s best solvent, helps break down bad things in the body. Limited, Scarce! Only drink what you wash your hands with. (Mod 1, 5) Food Powerups: Need list of what ‘powerup’ each food gives for the body. Give chain- combos ie carrot then find an eggplant! Feel like they’re doing a double down on the powers. Actually some foods are more effective with other foods. Tasting good is an evil trick from the bad guys (Mod 2, 3, 4, 5) Make a Food Person: Based on the body parts that look like they benefit. The carrots as eyes, walnuts as the brain, etc., to create food people. Natural rainbows (from the earth) are good vs man-made Rainbows (processed) that are bad. (Mod 2, 4) Scavenger Hunt: Example: Find 10 items with the highest sugar contents, rank them. Find these items at home, etc
  36. 36. Ideas “The Defensive Shield”: Which foods to eat first links to the powerup combo. Can eat a “defensive shield” first then protects so the bad stuff doesn’t lower your powers when you eat the good powerful foods. (Mod 3) Ref: Joint Paper pg 23, The Eating Table Saps/Energy Drains: Tasting good is an evil trick from the bad guys. Incorporates the villains. Power that runs out. Must refill by drinking water. Use the Garbage/damaging foods from Food table to associate with energy drains. Stuff that make you sick (raw pork), safety issues, sugar - go crazy and depressed/tired, eating too much weighs one down, and are environmentally harmful. Kids like to act out. Like batteries running out. (Mod 4) Food Label Secret Code: Focus on reading 1 or 2 items for now. Have it be a secret code to tell other bad guys not to eat it. It’s something they want the good guys to eat. Decipher to stay away from it. Sugar comes in different names. Villains use this to confuse you. To change behavior, let them see how big the sugar/fat chunk is. Or maybe show a video (standard)/demonstration(if possible) (ie boil a coke and just see the sugar). Protein vs sugar content - balanced or not. Only eat something if at a certain protein-to-sugar ratio? (maybe not for kindergarteners). (Mod 4) Already has sugar cubes, guessing game Act it Out, Sugar Drama: Act out what sugar does to your body. Lesser vs greater evil. Sugar in the natural rainbow is ok but not too much. Protective shield defends your body from the weakness of some of the powerful foods. Even each hero has a weakness. (Mod 5)
  37. 37. Ideas Rainbow Table: Share food, share stories, share love - placemats, colored toothpicks/flags - can take pictures and parents can share. Can share your cultures food at a potlock. Shame of bringing in healthy foods. Common value of healthy food. Only Hero 5 reminds them, because everyone forgets. He’s the unifier. Cultural Placemats: on a national holiday of a certain country/region. Sugar/Perservative Monster - Make your own water cocktails. Role-Playing: Shopping, cooking, use whole dishes? A weekly menu? choose, create your own rainbow meal (lots of CD4) - engage with parents, family. Eat more = more grown: maybe tie-in storyline of game? Can we tie all 7 mods into a board game? TBD… Classroom vs Home Activities?? Dishes parents can prepare?
  38. 38. Curriculum
  39. 39. Main Activity Loop
  40. 40. 1) On the 1st day there will be no FH Buddies (FHBs). 2) FH Buddies on Day 2 are then selected by doing the best in their Food Journals (most colorful). ๏ Teacher checks the Food Journals and distribute Power Cards accordingly. ๏ 1 Power Card from the same color the student reported eating to a max of 6 cards ๏ If the student did not present his/her journal, he/she gets the minimum of 1 Power Card Main Activity Loop Day 1 Entry Point Entry Point for other days ๏ Play first video of the corresponding Lesson. It will end with some anxiety. The students must help the heroes. ๏ Do the Rainbow Table activity from each lesson to complete the Rainbow Table. ๏ The teacher checks the Rainbow Table. If it is completed, she plays the Winning Video/Music. ๏ Teacher presents new Food Cards and add them to the corresponding place on the Foodland Poster. ๏ After adding the Food Cards to the Foodland Poster, they perform an Activity to help absorb and reinforce the content. ๏ Teacher assigns homework for the next class. ๏ (Home activity) → Eat at least one healthy food and register it in the Food Journal. ๏ The Activity unlocks the second video with a happy ending from the heroes.
  41. 41. Main components
  42. 42. List of Abbreviations • FC: Food Card • FCS: Food Card Stickers • FH: Food Hero • FHB: Food Hero Buddy • FJ: Food Journal • FLP: Foodland Poster • PC: Power Card • RT: Rainbow Table • SC: Secret Card
  43. 43. The Food Heroes Sean Strong StrengthFeliz Lopez Happy (Social) These are placeholders for the 5 Super Heroes. They are used to show where the Super Heroes should appear (like in the Rainbow Table, Foodland Poster and others). Samantha Arts Smarts Helen Lee Healer Electra Spedova Speed
  44. 44. The Food Heroes Sean Strong Strength Electra Spedova Speed Feliz Lopez Happy (Social) Samantha Arts Smarts with Super Foods banana Helen Lee Healer broccoli strawberry pumpkin Each Super Hero has his/her own Super Food related to the Super Power they have. During the lessons, the regular kids (Electra, Helen, Sean, etc.) transform into their super hero versions (Electra Spedova, Helen Lee, etc.) by eating their Super Food. eggplant
  45. 45. Food Cards (front and back) Food card (front) Food card (back)
  46. 46. Power Cards mockup (front and back) Power card (front) Strong bones Power card (back) Blueberry Super Power!Power Food
  47. 47. Power Cards mockup (front and back) Power card (front) Reduce sugar damage Power card (back) Blueberry Super Power!Power Food
  48. 48. Power Cards mockup (front and back) Power card (front) Strong bonesSpinach Super Power!Power Food Power card (back)
  49. 49. The final deck of Power Cards for the entire course is: FOOD (front) SUPER POWER (back) Apple Healthy Gut Apple Healthy Teeth Beet Brain Power Beet Enhanced Taste Cherry Relieve Pain Cherry Sleep Well Grapefruit Balance Blood Sugar Grapefruit Clean Food Pomegranate Fight Sickness! Quinoa Balance Blood Sugar Red Pepper Relieve Pain Salmon Healthy Teeth Tomato Enhanced Taste Tomato Healthy Heart FOOD (front) SUPER POWER (back) Apricot Enhanced Hearing Apricot Healthy Heart Cantaloupe Healthy Heart Cantaloupe Strong Bones Carrot Enhanced Vision Carrot Reduce Cancer Risk Melon Enhanced Hearing Orange Fight Sickness! Papaya Clean Food Sweet Potato Beautiful Skin and Hair Sweet Potato Fight Sickness! FOOD (front) SUPER POWER (back) Chives Healthy Heart Chives Strong Bones Corn Clean Food Corn Enhanced Vision Egg Balance Blood Sugar Egg Enhanced Touch Ginger Healthy Lungs Lemon Cleanse The Body Mango Fight Sickness! Mango Healthy Gut Millet Balance Blood Sugar Peach Healthy Heart Pineapple Clean Food Yellow Pepper Brain Power RED GROUP (14 cards) ORANGE GROUP (11 cards) YELLOW GROUP (14 cards)
  50. 50. The final deck of Power Cards for the entire course is: FOOD (front) SUPER POWER (back) Blueberry Brain Power Blueberry Enhanced Touch Fig Enhanced Taste Fig Healthy Heart Grapes Fight Inflammation Grapes Fight Sickness! Plum Healthy Gut Plum Healthy Heart Purple Cabbage Clean Food Purple Cabbage Fight Sickness! Purple Cabbage Strong Bones Purple Carrot Healthy Heart FOOD (front) SUPER POWER (back) Asparagus Clean Food Celery Brain Power Green Tea Healthy Lungs Kale Enhanced Vision Kiwi Fight Sickness! Lima Beans Enhanced Hearing Pea Shoot Growing Nature Pear Healthy Gut Peas Enhanced Taste Pumpkin Seeds Enhanced Smell Pumpkin Seeds Healthy Teeth Spinach Endurance Spinach Healthy Heart FOOD (front) SUPER POWER (back) Bamboo Shoot Balance Blood Sugar Brazil Nuts Healthy Teeth Cauliflower Clean Food Cauliflower Healthy Gut Chickpea Balance Blood Sugar Chickpea Enhanced Smell Coconut Oil Brain Power Daikon Cleanse The Body Lychee Beautiful Skin and Hair Lychee Fight Sickness! Mushroom Growing Nature Oats Enhanced Touch Onion Clean Food Potato Enhanced Hearing Tofu Healthy Teeth White Onion Balance Blood Sugar BLUE GROUP (12 cards) GREEN GROUP (13 cards) WHITE GROUP (16 cards)
  51. 51. The final deck of Power Cards for the entire course is: • The 80 Power Cards are divided accordingly: 14 Red Power Cards 11 Orange Power Cards 14 Yellow Power Cards 12 Blue/Purple Power Cards 13 Green Power Cards 16 White Power Cards Besides the 80 Power Cards listed previously, the Power Card deck starts Module 1 Day 1 (M1D1) with 5 extra cards, corresponding to the 5 Super Foods from each Super Hero: • Strawberry - Red group • Pumpkin - Orange group • Banana - Yellow group • Eggplant - Blue/Purple group • Broccoli - Green group After M1D1, these cards are going to be transferred into Holders with Lanyards for the kids and will be permanently removed from the deck, as explained in M1D1. From M1D2 on, the PC deck will have only 80 cards.
  52. 52. Power Food Card Properties and Combinations H ealthy H eart Artichoke H ealthy H eart Pear Peas H ealthy H eart H ealthy H eart Spinach H ealthy H eart Fig H ealthy H eart Plum Purple C arrot H ealthy H eart C herry R elieve Pain Sleep W ell C herry H ealthy G ut M ango FightSickness M ango Fight Inflam m ation G rapes G rapes FightSickness Apple H ealthy G ut H ealthy G ut Apricot H ealthy G ut M ango H ealthy G ut Pear H ealthy G ut Pear H ealthy G ut Plum C auliflow er H ealthy G ut Some Power Foods have multiple food powers. Multiple Power Foods can have the same food power. Multiple Power Foods from the same color group can have the same food power.
  53. 53. Rainbow Table Sean Strong Strength Electra Spedova Speed Feliz Lopez Happy (Social) Samantha Arts Smarts Helen Lee Healer Place Cards Here PlaceCardsHere Place Cards Here Place Cards Here Place Cards Here Place Cards Here PowerFood Avocado SuperPower! Strongbones The Rainbow Table (RT) should be a horizontal piece of resistant paper big enough to fit the Power Cards in each of the six available colors, as shown on the left. There is going to be only one RT for the entire class, so all the students are always working together to try to complete it (following the rules for each lesson). Once completed, the RT unlocks the Winning Song and Food Cards with stickers, which are to be placed on the Foodland Poster.
  54. 54. Foodland Poster Garbage Food Eat First and Full Damaging Food Eat Less Sean Strong Strength Electra Spedova Speed Feliz Lopez Happy (Social) Samantha Arts Smarts Helen Lee Healer Drink Water The Foodland Poster (FLP) will be hung on the wall at the beginning of each class, representing four main food categories: (a)Eat First and Full (b)Eat Less (c) Garbage Food (d)Damaging Food Each time new Food Cards are unlocked by the students (by completing the RT), the teacher should present the food to them and discuss where in the FLP it should go. Once decided, they will apply a sticker to the Food Card (see next slide) and place it in the corresponding card pocket (explained next).
  55. 55. Food Cards (front and back) Food card (front) Food card (back) Food Card Sticker
  56. 56. Food Card Stickers Eat First and Full Place these stickers on all the healthy, natural Food Cards and eat as much as you want. Eat Less Place these stickers on all the Food Cards that represent processed foods, which should be consumed in moderation - eat less. Garbage Food Place these stickers on all the Food Cards that represent highly processed foods with little, if no nutritional value. These foods should be avoided or rarely eaten. Damaging Food Place these stickers on all the Food Cards that represent foods that cause nutritional damage These foods should always be avoided and never eaten. During the first lessons, to help the students decide where each Food Card should go on the FLP, the teacher should provide a brief description of each of the four areas as shown below.
  57. 57. Placing Food Cards on the Foodland Poster Food Cards with Food Card Stickers for healthy, natural foods - place in the “Eat First and Full” area. Food Cards with Food Card Stickers for processed foods - place in the “Eat Less” area. Food Cards with Food Card Stickers for highly processed foods without nutritional value - place in the “Garbage Food” area. Food Cards with Food Card Stickers for foods that cause nutritional damage - place in the “Damaging Food” area. The Food Cards should be placed inside transparent card pockets near each FLP area and kept there during the entire course. Once a FC goes to the FLP, it never comes back.
  58. 58. Game Rules
  59. 59. Setup • At the start of each class, the teacher should arrange all the Power Cards into the six different color groups on her table (Red, Orange, Yellow, Green, Blue/Purple and White). • She should also place the Secret Cards (as described below) on top of the Rainbow Table. All the Secret Cards are listed in the beginning of each lesson under “Required Materials”. Secret Reduce sugar damage The Secret Cards tell the students which Power Cards are going to be acceptable at the Rainbow Table for that particular lesson. The trick is that only the Food Hero Buddies are going to know about the Secret Cards and they have to transmit that information to his/her group by only using hand gestures (mimics). More details in the following slides.
  60. 60. First Step Food Journal Can you eat a rainbow everyday? Use the colorful rings below to color or draw the healthy foods you have eaten since the last class! • The game starts when the teacher checks the Food Journal from each student at the beginning of the class. • She then gives one Power Card for each filled ring (by a drawing or color) on the student’s journal. The given PC(s) should be from the same color group(s) as the one(s) that the student drew or colored. • If the student fills in all the colors, he/she gets 6 cards (the maximum allowed). • If the student does not fill in any color, he/she gets 1 random card (the minimum allowed). • She then recalls which students will be the selected Food Hero Buddies for the day (as determined by a drawing from the previous day), and gives them the corresponding FHB costumes. This area can be used to create content related to each lesson for assessing the student’s knowledge, though it is not relevant to the game.
  61. 61. First Step - Example Food Journal Alice’s Journal Alice reported two healthy foods in her journal: one red and one blue She can then take two Power Cards to start the lesson. One from the red set and another one from the blue set Strong Bones Purple C abbage Tom ato H ealthy H eart Can you eat a rainbow everyday? Use the colorful rings below to color or draw the healthy foods you have eaten since the last class! This area can be used to create content related to each lesson for assessing the student’s knowledge, though it is not relevant to the game.
  62. 62. First Step - Example Food Journal Bob’s Journal Bob reported all six healthy foods in his journal. He can then take six Power Cards to start the lesson. One from each of the 6 color sets. Strong Bones Purple C abbage Tom ato H ealthy H eart Strong Bones C hives Sw eetPotato BeautifulSkin and H air Brain Pow er Yellow Pepper This area can be used to create content related to each lesson for assessing the student’s knowledge, though it is not relevant to the game. Can you eat a rainbow everyday? Use the colorful rings below to color or draw the healthy foods you have eaten since the last class! Bam boo Shoot H ealthy H eart
  63. 63. Next step • After all the students have received Power Cards (from 1 to 6), the teacher starts the lesson and plays the first video. • The video always ends with a challenge for the students to solve by using their Power Cards. • Once the video ends, the Food Hero Buddies are allowed to go to the Rainbow Table and take a look at the Secret Cards. • Then, each FHB should only use hand gestures and mimics (like a game of Charades) to relay to his/her group information on which Power Cards are acceptable on the Rainbow Table to help the Super Heroes. • If a student figures out the message from the FHB and has the acceptable PC, he is allowed to go to the RT and place his card there. The FHB can check it and say only “yes” or “no”.
  64. 64. Next step • The game ends when they place the correct number of required PCs on the correct corresponding colors. • During the entire time, the teacher can help the FHBs with ideas for hand gestures and also in making sure all the groups are on the right track. • She will also keep time during the given 10 minute interval for the students to solve all the secret cards and complete the Rainbow Table. • Once the Rainbow Table is completed, it will unlock new Food Cards. The current Food Hero Buddies will then draw names to determine the Food Hero Buddies for the next session.
  65. 65. Rainbow Table Place Cards Here PlaceCardsHere Place Cards Here Place Cards Here Place Cards Here Place Cards Here PowerFood Avocado SuperPower! Strongbones To complete the Rainbow Table, the students have to place the acceptable Power Cards on the right colors until the required numbers are met. Which Power Cards are acceptable will be determined by the Secret Cards. The number of PCs that should be placed on the Rainbow Table is listed in the description for each lesson. Secret Cards: only the FHBs know about these.
  66. 66. List of Secret Cards Mod. Day Secret Cards # of PCs on each color 2 2 Enhanced Taste, Enhanced Hearing, Enhanced Vision, Enhanced Smell, Enhanced Touch 2 3 1 Brain Power and Fight Sickness! 2 4 1 Growing Nature, Healthy Heart, Healthy Muscles, Healthy Teeth and Strong Bones 3 4 2 Beautiful Skin and Hair, Endurance, Healthy Gut and Healthy Lungs 1 5 2 Clean Food 1 The lessons not listed above, do not use Secret Cards. In that case, the instructions for using the Power Cards in the Rainbow Table will be described in each specific lesson.
  67. 67. FAQ After checking the student Food Journal, should the teacher give them the exact same Power Card that corresponds to the food they reported eating? No. It should be from the same color, but it does not need to be the same food, because many times the students are going to report foods that do not have a corresponding Power Card. Are all foods acceptable in the Food Journal? No, only healthy foods. The teacher should explain that only healthy foods are going to be rewarded with Power Cards. What if a student reports 3 healthy red foods and zero healthy foods from other colors. How many Power Cards should he get? Only one (a red Power Card). The students should be oriented to eat “a rainbow” everyday, so they can get Power Cards from all colors.
  68. 68. MODULE 1: Eat a Rainbow Everyday
  69. 69. • Objective: Learn to eat a diversity of foods, particularly fruits and vegetables. Eating a variety of foods is essential to achieve adequate coverage of macro- and micronutrient needs. • Day 1: SWBAT (students will be able to) identify the food heroes. • Day 2: SWBAT distinguish between real/natural foods versus junk/ fake foods. Guidelines for the Teachers
  70. 70. 1) On the 1st day there will be no FH Buddies (FHBs). 2) FH Buddies on Day 2 are then selected by doing the best in their Food Journals (most colorful). ๏ Teacher checks the Food Journals and distributes the Power Cards accordingly. ๏ 1 Power Card from the same color the student reported eating to a max of 6 cards ๏ If the student did not present his/her journal, he/she gets the minimum of 1 Power Card Main Activity Loop Day 1 Entry Point Entry Point for other days ๏ Play first video of the corresponding Lesson. It will end with some anxiety. The students must help the heroes. ๏ Do the Rainbow Table activity from each lesson to complete the Rainbow Table. ๏ The teacher checks the Rainbow Table. If it is completed, she plays the Winning Video/Music. ๏ Teacher presents new Food Cards and adds them to the corresponding place on the Foodland Poster. ๏ After adding the Food Cards to the Foodland Poster, they perform an Activity to help absorb and reinforce the content. ๏ Teacher assigns homework for the next class. ๏ (Home activity) → Eat at least one healthy food and register it in the Food Journal. ๏ The Activity unlocks the second video with a happy ending from the heroes.
  71. 71. 1) Videos of the 5 Food Heroes. (Starting with Muppets. Upgrade later to cartoons.) 2) Food Cards: all the food item cards. 3) Food Card Stickers 4) Power Cards: all the effects of the food items. 5) Foodland Poster: large enough to teach students about each section. Potentially Velcro. 6) Rainbow Table. 7) Color-in Rainbow Tables as homework. 8) Food Journals as homework. 9) Information Sheets with WeChat QR code, for each student to give to their parents. 10) Optional: QR code to activate food heroes to chat before dinner. This is an idea for future development: use the QR code to triggers some animation on the parents smartphones showing the Food Heroes talking and incentivizing the kids to eat healthy foods. Module 1 Components
  72. 72. Mod 1 
 Day 1
  73. 73. Required Materials: 1) Intro Video/story 2) Mid-Class Video 3) Power Cards (deck of 80 cards) 4) Power Cards Holders and Lanyards to class activity 5) Food Card Stickers 6) Rainbow Table 7) Foodland Poster (FLP) 8) Color-in Rainbow Table as homework. 9) Food Journal as Homework. 10) Information Sheet with WeChat QR code to give parents. (Mod 1, Day 1): Eat a Rainbow Everyday (40-min)
  74. 74. Schedule Planning: 0-5 (5 min): Class gets together. The teacher introduces the students to the Food Heroes Concept with fun and exciting statements. She brings out the Power Cards deck and tell the students these cards have amazing powers and can do wonders when grouped together. While doing this, she distributes the entire deck among the students (some students might get one extra card compared to others, but this is not a problem). Before the students have a chance to take a good look at their cards and start asking questions, she tells them they are going to be introduced to some special characters with an entertaining video. She asks the kids to get ready and settle in to their seats for the show. 5-10 (5 min): Play Beginning Video: The Food Heroes are introduced. The video shows a small part of their background and each character introduces himself/herself with his/her favorite pastimes, games and other things the kids can relate to. The video portrays them as cool and energetic characters, not yet appearing in their heroic version. Then one of them says he is going to share a secret with the kids. He eats his Super Food (broccoli, for instance, if it is Sean) and he becomes his heroic version (Sean Strong) with Super Strength. He is shown lifting heavy objects, to the amazement of the other characters. They come to the students and ask them for help. Each one of them is holding a different food in his/her hand, representing their Super Food. Can the kids help them find their Super Foods? 10-13 (3 min): The teacher puts out the Rainbow Table and tells them that they must find, among the distributed cards, the correct Power Cards that correspond to each Food Hero’s Super Food as indicated in the video. The students then need to place the five correct Power Card on the corresponding Hero as showed next. (1 card for each hero.) (Mod 1, Day 1): Eat a Rainbow Everyday (40-min)
  75. 75. Rainbow Table With two Power Cards place on the right Heroes. Helen Lee Healer Sean Strong Strength Electra Spedova Speed Feliz Lopez Happy (Social) Samantha Arts Smarts Place Cards Here PlaceCardsHere Place Cards Here Place Cards Here Place Cards Here Place Cards Here Broccoli Power Food Two Power Cards have been correctly place on the corresponding Heroes. These represent their favorite Super Foods. Three correct Power Cards need to be placed on the other three heroes to complete the activity for this lesson. Power Food Eggplant
  76. 76. Schedule Planning: 13-18 (5 min): The teacher now plays a new video showing the Food Heroes approaching a table where they will dine together. They place their favorite Power Foods at the center to form a colorful, circular pattern. They place other healthy, natural foods with these favorite foods, matching colors until a beautiful rainbow pattern emerges and a winning song starts playing. It becomes a magical Rainbow Table! 18-25 (7 min): The teacher tells the students that every time the Rainbow Table is completed, new Food Cards are unlocked. She says this and brings forth a bag containing the entire collection of Food Cards. It is time to learn about new foods! But… each day only the 5 assigned Food Hero Buddies can draw from the bag of Food Cards. And who are the FHBs for today? The 5 students that placed the 5 Super Foods on the RT*! She goes to the RT and picks one Super Food card at a time, place it inside an ID badge attached to a lanyard and hangs around the FHB neck. She does that 5 times, until the 5 FHBs are assigned. Now they can draw from the bag of Food Cards (one at a time) and start learning about new foods! (Mod 1, Day 1): Eat a Rainbow Everyday (40-min) * in case one student was lucky enough to get two or more of the Super Foods during the random distribution, he/she can chooses another FHB for the day.
  77. 77. Power Card Holder and Lanyard The Food Hero’s favorite Power Card is placed inside the holder. The Power Card can then be worn by the designated Food Hero Buddy for the day. Sean Strong Strength Broccoli Power Food Super Strength Super Power! Front side Back side IMPORTANT: This ID card with the lanyard is going to be used during the entire course to indicate who are the five Food Hero Buddies for the day. The actual creation of this PC holder only happens on Day 1 of Module 1.
  78. 78. Schedule Planning: 25-35 (10 min): After the first Food Hero Buddy draws a card from the bag of Food Cards and before revealing its content, the teacher presents the Foodland Poster (FLP - see next slide) that is going to be attached to the wall during the entire course. She explains that from now on, every time a Food Card is drawn, they are going to discuss where it should be placed on the FLP: Eat First and Full, Eat Less, Garbage Food or Damaging Food, and place it on the respective ziplock bag. She also brings forth some stickers containing images of this four categories and says that once they reach an agreement, the FHB that selected the card can put a sticker on the card and then place it on the FLP. She does this until each FHB has drawn a Food Card from the bag. If there is available time, a second round of drawings can be made, to a total of 10 different Food Cards. To wrap up this activity, the teacher presents a new bag, containing the names of all the students. Each FHB should draw one name from it. (If the name of one current FHB is drawn, another draw must be made.) The 5 names will become the 5 selected FHBs for the next lesson (the teacher should write their names on post-its and place them next to the corresponding Super Hero on the Foodland Poster. (Mod 1, Day 1): Eat a Rainbow Everyday (40-min)
  79. 79. Placing Food Cards on the Foodland Poster Food Cards with Food Card Stickers Appropriate Food Cards Stickers are applied to the Food Cards Starting with “Eat First and Full”, the Food Cards are then placed on the corresponding Foodland Poster location. At the end of the class the Food Cards are placed in the 4 corresponding Food Card ziplock bags. Cards are accumulated in subsequent sessions. The 4 Food Card ziplock bags are attached or placed next to their corresponding food area on the Foodland Poster. (With subsequent placement of cards into corresponding ziplock bags.)
  80. 80. Placing Food Cards in the Foodland Poster ziplock bags Food Cards with Food Card Stickers are removed from the Foodland Poster and placed inside the corresponding ziplock bag with previously placed cards. This action may be executed at the end of the class each day. The 4 Food Card ziplock bags are attached or placed next to their corresponding food area on the Foodland Poster. The “Eat First and Full” Food Card ziplock bags with Food Cards inside.
  81. 81. Schedule Planning (40 min): 35-40: The teacher will give the students homework assignments. She will give each student three items to take home: 1. Food Journal 2. Color-in Rainbow Table worksheet 3. Information Sheet for parents She will give them two assignments for their homework. First, they will try and eat a Rainbow food, and record it in the food journal. Second, they will color the Color-in Rainbow Table worksheet using the Food Heroes’ favorite Power Food colors. Finally, each student will be asked to give the Information Sheet to their parents. It will contain information about the course, contact information, and links to related resources. It will also contain a QR Code inviting the parents to join the Food Heroes WeChat group. (Mod 1, Day 1): Eat a Rainbow Everyday (40-min)
  82. 82. Each wedge of the Color-in Rainbow Table should be colored in by the student at home. The instruction to the kids is: color each wedge with a different color that can be found in natural foods. There is no right or wrong answer here, but this will prepare them for the concept of the Rainbow Table. Color-in Rainbow Table for Homework eggplant broccolipumpkin banana strawberry
  83. 83. Food Heroes Parents Information Sheet Sean Strong StrengthElectra Spedova Speed Feliz Lopez Happy (Social) Samantha Arts Smarts Helen Lee Healer
  84. 84. Mod 1 Day 2
  85. 85. Required Materials: 1) Intro Video/story 2) Mid-Class Video 3) Power Cards (deck of 80 cards) 4) Power Cards Holder and Lanyard for FHBs 5) Bag of Food Cards (to be placed on the FLP) 6) Food Card Stickers 7) Rainbow Table 8) Foodland Poster (FLP) 9) Food Journal as Homework (Mod 1, Day 2): Eat a Rainbow Everyday (40-min)
  86. 86. (Mod 1, Day 2): Eat a Rainbow Everyday (40-min) Schedule Planning: 0-5 (5 min): Check Food Journals and handle Power Cards accordingly. From this day on, the PCs should always be assigned according to the filling of the Food Journals as described here. Recall who are the 5 Food Hero Buddies for the day, handle them the Power Card Holder with Lanyards and divide the class into 5 groups (with one FHB in each). After all the students received their PCs, if there are still PCs remaining at the teacher’s table, she should distribute all of them to the students until there are no more PCs remaining. 5-10 (5 min): The teacher is going to ask the students to show the Color-in Rainbow Table they took for homework and discuss some of the options they choose for coloring. She is going to bring the Rainbow Table to the center of the class and show to the students the “correct” six colors for the RT - related to the six colors that can be found in natural foods (explain that purple and blue were grouped in one single color). The teacher finishes this part by saying that from this day on, the RT is going to be used to help the Food Heroes every time they need help. 10-12 (2 min): Play Beginning Video: The Super Heroes are going to be playing a card game around a table and discussing some trivial things about their lives. This conversation should be used to get the kids more familiar with the heroes characteristics and personalities. The game they are playing apparently has cards with different colors and different foods in it. Hero Smarts starts wondering what are these cards all about and they start sharing some of the information they see on their cards. Apparently some of them are from the same color, others have the same super power on their back… the heroes are not sure if they figured out everything. They need help!
  87. 87. Schedule Planning: 12-25 (13 min): The teacher reminds the students they should use the Power Cards they received at the beginning of the class on the RT to help the heroes. The final goal is to use the Power Cards to complete the six colors of the Rainbow Table. But since the heroes are facing different challenges each day, the students must pay attention to what PCs are allowed at the RT on each lesson. For today the rule is: the RT only accepts pairs of PCs that have the same Super Power (SP) on their back and are from the same color. For example: - Beet (SP: Enhanced Taste) and Tomato (SP: Enhanced Taste) is a valid pair because they are from the same color group (Red). - Oats (SP: Enhanced Vision) and Egg (SP: Enhanced Vision) is not a valid pair because they are from different color groups (White and Yellow, respectively), even tough they have the same Super Power (SP). - Pear (SP: Healthy Gut) and Spinach (SP: Healthy Heart) is not a valid pair because they don’t have the same Super Power (SP), even tough they are from the same color group (Green). It is possible to make 15 different pairs following these rules, but only six - one pair from each color - are needed to complete the activity. Since the students are divided in groups, they must first try to make valid pairs within their own groups. If it is no longer possible - the teacher can help realizing this - and the RT is still not completed, they are allowed to combine PCs with other groups. (Mod 1, Day 2): Eat a Rainbow Everyday (40-min)
  88. 88. Schedule Planning: Once the RT is completed, the teacher plays the Winning Song and reminds the students that every time it is completed, new Food Cards are unlocked. She says this and brings forth the bag containing the entire collection of Food Cards. It is time to learn about new foods! 25-35 (10 min): As the FHBs draw Food Cards from the bags, all the students should decide where it belongs on the Foodland Poster (FLP), place a sticker on it, and then place it on the corresponding location on the FLP poster. Since this is also an introductory day of all the concepts involved in the course, the teacher is going to have more time to explain again the meaning of each quadrant of the Foodland Poster. She can also make 2 or 3 turns of drawings with the selected FHBs (with a total of 10 or 15 new FCs posted on the FLP). This part is finished when the teacher brings forth the bag with all the students names. The current FHBs should draw the names of FHBs for the next lesson. 35-40 (5 min): The teacher assigns homework to have the kids help their parents to prepare a colorful and healthy rainbow table at home, with their parents taking photos and sharing them on WeChat, and then updating their Food Journals. (Mod 1, Day 2): Eat a Rainbow Everyday (40-min)
  89. 89. MODULE 2: Real Food, Fake Food
  90. 90. • Objective: Identify and eat real food, avoid processed food-like substances. • Day 1: SWBAT (students will be able to) identify junk/fake foods from real/natural foods. • Day 2: SWBAT use their 5 senses to decide the difference between junk/fake foods and real/natural foods. Guidelines for the teachers
  91. 91. 1) On the 1st day there will be no FH Buddies (FHBs). 2) FH Buddies on Day 2 are then selected by doing the best in their Food Journals (most colorful). ๏ Teacher checks the Food Journals and distributes the Power Cards accordingly. ๏ 1 Power Card from the same color the student reported eating to a max of 6 cards ๏ If the student did not present his/her journal, he/she gets the minimum of 1 Power Card Main Activity Loop Day 1 Entry Point Entry Point for other days ๏ Play first video of the corresponding Lesson. It will end with some anxiety. The students must help the heroes. ๏ Do the Rainbow Table activity from each lesson to complete the Rainbow Table. ๏ The teacher checks the Rainbow Table. If it is completed, she plays the Winning Video/Music. ๏ Teacher presents new Food Cards and adds them to the corresponding place on the Foodland Poster. ๏ After adding the Food Cards to the Foodland Poster, they perform an Activity to help absorb and reinforce the content. ๏ Teacher assigns homework for the next class. ๏ (Home activity) → Eat at least one healthy food and register it in the Food Journal. ๏ The Activity unlocks the second video with a happy ending from the heroes.
  92. 92. Module 2 Components 1) Power Cards 2) Fake Cards (explained in the Module) 3) Rainbow Table 4) Intro Videos/stories 5) Food Cards 6) Secret Cards (explained in the Game Rules) 7) Peppa Pig worksheet: Real Food vs Processed Food 8) Foodland Poster 9) End-Class Videos 10) Home Activity Assignments 11) Some food labels with man-made ingredients on them 12) Raw ingredients and Fake Foods for the Activity • red beans, tomato, apple, beetroot, carrot, orange, pumpkin, sweet potato, broccoli, cauliflower, dragon fruit, mushroom (normal and needle), lotus root, kiwi, ginger, lemon, onion, wood ears, broccoli, cucumber, pineapple • list of Fake Foods 13) Food Journals for Homework
  93. 93. Mod 2 Day 1
  94. 94. (Mod 2, Day 1): Real Food, Fake Food (40-min) Required Materials: 1) Power Cards 2) Fake Cards (explained in the Module) 3) Rainbow Table 4) Intro Video/story 5) Food Cards 6) Peppa Pig worksheet: Real Food vs Processed Food 7) Foodland Poster 8) End-Class Video 9) Home Activity Assignment
  95. 95. Schedule Planning: 0-5 (5 min): Check Food Journals and handle Power Cards accordingly. Recall who are the 5 Food Hero Buddies (FHBs) for the day and divide the class into 5 groups (with one FHB in each). 5-7 (2 min): Play Beginning Video: The Super Heroes are at the Shopping Mall waiting to see a movie when they get hungry and decide to buy something to eat there. They only find unhealthy options and, since they are hungry and it looks tasty, they go to eat. Hero Strength buys a hamburger and a soda, Hero Smarts orders buttered popcorn and a soda, Hero Speed goes for french fries with a soda, Hero Healer gets pretzel bites with cheese and a soda, and Hero Social buys a hotdog with a soda. They enter the theater with their snacks and the lights go down. The movie is about to start. All of a sudden, a strong and evil-looking character appears on screen. He has a double-F (FF) written on his shirt. “Mawahaha!” - he laughs - “every fake food you eat makes me stronger and today I am strong enough to paralyze you all!” The heroes try to get up from their chairs, but they can’t. “Now, instead of the movie, you are going to be watching commercials about fake foods … FOR THE WHOLE DAY!” The mysterious villain disappears with an evil laugh echoing throughout the theater. The heroes need help! 7-15 (8 min): The teacher is going to give each group the “Fake Food” cards corresponding to what the respective hero ate. For instance, the Hero Strength group gets “Hamburger” and “Soda”. The group has to use their own Power Cards to help their hero. One corresponding Power Card cancels the effect of a Fake Card. For instance, the Power Card “Blueberries” with the power “Reduce Sugar Damage” cancels the Fake Card “Soda” with the penalty “Sugar Damage”. One fake food has many penalties associated with it. A group that cancels all the Fake Cards puts their used Power Cards on the Rainbow Table and can help other groups with their remaining cards - in case other groups are out of cards. The teacher can add more Power Cards if needed. Once all the heroes are saved from their fake food penalties and the Rainbow Table is formed, new Food Cards are unlocked. (Mod 2, Day 1): Real Food, Fake Food (40-min)
  96. 96. 15-20 (5 min): The teacher is going to present the new Food Cards to the kids. For each, they should decide where it belongs on the Foodland Poster (FLP), place a sticker on it, and then place it on the corresponding location on the FLP poster. 20-25 (5 min): The teacher will then explain the importance of differentiating real food from fake food and each student is going to receive a Peppa Pig worksheet with the activity “Real Food x Processed Food”. Instead of cutting out the objects as proposed, the students should draw a circle on all the healthy foods. The teacher goes through each of the foods, giving them the right answers and making sure everybody has the basics covered. 32-34 (2 min): The ending scene shows the heroes getting out of the theater and throwing their fake foods into the garbage. They comment how real food acts as a shield protecting them from eventually eating garbage food. They come up with 2 quick rules for identifying a fake food: 1. If it doesn’t grow naturally and goes bad with time, it’s probably fake 2. If it has a package of any kind, it’s probably fake 35-40 (5 min): The teacher reinforces the two rules by showing the class that all the Food Cards they have placed onto the FLP poster follow these two important rules. The teacher will talk about the Home Activity: students should bring different food labels that they have found in their houses to the next class. This home activity is setting up the opportunity to teach the kids about a third rule: if something has a food label, it is probably fake. To make sure, read the ingredients. If there are a lot of weird ingredients that you don’t know about and don’t find in your kitchen, these are probably fake. (Mod 2, Day 1): Real Food, Fake Food (40-min)
  97. 97. Fake Cards mockup (front and back) Fake card (front) Sugar damage Penalty! Fake card (back) Soda Fake Food
  98. 98. Fake Cards mockup (front and back) Fake card (front) Damage teeth Penalty! Fake card (back) Soda Fake Food
  99. 99. (Mod 2, Day 1): Real Food, Fake Food (40-min) Peppa Pig “Real Food x Processed Food” worksheet. Students will circle all the healthy foods. Here are some of the circled healthy foods.
  100. 100. Mod 2 Day 2
  101. 101. (Mod 2, Day 2): Real Food, Fake Food (40-min) Required Materials: 1) Power Cards 2) Some food labels with man-made ingredients on them 3) Rainbow Table 4) Intro Video/story 5) Food Cards 6) Secret Cards 7) Foodland Poster 8) Raw ingredients and Fake Foods for the Activity • red beans, tomato, apple, beetroot, carrot, orange, pumpkin, sweet potato, broccoli, cauliflower, dragon fruit, mushroom (normal and needle), lotus root, kiwi, ginger, lemon, onion, wood ears, broccoli, cucumber, pineapple • list of Fake Foods 9) End-Class Video 10) Home Activity Assignment 11) Food Journals for Homework
  102. 102. Schedule Planning: 0-5 (5 min): Collect all the food labels the students brought in as homework (if any). Check Food Journals and handle Power Cards accordingly. Recall who are the 5 Food Hero Buddies (FHBs) for the day and divide the class into 5 groups (with one FHB in each). 5-8 (3 min): Remember the first two rules for differentiating real food from fake food, and reveal the third rule. Read some of the food labels with the weirdest components and say that the third rule is: if something has a food label, it is probably fake. To make sure, read some of the ingredients. If the food label has some weird word on it, that you have never heard about and can’t find in your kitchen, it is probably fake. 8-10 (2 min): Play Beginning Video: The Super Heroes are at home and one of them has two green foods on his hand: a pear and a vivid green muffin. He wonders why it’s not possible to differentiate real and fake foods from colors, since they look so similar. Another hero takes two other foods of similar color and notices they feel different to touch. A third hero smells another pair of foods and sees one is unique and natural, while the other has a rather boring smell. When the fourth hero is about to taste her food pair to see if she can identify any difference, Villain FF (the same as in Mod 2 Day 1) appears on the corner of the screen and says: “Huum… that’s not good. They are about to discover something they are not supposed to. I must do something”. He then goes to the power box and throws the main switch. The whole house goes dark. Oh no! The heroes can’t see what they are eating now! They need help! 10-20 (10 min): Play the Charades Game with the following Secret Cards: Enhanced Taste, Enhanced Touch, Enhanced Hearing, Enhanced Smell and Enhanced Vision. The students should put 2 cards from each color at the Rainbow Table to complete it. See the game rules here. Once the Rainbow Table is completed, the teacher plays the Winning Song and each FHB can draw the name of one FHB for the next lesson. The teacher should record these names for the start of the next lesson. (Mod 2, Day 2): Real Food, Fake Food (40-min)
  103. 103. 20-25 (5 min): The teacher is going to present the new Food Cards to the kids. For each one they should decide where it belongs on the Foodland Poster (FLP), place a sticker on it, and then place it on the corresponding location on the FLP poster. 25-35 (10 min): The teacher is then going to ask the 5 FHBs to come to the front of the class and will blindfold them for the Guess the Mystery Food Activity. One variation is to have just one kid go up at a time, so that the entire class will pay attention (and make it easier for the teacher to control the actions). Also, he/ she will always receive two foods: one real and one fake. The blindfolded student can use all the senses - except for sight - to identify which of the two foods is real and name each. The activity goes for at least 5 rounds (one for each FHB), with other kids being invited to be blindfolded, if there is enough time. 35-38 (3 min): The ending video shows the heroes still in the dark, clueless about what to do. They hear Villain FF laughing in the distance, as if he had triumphed again. Hero Smarts searches in the dark and suddenly exclaims: “Aha! An eggplant!” She eats it (eggplant is her super food) and transforms into her super heroine version. She quickly locates the power box and closes the switch, filling the room with light. Villain FF looks scared in the distance and starts running away. Hero Speed finds a tomato, transforms into her super heroine version, and chases him down. Villain FF is strong and he tries to push Hero Speed away, but she is too fast for him. When he is about to try to push her again, Hero Strength comes by, followed by the other Super Heroes (already transformed) and grabs him in a bear hug. The Villain asks them to let him go, but instead the heroes offer him some real foods that they have. They are sure the Villain is not bad - he is just under the influence of too many fake foods. He eats the real foods and for the first time he smiles and feels at peace. The heroes have defeated the Fake Food Villain! Well done, heroes! 38-40 (2 min): The teacher will talk about the Home Activity: students should ask their parents to take a picture of one real food and one junk food and post it on the WeChat group. This way the teacher can assess if students grasped this topic easily. (Mod 2, Day 2): Real Food, Fake Food (40-min)
  104. 104. MODULE 3: Sneaky Sugar
  105. 105. • Objective: Avoid added sugar in food and drink. • Day 1: SWBAT (students will be able to) identify the malices of too much sugar on their food. • Day 2: SWBAT visualize how much sugar is in common foods. Guidelines for the teachers
  106. 106. 1) On the 1st day there will be no FH Buddies (FHBs). 2) FH Buddies on Day 2 are then selected by doing the best in their Food Journals (most colorful). ๏ Teacher checks the Food Journals and distributes the Power Cards accordingly. ๏ 1 Power Card from the same color the student reported eating to a max of 6 cards ๏ If the student did not present his/her journal, he/she gets the minimum of 1 Power Card Main Activity Loop Day 1 Entry Point Entry Point for other days ๏ Play first video of the corresponding Lesson. It will end with some anxiety. The students must help the heroes. ๏ Do the Rainbow Table activity from each lesson to complete the Rainbow Table. ๏ The teacher checks the Rainbow Table. If it is completed, she plays the Winning Video/Music. ๏ Teacher presents new Food Cards and adds them to the corresponding place on the Foodland Poster. ๏ After adding the Food Cards to the Foodland Poster, they perform an Activity to help absorb and reinforce the content. ๏ Teacher assigns homework for the next class. ๏ (Home activity) → Eat at least one healthy food and register it in the Food Journal. ๏ The Activity unlocks the second video with a happy ending from the heroes.
  107. 107. Module 3 Components 1) Power Cards 2) Fake Cards 3) Rainbow Table 4) Intro Videos/Stories 5) Food Cards 6) Secret Cards 7) Foodland Poster 8) End-Class Videos 9) Home Activity Assignments 10) Food Journals for Homework
  108. 108. Day 1
  109. 109. Required Materials: 1) Power Cards 2) Rainbow Table 3) Intro Video/story 4) Secret Cards 5) Food Cards 6) Foodland Poster 7) End-Class Video 8) Home Activity Assignment (Mod 3, Day 1): Sneaky Sugar (40-min)
  110. 110. Schedule Planning: 0-5 (5 min): Check Food Journals and handle Power Cards accordingly. Recall who are the 5 Food Hero Buddies (FHBs) for the day and divide the class into 5 groups (with one FHB in each). This time it is important to divide the 5 groups roughly with the same athletic skills, since the day activity involves running. 5-7 (2 min): Play Beginning Video: Something wrong has happened to the Super Heroes. Hero Speed cannot run fast anymore. Instead she is sluggish and slow. Hero Strength is clumsy and weak. Hero Smarts cannot do her additions correctly and Hero Social is telling bad jokes. [Hero Social tells a bad joke in a crazy way.] Everyone shouts “Hey! That’s Not funny!” Hero Smarts sluggishly tells the students, “Students, help us! I think it’s something we ate that did this to us and we’re losing our super powers! This is ruining my ability to think clearly. Is 5+3, uh give me a minute [mumbles] oh yea 8… Oh dear, that took me a while, I can usually think faster! Hero Healer is weak and cannot save us. It’s up to you today to help recover our super powers!” 7-17 (10 min): The students are supposed to help the super heroes to recover their powers by using their Power Cards. Play the Charades Game with the following Secret Cards: Brain Power and Fight Sickness. The students should put 2 cards from each color at the Rainbow Table to complete it. See the game rules here. Once the Rainbow Table is completed, the teacher plays the Winning Song and each FHB can draw the name of one FHB for the next lesson. The teacher should write down these names for the start of the next lesson. (Mod 3, Day 1): Sneaky Sugar (40-min)
  111. 111. 17-22 (5 min): The teacher will present the new Food Cards to the kids. For each one they should decide where it belongs on the Foodland Poster (FLP), place a sticker on it and place it at the corresponding location on the FLP poster. 19-21 (2 min): Play Intermediate Video: The heroes are shown regaining their powers and one of them says: “Wait… I remember something… the Sugar Monster… I saw him run away with some drinks and snacks…” Another one adds: “I think we ate a huge amount of sugar in and on our food, and we’ve lost our super powers…” A third one asks: “But why is sugar so bad? What does it do to our body? We must find out so we can defeat the Sugar Monster!” 21-36 (15 min): The teacher will then take the kids outside to do the Sugar Relay Race Activity. The groups should be the same from the first half of the class (one group for each Super Hero) and the Super Hero Buddy should be the first to run during the activity. 36-40 (4 min): With the kids still outside (no need to go back inside), the teacher must reinforce the importance of eating healthy, to build a healthier life. Nobody wants to suffer all the bad effects they experienced during the race, throughout their entire lives! She then handles instructions for the Home Activity to each student. She adds the instructions should be read and executed with the help of their parents. By doing it, they are going to find out about the Sugar Monster’s most devastating weapon. The instructions are for the Boiling Soda activity. (Mod 3, Day 1): Sneaky Sugar (40-min)
  112. 112. Day 2
  113. 113. Required Materials: 1) Power Cards 2) Fake Cards (explained in the Module) 3) Rainbow Table 4) Intro Video/Story 5) Food Cards 6) Foodland Poster 7) End-Class Video 8) Home activity Assignment (Mod 3, Day 2): Sneaky Sugar Recap (40-min)
  114. 114. Schedule Planning: 0-5 (5 min): Check Food Journals and handle Power Cards accordingly. Recall who are the 5 Food Hero Buddies (FHBs) for the day and divide the class into 5 groups (with one FHB in each). 5-7 (2 min): Play Beginning Video: The Super Heroes are going to refer to the Day 1 home activity. Staring at the kids, they will ask: “Did you find out, with the help of your parents, what is the Sugar Monster’s most devastating weapon?” (A momentary pause will give the kids a chance to answer.) The heroes can then answer: “We did! It is soda! It has a lot of sugar in it!” “So let us throw away all the soda we have here and never drink it again!” One of the heroes goes to the kitchen and returns with several different drinks in his arms. “I was wondering ... if soda has so much sugar in it, what about these other drinks that we have in our kitchen? Do you think they have lots of sugar too? Do you think they could also be secret weapons from the Sugar Monster?” The heroes look puzzled. They need help to find out! 7-15 (8 min): The teacher is going to distribute 5 Fake Cards to each group, all of them containing some sugary drink on the front and a different penalty on the back. Each Food Hero Buddy should coordinate the efforts of his/her group so they can cancel the penalties of all the Fake Cards. To do this, they are going to use the Power Cards they have earned in the beginning of the class. Each Power Card has a super power that is similar to the penalty, but with a positive effect, and will cancel the Fake Card. To make things simple for the kids, the illustrations of the related super powers and penalties are the same (see here and here for examples). After the five groups combined to cancel all the Fake Cards, they put their used Power Cards on the Rainbow Table to unlock the new Food Cards. The groups can exchange Power Cards between themselves to achieve this goal. (Mod 3, Day 2): Sneaky Sugar Recap (40-min)
  115. 115. 15-20 (5 min): The teacher will present the new Food Cards to the kids. For each they should decide where it belongs on the Foodland Poster (FLP), place a sticker on it and position it at the corresponding location on the FLP. 20-35 (15 min): The teacher will then show the students the Sugar Mapping Activity. Explain that the fluffy buds represent the Sugar Bombs that the monster has placed in the drinks to hurt us. After finishing, she explains that Pure Water is magical (the “elixir of life” - define and use the word “elixir” for the kids), has no sugar bombs, and can help wash away some of the sugar from our bodies. Hold up 6 fluffy buds and say that having 6 or fewer, is less harmful, though we can’t avoid these Sugar Bombs because the Sugar Monster is very, very sneaky. So, if it goes into our bodies, make sure to also drink the Magical Pure Water to help cleanse our bodies. 35-38 (3 min): The ending video will show the heroes happy with all the unhealthy sugary drinks ordered (similar to what the kids did on the activity). Suddenly, the Sugar Monster is going to try to sneak in to add more sugar to the beverages, but the super heroes eat their respective Super Foods and save the day. They capture the Sugar Monster and explain to him that he should not add sugar to everything, because it is not healthy. They offer him a glass of pure water - with zero sugar! - and he finds it refreshing and invigorating. The heroes have defeated the Sugar Monster! 38-40 (2 min): The teacher reinforces the importance of not eating sugar, with too much added sugar (more than 6 ‘sugar bombs') and issues a challenge to the kids. They are all getting a badge saying “Sugar Free”, that they should use for one whole week and not drink soda during this period. They are also getting an extra badge to give to someone, to take the challenge with them (ideally, one of the parents). (Mod 3, Day 2): Sneaky Sugar Recap (40-min)
  116. 116. MODULE 4: Super Food, Super Me
  117. 117. • Objective: Finding alternative sources of calcium (bones) and protein. Diversify your diet. • Day 1: SWBAT (students will be able to) identify foods that contain protein and calcium and say why protein and calcium are important to eat. • Day 2: SWBAT identify which foods give you power and which do not. SWBAT recall what happens when you eat power foods and what happens when you eat harmful foods.  Guidelines for the teachers
  118. 118. 1) On the 1st day there will be no FH Buddies (FHBs). 2) FH Buddies on Day 2 are then selected by doing the best in their Food Journals (most colorful). ๏ Teacher checks the Food Journals and distributes the Power Cards accordingly. ๏ 1 Power Card from the same color the student reported eating to a max of 6 cards ๏ If the student did not present his/her journal, he/she gets the minimum of 1 Power Card Main Activity Loop Day 1 Entry Point Entry Point for other days ๏ Play first video of the corresponding Lesson. It will end with some anxiety. The students must help the heroes. ๏ Do the Rainbow Table activity from each lesson to complete the Rainbow Table. ๏ The teacher checks the Rainbow Table. If it is completed, she plays the Winning Video/Music. ๏ Teacher presents new Food Cards and adds them to the corresponding place on the Foodland Poster. ๏ After adding the Food Cards to the Foodland Poster, they perform an Activity to help absorb and reinforce the content. ๏ Teacher assigns homework for the next class. ๏ (Home activity) → Eat at least one healthy food and register it in the Food Journal. ๏ The Activity unlocks the second video with a happy ending from the heroes.
  119. 119. Module 4 Components 1) Power Cards 2) Fake Cards 3) Rainbow Table 4) Beginning Videos 5) Food Cards 6) Secret Cards 7) Foodland Poster 8) Protein Video and “Calcium-Chalk Experiment” Video 9) Cutout of Hero Healer to hide in classroom before class starts. 10) Fuel My Body Worksheet (need cards that can stick to the kids) 11) Ending Videos 12) Home Activity Assignments (Power Food Matching Home Activity) 13) Food Journals for Homework
  120. 120. Day 1
  121. 121. Required Materials: 1) Secret Cards • Growing Nature • Healthy Heart • Healthy Muscles • Healthy Teeth • Strong Bones 2) Rainbow Table 3) Foodland Poster 4) Beginning Video 5) Protein Video and “Calcium-Chalk Experiment” Video 6) Ending Video 7) Food Cards 8) 5 sets of Sorting Activity Materials: 2 different colored tape, Protein/Calcium/Garbage Label Cards 9) Protein and Calcium Home Activities 10) Food Journal as Homework (Mod 4, Day 1): Super Food, Super Me (40-min)
  122. 122. (Mod 4, Day 1): Super Food, Super Me (40-min) Schedule Planning: 0-5 (5 min): The teacher checks the Food Journals and distributes Power Cards accordingly. She points out the 5 Food Hero Buddies (FHB) for the day (as selected from the previous day) and divides the class into 5 groups (with one FHB in each). 5-10 (5 min): Play Beginning Video: Other heroes are hovering around Hero Strength and Hero Speed, who are lying floppily on the floor. [Hero Strength]: “I feel so weak today, I can’t lift heavy things” [Hero Speed]: “Me too, I can’t run fast or jump high.” [Hero Healer]: “Kids, it seems like Hero Strength and Hero Speed have lost some strength and their bones are weak.” [Hero Smarts]: “Hm, this is surely a mystery.” Hero Smarts notices a trail of chicken pieces and spinach on the ground. [Hero Smarts]: “Aha! It must be the villain Floppy Fiona and her tricky ways again! It seems like she has her french fry underlings steal our source of protein and calcium, the main ingredients for strong muscles and bones!” [Hero Strength]: “Kids, please help us recover our strength and bones by finding Floppy Fiona! First, you need to be able to determine what has protein and calcium. Let’s first watch a video about protein!” Play Protein Video (from the Protein Worksheet). Explain that we also need calcium because it helps build strong bones. Show the video of the Calcium-Chalk Experiment. Further explain that strong muscles help support the bones and together it makes us powerful. Protein and calcium come from both vegetables and meats. The teacher can show an image of real foods that provide protein and calcium.
  123. 123. (Mod 4, Day 1): Super Food, Super Me (40-min) 10-17 (7 min): The students are supposed to help the super heroes to recover their powers by using their Power Cards. Play the Charades Game with the following Secret Cards: “Healthy Muscles”, “Healthy Bones”, “Healthy Heart”, “Healthy Teeth” and “Growing Nature”. The students should put 3 cards from each color at the Rainbow Table to complete it. See the game rules here. Once the Rainbow Table is completed, the teacher plays the Winning Song and each FHB can draw the name of one FHB for the next lesson. The teacher should write down these names for the start of the next lesson. The teacher will present the new Food Cards to the kids. For each one they should decide where it belongs on the Foodland Poster (FLP), place a sticker on it and place it at the corresponding location on the FLP poster. 17-30 (13 min): Sorting Activity: The teacher will make a Venn Diagram, with 2 different colors of tape, on the floor. (See example illustration.) She places a label for Protein above one circle and Calcium above the other. She then explains that the middle category (the overlapping middle area of the two rings) can provide both protein and calcium. For the respective 5 teams, the teacher will hand out an equal number of Food Cards to each team member. Everyone will place their cards in the corresponding places. Team members can help each other out. At the end, the Teacher will check their work and correct them if they are wrong. 30-34 (4 min): [do a short Q&A of which 2 items have more/less protein and calcium]
  124. 124. (Mod 4, Day 1): Super Food, Super Me (40-min) 34-35 (1 min): Ending Video: The Food Heroes have discovered Floppy Fiona and the French Fries in a storage room with all the Power foods that they had snatched. [Hero Strength]: “Aha! We caught you! Thanks to the Food Hero Buddies, we regained our muscle and bone strength! Now return our power foods!” Show Hero Strength and Speed eating some chicken. [Hero Strength]: “Thanks kids! This is definitely helping. But something is a bit wrong. There seems to be too much fat in our chicken, and it’s fried! Fried foods make us sleepy and slow. It seems that the underlings were a bit sneaky and injected some fat. Make sure to eat lean meat, such as Chicken and Fish!” Hero Strength tosses the Fried Chicken and picks up some lean fish/chicken. In the meantime, Floppy Fiona has her French Fry Minions gather in front of her, ready to attack Hero Strength. [Floppy Fiona]: “Oh you won’t get away so easily. French Fry Minions, charge!” Hero Strength transforms into his superhero version, flexes his muscles, then charges toward them at full strength, like a football player into the French Fry stampede. They make contact like a bowling ball hitting bowling pins. All the French Fry minions go flying into the air. [Floppy Fiona]: “You got me this time, but next time will be harder!” [She runs away]. [Hero Social]: “Oh! She ran away so hurriedly. Next time we should invite her to eat with us at the Rainbow Table. I think she keeps stealing our food because she’s so floppy and lacks the nutrition for strong muscles and bones!” [Hero Smarts]: “That’s a fantastic idea Hero Social! And thank you Super Hero Buddies for helping us today. Wonderful job identifying those foods with Protein and Calcium. However, bones will take some time to grow. Your mission is to eat foods with lots of calcium in them. Make sure to eat them with your family and share pictures on WeChat. What you eat will help us Super Heroes too. Tiiill next time!” 35-40 (5 min): Pass out the take home activities for Protein and Calcium. (need to add more vegetable sources, less meat)
  125. 125. Protein-Calcium Sorting Activity (Example, played on floor) Protein Calcium Garbage Soda Fake Food Soda Fake Food 红⾁肉 Red Meat
  126. 126. Protein-Calcium Sorting Activity (Example, played on floor) Protein Calcium Garbage Soda Fake Food Soda Fake Food 红⾁肉 Red Meat Label Cards Different Colored TapeFood Cards for Activity
  127. 127. Day 2
  128. 128. Required Materials: 1) Secret Cards • Beautiful Skin and Hair • Endurance • Healthy Gut • Healthy Lungs 2) Rainbow Table 3) Foodland Poster 4) Beginning Video 5) Ending Video 6) Food Cards (Ones not yet introduced) 7) Cutout of Hero Healer to hide in classroom before class starts. 8) Fuel My Body Worksheet (need cards that can stick to the kids) 9) Power Food Matching Home Activity 10) Food Journal as Homework (Mod 4, Day 2): Super Food, Super Me (40-min)
  129. 129. Schedule Planning: 0-5 (5 min): The teacher checks the Food Journals and distributes Power Cards accordingly. She points out the 5 Food Hero Buddies (FHB) for the day (as selected from the previous day) and divides the class into 5 groups (with one FHB in each). 5-6 (1 min): Play Beginning Video: Heroes Strength and Speed are acting strong and speedy. [Hero Strength]: “Thanks kids! You helped a lot last time! You have defeated Floppy Fiona’s evil plans. Sometimes she tricks young kids into eating foods that are not good for them.” [All of a sudden candy and french fries rain down on them and they start to get weak. They look at each other and notice Hero Healer is missing]. [Hero Smarts]: “Oh dear, Hero Healer seems to be missing! Only she knows how to defeat the harmful effects of Junk Food. We should have listened to her when she was telling us how to eat healthy. Kids, help us by learning which foods give you power and which don’t!” 6-14 (8 min): The students are supposed to help the super heroes to recover their powers by using their Power Cards. Play the Charades Game with the following Secret Cards: Beautiful Skin and Hair, Endurance, Healthy Gut and Healthy Lungs The students should put 1 card from each color at the Rainbow Table to complete it. See the game rules here. Once the Rainbow Table is completed, the teacher plays the Winning Song and each FHB can draw the name of one FHB for the next lesson. The teacher should write down these names for the start of the next lesson. The teacher will present the new Food Cards to the kids. For each one they should decide where it belongs on the Foodland Poster (FLP), place a sticker on it and place it at the corresponding location on the FLP poster. (Mod 4, Day 2): Super Food, Super Me (40-min)
  130. 130. 14-29 (15 min): Do the Fuel My Body Activity. Have the Super Hero Buddies stand up to portray the four weakened heroes from the video. The other kids will stick flashcards with different foods on the buddies’ corresponding body parts to heal them. Once a group finishes (the teacher will double check for correctness), she will then have them act out their Super Hero Power. They can help other teams. 29-34 (5 min): Once finished, the teacher asks each group to name a vegetable source for Protein and Calcium (to reinforce the Day 1 content). Afterwards, she will then reveal where to find Hero Healer, and the kids can then go find her. 34-35 (1 min): Ending Video: [All 4 Heroes gather around Hero Healer] [Hero Healer]: “Thank you Super Hero Buddies for finding me! I’m so proud of you all for learning the super powers of the healthy power foods as well as the bad effects that Fake Foods have on us.” She eats her favorite power food then transforms into her superhero version. She then gives each of the other Food Heroes their favorite foods, gives them a hug, and watches as each Food Hero transforms into their superhero versions. Each Food Hero poses in their respective superhero form. [Hero Social]: “As a reward, you’ll be given Rainbow Tables [placemats with cutouts] so that you can eat with your friends and family. Don’t forget to ask your parents to show them on WeChat! With us by your side, we’ve got you covered - helping you eat the right foods with all the colors of the rainbow, to stay healthy, strong, focused, and happy! Power on!” 35-40 (5 min): Pass out the take home activities for Power Food Matching. (Mod 4, Day 2): Super Food, Super Me (40-min)
  131. 131. Super Food, Super Me: Power Food Matching Activity (example) Stronger Memory Walnuts Healthy Eyes Carrots Celery Healthy Bones Healthy Lungs Grapes Match the food to their power.
  132. 132. MODULE 5: Don’t Be Gross
  133. 133. • Objective: Learn the importance of food safety, and how to buy and prepare food safely. • Day 1: SWBAT (students will be able to) say why it is important to wash his or her hands and the steps to proper handwashing.  • Day 2: SWBAT distinguish between dirty and clean foods and define what a pesticide is.  Guidelines for the teachers
  134. 134. 1) On the 1st day there will be no FH Buddies (FHBs). 2) FH Buddies on Day 2 are then selected by doing the best in their Food Journals (most colorful). ๏ Teacher checks the Food Journals and distributes the Power Cards accordingly. ๏ 1 Power Card from the same color the student reported eating to a max of 6 cards ๏ If the student did not present his/her journal, he/she gets the minimum of 1 Power Card Main Activity Loop Day 1 Entry Point Entry Point for other days ๏ Play first video of the corresponding Lesson. It will end with some anxiety. The students must help the heroes. ๏ Do the Rainbow Table activity from each lesson to complete the Rainbow Table. ๏ The teacher checks the Rainbow Table. If it is completed, she plays the Winning Video/Music. ๏ Teacher presents new Food Cards and adds them to the corresponding place on the Foodland Poster. ๏ After adding the Food Cards to the Foodland Poster, they perform an Activity to help absorb and reinforce the content. ๏ Teacher assigns homework for the next class. ๏ (Home activity) → Eat at least one healthy food and register it in the Food Journal. ๏ The Activity unlocks the second video with a happy ending from the heroes.
  135. 135. Module 5 Components 1) Power Cards 2) Fake Cards 3) Rainbow Table 4) Intro Videos/Stories 5) Food Cards 6) Secret Cards 7) Foodland Poster 8) Material for the Peppa Pig Handwashing activity • Blindfolds, soap, washable non-toxic paint, small cups (for holding paint), newspapers to cover the workplace and trash bags to protect clothes. 9) Fuel My Body Worksheet (need cards that can stick to the kids) 10) End-Class Videos 11) 27 paper Food Cards (from Dirty Dozen, Clean Fifteen) for the homework activity (children are going to write on them) 12) Material for the Invisible Pesticides activity • Apples, Lemon juice+Baking soda or Salt, Water, Brush or metal scourer, 2 Large washing bowls, Towel for drying 13) “ ‘Clean’ and ‘Dirty’ food” sheets for final home activity 14) Food Journals for Homework
  136. 136. Day 1
  137. 137. Required Materials: 1) Power Cards 2) Rainbow Table 3) Intro Video 4) Food Cards (from Dirty Dozen, Clean Fifteen) 5) Foodland Poster 6) Material for the Peppa Pig Handwashing activity • Blindfolds, soap, washable non-toxic paint, small cups (for holding paint), newspapers to cover the workplace and trash bags to protect clothes. 7) End-Class Video 8) 27 paper Food Cards (from Dirty Dozen, Clean Fifteen) for the homework activity (children are going to write on them) 9) Food Journal as Homework (Mod 5, Day 1): Don’t Be Gross (40-min)
  138. 138. (Mod 5, Day 1): Don’t Be Gross (40-min) Schedule Planning: 0-5 (5 min): The teacher checks the Food Journals and distributes Power Cards accordingly. She points out the 5 Food Hero Buddies (FHB) for the day (as selected from the previous day) and divides the class into 5 groups (with one FHB in each). 5-7 (2 min): Play Beginning Video: The Food Heroes are playing outside on the playground with balls and other toys, when they get hungry. Each one is involved in a different activity and getting his/her hands dirty in a different way. They decide to grab some cut fruits to eat without first washing their hands. Soon after eating the fruits, they start to feel bad, and their stomachs all start to ache. They each fall on the ground with their hands on their bellies and moan with some groaning sounds. [Make this a somewhat funny scene, not a tragic one]. The heroes need some clean power foods as soon as possible to recover. They need help! 7-15 (8 min): First, the teacher is going to teach the children how to sing the “Hands are clean” song: ‘Over, under / Over, under / Scrub between / Scrub between / Rinse the tops and bottoms / Rinse the tops and bottoms / Hands are clean! / Hands are clean!’. Then, all the students from each group will get in line with the Food Hero Buddy as the last member of each line (the FHB being closer to the Rainbow Table). All the students should have their Power Cards in their hands and should start singing the song. Each time they sing the word “clean” (this will happen twice), they are allowed to pass one Power Card that is a fruit to their colleague right next to him/her. The Food Hero Buddy should be near the Rainbow Table and is allowed to place one fruit card on it each time they sing ‘clean’. The Rainbow Table is completed when the 5 groups combined to put at least 3 fruit cards on each Rainbow Table color. Until then, they should keep singing the song in a loop.
  139. 139. (Mod 5, Day 1): Don’t Be Gross (40-min) 7-15 (8 min) (continued): Since the kids are going to be passing and receiving cards at the same time, each and every card that falls on the floor is automatically a “Dirty” card and can no longer be played. Once all the fruit cards are placed on their correct colors, on the Rainbow Table, the teacher will check to see if the table has been completed. If it has, it will then unlock the new Food Cards. If it has not been completed, she will then give each group more cards, including all the cards on the floor. They should start singing the “Hands are clean” song again, until the Rainbow Table has been completed. 15-20 (5 min): The teacher will present the new Food Cards to the kids. They should all come from the “Dirty Dozen, Clean Fifteen” list, so that the children become familiar with all of them. For each one they should decide where it belongs on the Foodland Poster (FLP), place a sticker on it, and place it at the corresponding location on the FLP. 20-35 (15 min): The teacher will then explain the importance of proper hand washing and divide the class into pairs. She is going to give one blindfold to each pair and start the Peppa Pig Handwashing activity. If the classroom does not have enough sinks for all the children, choose a smaller number of pairs (3 to 4) and perform the activity with these children, while the other students watch from nearby positions. 35-37 (2 min) Ending Video: The closing scene shows the heroes fully recovered and washing their hands while singing the “Hands are clean” song. They discuss the importance of cleaning hands and try to recollect all the steps of proper hand washing. They can’t remember all of them, so Hero Smarts says that she is going to draw up a poster for them, with all the steps. She is shown handing out the posters to each Food Hero. She then turns to the students and ask if they also want a cool hand washing poster!
  140. 140. (Mod 5, Day 1): Don’t Be Gross (40-min) 37-40 (3 min): For the Home Activity, the teacher will give each student a poster (to be designed by the Food Heroes team - see Peppa Pig example) with all the steps of a complete hand washing. She explains they should take the poster home and teach their parents the correct way to wash their hands to remove all the dirt. They are encouraged to ask their parents to take pictures of their hands, before and after, following the recommended steps, and post them in the WeChat group.
  141. 141. Day 2
  142. 142. Required Materials: 1) Power Cards 2) Rainbow Table 3) Intro Video/story 4) Food Cards 5) Secret Cards 6) Foodland Poster 7) Material for the Invisible Pesticides activity • Apples, Lemon juice+Baking soda or Salt, Water, Brush or metal scourer, 2 Large washing bowls, Towel for drying 8) End-Class Video 9) “ ‘Clean’ and ‘Dirty’ food” sheets for final home activity 10) Food Journal as Homework (Mod 5, Day 2): Don’t Be Gross (40-min)
  143. 143. Clean and Dirty Foods Worksheet (Circle which of these are the “Clean” foods.)
  144. 144. Schedule Planning: 0-5 (5 min): The teacher checks the Food Journals and distributes Power Cards accordingly. She points out the 5 Food Hero Buddies (FHB) for the day (as selected from the previous day) and divides the class into 5 groups (with one FHB in each). 5-7 (2 min): Play Beginning Video: The Super Heroes are at a local market to buy fruits and vegetables when a heavy fog descends in the air and they all start coughing. They can barely open their eyes when they hear a muffled voice, as if it was coming from underneath a mask: “Pesticide! Pesticide! I need to kill all the insects, herbs and fungus that eat our food! Take thaaaat!”. The villain then disappears after one more spray of pesticide. The heroes look a little weak and dizzy. They need to find the foods in the local market that were least affected by the pesticides. They need help! 7-12 (5 min): The students have to collect 1 Power Cards from each color with the Super Power “Clean Food” on their back, hand it to the Food Hero Buddy (FHB), who should place them (one at a time) on the Rainbow Table. The challenge is that each FHB should be 4-5 meters away from his/her group. Every time each kid runs towards a FHB to deliver a clean Power Card, they must first spin 10 times while all the kids count together (one time in Chinese and one time in English). The dizziness of the spin should represent the effects of the excessive amounts of pesticide in the air. The FHB cannot move until the card is received. Only then can the FHB run to the Rainbow Table and put the card on the correct (color related) place. Once the Rainbow Table is completed, new Food Cards are unlocked. (Mod 5, Day 2): Don’t Be Gross (40-min)

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