Curriculum Content & Delivery Question

PRINCIPLES OF PROGRAM DESIGN AND IMPLEMENTATION MODULE 4 Lesson Plan Template Directions: Complete the following components. The sections will expand when lines are added. Not all the components will be addressed in each lesson. Be as complete as possible. Target Audience: Time Requirements: Title of Lesson Desired Outcomes Direct Assessments (Learning Objectives/Outcomes) (Connection to Learning Objectives/Outcomes) Key Questions Resources (Directly Related to Outcomes) (Ways to Find Responses to Key Questions) Learning Activities Large Group [LG] ~ Building background [bb] Large Group [LG] ~ Direct Instruction [di] Large Group [LG] ~ Pre-reading [pr] Large Group [LG] ~ Discussion [dq] Objective ~ Know EX. ~ Demonstrate use of a study resource. This column is connected to the section, Desired Outcomes. Small Group [SG] ~ Discovery Learning [dl] Small Group [SG] ~ Creative Problem Solving [cps] Small Group [SG] ~ Creating Connections [cc] Small Group [SG] ~ Workshop [wp] Delivery Approach ~ How SG[dl]- Partners The Learning Activities list above helps to identify delivery approaches. © 2020 AMERICAN COLLEGE OF EDUCATION Individual [I] ~ Choice Board [cb] Individual [I] ~ Research Project [rp] Individual [I] ~ Portfolio [p] Individual [I] ~ Presentation [ppt] Focus Activity ~ Do Describe the observed activities in sufficient details as to understand how the audience is engaged in learning. When activities use the same focus but shift in action or responses, it becomes another element and placed in a different row on the chart. Add activities of your choice here: Support This lists the supplies and materials needed to deliver the lesson. 2 PRINCIPLES OF PROGRAM DESIGN AND IMPLEMENTATION (Add rows as needed by using a right click and “inserting” a row). Summary: (Key ideas the target audience is to remember) Connections: (Transitions for next lesson) © 2020 AMERICAN COLLEGE OF EDUCATION 3 Implementing a Workplace Wellness Program Action Plan Components ➢ Program Interest ❖ High stress levels are common for nurses. ❖ This would be advantageous for nurses if there was a way to lessen their stress. ➢ Program Mission ❖ This evaluation may help businesses find ways to encourage workers to engage in healthy activities, like regular exercise, and to prevent others from doing so, such smoking at work. ➢ Program Goals ❖ By the end of the programs first year, 80% of the nurses will participate weekly in the program to decrease stress and burnout by 40% and increase efficiency by 90%. ❖ ❖ By the end of the first quarter of the program’s implementation, 75% of the nurses will have utilized the program every week to improve their physical and emotional health by 40% and wellbeing to become highly efficient while on duty. By the end of the program, 90% of the nursing staff will increase their daily consumption of health foods and on-site physical exercises by at least 50% to remain physically fit for their professional duties. Leadership and stakeholder Engagement ➢ Patients Governance ❖ committee for workplace health and performance working with Chief executives to offer healthcare. ❖ Nursing modern workplace health partnering, cooperating, and forming Clinical Networks ❖ Wide variety of outcomes for healthcare delivery. ❖ Engagement needed a decision or a desire on the part of the individual to engage. ❖ Stakeholders saw participation as alliances with internal and external establishing mutually agreeable objectives stakeholders. or harmonizing existing ones. ➢ Health Services established Strategic ❖ constructive conversation and interaction. Curriculum Content 1 ➢ NUTRITION EDUCATION. ❖ Programs that focus on nursing nutrition often encourage a healthy diet. ❖ For more observable and long-lasting improvements in employee diets, knowledge and behavior to some degree are required. ❖ It is crucial to establish a comprehensive nutrition education program that addresses workplace access to and cost of healthful food. ❖ A key aspect of program design is identifying the unique obstacles and driving forces that must be overcome in order to encourage long-lasting change in a particular set of personnel. Curriculum Content 2 ➢ Workplace Exercises ❖ Pushups and setups first thing in the morning for the sake of health and fitness in the office. ❖ Team sports activities as a kind of workplace activity intervention. ❖ The use of compact pedal exercise equipment in the workplace has been linked to positive health outcomes for workers. ❖ Tai Chi programs in the workplace have been shown to be an effective health intervention and absenteeism remedy. Curriculum Content 3 ➢ Nurses’ policy influence Plan ❖ Enhancing political understanding via specialized nursing education programs. ❖ Communication abilities are closely related to politics and policy. Because so many individuals are engaged and work together to assist one another, teamwork in policy matters is particularly innovative and energetic. ❖ Perceptions and perceptions have an impact on policy. Nursing care systems should be well organized and nursing tasks modified. Curriculum Content 4 ❖ Meditation & Yoga It is the better when it comes to bringing yoga into the workplace. ❖ Meditation breaks Schedules. ❖ Yoga poses. ❖ Desk Exercises. ❖ Neck exercise and twisting arms. Curriculum Content 5 ❖ Music Therapy Wellness programs with music as a focus may boost staff performance. ❖ Decrease workplace anxiety and depression. ❖ Expand workplace creativity. ❖ Practice better self-care. Formative Assessment ➢ Formative assessment will be a comprehensive workplace health programs are being adopted as a method to improve employee health and productivity and. ➢ Job satisfaction assessment ▪ Assessment of Morale and Participation among Workers. ▪ Feedback on Work Conditions, Interpersonal Relations, and Cohesiveness. ➢ Health benefits ▪ protection and services that are covered. ▪ sick off Leave and vacation. ▪ Circumstances, processes, and expenses associated with health care that workers are seeking. The Communication Plan ➢ Creating a strategy for disseminating information has several benefits for the program. ❖ The staff will be informed about this health and wellness initiative through different avenues. ❖ Creating things like leaflets, memos, letters, and bulletin boards for Prompt action ❖ Identify the channels of internal communication that nurses and other internal stakeholders use to receive and disseminate information. ❖ Communication plans that encourage and equip people at all levels of society to adopt better dietary and lifestyle decisions. The Implementation Plan ➢ Health Benefit to Nurses Workplace health initiatives, like training, mentorship, and nursing development initiatives will be fundamental investments in human capital. ❖ A plan outlining how the initiative will develop. ❖ Advice for everyone concerned to cooperate. ❖ Getting resources like personnel, tools, or contracts with vendors to provide programs and services. ❖ creating mechanisms for data and computation for program planning and assessment. Incentives for Nurses Reward Nurses after the programs promotes workplace wellness ➢ Often seen as favorable awards intended to affect a person’s or a group’s performance, incentives will be monetary and non-monetary rewards. ❖ Goods, money, and health premium discounts. ❖ Prospect-based remuneration, such as cash, verbal or visual acknowledgement, more paid vacation days. ❖ Gift cards for coveted parking spaces. ❖ Premium discount ➢ Arabi,, A., Rafii, F., Cheraghi, M., & Ghiyasvandian, S. (2014). Nurses’ policy influence: A concept analysis. Iran J Nurs Midwifery Res, 19(3), 315–322. https://doi.org/10.1093/jamia/ocac157 ➢ Cunningham, L. (2019). A tool kit for improving communication in your healthcare organization. Frontiers of Health Services Management, 36(1), 3-13. https://doi.org/10.1097/hap.0000000000000066 ➢ Norris, J. M., White, D. E., Nowell, L., Mrklas, K., & Stelfox, H. T. (2017). How do stakeholders from multiple hierarchical levels of a large provincial health system define engagement? A qualitative study. Implementation Science, 12(1). https://doi.org/10.1186/s13012-017-0625-5 ➢ Scott, V. C., Alia,, K., & Wandersman, A. (2019). Formative Evaluation and Complex Health Improvement Initiatives: A Learning System to Improve Theory, Implementation, Support, and Evaluation. American Journal of Evaluation, 41(1), 89–106.. https://journals.sagepub.com/doi/10.1177/1098214019868022 ➢ Vilela, B. L., Benedito Silva, A. A., De Lira, C. A., & Andrade, M. D. (2015). Workplace exercise and educational program for improving fitness outcomes related to health in workers. Journal of Occupational & Environmental Medicine, 57(3), 235-240. https://doi.org/10.1097/jom.0000000000000393 1 Wild & Wonderful Walking for Wellness Lesson Plans Wild & Wonderful Walking for Wellness Lesson Plans The Wild and Wonderful Walking for Wellness Program is designed for employees and students of the West Virginia School of Osteopathic Medicine (WVSOM) to assist individuals with opportunities to increase physical activity and promote nutrition education. Due to low health literacy, educational sessions will be vital to the success of this program, as well as the overall health and wellness of the WVSOM community. The following three lesson plans are part of a comprehensive Lunch & Learn 2 Series offered once weekly to provide education, resources, and tools to improve health and wellness through weight management and to maintain a healthy weight, gain weight, or lose weight for a healthy lifestyle and to prevent or improve chronic conditions related to obesity. Lesson Plan 1 – Better Nutrition by Choosing MyPlate Target Audience: Adults Better Nutrition by Choosing MyPlate Time Requirements: 60 minutes Desired Outcomes Direct Assessments (Learning Objectives/Outcomes) (Connection to Learning Objectives/Outcomes) By the end of the lesson, students will be able to: 1. List the six nutrients and explain the function of each nutrient. 2. Name and describe the five food groups of MyPlate and its relationship to a healthy diet. 3. Explain recommended dietary guidelines to maximize nutritional content and decrease risk for chronic conditions through healthy eating. 4. Analyze and determine foods that meet dietary guidelines using MyPlate concepts. A pre- & post quizzes will be implemented through Turning Point (integrated with power point presentation) and students response with clickers. Observe responsiveness to visual and oral information presented throughout the lesson. Observe and check for understanding by thumbs up/down, watch facial reactions, ask questions throughout the lesson. Key Questions Resources (Directly Related to Outcomes) (Ways to Find Responses to Key Questions) By the end of the lesson, students will be able to answer: 1. What are the six classification of nutrients and their functions? 2. What does MyPlate illustrate? 3. What are nutrient dense foods? 4. What are empty calorie foods? 5. Does your plate reflect Choose MyPlate and follow the dietary guidelines for healthy eating? 6. How will you focus on consuming nutrient-dense foods and beverages while limiting added sugar, sodium, and saturated fats? Power point presentation Website: Choose MyPlate.gov http://www.choosemyplate.gov Handout: MyPlate MyWins tipsheet, Healthy Eating Style & Maintain It for a Lifetime; Handouts from Choose MyPlate Nutrition Education Series: Choose MyPlate -10 tips to a great plate and Build a healthy meal – 10 tips for healthy meals Eating better on a budget – 10 tips to help you stretch your food dollars (U.S. Department of Agriculture, 2018) Websites: Top 10 Things You Need to Know About the 2015-2020 Dietary Guidelines for Americans: https://health.gov/news/dietary-guidelines-digitalpress-kit/2016/01/top-10-things-you-need-to-know/ 2015-2020 Dietary Guidelines for Americans: https://www.dietaryguidelines.gov/ (U.S. Department of Health and Human Services (USDHHS), 2015) 3 Learning Activities • Large Group [LG] ~ Building background [bb] • Large Group [LG] ~ Direct Instruction [di] • Large Group [LG] ~ Pre-reading [pr] • Large Group [LG] ~ Discussion [dq] Objective ~ Know Reflect and demonstrate previous knowledge. • Small Group [SG] ~ Discovery Learning [dl] • Small Group [SG] ~ Creative Problem Solving [cps] • Small Group [SG] ~ Creating Connections [cc] • Small Group [SG] ~ Workshop [wp] Delivery Approach ~ How Large Group [LG] ~ pre-assessment [pa] Apply knowledge to recall the nutrient classifications and describe nutrient functions. Large Group [LG] ~ Direct Instruction [di] Apply new knowledge to demonstrate understanding of the concepts of MyPlate. Examine the relationship of the MyPlate illustration as a tool for meeting dietary guidelines. Large Group [LG] ~ Direct Instruction [di] Demonstrate use of website and resources. Large Group [LG] ~ Direct Instruction [di] Identify and describe the aspects of a healthy diet. Large Group [LG] ~ Direct Instruction [di] Large Group [LG] ~ Discussion [dq] Large Group [LG] ~ Discussion [dq] Large Group [LG] ~ Discussion [dq] • Individual [I] ~ Choice Board [cb] • Individual [I] ~ Research Project [rp] • Individual [I] ~ Portfolio [p] • Individual [I] ~ Presentation [ppt] Added: • Large Group [LG[ ~ Pre Assessment [pa] • Large Group [LG] ~ Post Assessment [poa] Focus Activity ~ Do Support Pre-quiz using Turning Point to assess students current knowledge Computer Screen Power point presentation Turning point clickers Ask the class what a nutrient is? What are the six classifications of nutrients? Introduce the six classifications of nutrients and each of their functions within the body. Computer with internet access Screen Power point presentation Introduce MyPlate and each food group. MyPlate illustrates the five food groups that are the building blocks for a healthy diet using a familiar image of a place setting for a meal. Pass out the MyPlates and MyPlate MyWins tipsheet “Healthy Eating Style & Maintain It for a Lifetime” for each student. Use this handout to introduce the dietary guidelines (link to the tip sheet on the website). Review this graphic and the Choose MyPlate -10 tips to a great plate handout and discuss how information corresponds with the dietary guidelines for Americans. Guide and demonstrate through presentation, sharing the main points: ● Make half your plate fruits and vegetables. ○ Focus on whole fruits. ○ Vary your veggies. ● Make half your grains whole grains. ● Move to low-fat and fat-free milk or yogurt. ● Vary your protein routine. ● Drink and eat less sodium, saturated fat, and added sugars. Teacher will continue to demonstrate the ChooseMyPlate website and walk through all the tab links on top. Provide an overview and briefly show the class what is available. Inform the students more work with this site later in future lessons especially SuperTracker. Computer with internet access Screen Power point presentation MyPlates Two Handouts: MyPlate My Wins/Tips sheet Healthy Eating Style & Maintain It for a Lifetime and Choose MyPlate -10 tips to a great plate Which foods add variety and balance, and are nutrient-dense to build a healthy diet? Think about the following questions: Does my plate reflect ChooseMyPlate? Does my diet have quality? Does my diet have variety? Does my diet have balance? Discuss that a healthy meal should reflect the ChooseMyPlate graphic, and also contain quality, balance, and variety. Define quality, balance, and variety for the class. Quality = nutrient dense foods. Variety = eating more than just one fruit or one vegetable. Use examples to “color MyPlate” with the rainbow colors. Balance = eating from all the food groups. Computer with internet access Screen Power point presentation Computer with internet access Screen Power point presentation 4 Apply, explain, and demonstrate understanding of quality, variety and balance for good nutrition. Large Group [LG] ~ Direct Instruction [di] Summarize and discuss the use of available nutrition resource tools. Large Group [LG] ~ Direct Instruction [di] Reflect and demonstrate gained knowledge from lesson. Large Group [LG] ~ post-assessment [poa] Small Group [SG] & Individual [I] ~ Creating Connections [cc] Large Group [LG] ~ Discussion [dq] Divide the class into two teams. Have each team member select a food from the bag of food items (two food items per student if the class is small). Alternate teams and have one team member perform the tasks outlined in the game rules. The team gains 1 point per bulleted item their team member performs correctly. No team consensus with this game. Students work individually. Share the game rules: 1. Show the audience where in ChooseMyPlate your food belongs. (Place your food in the proper location on the MyPlate.) 2. Tell the audience if your food is nutrient dense or empty calorie. 3. According to the foods already on MyPlate tell the audience if your food adds to variety and balance. Pass out and discuss the handouts: Build a healthy meal – 10 tips for healthy meals and Eating better on a budget 10 tips to help you stretch your food dollars. Explain the handouts are another resource to provide some ideas for making changes towards a healthy diet. Review nutrition resources from class. Post-quiz using Turning Point to assess students gained knowledge. Large canvas MyPlate icon displayed on the classroom floor. Food models Food bag to hold models Two handouts for each student: Build a healthy meal – 10 tips for healthy meals & Eating better on a budget – 10 tips to help you stretch your food dollars Computer Screen Power point presentation Turning point clickers Summary: (Key ideas the target audience is to remember) Reminder to complete the Lunch & Learn session evaluation. It’s important to choose foods that contain healthful nutrients. The most nutrient-dense foods include fresh vegetables, whole fruits, whole grains, seafood, eggs, beans and peas, unsalted nuts and seeds, fat-free and low-fat dairy products, and lean meats and poultry and all with little or no saturated fat, sodium, and added sugars. Connections: The next lesson we will explore food labels. Learn how to analyze foods through reading labels and how this skill can assist with choosing healthier foods. (Transitions for next lesson) Lesson Plan 2 – Reading and Understanding Nutrition Facts Label Target Audience: Adults Reading and Understanding Nutrition Facts Label Time Requirements: 60 minutes Desired Outcomes Direct Assessments (Learning Objectives/Outcomes) (Connection to Learning Objectives/Outcomes) By the end of the lesson, students will be able to: 1. Read, identify, and evaluate nutrition information on nutrition facts label. 2. Compare and analyze foods by using the information on a nutrition facts labels. Observe responsiveness to visual and oral information presented. Observe and check for understanding by thumbs up/down, watch facial reactions, ask questions. 5 Key Questions Resources (Directly Related to Outcomes) (Ways to Find Responses to Key Questions) By the end of the lesson, students will be able to answer: 1. What nutrition facts label information is most important to review for weight management? 2. How do you determine if a product is “healthy” for you? Power point presentation Website: U.S. Food and Drug Administration (FDA) http://www.fda.gov/nutritioneducation Handouts: Understanding and Using the Nutrition Facts Label and Action Steps for a Health Diet (U.S. Food and Drug Administration, 2018) Website: Choose MyPlate.gov http://www.choosemyplate.gov Learning Activities • Large Group [LG] ~ Building background [bb] • Large Group [LG] ~ Direct Instruction [di] • Large Group [LG] ~ Pre-reading [pr] • Large Group [LG] ~ Discussion [dq] Objective ~ Know Anticipatory Set • Small Group [SG] ~ Discovery Learning [dl] • Small Group [SG] ~ Creative Problem Solving [cps] • Small Group [SG] ~ Creating Connections [cc] • Small Group [SG] ~ Workshop [wp] Delivery Approach ~ How Large Group [LG] ~ Direct Instruction [di] Large Group [LG] ~ Discussion [dq] Review, reflect and discuss previous acquired knowledge. Large Group [LG] ~ Direct Instruction [di] Demonstrate understanding of components of the nutrition facts label. Large Group [LG] ~ Direct Instruction [di] Large Group [LG] ~ Discussion [dq] Large Group [LG] ~ Discussion [dq] • Individual [I] ~ Choice Board [cb] • Individual [I] ~ Research Project [rp] • Individual [I] ~ Portfolio [p] • Individual [I] ~ Presentation [ppt] Focus Activity ~ Do Support Ask the student to “Think of a specific food that best describes you; what food would it be and why?” Encourage students to think about food and their own relationship to food. Ask some volunteers to share responses. Computer Screen Power point presentation Briefly, review information from the last lesson dietary guidelines, addressing main points: ● Make half your plate fruits and vegetables. ○ Focus on whole fruits. ○ Vary your veggies. ● Make half your grains whole grains. ● Move to low-fat and fat-free milk or yogurt. ● Vary your protein routine. ● Drink and eat less sodium, saturated fat, and added sugars. Provide each students with the handout: Action Steps for a Health Diet. Explain the handout (which may be reproduced) is a one-page guide to assist with following the dietary guidelines and includes a section on “helpful meal preparation tips”. Explain students will look more closely at how small changes can help to meet the guidelines and analyze food through reading food nutrition labels. Introduce nutrition facts label reading by reviewing the handout, Understanding and Using the Nutrition Facts Label, and access the online U.S. Food and Drug Administration (FDA) (2018), interactive nutrition facts label to demonstrate and review the information on the handout: https://www.accessdata.fda.gov/scripts/Interactive NutritionFactsLabel/#intro. Go through the presentation teaching how to read a nutrition facts label, addressing all the components, and discussing what is most important on the label. Explain how you must read how the ingredients on the label reads as well as what is on the label. Briefly discuss deceptive advertising. Show other Computer with internet access Screen Power point presentation Handout: Action Steps for a Health Diet (FDA, 2018) Computer with internet access Screen Power point presentation Handout, Understanding and Using the Nutrition Facts Label (FDA, 2018) 6 resources and information available on the FDA website. Analyze the content of nutrition facts labels. Compare and evaluate the nutritional content. Large Group [LG] ~ Direct Instruction [di] Small Group [SG] ~ Discovery Learning [dl] Four students per group Large Group [LG] ~ Discussion [dq] Large Group [LG] ~ Direct Instruction [di] Practice critical reading of nutrition facts labels. Collect and gather personal dietary consumption data. Summary: (Key ideas the target audience is to remember) Connections: (Transitions for next lesson) Explain instructions and divide the class into small groups of four. Give each group several food labels and a worksheet to complete as a guide to analyze the food products. Have them read and evaluate the labels. Students should decide how healthy the food is and how it fits into a healthy eating plan or day’s diet. Review the worksheet with the groups, discussing the results and assessments with the entire class. Computer with internet access Screen Power point presentation Food Labels Food Label Worksheet Paper and pens Provide a food journal to each student and request each of them start to keep a record of the foods and beverages they consume daily for at least one week, including servings, calories, snacks and any nutrient(s) or food group(s), which they are interested in tracking more closely. Tell the students this journal will be needed for a few future lessons and they will have at least two weeks to compile a one-week meal log in the journal. Computer with internet access Screen Power point presentation Food log journals Reminder to complete the Lunch & Learn session evaluation. Tell students that there are parts of the label that are more important than other items, depending on the health outcomes one is seeking. For examples, some people with hypertension (high blood pressure) may watch sodium intake, or diabetics may watch sugar and carbohydrates. Look at fat (total and saturated) if you want to lose body fat or if you have a cardiovascular/heart or related medical condition. If you are seeking to maintain, gain, or lose weight, review calories and fats more carefully and look at protein if you want to build muscle; more body muscle helps to burn calories. No matter your circumstances, reading and understanding nutrition labels is valuable to everyone in making healthier choices. Next week, we will discuss the importance of physical activity and exercise, the health benefits and potential risks of physical activity, and how to maintain a healthy weight by balancing caloric intake with caloric output. Lesson Plan 3 – Physical Activity & Exercise: Active at Any Age or Size Target Audience: Adults Physical Activity & Exercise: Active at Any Age or Size Time Requirements: 50 minutes Desired Outcomes Direct Assessments (Learning Objectives/Outcomes) (Connection to Learning Objectives/Outcomes) 7 By the end of the lesson, students will be able to: 1. List at least five health benefits and two health risks of physical activity and exercise. 2. Describe the exercise recommendations for adults. 3. Analyze body mass index (BMI) through BMI wheel or online assessment tools and how relates to maintaining a healthy weight 4. Maintain calorie balance over time to achieve and sustain a healthy body weight A pre- & post quizzes will be implemented through Turning Point (integrated with power point presentation) and students response with clickers. Observe responsiveness to visual and oral information presented. Observe and check for understanding by thumbs up/down, watch facial reactions, ask questions. Key Questions Resources (Directly Related to Outcomes) (Ways to Find Responses to Key Questions) By the end of the lesson, students will be able to: answer: 1. Why should we perform regular physical activity and exercise? 2. What health conditions or diseases may improve with regular physical activity? Any risks? 3. What are the exercise recommendations for adults? 4. What are the BMI ranges for normal, overweight, and obese? 5. Are you a healthy weight? Power point presentation Website: MyPlate & Handouts: http://www.choosemyplate.gov Website: Physical Activity Guidelines for Americans, https://health.gov/paguidelines/ (U.S. Department of Health and Human Services, 2018) Website: CDC Healthy Weight & Adult BMI Calculator https://www.cdc.gov/healthyweight Handout: Rethink Your Drink brochure (Centers for Disease Prevention and Control, 2015) Website: Greenbrier County Health Alliance http://www.greenbriercountyhealthalliance.org/ Website: National Institute of Diabetes and Digestive and Kidney Diseases https://www.niddk.nih.gov/health-information/ weight-management Handouts: Walking: A Step in the Right Direction Staying Active at Any Size (National Institute of Diabetes and Digestive and Kidney Diseases, 2018) Learning Activities • Large Group [LG] ~ Building background [bb] • Large Group [LG] ~ Direct Instruction [di] • Large Group [LG] ~ Pre-reading [pr] • Large Group [LG] ~ Discussion [dq] Objective ~ Know Demonstrate and assess previous knowledge • Small Group [SG] ~ Discovery Learning [dl] • Small Group [SG] ~ Creative Problem Solving [cps] • Small Group [SG] ~ Creating Connections [cc] • Small Group [SG] ~ Workshop [wp] Delivery Approach ~ How Large Group [LG] ~ pre-assessment [pa] • Individual [I] ~ Choice Board [cb] • Individual [I] ~ Research Project [rp] • Individual [I] ~ Portfolio [p] • Individual [I] ~ Presentation [ppt] Added: • Large Group [LG[ ~ Pre Assessment [pa] • Large Group [LG] ~ Post Assessment [poa] Focus Activity ~ Do Support Pre-quiz using Turning Point to assess students current knowledge Computer Screen Power point presentation Turning point clickers 8 Identify health benefits and risks of physical activity. Recall the physical activity guidelines Large Group [LG] ~ Direct Instruction [di] Use the power point presentation to guide the Introduction of physical activity and exercise, health benefits and risks, and the physical activity guidelines for Americans (U.S. Department of Health and Human Services, 2018). Computer with internet access Screen Power point presentation Self-assessment & reflection Individual [I] ~ Choice Board [cb] Share a variety of options for physical activity. Have students individually list physical activities he/she enjoys or activities he/she would like to try. Student chooses three activities. Computer with internet access Screen Power point presentation Paper and pens Demonstrate problem-solving skills. Small Group [SG] ~ Creative Problem Solving [cps] & Discovery Learning [dl] with Partners With a partner, discuss barriers to performing activities and list solutions to overcome barriers. Each student chooses one solution for each barrier that he/she will attempt to try. Computer with internet access Screen Power point presentation Paper and pens Demonstrate how to apply knowledge to action. Small Group [SG] ~ Creative Problem Solving [cps] & Discovery Learning [dl] with Partners Computer with internet access Screen Power point presentation Handouts: from NIDDKD Walking: A Step in the Right Direction & Staying Active at Any Size Demonstrate understanding and explain the importance of hydration with water. Large Group [LG] ~ Direct Instruction [di] Demonstrate using tool to calculate BMI. Demonstrate understanding of the relationship between health behaviors and weight managment. Large Group [LG] ~ Direct Instruction [di] Link to website and share the local resources about physical activity, self-management programs for chronic conditions, and weight management resources provided by the Greenbrier County Health Alliance (GCHA) on its website: http://www.greenbriercountyhealthalliance.org/. Share the two handouts: Walking: A Step in the Right Direction and Staying Active at Any Size (National Institute of Diabetes and Digestive and Kidney Diseases, 2018) and let the class know this is just a sample of credible resources available on the GCHA website. Working with your partner, discuss and share ideas to make an individual plan to meet the recommended guidelines for adults. Suggest students start slow and build on successes. Discuss the most important nutrient, water, and the importance of keeping hydrated during physical activities and while exercising. Handout Rethink Your Drink CDC brochure. Provide the each student with a reusable water bottle with compliments from by the WVSOM Human Resource Department. Discuss body mass index and the numerical ranges. Demonstrate the BMI wheel. Access the Center for Disease Control and Prevention’s (2015) website: https://www.cdc.gov/healthyweight/assessing/bmi/ adult_BMI/english_bmi_calculator/bmi_calculator. html and enter the required information into one of the BMI calculators to find out your current BMI or use a BMI wheel. Determine if your weight is normal, overweight, or obese. List at least two nutrition and/or physical activity behaviors you can do to maintain or improve your BMI to reach a normal measurement. Remind students about nutrition facts labels and certain sections that are important to consider for weight management. Maintaining a healthy weight is a balancing act by learning how to balance your “calories in” and “calories out”. “Calories in” are the calories from foods and beverages you have each day. “Calories out” are the calories you burn for basic body functions and physical activity. Maintaining weight Your weight will stay the same when the calories you eat and drink equal the calories you burn. Losing weight Large Group [LG] ~ Discussion [dq] Large Group [LG] ~ Direct Instruction [di] Computer with internet access Screen Power point presentation Rethink Your Drink CDC brochure Water bottle Computer with internet access Screen Power point presentation BMI Wheels Paper and pens Computer with internet access Screen Power point presentation 9 You will lose weight when the calories you eat and drink are less than the calories you burn. Gaining weight You will gain weight when the calories you eat and drink are greater than the calories you burn. Demonstrate and assess gained knowledge from lesson. Summary: (Key ideas the target audience is to remember) Connections: (Transitions for next lesson) Large Group [LG] ~ post-assessment [poa] Post-quiz using Turning Point to assess students gained knowledge. Computer Screen Power point presentation Turning point clickers Reminder to complete the Lunch & Learn session evaluation. Review the recommended guidelines for physical activity for adults. Tell the students to try to find time in your daily schedule where you can increase physical activity, such as parking further from a building, walking more, or using stairs instead of the elevator. Remind them: keep in mind safety should come first and remember the health risks we discussed today in all your physical activities for which you engage. If you go kayaking on the river, on a hike in the woods, or on the river trail by yourself, tell someone where you plan to go, when you are leaving, and when you plan to return. Encouraging a friend to go with you can be healthful and helpful for both of you! Happy Trails wherever your path may lead! Next week: There will be a special session. There is a sign-up sheet for employees interested in exploring and trying different types of physical activities (e.g., yoga, weight lifting, cycling, rowing, using fitness equipment, hula hoop, jump rope, Zumba, stretching & flexibility, Tai Chi, etc.). We will meet in the gymnasium of the Fitness Activities Center. Wellness Program Leaders will be available for demonstrations, physical assessments, and assisting with beginning individual fitness plans. Wear comfortable clothing and appropriate shoes for physical activity. Emails will be sent to all employees and students to provide details about this fitness exploration session. For the next regular Lunch & Learn Series session, please bring your food journals. In addition to tracking your food intake, start to track your physical activity. We will review and discuss SuperTracker, an online tool to help you track your food and nutrient intake and your physical activity output. You will get a personalized nutrition and physical activity plan for better health! We will explore this helpful website, which has a wealth of information to assist you as you continue choose a journey towards health and wellness for a lifetime. References Centers for Disease Prevention and Control. (2015). Healthy weight, Adult BMI Calculator. Division of Nutrition, Physical Activity, and Obesity, National Center for Chronic Disease Prevention and Health Promotion. 10 https://www.cdc.gov/healthyweight/assessing/bmi/adult_BMI/english_bmi_calculator/bm i_calculator.html National Institute of Diabetes and Digestive and Kidney Diseases. (2018). Health information, weight management. U.S. Department of Health and Human Services, National Institutes of Health. https://www.niddk.nih.gov/health-information/weight-management U.S. Department of Agriculture. (2018). ChooseMyPlate.gov. U.S. Department of Health and Human Services. https://www.choosemyplate.gov/ U.S. Department of Health and Human Services, U.S. Department of Agriculture. (2015). 2015 – 2020 Dietary Guidelines for Americans. Washington, DC. Eighth Edition. https://health.gov/dietaryguidelines/2015/guidelines/ U.S. Department of Health and Human Services (2018). 2008 Physical Activity Guidelines for Americans. Washington, DC. https://health.gov/paguidelines/guidelines/adults.aspx U.S. Food and Drug Administration. (2018). Nutrition facts label. https://www.accessdata.fda.gov/scripts/InteractiveNutritionFactsLabel/#intro 1 Wild & Wonderful Walking for Wellness Lesson Plans Wild & Wonderful Walking for Wellness Lesson Plans The Wild and Wonderful Walking for Wellness Program is designed for employees and students of the West Virginia School of Osteopathic Medicine (WVSOM) to assist individuals with opportunities to increase physical activity and promote nutrition education. Due to low health literacy, educational sessions will be vital to the success of this program, as well as the overall health and wellness of the WVSOM community. The following three lesson plans are part of a comprehensive Lunch & Learn 2 Series offered once weekly to provide education, resources, and tools to improve health and wellness through weight management and to maintain a healthy weight, gain weight, or lose weight for a healthy lifestyle and to prevent or improve chronic conditions related to obesity. Lesson Plan 1 – Better Nutrition by Choosing MyPlate Target Audience: Adults Better Nutrition by Choosing MyPlate Time Requirements: 60 minutes Desired Outcomes Direct Assessments (Learning Objectives/Outcomes) (Connection to Learning Objectives/Outcomes) By the end of the lesson, students will be able to: 1. List the six nutrients and explain the function of each nutrient. 2. Name and describe the five food groups of MyPlate and its relationship to a healthy diet. 3. Explain recommended dietary guidelines to maximize nutritional content and decrease risk for chronic conditions through healthy eating. 4. Analyze and determine foods that meet dietary guidelines using MyPlate concepts. A pre- & post quizzes will be implemented through Turning Point (integrated with power point presentation) and students response with clickers. Observe responsiveness to visual and oral information presented throughout the lesson. Observe and check for understanding by thumbs up/down, watch facial reactions, ask questions throughout the lesson. Key Questions Resources (Directly Related to Outcomes) (Ways to Find Responses to Key Questions) By the end of the lesson, students will be able to answer: 1. What are the six classification of nutrients and their functions? 2. What does MyPlate illustrate? 3. What are nutrient dense foods? 4. What are empty calorie foods? 5. Does your plate reflect Choose MyPlate and follow the dietary guidelines for healthy eating? 6. How will you focus on consuming nutrient-dense foods and beverages while limiting added sugar, sodium, and saturated fats? Power point presentation Website: Choose MyPlate.gov http://www.choosemyplate.gov Handout: MyPlate MyWins tipsheet, Healthy Eating Style & Maintain It for a Lifetime; Handouts from Choose MyPlate Nutrition Education Series: Choose MyPlate -10 tips to a great plate and Build a healthy meal – 10 tips for healthy meals Eating better on a budget – 10 tips to help you stretch your food dollars (U.S. Department of Agriculture, 2018) Websites: Top 10 Things You Need to Know About the 2015-2020 Dietary Guidelines for Americans: https://health.gov/news/dietary-guidelines-digitalpress-kit/2016/01/top-10-things-you-need-to-know/ 2015-2020 Dietary Guidelines for Americans: https://www.dietaryguidelines.gov/ (U.S. Department of Health and Human Services (USDHHS), 2015) 3 Learning Activities • Large Group [LG] ~ Building background [bb] • Large Group [LG] ~ Direct Instruction [di] • Large Group [LG] ~ Pre-reading [pr] • Large Group [LG] ~ Discussion [dq] Objective ~ Know Reflect and demonstrate previous knowledge. • Small Group [SG] ~ Discovery Learning [dl] • Small Group [SG] ~ Creative Problem Solving [cps] • Small Group [SG] ~ Creating Connections [cc] • Small Group [SG] ~ Workshop [wp] Delivery Approach ~ How Large Group [LG] ~ pre-assessment [pa] Apply knowledge to recall the nutrient classifications and describe nutrient functions. Large Group [LG] ~ Direct Instruction [di] Apply new knowledge to demonstrate understanding of the concepts of MyPlate. Examine the relationship of the MyPlate illustration as a tool for meeting dietary guidelines. Large Group [LG] ~ Direct Instruction [di] Demonstrate use of website and resources. Large Group [LG] ~ Direct Instruction [di] Identify and describe the aspects of a healthy diet. Large Group [LG] ~ Direct Instruction [di] Large Group [LG] ~ Discussion [dq] Large Group [LG] ~ Discussion [dq] Large Group [LG] ~ Discussion [dq] • Individual [I] ~ Choice Board [cb] • Individual [I] ~ Research Project [rp] • Individual [I] ~ Portfolio [p] • Individual [I] ~ Presentation [ppt] Added: • Large Group [LG[ ~ Pre Assessment [pa] • Large Group [LG] ~ Post Assessment [poa] Focus Activity ~ Do Support Pre-quiz using Turning Point to assess students current knowledge Computer Screen Power point presentation Turning point clickers Ask the class what a nutrient is? What are the six classifications of nutrients? Introduce the six classifications of nutrients and each of their functions within the body. Computer with internet access Screen Power point presentation Introduce MyPlate and each food group. MyPlate illustrates the five food groups that are the building blocks for a healthy diet using a familiar image of a place setting for a meal. Pass out the MyPlates and MyPlate MyWins tipsheet “Healthy Eating Style & Maintain It for a Lifetime” for each student. Use this handout to introduce the dietary guidelines (link to the tip sheet on the website). Review this graphic and the Choose MyPlate -10 tips to a great plate handout and discuss how information corresponds with the dietary guidelines for Americans. Guide and demonstrate through presentation, sharing the main points: ● Make half your plate fruits and vegetables. ○ Focus on whole fruits. ○ Vary your veggies. ● Make half your grains whole grains. ● Move to low-fat and fat-free milk or yogurt. ● Vary your protein routine. ● Drink and eat less sodium, saturated fat, and added sugars. Teacher will continue to demonstrate the ChooseMyPlate website and walk through all the tab links on top. Provide an overview and briefly show the class what is available. Inform the students more work with this site later in future lessons especially SuperTracker. Computer with internet access Screen Power point presentation MyPlates Two Handouts: MyPlate My Wins/Tips sheet Healthy Eating Style & Maintain It for a Lifetime and Choose MyPlate -10 tips to a great plate Which foods add variety and balance, and are nutrient-dense to build a healthy diet? Think about the following questions: Does my plate reflect ChooseMyPlate? Does my diet have quality? Does my diet have variety? Does my diet have balance? Discuss that a healthy meal should reflect the ChooseMyPlate graphic, and also contain quality, balance, and variety. Define quality, balance, and variety for the class. Quality = nutrient dense foods. Variety = eating more than just one fruit or one vegetable. Use examples to “color MyPlate” with the rainbow colors. Balance = eating from all the food groups. Computer with internet access Screen Power point presentation Computer with internet access Screen Power point presentation 4 Apply, explain, and demonstrate understanding of quality, variety and balance for good nutrition. Large Group [LG] ~ Direct Instruction [di] Summarize and discuss the use of available nutrition resource tools. Large Group [LG] ~ Direct Instruction [di] Reflect and demonstrate gained knowledge from lesson. Large Group [LG] ~ post-assessment [poa] Small Group [SG] & Individual [I] ~ Creating Connections [cc] Large Group [LG] ~ Discussion [dq] Divide the class into two teams. Have each team member select a food from the bag of food items (two food items per student if the class is small). Alternate teams and have one team member perform the tasks outlined in the game rules. The team gains 1 point per bulleted item their team member performs correctly. No team consensus with this game. Students work individually. Share the game rules: 1. Show the audience where in ChooseMyPlate your food belongs. (Place your food in the proper location on the MyPlate.) 2. Tell the audience if your food is nutrient dense or empty calorie. 3. According to the foods already on MyPlate tell the audience if your food adds to variety and balance. Pass out and discuss the handouts: Build a healthy meal – 10 tips for healthy meals and Eating better on a budget 10 tips to help you stretch your food dollars. Explain the handouts are another resource to provide some ideas for making changes towards a healthy diet. Review nutrition resources from class. Post-quiz using Turning Point to assess students gained knowledge. Large canvas MyPlate icon displayed on the classroom floor. Food models Food bag to hold models Two handouts for each student: Build a healthy meal – 10 tips for healthy meals & Eating better on a budget – 10 tips to help you stretch your food dollars Computer Screen Power point presentation Turning point clickers Summary: (Key ideas the target audience is to remember) Reminder to complete the Lunch & Learn session evaluation. It’s important to choose foods that contain healthful nutrients. The most nutrient-dense foods include fresh vegetables, whole fruits, whole grains, seafood, eggs, beans and peas, unsalted nuts and seeds, fat-free and low-fat dairy products, and lean meats and poultry and all with little or no saturated fat, sodium, and added sugars. Connections: The next lesson we will explore food labels. Learn how to analyze foods through reading labels and how this skill can assist with choosing healthier foods. (Transitions for next lesson) Lesson Plan 2 – Reading and Understanding Nutrition Facts Label Target Audience: Adults Reading and Understanding Nutrition Facts Label Time Requirements: 60 minutes Desired Outcomes Direct Assessments (Learning Objectives/Outcomes) (Connection to Learning Objectives/Outcomes) By the end of the lesson, students will be able to: 1. Read, identify, and evaluate nutrition information on nutrition facts label. 2. Compare and analyze foods by using the information on a nutrition facts labels. Observe responsiveness to visual and oral information presented. Observe and check for understanding by thumbs up/down, watch facial reactions, ask questions. 5 Key Questions Resources (Directly Related to Outcomes) (Ways to Find Responses to Key Questions) By the end of the lesson, students will be able to answer: 1. What nutrition facts label information is most important to review for weight management? 2. How do you determine if a product is “healthy” for you? Power point presentation Website: U.S. Food and Drug Administration (FDA) http://www.fda.gov/nutritioneducation Handouts: Understanding and Using the Nutrition Facts Label and Action Steps for a Health Diet (U.S. Food and Drug Administration, 2018) Website: Choose MyPlate.gov http://www.choosemyplate.gov Learning Activities • Large Group [LG] ~ Building background [bb] • Large Group [LG] ~ Direct Instruction [di] • Large Group [LG] ~ Pre-reading [pr] • Large Group [LG] ~ Discussion [dq] Objective ~ Know Anticipatory Set • Small Group [SG] ~ Discovery Learning [dl] • Small Group [SG] ~ Creative Problem Solving [cps] • Small Group [SG] ~ Creating Connections [cc] • Small Group [SG] ~ Workshop [wp] Delivery Approach ~ How Large Group [LG] ~ Direct Instruction [di] Large Group [LG] ~ Discussion [dq] Review, reflect and discuss previous acquired knowledge. Large Group [LG] ~ Direct Instruction [di] Demonstrate understanding of components of the nutrition facts label. Large Group [LG] ~ Direct Instruction [di] Large Group [LG] ~ Discussion [dq] Large Group [LG] ~ Discussion [dq] • Individual [I] ~ Choice Board [cb] • Individual [I] ~ Research Project [rp] • Individual [I] ~ Portfolio [p] • Individual [I] ~ Presentation [ppt] Focus Activity ~ Do Support Ask the student to “Think of a specific food that best describes you; what food would it be and why?” Encourage students to think about food and their own relationship to food. Ask some volunteers to share responses. Computer Screen Power point presentation Briefly, review information from the last lesson dietary guidelines, addressing main points: ● Make half your plate fruits and vegetables. ○ Focus on whole fruits. ○ Vary your veggies. ● Make half your grains whole grains. ● Move to low-fat and fat-free milk or yogurt. ● Vary your protein routine. ● Drink and eat less sodium, saturated fat, and added sugars. Provide each students with the handout: Action Steps for a Health Diet. Explain the handout (which may be reproduced) is a one-page guide to assist with following the dietary guidelines and includes a section on “helpful meal preparation tips”. Explain students will look more closely at how small changes can help to meet the guidelines and analyze food through reading food nutrition labels. Introduce nutrition facts label reading by reviewing the handout, Understanding and Using the Nutrition Facts Label, and access the online U.S. Food and Drug Administration (FDA) (2018), interactive nutrition facts label to demonstrate and review the information on the handout: https://www.accessdata.fda.gov/scripts/Interactive NutritionFactsLabel/#intro. Go through the presentation teaching how to read a nutrition facts label, addressing all the components, and discussing what is most important on the label. Explain how you must read how the ingredients on the label reads as well as what is on the label. Briefly discuss deceptive advertising. Show other Computer with internet access Screen Power point presentation Handout: Action Steps for a Health Diet (FDA, 2018) Computer with internet access Screen Power point presentation Handout, Understanding and Using the Nutrition Facts Label (FDA, 2018) 6 resources and information available on the FDA website. Analyze the content of nutrition facts labels. Compare and evaluate the nutritional content. Large Group [LG] ~ Direct Instruction [di] Small Group [SG] ~ Discovery Learning [dl] Four students per group Large Group [LG] ~ Discussion [dq] Large Group [LG] ~ Direct Instruction [di] Practice critical reading of nutrition facts labels. Collect and gather personal dietary consumption data. Summary: (Key ideas the target audience is to remember) Connections: (Transitions for next lesson) Explain instructions and divide the class into small groups of four. Give each group several food labels and a worksheet to complete as a guide to analyze the food products. Have them read and evaluate the labels. Students should decide how healthy the food is and how it fits into a healthy eating plan or day’s diet. Review the worksheet with the groups, discussing the results and assessments with the entire class. Computer with internet access Screen Power point presentation Food Labels Food Label Worksheet Paper and pens Provide a food journal to each student and request each of them start to keep a record of the foods and beverages they consume daily for at least one week, including servings, calories, snacks and any nutrient(s) or food group(s), which they are interested in tracking more closely. Tell the students this journal will be needed for a few future lessons and they will have at least two weeks to compile a one-week meal log in the journal. Computer with internet access Screen Power point presentation Food log journals Reminder to complete the Lunch & Learn session evaluation. Tell students that there are parts of the label that are more important than other items, depending on the health outcomes one is seeking. For examples, some people with hypertension (high blood pressure) may watch sodium intake, or diabetics may watch sugar and carbohydrates. Look at fat (total and saturated) if you want to lose body fat or if you have a cardiovascular/heart or related medical condition. If you are seeking to maintain, gain, or lose weight, review calories and fats more carefully and look at protein if you want to build muscle; more body muscle helps to burn calories. No matter your circumstances, reading and understanding nutrition labels is valuable to everyone in making healthier choices. Next week, we will discuss the importance of physical activity and exercise, the health benefits and potential risks of physical activity, and how to maintain a healthy weight by balancing caloric intake with caloric output. Lesson Plan 3 – Physical Activity & Exercise: Active at Any Age or Size Target Audience: Adults Physical Activity & Exercise: Active at Any Age or Size Time Requirements: 50 minutes Desired Outcomes Direct Assessments (Learning Objectives/Outcomes) (Connection to Learning Objectives/Outcomes) 7 By the end of the lesson, students will be able to: 1. List at least five health benefits and two health risks of physical activity and exercise. 2. Describe the exercise recommendations for adults. 3. Analyze body mass index (BMI) through BMI wheel or online assessment tools and how relates to maintaining a healthy weight 4. Maintain calorie balance over time to achieve and sustain a healthy body weight A pre- & post quizzes will be implemented through Turning Point (integrated with power point presentation) and students response with clickers. Observe responsiveness to visual and oral information presented. Observe and check for understanding by thumbs up/down, watch facial reactions, ask questions. Key Questions Resources (Directly Related to Outcomes) (Ways to Find Responses to Key Questions) By the end of the lesson, students will be able to: answer: 1. Why should we perform regular physical activity and exercise? 2. What health conditions or diseases may improve with regular physical activity? Any risks? 3. What are the exercise recommendations for adults? 4. What are the BMI ranges for normal, overweight, and obese? 5. Are you a healthy weight? Power point presentation Website: MyPlate & Handouts: http://www.choosemyplate.gov Website: Physical Activity Guidelines for Americans, https://health.gov/paguidelines/ (U.S. Department of Health and Human Services, 2018) Website: CDC Healthy Weight & Adult BMI Calculator https://www.cdc.gov/healthyweight Handout: Rethink Your Drink brochure (Centers for Disease Prevention and Control, 2015) Website: Greenbrier County Health Alliance http://www.greenbriercountyhealthalliance.org/ Website: National Institute of Diabetes and Digestive and Kidney Diseases https://www.niddk.nih.gov/health-information/ weight-management Handouts: Walking: A Step in the Right Direction Staying Active at Any Size (National Institute of Diabetes and Digestive and Kidney Diseases, 2018) Learning Activities • Large Group [LG] ~ Building background [bb] • Large Group [LG] ~ Direct Instruction [di] • Large Group [LG] ~ Pre-reading [pr] • Large Group [LG] ~ Discussion [dq] Objective ~ Know Demonstrate and assess previous knowledge • Small Group [SG] ~ Discovery Learning [dl] • Small Group [SG] ~ Creative Problem Solving [cps] • Small Group [SG] ~ Creating Connections [cc] • Small Group [SG] ~ Workshop [wp] Delivery Approach ~ How Large Group [LG] ~ pre-assessment [pa] • Individual [I] ~ Choice Board [cb] • Individual [I] ~ Research Project [rp] • Individual [I] ~ Portfolio [p] • Individual [I] ~ Presentation [ppt] Added: • Large Group [LG[ ~ Pre Assessment [pa] • Large Group [LG] ~ Post Assessment [poa] Focus Activity ~ Do Support Pre-quiz using Turning Point to assess students current knowledge Computer Screen Power point presentation Turning point clickers 8 Identify health benefits and risks of physical activity. Recall the physical activity guidelines Large Group [LG] ~ Direct Instruction [di] Use the power point presentation to guide the Introduction of physical activity and exercise, health benefits and risks, and the physical activity guidelines for Americans (U.S. Department of Health and Human Services, 2018). Computer with internet access Screen Power point presentation Self-assessment & reflection Individual [I] ~ Choice Board [cb] Share a variety of options for physical activity. Have students individually list physical activities he/she enjoys or activities he/she would like to try. Student chooses three activities. Computer with internet access Screen Power point presentation Paper and pens Demonstrate problem-solving skills. Small Group [SG] ~ Creative Problem Solving [cps] & Discovery Learning [dl] with Partners With a partner, discuss barriers to performing activities and list solutions to overcome barriers. Each student chooses one solution for each barrier that he/she will attempt to try. Computer with internet access Screen Power point presentation Paper and pens Demonstrate how to apply knowledge to action. Small Group [SG] ~ Creative Problem Solving [cps] & Discovery Learning [dl] with Partners Computer with internet access Screen Power point presentation Handouts: from NIDDKD Walking: A Step in the Right Direction & Staying Active at Any Size Demonstrate understanding and explain the importance of hydration with water. Large Group [LG] ~ Direct Instruction [di] Demonstrate using tool to calculate BMI. Demonstrate understanding of the relationship between health behaviors and weight managment. Large Group [LG] ~ Direct Instruction [di] Link to website and share the local resources about physical activity, self-management programs for chronic conditions, and weight management resources provided by the Greenbrier County Health Alliance (GCHA) on its website: http://www.greenbriercountyhealthalliance.org/. Share the two handouts: Walking: A Step in the Right Direction and Staying Active at Any Size (National Institute of Diabetes and Digestive and Kidney Diseases, 2018) and let the class know this is just a sample of credible resources available on the GCHA website. Working with your partner, discuss and share ideas to make an individual plan to meet the recommended guidelines for adults. Suggest students start slow and build on successes. Discuss the most important nutrient, water, and the importance of keeping hydrated during physical activities and while exercising. Handout Rethink Your Drink CDC brochure. Provide the each student with a reusable water bottle with compliments from by the WVSOM Human Resource Department. Discuss body mass index and the numerical ranges. Demonstrate the BMI wheel. Access the Center for Disease Control and Prevention’s (2015) website: https://www.cdc.gov/healthyweight/assessing/bmi/ adult_BMI/english_bmi_calculator/bmi_calculator. html and enter the required information into one of the BMI calculators to find out your current BMI or use a BMI wheel. Determine if your weight is normal, overweight, or obese. List at least two nutrition and/or physical activity behaviors you can do to maintain or improve your BMI to reach a normal measurement. Remind students about nutrition facts labels and certain sections that are important to consider for weight management. Maintaining a healthy weight is a balancing act by learning how to balance your “calories in” and “calories out”. “Calories in” are the calories from foods and beverages you have each day. “Calories out” are the calories you burn for basic body functions and physical activity. Maintaining weight Your weight will stay the same when the calories you eat and drink equal the calories you burn. Losing weight Large Group [LG] ~ Discussion [dq] Large Group [LG] ~ Direct Instruction [di] Computer with internet access Screen Power point presentation Rethink Your Drink CDC brochure Water bottle Computer with internet access Screen Power point presentation BMI Wheels Paper and pens Computer with internet access Screen Power point presentation 9 You will lose weight when the calories you eat and drink are less than the calories you burn. Gaining weight You will gain weight when the calories you eat and drink are greater than the calories you burn. Demonstrate and assess gained knowledge from lesson. Summary: (Key ideas the target audience is to remember) Connections: (Transitions for next lesson) Large Group [LG] ~ post-assessment [poa] Post-quiz using Turning Point to assess students gained knowledge. Computer Screen Power point presentation Turning point clickers Reminder to complete the Lunch & Learn session evaluation. Review the recommended guidelines for physical activity for adults. Tell the students to try to find time in your daily schedule where you can increase physical activity, such as parking further from a building, walking more, or using stairs instead of the elevator. Remind them: keep in mind safety should come first and remember the health risks we discussed today in all your physical activities for which you engage. If you go kayaking on the river, on a hike in the woods, or on the river trail by yourself, tell someone where you plan to go, when you are leaving, and when you plan to return. Encouraging a friend to go with you can be healthful and helpful for both of you! Happy Trails wherever your path may lead! Next week: There will be a special session. There is a sign-up sheet for employees interested in exploring and trying different types of physical activities (e.g., yoga, weight lifting, cycling, rowing, using fitness equipment, hula hoop, jump rope, Zumba, stretching & flexibility, Tai Chi, etc.). We will meet in the gymnasium of the Fitness Activities Center. Wellness Program Leaders will be available for demonstrations, physical assessments, and assisting with beginning individual fitness plans. Wear comfortable clothing and appropriate shoes for physical activity. Emails will be sent to all employees and students to provide details about this fitness exploration session. For the next regular Lunch & Learn Series session, please bring your food journals. In addition to tracking your food intake, start to track your physical activity. We will review and discuss SuperTracker, an online tool to help you track your food and nutrient intake and your physical activity output. You will get a personalized nutrition and physical activity plan for better health! We will explore this helpful website, which has a wealth of information to assist you as you continue choose a journey towards health and wellness for a lifetime. References Centers for Disease Prevention and Control. (2015). Healthy weight, Adult BMI Calculator. Division of Nutrition, Physical Activity, and Obesity, National Center for Chronic Disease Prevention and Health Promotion. 10 https://www.cdc.gov/healthyweight/assessing/bmi/adult_BMI/english_bmi_calculator/bm i_calculator.html National Institute of Diabetes and Digestive and Kidney Diseases. (2018). Health information, weight management. U.S. Department of Health and Human Services, National Institutes of Health. https://www.niddk.nih.gov/health-information/weight-management U.S. Department of Agriculture. (2018). ChooseMyPlate.gov. U.S. Department of Health and Human Services. https://www.choosemyplate.gov/ U.S. Department of Health and Human Services, U.S. Department of Agriculture. (2015). 2015 – 2020 Dietary Guidelines for Americans. Washington, DC. Eighth Edition. https://health.gov/dietaryguidelines/2015/guidelines/ U.S. Department of Health and Human Services (2018). 2008 Physical Activity Guidelines for Americans. Washington, DC. https://health.gov/paguidelines/guidelines/adults.aspx U.S. Food and Drug Administration. (2018). Nutrition facts label. https://www.accessdata.fda.gov/scripts/InteractiveNutritionFactsLabel/#intro