4

UNIT FOUR:

EXERCISING
HEALTHY
BEHAVIORS

4
At the Tiger Woods Foundation, we believe in a new generation of
bold, courageous youth. We inspire new perspectives and limitless
possibilities. We provide opportunities to be someone.

GOAL:
Students will identify unhealthy behaviors that are preventing them from achieving
their goal of leading a healthy lifestyle, and continue to make changes that will
improve their health.

OBJECTIVES:
○○ Identify unhealthy behaviors
○○ Identify types of fat and analyze the adverse effects of fat and cholesterol
○○ Identify the function of protein and lean protein sources
○○ Create a nutritious meal plan

FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS

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 ACTIVITY 4.1 30 minutes in length
WHAT’S IN THE WAY?
PURPOSE: MATERIALS:
Identify unhealthy behaviors that White/chalk board, chart or paper
get in the way of achieving a goal Copies of Student Sheet 4.1

WHOLE GROUP:
1. Have students take a look back at the goal statements
FAST FACTS:
they created in Activity 3.2. Ask students if they have taken Often we have high hopes of accomplishing our
steps to move toward their goal? Why or why not? goals, but after taking steps to achieve them,
we run into obstacles along the way. It is important
2. Talk about the progress or lack of progress made. Ask: Are
to identify the obstacles so they can be addressed
there obstacles getting in the way? If so, what are they?
and the goal can be reached. Goals should
3. On the board, chart or paper have students brainstorm a constantly be evaluated so we can make the
list of unhealthy habits/behaviors that might get in the way necessary changes to stay on track.
of achieving their goals. Next to the unhealthy habit, add a
healthy habit that can replace it.
EXAMPLES:
UNHEALTHY HABIT: HEALTHY HABIT:
○○ Skip breakfast ○○ Wake up earlier so there is time to make breakfast
○○ Eat candy in between classes ○○ Bring fruit that is quick and easy to eat
○○ Drink a lot of soda ○○ Substitute a glass of water for soda
○○ Don’t eat any vegetables ○○ Start by eating one vegetable a day with meals or snacks

4. Using Student Sheet 4.1a, have students write down their

own habits - healthy and unhealthy.
 NOTE TO TEACHER:
This activity is a follow-up to Activity 3.2. After
FOLLOW-UP QUESTIONS: completing Activity 3.2, allow a week or more
to pass before starting this activity.
1. Why are creating habits important?
2. Changing behaviors can be difficult. What are some tips that
might help others?
ONLINE OPPORTUNITY:

Looking to bring a little drama to the classroom?
EXTENSION ACTIVITIES: Visit the Additional Activities section of
www.tigerwoodsfoundation.org for a Role Play
1. Research the internet to find tips that can break bad habits. activity focusing on healthy behaviors.

FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS ACTIVITY 4.1: WHAT’S IN THE WAY?
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 STUDENT SHEET 4.1

LOOKING AT
MY BAD HABITS

MY HEALTHY HABITS:
Habits can help you. If you go to sleep early and eat breakfast, you will have more energy during the day. Healthy habits help keep you on
track toward a healthy lifestyle. What are your healthy habits?

Write down two of your healthy habits:




MY UNHEALTHY HABITS:
Unhealthy habits can affect your health. If you eat a bag of chips for lunch and play video games all afternoon, you might experience
weight gain and a drop in energy level. Do you have any unhealthy habits that could negatively impact your health?

Write down a few of your unhealthy habits:






A behavior that I’d really like to change is:




CREATE NEW HABITS:

Now you are ready to make a change or achieve your health goals, so let’s create new habits. If you are about to repeat an unhealthy
behavior, replace it with a new action. Soon, these new actions will become habit, and you will be closer to achieving your goals.

Write down a healthy behavior you can practice in place of an unhealthy habit:



Instead of:



I will:



FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS STUDENT SHEET 4.1: LOOKING AT MY BAD HABITS
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 ACTIVITY 4.2 30 minutes in length
SIZING UP FAT
AND CHOLESTEROL
PURPOSE:
Identify types of fat and
analyze the adverse effects
of fat and cholesterol
WHOLE GROUP:
1. Discuss fat and cholesterol using the information in Fast
Facts and Student Sheet 4.2a. List the below food items on the
board, chart or paper so the students can see. Ask the students
to point out the foods with unsaturated fat, also known as healthy
fat (shown in bold below). Also, ask the students to guess the
amount of fat in each food item and record that number.
2. Reveal to the students the actual amount of fat in each food.
3. Have the students complete the Fat Happens activity on Student
Sheet 4.2b.
FOOD ITEM: GRAMS OF FAT:
Cheese Crackers 11 grams
Chocolate Candy Bar 14 grams
Ice Cream Bar 35 grams
1/4 cup of Nuts 19 grams
Pizza Pocket (Pepperoni) 35 grams
Potato Chips 9 grams
1/2 Avocado 17 grams
1 can of Tuna Fish 1.4 grams
Granola Bar 6 grams
Pretzels 1 gram
Cheeseburger 29 grams

FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS
MATERIALS:
White/chalk board, chart or paper
Markers
Paper
Materials for Fat Happens activity
(refer to Student Sheet 4.2b)
Copies of Student Sheet 4.2a and 4.2b
FAST FACTS:
Fat is another building block of food. The body burns
fat after it is done burning carbohydrates. Fat is a
concentrated source of energy and is necessary
to the human body. However, consuming too much
fat may lead to health problems such as heart
disease and diabetes. Consumers should choose
healthier fats such as those that are liquid at room
temperature rather than solid.
NOTE TO TEACHER:
Before conducting this activity, ask students to
bring in their favorite foods or gather random food
items that are available. The point of this activity is
to compare the amount of fat in various foods, so
incorporate healthy and unhealthy foods. From fruits
and breads to cheeses and fried foods. Plan to have
one food item per student or per group of two.
ONLINE OPPORTUNITY:
Is it possible to make a healthy pizza? Visit the
Recipes section of www.tigerwoodsfoundation.org
for a delicious and vitamin-packed Pita Pizza.
ACTIVITY 4.2: SIZING UP FAT AND CHOLESTEROL
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FOLLOW-UP QUESTIONS:
1. Name the three main types of fat. Which type(s) of fat should we avoid? Why?
2. Why is it important to pay attention to the amount of fat we consume now?
3. What chronic health conditions may occur if an excess amount of fat is consumed?

EXTENSION ACTIVITIES:
1. Break the students up into small groups. Ask the groups to come up with 10 ideas that can help reduce the amount of fat they
consume. Have each group record their responses and share them with the class. Create a master list for the classroom. If
appropriate, create a newsletter or flyer that explains fat and ways to reduce consumption. Send the publication home to families
and/or pass around the organization.
2. Break the students up into small groups and ask them to search the internet to find 10 fast facts about heart disease, high
cholesterol or obesity. Have each group report their findings.
3. Remind students that unsaturated fats are known as healthy fats; therefore, they should be consumed more often than saturated or
trans fats. Examples of unsaturated fats include olive oil, peanut oil, tuna, salmon, peanut butter, almond butter, nuts and avocados.
Bring in some of these food items and allow the students to taste them. The oil, nut butters and avocados can be used as a spread
on wheat bread. End the activity by discussing ways students can substitute unsaturated fats for saturated and trans fats.

FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS ACTIVITY 4.2: SIZING UP FAT AND CHOLESTEROL
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 STUDENT SHEET 4.2A

UNDERSTANDING FAT
AND CHOLESTEROL
FAT:
Fat is a component in many foods and an important part of a healthy diet. Fat is essential to
our bodies because it is a concentrated source of energy; it maintains cell membranes; and it
provides cushioning for our organs. There are different types of fat (some better than others)
and the amount of fat consumed should be limited.

MAJOR TYPES OF FAT:
UNSATURATED FATS (known as healthy fats) are found in plant foods and fish. These fats are the best choice when
it comes to eating fats because they are good for heart health. These fats are liquid at room temperature. Unsaturated fat
sources include nuts, avocado, olive oil, peanut oil, canola oil, salmon and albacore tuna.

SATURATED FATS are found in meat and other animal products such as milk, cream, butter, lard and cheese. These
fats are solid at room temperature. Eating too much saturated fat can clog arteries and lead to heart disease and high
cholesterol. These fats should be avoided in large amounts.
TRANS FATS are commonly found in margarine and baked and fried snack foods that you find at the store. If the words
“hydrogenated” or “partially hydrogenated” are found in an ingredient list, then trans fat is present. Trans fat is the most
unhealthy fat to consume and this fat should be avoided altogether because of its strong link to heart disease and obesity.

HOW MUCH FAT DO YOU NEED?

Individuals over the age of two should get approximately 30% of their daily calories from fat. For example, if you eat 2,000 calories a day,
then 600 of those calories should come from fat. The nutrition label will tell you how many grams of fat are in a serving of food. The label
will also tell you the different types of fat in that food. Remember to look for foods that have unsaturated fats.

CHOLESTEROL:
Cholesterol is a type of fat found in your blood. The liver makes all the cholesterol the body needs. Cholesterol is also found in foods that
come from an animal like meat, butter, eggs, milk and cheese. Eating too much cholesterol is not good because it can build up as plaque
in the blood vessel walls and cause them to become narrower. The narrowing of the vessels can cause damage to the heart and the brain,
increasing the risk of a heart attack and/or a stroke.
TWO TYPES OF CHOLESTEROL:
LDL (low-density lipoprotein) carries the cholesterol away from the liver into the blood stream so it is more likely to clog blood vessels.
HDL (high-density lipoprotein) carries cholesterol back to the liver where it can then be broken down. Exercise helps increase HDL levels.

HEART DISEASE:
Heart disease is a set of problems that occur when the heart and blood vessels are not working properly. The problems include
arteriosclerosis, atherosclerosis, angina, heart attack and stroke. Heart disease is not contagious. Leading a healthy lifestyle and avoiding
excess consumption of fat can help reduce the chances of heart disease.

FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS STUDENT SHEET 4.2A: UNDERSTANDING FAT AND CHOLESTEROL
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 STUDENT SHEET 4.2B

FAT HAPPENS

INTRODUCTION: MATERIALS:
Have you ever had pizza delivered to your home? You may have noticed that the box ○○ Variety of foods such as: cookie, cracker,
has a greasy stain. Why is this? The grease stain indicates that there is fat in the bread, apple, chip, carrot, nuts, cereal, candy,
pizza. As the fat moves through the paper fibers, it darkens the paper and leaves a mayonnaise, butter, cheese, etc.
stain. Could we use this same idea to find out how much fat is in other foods? ○○ Brown paper bags cut into 5 x 5 inch squares
○○ Teaspoon
○○ Plastic knives

PROCEDURE: PART I - EXPERIMENTATION
1. Gather a food item and a brown paper square.
2. Cut, break or measure your food item so it is as close to one teaspoon as possible.
3. Place the measured food onto the center of your paper square.
4. Rub or crush the food within a small area in the center of the paper square.
5. Label the square with the name of your food item.
6. Display all the paper squares so everyone can observe and make predictions.
7. Record your predictions in the section below then set your square aside for a couple of days. (Hint: faster results can be achieved by
microwaving the food on the paper square for about 30 seconds)

PREDICTIONS:
1. Observe all the food items. Which food item do you think will leave the biggest stain? Why do you think this?



2. Which food item do you think will leave the smallest stain? Why do you think this?



3. What is the connection between the amount of grease in a food item and the amount of fat in that food? 




FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS STUDENT SHEET 4.2B: FAT HAPPENS
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 STUDENT SHEET 4.2B

FAT HAPPENS
PART II - ANALYZING THE DATA
1. Scrape the food off the brown paper square and dispose of the food.
2. Observe the circumference of your grease stain. Work with your classmates to line up according to the size of your grease stain.
The person holding the largest grease stain should be at one end and the person holding the smallest grease stain should be
at the other end.
3. On the chart below, record the food items starting with the food with the largest grease stain.

FOOD ITEMS:

CONCLUSIONS:
1. Were you accurate in your prediction of which food had the biggest grease stain? Were you surprised by the food item that left the
biggest grease stain?

2. Based on the class data, what food item had the least amount of fat?
3. Has this experiment changed your outlook on what you eat? If yes, in what way?




FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS STUDENT SHEET 4.2B: FAT HAPPENS
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 ACTIVITY 4.3 30 minutes in length
GET LEAN
WITH PROTEIN
PURPOSE: MATERIALS:
Identify the function of protein White/chalk board, chart or paper
and healthy protein sources Markers
Paper

WHOLE GROUP:
1. Discuss protein using the information provided in Fast Facts.
FAST FACTS:
Protein is the final building block of food. When
2. Provide students with the tips below to help them make lean
the body is done burning carbs and fat, it begins
protein choices.
to burn protein. Protein is a necessary component
COOKING TIPS:
to the body because it builds up, maintains and
○○ Trim visible fat from meat before cooking.
replaces tissue in our bodies. Muscles, organs and
○○ Broil, grill, roast, poach or boil instead of frying.
the immune system are made up mostly of protein.
○○ Skip or limit breading.
When we eat foods with protein, our body breaks the
○○ Stay away from creamy sauces and gravy as toppings.
protein down into amino acids. The amino acids can
○○ Increase consumption of fish.
then be reused to maintain the body and perform
○○ Take the yolks out of eggs.
specific functions like building cardiac muscle. The
SHOPPING TIPS:
most concentrated sources of protein include beef,
○○ Lean Beef: round steaks and roasts, top loin, top sirloin
poultry, fish, eggs, dairy, nuts, seeds and beans.
and chuck shoulder.
○○ Lean Pork: pork loin, tenderloin, center loin and ham.
○○ Poultry: choose skinless.
○○ Look for meat labels to say 90% lean.
○○ Eggs: size large or smaller
ONLINE OPPORTUNITY:
○○ Beans: low-fat, whole Looking for protein filled snack options? Visit the
Recipe section of www.tigerwoodsfoundation.org
3. Break the students into small groups and ask them to come
for some delicious lean protein-rich snacks.
up with five meal ideas to include lean protein choices. Ask
the groups to share their meal ideas with the class.

FOLLOW-UP QUESTIONS:
1. Why is it important to eat protein?
2. How can vegetarians get enough protein?


FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS ACTIVITY 4.3: GET LEAN WITH PROTEIN
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EXTENSION ACTIVITIES:
1. As a class, discuss ways of asking parents/guardians to make healthy changes to the way they cook and shop for groceries. Why do
you want them to change the way they cook and shop? How can they change the way they shop? How can they change the way they
cook? How would you tell them?

FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS ACTIVITY 4.3: GET LEAN WITH PROTEIN
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 ACTIVITY 4.4 30 minutes in length
BUILD A
BALANCED MEAL
PURPOSE: MATERIALS:
Create a balanced and nutritious White/chalk board, chart or paper
meal plan for one day Copies of Student Sheet 4.4a and 4.4b

WHOLE GROUP:
1. Discuss the idea of meal planning, using the information in
FAST FACTS:
Fast Facts. Ask students if they are currently meal planning Planning out meals in advance helps keep you
in their homes. Ask: What do your meals look like? Who organized and on track toward healthy eating.
does the cooking? Do you mostly eat at home or out? Do Healthy meals start by first creating a meal plan and
you find it easier to eat healthier at restaurants or at home? then making a grocery list. It may be difficult at first,
2. Remind the students what a healthy, balanced meal looks but soon the planning will become routine.
like. Refer to Activity 2.3 if necessary.
3. Pass out Student Sheet 4.4a and ask the students to
complete the activity.
ONLINE OPPORTUNITY:
4. Ask volunteers to share their meal plans with the class.
Are your students worried that their favorite
5. Pass out Student Sheet 4.4b and ask the students to
meals don’t have a place in a healthy lifestyle?
complete a shopping list to go along with their meals.
Visit the Additional Activities section of
 www.tigerwoodsfoundation.org for the activity
Recipe Modification.
FOLLOW-UP QUESTIONS:
1. What are the benefits of meal planning?
2. Why is it a good idea to create a list of food items before going to the store?

EXTENSION ACTIVITIES:
1. Ask the students to choose their favorite holiday or family occasion. Have them create a healthy menu for that occasion. The menu
may include snacks, appetizers, a meal and/or dessert. Encourage the students to showcase the menu in a creative or festive way.
They may use a computer if it is available or art supplies and paper.
2. Ask the students to create their own template for a grocery list or a menu planner. Then ask the students to create an infomercial to
sell their grocery list or menu planner product. They may work in groups or individually. Give the students about 20 minutes to come
up with their infomercial then ask for volunteers to present their project to the class.
3. Plan out a few healthy meals and take the students on a field trip to a local grocery store to shop for healthy ingredients. You do not
need to purchase the items, just fill a cart and put the items back when you are done. It would be courteous to call the manager of
the store to let him/her know you are bringing a group of students on a field trip to their store. Work together as a class or in small
groups to identify healthy items for the meals.

FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS ACTIVITY 4.4: BUILD A BALANCED MEAL
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 STUDENT SHEET 4.4A

BALANCED MEAL PLAN

DIRECTIONS:
Using the food items provided below or foods of your choice, create three healthy meals and
three healthy snacks. Make sure to include at least three food groups with each meal and at
least two food groups with each snack. Next to the food item, put the first letter of the food
group it belongs to, and fill in how many total food groups are used in each meal.

GRAINS: FRUITS: VEGETABLES: DAIRY: MEAT AND BEANS:

Wheat bread Apple Tomato Milk Chicken
Brown rice Orange Romaine lettuce Yogurt Turkey
Oatmeal Blueberries Broccoli Cheese Fish
Wheat tortilla Strawberries Potatoes Pudding Eggs
Cereal Bananas Celery Nuts
Wheat pasta Grapes Carrots Peanut butter
Avocado Beans

MEAL: MEAL ITEMS: # OF FOOD GROUPS:

BREAKFAST: 



SNACK: 



LUNCH: 



SNACK: 



DINNER: 



SNACK/DESSERT: 



FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS STUDENT SHEET 4.4A: BALANCED MEAL PLAN
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 STUDENT SHEET 4.4B

GET GROCERY
ORGANIZED
DIRECTIONS:
Look back at your healthy meal plan on Student Sheet 4.4a. Organize the food you need to
buy into the categories below. Be specific when listing the food item (i.e. instead of listing just
cheese, specify the type of cheese, like cheddar or mozzarella).

PRODUCE: DAIRY: CONDIMENTS AND OIL:

  
  
  
  
  
  
  
  
  

BREADS AND CRACKERS: MEAT OR MEAT SUBSTITUTE: PASTA, RICE AND OATMEAL:
  
  
  
  
  
  
  
  
  

BEANS AND EGGS: FROZEN FOODS: CANNED GOODS:

  
  
  
  
  
  
  
  
  

FIT PLAN: LIVING HEALTHY UNIT 4: EXERCISING HEALTHY BEHAVIORS STUDENT SHEET 4.4B: GET GROCERY ORGANIZED
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