This publication Heart Smart Kids is for informational purposes only and is not intended to be considered or relied upon as medical advice or a substitute for medical advice, a medical diagnosis or treatment from a physician or qualified healthcare professional. You are responsible for obtaining appropriate medical advice
from a physician or other qualified healthcare professional prior to acting upon any information available through this publication.
Contents
Heart and Stroke Foundation of Canada Healthy Living Activities Activity 1: Healthy Eating . . . . . . . . . . . . . . . . . . . . page 4
Student Activity Handout 1.1• My Healthy Eating Checklist . . . . . . . . . . . . . . . . . . . . page 8
Student Activity Handout 1.2• Canada’s Food Guide Recommendations. . . . . . . . . . page 10
Activity 2: Active Living . . . . . . . . . . . . . . . . . . . . . . page 12
Student Activity Handout 2.1• My Physical Activity Checklist . . . . . . . . . . . . . . . . . . . page 16
Student Activity Handout 2.2• Canadian Physical Activity Recommendations . . . . . . page 17
Activity 3: Smoke-Free Living . . . . . . . . . . . . . . . . page 20
Student Activity Handout 3.1• Tobacco: Just the Facts . . . . . . . . . . . . . . . . . . . . . . . . page 24
Student Activity Handout 3.2• Smoke-Free Scenes . . . . . . . . . . . . . . . . . . . . . . . . . . . page 26
Student Activity Handout 3.3• Smoke-Free Scenes . . . . . . . . . . . . . . . . . . . . . . . . . . . page 27
Activity 4: Taking Action. . . . . . . . . . . . . . . . . . . . . . page 28
Student Activity Handout 4.1• Heart Smart™ Planning Guide . . . . . . . . . . . . . . . . . . page 31
page 2
Heart and Stroke Foundation of Canada Healthy Living Activities
Teacher’s IntroductionIt isn’t a chore to be healthy. It’s fun and it’s easy.
That’s the underlying theme that we hope your students will take away with them when they do the activities in this teaching resource. Of course, good health is important, because heart disease and stroke are leading causes of death and disability, and many cases of heart disease and stroke can be prevented. But few students are influenced in their daily activities by the thought of preventing future disease. They, like most adults, prefer to think about enjoying their lives with their family and friends. That’s why this resource, while giving students information based on Canadian Physical Activity Guidelines and Canada’s Food Guide, encourages students to focus on what they enjoy.
When they enjoy choosing healthy foods and playing active games with friends, they will make healthy choices that will guide them through their lives.
Overview of the ResourceThis resource consists of four modules that incorporate learning outcomes common to the Intermediate Grades Curricula of Canada’s provinces and territories.
• Module 1 focuses on healthy eating choices and the guidelines for young people in Canada’s Food Guide.
• Module 2 focuses on active living and the guidelines in Canadian Physical Activity Guidelines and Canadian Sedentary Behaviour Guidelines.
• Module 3 focuses on smoke-free living and the facts about tobacco on Health Canada’s smoke-free youth website.
• Module 4 focuses on making healthy choices in a real-life social situation, such as planning a class party or family event.
Each module is presented in a series of teacher-led steps that make use of one or two reproducible handouts, which are included in the resource. The handouts provide a summary of key information to which students can refer as well as worksheets for their assignments.
The handouts also provide a written basis for assessing your students’ achievement of learning outcomes. Module 4 provides an opportunity to review the students’ knowledge of the themes in the preceding modules.
Each module takes about 45 minutes of class time and can help students achieve learning outcomes from the Health and Physical Education Curricula. The modules also support a variety of other outcomes, such as decision making, self-awareness and written and oral language skills.
Modules include suggestions for extending the learning to other curriculum areas and into students’ lives through activities they can do with their family. Each module includes a follow-up in which students take their work home and use it in an activity with their family. While family participation may not be suitable for all students, those who do the activities will strengthen their learning and see how they can incorporate healthy living throughout all aspects of their lives.
For More InformationYou can get more information about the topics covered in this resource from your local Heart and Stroke Foundation office or from the website of the Heart and Stroke Foundation of Canada: heartandstroke.ca. The website includes detailed information about healthy living, cardiovascular disease and stroke and pages directed to teachers, students and parents.
The Heart and Stroke Foundation of Canada, a volunteer-based health charity, leads in eliminating heart disease and stroke and in reducing their impact through the advancement and application of research, the promotion of healthy living and advocacy.
The Heart and Stroke Foundation has offices in every provincein Canada. To contact an office in your community, view the“Contact Us” links at the bottom of every page at:
heartandstroke.ca
Healthy Living Activities Teacher’s Introduction
page 3
page 4
Activity1Healthy EatingOverview
Students record their own food choices for one day and compare them with the recommendations in Canada’s Food Guide. They discuss the differences and identify some food choices they could make to meet the recommendations.
For more background, download Eating Well with Canada’s Food Guide: A Resource for Educators and Communicators from Health Canada’s food guide website:
healthcanada.gc.ca/foodguide
Materials and Supplies
• Copies for each student of:
• Handout 1.1: My Healthy Eating Checklist
• Handout 1.2: Canada’s Food Guide
Recommendations
• Writing materials
Approximate class time
• 45 minutes
Main Steps1) Ask students to name some of their favourite foods, and list them on the board. Ask them
whether they think their choices contribute to heart health and how they would know whether they do or not.
2) Distribute copies of Handout 1.1, My Healthy Eating Checklist, and review how to fill it in to record what students eat in a typical day.
a) Have students take the handout home and fill it in for one day.
b) Have students bring their completed checklist to class and total their servings.
3) Distribute copies of Handout 1.2, Canada’s Food Guide Recommendations, a summary for children aged 9 to 13.
a) Briefly review the recommendations.
b) Discuss how students’ checklists compare with the food recommendations. If necessary, prompt discussion with questions such as the following:
• How many servings from each food group did you eat?
• People often count fewer servings than recommended because the recommended serving sizes are smaller than they realize. Point out the “Handy Serving Guide” on Handout 1.1, if necessary.
• In what food groups were your choices lower than the recommended amounts?
• In what food groups were your choices higher than the recommended amounts?
Many useful references and materials are available at:
heartandstroke.ca
For combination foods such as sandwiches, tell students to estimate serving sizes and contents (e.g. a cheese pizza might contain one serving of Grain Products, one of Milk and Alternatives and half a serving of Vegetables and Fruits).
Healthy Living Activities Healthy Eating
page 5
page 6
• What foods do you eat that are not part of a food group?
• For example: candies, butter and other fats, soft drinks. These are not in any food group and are often called “other” or “sometimes” foods.
• Water is not listed as a food group, but it is an essential part of a daily diet. Children should drink water regularly throughout the day to quench their thirst. They should drink more water in hot weather or when they are very active.
• What makes it hard to meet the recommendations?
4) Discuss what students found by comparing the two handouts and what conclusions they draw.
Have students write their observations on Handout 1.2 and describe how they could eat foods they like and still meet the Canada Food Guide recommendations.
Home Connections /Extension Activities
• Order free copies of Canada’s Food Guide from Health Canada or your local health unit, and have students take them home to their family (or have students print a copy from the Health Canada website). Have students discuss their checklist with their family and identify one or more food choices they could make to ensure that their daily food choices match the recommendations.
Complete copies of Canada’s Food Guide, as well as a guide for educators, are available at Health Canada’s website: healthcanada.gc.ca/foodguide
or call 1-800-622-6232
• Have students go to Health Canada’s food guide website with their family and click through to “My Food Guide” to create a personalized food guide. Have students compare their summary on Handout 1.2 with their personalized food guide.
• Have students go to Health Canada’s food guide website and then to the “My Food Guide Servings Tracker”. Have them print a copy of the tracker for each member of their family, and discuss how they could track their family’s food servings to promote healthy eating.
• Have students set a personal goal to bring their daily food choices closer to the food guide recommendations. Have them repeat the Healthy Eating Checklist after a week and check their progress toward their goal.
• Have students repeat the checklist for weekends or holidays, and compare their food choices on those days with their food choices on regular weekdays.
page 7
Healthy Living Activities Healthy Eating
Tota
l Ser
ving
s
Snac
k
Din
ner
Snac
k
Lunc
h
Snac
k
Bre
akfa
st
Wha
t D
id I
Eat
?Ve
get
able
s an
d F
ruit
sG
rain
Pro
duc
tsM
ilk a
nd A
lter
nati
ves
Mea
t an
d A
lter
nati
ves
Oth
er F
ood
s
Wri
te d
own
wha
t yo
u ea
t in
one
day
. Est
imat
e th
e nu
mb
er o
f se
rvin
gs
in e
ach
gro
up.
My
Hea
lthy
Eat
ing
Che
cklis
t
Han
do
ut 1
.1N
AM
E _
____
____
____
____
____
CLA
SS _
____
____
____
____
____
WH
AT’
S A
SE
RV
ING
?
Foo
d It
emTy
pic
al S
ervi
ng S
ize
1 sl
ice
(35
g)
th
ink
CD
cas
e1/
2 p
ita/
tort
illa
(35
g)
1/2
bag
el (4
5 g
)
thin
k ho
ckey
puc
k1/
2 cu
p (1
25 m
L)
thin
k 1/
2 b
aseb
all
30 g
bre
adfla
t b
read
sb
agel
cook
ed r
ice/
pas
ta
cold
cer
eal
Veg
etab
les
and
Fru
it
Milk
and
A
lter
nati
ves
Mea
t an
d
Alt
erna
tive
s
Gra
in
Pro
duc
ts
Foo
d G
roup
1 fr
uit
th
ink
bas
ebal
l1
cup
(250
mL)
1/2
cup
(125
mL)
th
ink
1/2
bas
ebal
l1/
2 cu
p (1
25 m
L)
1/2
cup
(125
mL)
app
le/o
rang
e/p
ear
gre
en s
alad
froz
en v
eget
able
s/fr
uit
fres
h ve
get
able
s/fr
uit
100%
fru
it ju
ice
100%
veg
etab
le ju
ice
1 1/
2 oz
(50
g)
th
ink
4 d
ice
1 cu
p (2
50 m
L)
3/4
cup
(175
mL)
th
ink
3/4
bas
ebal
l
chee
sem
ilkso
y b
ever
age
yog
urt
2 1/
2 oz
(75
g)
th
ink
dec
k of
car
ds
3/4
cup
(175
mL)
th
ink
3/4
bas
ebal
l3/
4 cu
p (1
75 m
L)
2
tbsp
(30
mL)
thin
k 2
thum
b t
ips
1/4
cup
(60
mL)
thin
k g
olf
bal
l
chic
ken,
fish
or
bee
fco
oked
bea
nsto
fup
eanu
t b
utte
rsh
elle
d n
uts
and
see
ds
Hea
lthy
Livi
ng A
ctiv
ities
Hea
lthy
Eat
ing
Han
do
ut 1
.2N
AM
E _
____
____
____
____
____
CLA
SS _
____
____
____
____
____
Can
ada’
s Fo
od
Gui
de
Rec
om
men
dat
ions
Her
e’s
wha
t C
anad
a’s
Foo
d G
uid
e
reco
mm
end
s fo
r ag
es 9
to
13:
Hea
lth C
anad
a ha
s a
gui
de
that
tel
ls y
ou h
ow m
uch
to e
at fo
r g
ood
hea
lth c
alle
d E
atin
g W
ell w
ith C
anad
a’s
Food
Gui
de.
You
can
see
the
com
ple
te g
uid
e at
Hea
lth C
anad
a’s
web
site
hea
lthc
anad
a.g
c.ca
/fo
od
gui
de
or s
earc
h fo
r C
anad
a’s
Food
Gui
de.
You
can
crea
te a
per
sona
lized
food
gui
de
that
list
s th
e fo
ods
you
and
yo
ur fa
mily
nor
mal
ly e
at. C
lick
the
“My
Food
Gui
de”
but
ton
on t
he
food
gui
de
web
site
.
Ob
serv
atio
ns:
1.
Whe
n I c
om
par
e m
y fo
od
cho
ices
wit
h th
e re
com
men
dat
ions
in
Can
ada’
s Fo
od
Gui
de,
I se
e th
at:
2.
To m
eet
the
reco
mm
end
atio
ns in
Can
ada’
s Fo
od
Gui
de
and
eat
fo
od
s I l
ike,
I co
uld
:
Foo
d G
roup
Foo
d G
uid
e se
rvin
gs
per
day
6
3 to
4
6
1 to
2
A A
Gra
in
Pro
duc
ts
Mea
t an
d
Alt
erna
tive
s
Veg
etab
les
and
Fru
its
Milk
and
A
lter
nati
ves
Hea
lthy
Livi
ng A
ctiv
ities
Hea
lthy
Eat
ing
Q: F
resh
, fro
zen
or c
anne
d?
Wha
t’s t
he b
est
way
to
get
ve
get
able
s an
d fr
uits
?A
: Fre
sh is
usu
ally
bes
t, b
ut fr
ozen
an
d ca
nned
veg
etab
les
and
frui
ts
have
alm
ost
the
sam
e nu
trie
nts.
Q: W
hen
is fr
uit
juic
e no
t ju
ice?
A:
Whe
n yo
u se
e th
e w
ord
“d
rink
”, “
pun
ch”,
or
“coc
ktai
l”
on t
he la
bel
, a
dri
nk c
ont
ains
a
littl
e b
it o
f ju
ice
and
a lo
t o
f su
gar
wat
er.
Q: D
o to
mat
oes
on y
our
ham
bur
ger
mak
e yo
u st
rong
er?
A:
Tom
ato
es,
and
man
y o
ther
fr
uits
and
veg
etab
les,
hel
p
you
use
the
iro
n in
mea
ts a
nd
bea
ns t
o b
uild
mus
cles
.
Q: W
hat’s
the
mos
t w
idel
y ea
ten
food
in t
he w
orld
?A
: R
ice
– it
’s t
he m
ain
foo
d f
or
half
the
wo
rld
’s p
op
ulat
ion.
Q: W
hat’s
97%
wat
er b
ut
crun
ches
whe
n yo
u b
ite it
? A
: W
ater
mel
on
– b
ut m
any
veg
etab
les
and
fru
its
are
o
ver
90
% w
ater
to
o.
Q: D
oes
colo
ur h
elp
you
mak
e he
alth
y fo
od c
hoic
es?
A:
Any
co
lour
of
veg
etab
le o
r fr
uit
is a
go
od
cho
ice,
but
dar
k g
reen
, re
d a
nd o
rang
e ha
ve
the
mo
st h
ealt
hy n
utri
ents
.
page 12
Overview
Students try strength, endurance and flexibility activities and review the recommendations in Canadian Physical Activity Guidelines. They record their own daily activity and compare it with the recommendations.
Active Living
Activity
For more background, download
information from Canadian Society
for Exercise Physiology’s website: csep.ca/guidelines
2
Materials and Supplies• Copies for each student of:
• Handout 2.1: My Physical Activity Checklist
• Handout 2.2: Canadian Physical Activity Recommendations
• Writing materials
Approximate class time
• 45 minutes
Main Steps
1) Write the words “Strength,” “Endurance” and “Flexibility” on the board, and ask students if they can explain what they mean.
• Strength – when your muscles move against something hard to move (resistance)• Endurance – the ability to exert yourself for a long period of time• Flexibility – the ability to bend easily
a) Explain that strength, endurance and flexibility are three kinds of physical activity that everyone needs to do to stay healthy.
b) Ask students to give some examples of each type of physical activity, and write them on the board. For example:• Strength – lifting, push-ups, climbing, carrying books or groceries• Endurance – running, jumping rope, swimming• Flexibility – gymnastics, stretching, reaching, yoga
c) Point out that most activities include all three types of physical activity (e.g., swimming, dancing, ballet, triathlon, martial arts and team sports).
d) Write the words “Vigorous” and “Moderate” on the board, and explain that many physical activities can be done either vigorously or moderately.
• Vigorous activities make you sweat, feel ‘out of breath’ and make your heart beat faster, such as running, soccer, jumping rope and basketball.
• Moderate activities don’t take as much energy, and cause you to sweat a little and to breathe harder, such as walking briskly, bike riding, skating, swimming and playing outdoors.
2) Have students do one example of each type of physical activity in the gym or another open area, and ask them to describe how each one feels. Examples could include:
• Strength: standing push-ups [i.e., leaning on a wall and pushing yourself upright], lifting loaded backpacks, carrying books, etc.
• Endurance: running around the gym, running in place and doing jumping jacks, etc.
• Flexibility: bending sideways, stretching, etc.
Many useful references and materials are available at
heartandstroke.ca
Healthy Living Activities Active Living
page 13
page 14
3) Discuss the characteristics of the three types of physical activity. If necessary, prompt discussion with questions such as the following:
How does each type of activity differ from the others?
• Strength – uses arm, leg, stomach and back muscles and puts pressure on the bones
• Endurance – uses whole body, makes you breathe heavily, increases your pulse rate and goes on for a long time
• Flexibility – stretches muscles and joints; may be slower than the others, with pauses
How do you think each type of activity contributes to good health?
• Strength – builds strong muscles and bones
• Endurance – strengthens heart and lungs
• Flexibility – allows bending and reaching and helps the muscles relax
4) Give students Handout 2.1, My Physical Activity Checklist, and have them complete the table, listing the amount and type of activities they do in a typical day.
5) Give students Handout 2.2, Canadian Physical Activity Recommendations, and review the amount and type of activities recommended for children and youth.
a) Point out that the recommendations in Canadian Sedentary Behaviour Guidelines include reducing inactive time, like watching TV or playing video games, reducing motorized transportation, time sitting and time spent indoors throughout the day.
b) Explain that inactive time leaves less time for activities that are also fun and make your body more healthy.
6) Discuss how students’ checklists compare with the physical activity recommendations. If necessary, prompt discussion with questions such as the following:
• How many minutes of physical activity did you do in a day and how did that compare with the recommendations?
• Did you get a mix of strength, endurance and flexibility activities?
• Did you do both vigorous and moderate activities?
• What physical activities do you enjoy doing? Which ones could you do regularly?
• What could you do to reduce your inactive time?
• What makes it hard to meet the recommendations? What could you do to make it easier?
7) Have students complete Handout 2.2 by writing their observations and developing ways they could meet the recommendations in Canadian Physical Activity Guidelines and Canadian Sedentary Behaviour Guidelines.
Have students choose a day of the week when they would typically do physical activity or estimate an average for a week.
page 15
Home Connections/Extension Activities
• Order free copies of Canadian Physical Activity Guidelines and Canadian Sedentary Behaviour Guidelines from the Canadian Society for Exercise Physiology, and have students take them home to their family (or have students print a copy from the Canadian Society for Exercise Physiology website). Ask students to discuss their checklist with their family and to plan a family outing or develop a family activity circuit that includes all three types of activity.
• Have students go to Canadian Physical Activity Guidelines on the Canadian Society for Exercise Physiology website and identify the benefits of healthy physical activity.
• Have students repeat the checklist for several days, including weekends, and compare their actual physical activities on those days with their first estimate.
• Have students set a personal goal to bring their daily physical activities closer to the recommendations. Have them repeat the checklist after a week and check their progress toward their goal.
Complete copies of Canadian Physical Activity Guidelines, are available at the Canadian Society for Exercise Physiology website:
csep.ca/guidelines or call 1-877-651-8755 x 226
Healthy Living Activities Active Living
page 15
Han
do
ut 2
.1
My
Phy
sica
l Act
ivit
y C
heck
list
Wri
te d
own
wha
t p
hysi
cal a
ctiv
itie
s yo
u d
o in
a t
ypic
al d
ay. E
stim
ate
the
num
ber
of
min
utes
sp
ent
doi
ng e
ach
typ
e of
act
ivit
y.
Typ
e o
f A
ctiv
ity
(che
ck a
ny t
hat
app
ly)
Stre
ngth
En
dur
ance
Fl
exib
ility
Vig
orou
s or
M
oder
ate
Act
iviti
es
Non
-act
ive
Tim
e
(not
incl
udin
g
slee
p)
SA
pp
roxi
mat
e M
inut
esE
F
Bef
ore
Sch
oo
l
Rec
ess
Lunc
h
Dur
ing
Sch
oo
l
Aft
er S
cho
ol
At
Nig
ht
Tota
l Min
utes
NA
ME
___
____
____
____
____
__
CLA
SS _
____
____
____
____
____
My
Phy
sica
l Act
ivit
ies
(act
iviti
es I
do
for
at le
ast
10
min
utes
with
out
stop
pin
g)
Hea
lthy
Livi
ng A
ctiv
ities
Act
ive
Livi
ng
Han
do
ut 2
.2
Can
adia
n P
hysi
cal A
ctiv
ity
Rec
om
men
dat
ions
NA
ME
___
____
____
____
____
__
CLA
SS _
____
____
____
____
____
Can
adia
n P
hysi
cal A
ctiv
ity
Gui
del
ines
des
crib
e th
e ki
nds
of
phy
sica
l act
ivit
ies
that
yo
ung
peo
ple
nee
d f
or
go
od
hea
lth.
You
can
see
the
com
ple
te g
uid
e at
the
Can
adia
n So
ciet
y fo
r E
xerc
ise
Phy
sio
log
y’s
web
site
: cs
ep.c
a/g
uid
elin
es
Her
e’s
wha
t C
anad
ian
Phys
ical
Act
ivity
Gui
del
ines
reco
mm
end
for
child
ren
and
you
th:
Get
at
leas
t 6
0 m
inut
es o
f m
od
erat
e- t
o v
igo
rous
-inte
nsit
y p
hysi
cal a
ctiv
ity
ever
y d
ay.
This
sho
uld
incl
ude:
- vi
gor
ous
inte
nsity
act
iviti
es a
t le
ast
3 d
ays
each
wee
k.-
activ
ities
tha
t st
reng
then
mus
cle
and
bon
e at
leas
t 3
day
s ea
ch w
eek.
Can
adia
n Se
den
tary
Beh
avio
ur G
uid
elin
es r
eco
mm
end
tha
t ch
ildre
n an
d y
out
h:
- Re
duc
e th
e tim
e sp
ent
bei
ng in
activ
e ev
ery
day
. Sw
ap in
activ
e tim
e w
ith a
ctiv
e tim
e.
For
exam
ple
:-
Spen
d n
o m
ore
than
2 h
ours
per
day
on
‘scr
een
time’
(e.
g.,
wat
chin
g t
elev
isio
n or
pla
ying
on
the
com
put
er).
- Sp
end
less
tim
e us
ing
mot
oriz
ed t
rans
por
t (s
uch
as a
car
or
bus
).-
Spen
d le
ss t
ime
sitt
ing
.-
Spen
d le
ss t
ime
ind
oors
thr
oug
hout
the
day
.
Wha
t’s
mo
der
ate?
Wha
t’s
vig
oro
us?
• M
od
erat
e ac
tivi
ties
are
thi
ngs
like
wal
king
bris
kly,
bik
e rid
ing
, ska
ting
,
swim
min
g a
nd p
layi
ng o
utd
oors
. The
y m
ake
you
swea
t a
little
and
bre
ath
hard
er.
• V
igo
rous
act
ivit
ies
are
thin
gs
like
runn
ing
, soc
cer,
jum
pin
g ro
pe
and
bas
ketb
all.
They
mak
e yo
u sw
eat
and
feel
‘out
of b
reat
h’.
Can
adia
n P
hysi
cal A
ctiv
ity
Rec
om
men
dat
ions
(co
ntin
ued
)
NA
ME
___
____
____
____
____
__
CLA
SS _
____
____
____
____
____
Ob
serv
atio
ns:
1. W
hen
I com
par
e m
y p
hysi
cal a
ctiv
itie
s w
ith
the
reco
mm
end
atio
ns
in
Can
adia
n Ph
ysic
al A
ctiv
ity
Gui
del
ines
, I s
ee t
hat:
2. T
o ha
ve f
un d
oing
phy
sica
l act
ivit
ies,
I cou
ld:
Hea
lthy
Livi
ng A
ctiv
ities
Act
ive
Livi
ng
W
atch
ing
TV
use
s ab
ou
t n
ine
cal
ori
es
eve
ry 1
0 m
inu
tes.
Sw
imm
ing
, jo
gg
ing
or
jum
pin
g r
op
e f
or
10
min
ute
s u
ses
abo
ut
90
cal
ori
es.
•A
15-
year
-old
girl
bec
ame
the
wor
ld’s
youn
ges
tro
ck-c
limb
ing
ch
amp
ion.
Not
onl
y w
as s
he t
he fa
stes
t cl
imb
er, b
ut s
he w
as
the
only
one
to
reac
h th
e to
p in
the
tim
e al
low
ed fo
r th
e co
mp
etiti
on.
•T
hefa
stes
tb
icyc
ler
ide
arou
ndt
hew
orld
too
k19
5d
ays.
It c
over
ed a
lmos
t 30
,000
kilo
met
res
and
rai
sed
th
ousa
nds
of d
olla
rs fo
r ch
ariti
es.
•T
helo
nges
tta
ble
-ten
nis
rally
last
edfo
r8
hour
san
d2
7m
inut
es w
ithou
t a
bre
ak, w
ith t
hree
pla
yers
tak
ing
tur
ns t
o ke
ep t
he b
all i
n p
lay.
• T
he fa
rthe
st t
hat
a p
erso
n ha
s th
row
n an
ythi
ng w
as o
ver
400
met
res:
a
Cal
iforn
ia m
an t
hrew
a F
risb
ee-li
ke r
ing
406
met
res
in 2
003.
(1,3
32 fe
et, o
r ju
st
over
1/4
mile
)
•T
hew
orld
’sfa
stes
td
rum
mer
tap
ped
1,2
47b
eats
in6
0se
cond
sin
a
com
pet
ition
in 2
005
– th
at’s
over
20
bea
ts p
er s
econ
d!
•M
ontr
ealC
anad
iens
hoc
key
pla
yer
Hen
riRi
char
dw
on1
1St
anle
yC
up v
icto
ries,
mor
e th
an a
ny o
ther
hoc
key
play
er to
dat
e.
Did
Yo
u K
now
?
page 20
3OverviewStudents review facts about smoking and use them in a cartoon dialogue to respond to smoking situations they could encounter.
For more background, see the resources and links to other programs on Health Canada’s smoke-free living website:
hc-sc.gc.ca/hc-ps/tobac-tabac/youth-jeunes/index-eng.php
ActivitySmoke-FreeLiving
Materials and Supplies • Copies for each student of:
• Handout 3.1: Tobacco: Just the Facts
• Handout 3.2: Smoke-Free Scenes or
• Handout 3.3: Smoke-Free Scenes
• Writing materials
Approximate class time• 45 minutes
Main Steps1) Give students a copy of Handout 3.1, Tobacco: Just the Facts, and have them review the
information on the handout. Discuss what the class thinks about the information. If necessary, prompt discussion with questions such as the following:
• Do you think the information on the fact sheet is accurate? How do you know?• The facts are from government health sources, and the web addresses are given on the factsheet.
• Which facts on the handout do you find most surprising?
• Do smokers know the facts on the handout?• The facts are the same as, or similar to, those printed on cigarette packages and in ads.
• Which facts do you think would have the most influence on a smoker?
• What strategies can you use if you are in the room with a smoker?• Respectfully ask the smoker to stop or to smoke outside or in another room; open windows,
or move away from the smoker; leave the room.
• What strategies do you think would influence people to live smoke-free?• The best strategy is not to start. But smokers can quit with the help of their friends,
especially if they join a stop-smoking program.
2) Give students a copy of Handout 3.2. Smoke-Free Scenes. If developing a dialogue in six panels is too challenging, use the four-panel format in Handout 3.3.
a) Describe the scenes below, and have the students choose a scene to create in a cartoon-strip dialogue they think would be respectful and realistic.
• You have chosen to avoid tobacco smoke, but your older brother or sister offers you a cigarette.
• You have chosen to avoid tobacco smoke, but a friend suggests that you try chewing tobacco because it’s not as bad as smoking.
• You are at home, and smoking is not allowed, but a visiting relative starts to smoke in the house.
• You are driving with a friend’s parent, and the parent lights a cigarette in the car.
Many useful references and materials are available at:
heartandstroke.ca
Healthy Living Activities Smoke-Free Living
page 21
page 22
b) Explain that this activity is about using dialogue in smoking situations, not about drawing skills. Students can use simple figures in the panels to focus time on the dialogue.
c) Explain that each dialogue should follow a story sequence similar to the following:
• Panel 1: Show the opening situation.
• Panel 2: Introduce the problem.
• Panels 3, 4 and 5: Show a dialogue between your character and the smoker, in which your character respectfully discusses a choice to avoid tobacco smoke.
• Panel 6: Show the resolution.
3) Have some students describe their cartoon dialogues to the class. Discuss the resolutions the students described, and ask the class which ones students could actually use in real life. If necessary, prompt discussion with questions such as the following:
• Do the dialogues use respectful forms of communication?
• Which dialogue is the most realistic?
• Which dialogue makes the best use of humour?
• Which dialogue makes the best use of facts?
• Which dialogue sounds like something you could actually say?
4) OPTION: Have students form small groups, and ask them to role-play one of the scenarios. Have them expand the dialogue, but keep it respectful, realistic and in character. Discuss with the students what they can learn from the characters in the scenarios.
Tell students that they can use the facts from Handout 3.1 in their dialogues. Point out that humour can help deal with a sensitive situation but that an aggressive response is seldom helpful.
Explain that while smoking is an unhealthy choice, people who smoke are not bad people.
Home Connections/Extension Activities
• Ask the class whether any students would like to take home their handouts and cartoon dialogues and talk about them with their family. Invite students to discuss, if appropriate, whether there are any steps the family can take to reduce tobacco smoke in the home or car.
• Discuss with the class whether any of their siblings or friends smoke and whether students feel pressure or desire to smoke. Discuss how students can make a choice to avoid tobacco smoke and stick to their decision.
• Have students download the cigarette package warnings from the Health Canada website hc-sc.gc.ca/hc-ps/tobac-tabac/youth-jeunes/index-eng.php and use them as models to create their own package warnings.
Healthy Living Activities Smoke-Free Living
page 23
•I
n20
08,c
igar
ette
sco
st
betw
een
abou
t $7.
50 a
nd $
9.30
a
pack
in C
anad
a. If
you
sm
oke
a pa
ck a
wee
k, th
at’s
over
$40
0 a
year
– a
bout
the
pric
e of
400
mus
ic
dow
nloa
ds o
r a m
ovie
with
pop
corn
ev
ery
two
wee
ks.
Han
do
ut 3
.1
To
bac
co: J
ust
the
Fact
sN
AM
E _
____
____
____
____
____
CLA
SS _
____
____
____
____
____
SOU
RCES
: Hea
lth C
anad
a hc
-sc.
gc.
ca/h
c-p
s/to
bac
-tab
ac; O
ntar
io M
inis
try
of H
ealth
Pro
mot
ion
stup
id.c
a; B
.C. M
inis
try
of H
ealth
to
bac
cofa
cts.
org
.
•S
mok
ing
cau
ses
man
yki
nds
of
canc
er, a
s w
ell a
s he
art
and
lung
dis
ease
s. In
fact
, tob
acco
kill
s ov
er
37,0
00 p
eop
le in
Can
ada
ever
y ye
ar
– th
at’s
the
num
ber
of p
eop
le in
a
smal
l city
!
•S
mok
eles
sto
bac
co(p
rod
ucts
like
chew
ing
tob
acco
and
snu
ff) is
a d
ang
er
to y
our
heal
th –
and
you
r lo
oks.
It c
an
caus
e d
enta
l pro
ble
ms,
suc
h as
cav
ities
,
toot
h lo
ss a
nd g
um d
isea
se, a
s w
ell a
s
canc
er o
f the
mou
th, l
ip, t
ong
ue, g
ums
and
thr
oat.
•W
here
do
we
get
the
pro
-
smok
ing
mes
sag
e?
One
stu
dy
foun
d t
hat
half
of t
he
youn
g p
eop
le w
ho s
mok
e w
ere
influ
ence
d b
y sm
okin
g in
mov
ies.
•T
obac
cos
mok
eco
ntai
nso
ver
4,00
0 ch
emic
als,
suc
h as
tar
, am
mon
ia,
carb
on m
onox
ide,
oxi
des
of n
itrog
en
and
ben
zop
yren
e. A
t le
ast
50 o
f the
se
can
caus
e or
pro
mot
e ca
ncer
.
•S
mok
ers
shar
eth
eir
smok
ew
ith fa
mily
and
frie
nds
– an
d
ever
y ye
ar, 1
,000
non
-sm
oker
s d
ie b
ecau
se o
f som
eone
els
e’s
tob
acco
.
•T
hen
umb
ero
ftee
nsw
ho
smok
e is
dro
pp
ing
fast
. In
2006
, on
ly 1
5% o
f tee
ns in
Can
ada
smok
ed. T
hat’s
dow
n fr
om 2
2%
in 1
999!
And
man
y of
tho
se
teen
s ar
e tr
ying
to
qui
t.
Snap
py
Co
meb
acks
: I’ll s
kip
your
ch
ewin
g to
bacc
o.
I’d ra
ther
kee
p m
y te
eth
look
ing
good
.
Hav
e a
ciga
rette
?
No,
I do
n’t n
eed
4,00
0 da
nger
ous
chem
ical
s in
my
mou
th a
nd lu
ngs.
Yes,
I m
ind
if yo
u sm
oke.
I don
’t w
ant y
ou to
get
sic
k.
Hea
lthy
Livi
ng A
ctiv
ities
Sm
oke
-Fre
e Li
ving
Han
do
ut 3
.2
Sm
oke
-Fre
e Sc
enes
NA
ME
___
____
____
____
____
__
CLA
SS _
____
____
____
____
____
12
3
56
4
Hea
lthy
Livi
ng A
ctiv
ities
Sm
oke
-Fre
e Li
ving
Han
do
ut 3
.3
Smo
ke-F
ree
Scen
es
NA
ME
___
____
____
____
____
__
CLA
SS _
____
____
____
____
____
1
2
4
3
page 28
ActivityOverviewStudents create a plan for a healthy class party or similar event and discuss how to incorporate heart-healthy behaviours into their lives.
Taking Action 4
The Heart and Stroke Foundation thanks CIBC for providing the funds to make development of this resource possible. This publication has been independently researched, written and reviewed by the Heart and Stroke Foundation and is based on scientific evidence. Acceptance of financial support by the Heart and Stroke Foundation does not constitute an endorsement.
Materials and Supplies• Copies for each student of:
• Handout 4.1: Heart SmartTM Planning Guide
• Writing materials
Approximate class time• 45 minutes
Main Steps1) Have students review the handouts they completed in Activities 1, 2 and 3.
a) Point out that students have learned a lot about healthy eating, active living and smoke-free living.
b) Lead a class discussion on how students can use what they have learned to make an event such as a class party or family picnic more healthy. If necessary, prompt discussion with questions such as the following:• How could the event support healthy eating?
• e.g., Have a variety of food choices from all the food groups.• How could the event support active living?
• e.g., Plan a variety of active games.• How could the event support smoke-free living?
• e.g., Make it a smoke-free event.
2) Distribute copies of Handout 4.1, Heart SmartTM Planning Guide. Using the guide, lead the class through an example of planning a healthy class party that meets Canadian recommendations for physical activity and healthy eating.
3) Have students form small groups and use the planning guide to create a plan for a healthy event that meets Canadian recommendations for physical activity and healthy eating.
a) Have each group choose an event it wants to plan, such as a class party, a surprise birthday party for a friend, a family vacation, a festival or a fun day.
b) Have the groups follow the steps in the guide to write a plan describing how they would organize the event.
4) Review some of the groups’ plans with the class. If necessary, prompt discussion with questions such as the following:
• What were the most creative healthy food choices?• What active games would be the most fun?• What problem-solving strategies made the best use of each group’s strengths?• Which planned event would be the most fun?• How could you use the planning ideas from one of the events in your own life?
Many useful references and materials are available at: heartandstroke.ca
Healthy Living Activities Taking Action
page 29
page 30
5) Review and summarize the three themes for healthy living.
a) Ask the class to identify the three themes for active living, for example:
• Choose a balanced variety of foods from the four food groups, as recommended in Canada’s Food Guide.
• Increase active time and decrease non-active time daily, including moderate and vigorous activities for strength, endurance and flexibility.
• Live smoke-free.
b) Ask students how they can make the three themes a regular part of their life.
Home Connections/Extension Activities• Have students discuss with their family some healthy choices they could make for their next family
party or vacation.
• Have students carry out their planned event, monitor their progress, modify their plans where needed and assess the outcome. Have them report back to the class on what worked well and what they would do differently next time.
• Have students create their own event-planning guide, based on what they learned from carrying out their event.
Hea
lthy
Livi
ng A
ctiv
ities
Tak
ing
Act
ion
NA
ME
___
____
____
____
____
__
CLA
SS _
____
____
____
____
____
1.
Thi
nk t
hing
s o
ut in
ad
vanc
e.
a. W
hat’s
the
focu
s of
the
eve
nt?
Wha
t d
o yo
u w
ant
to
do
at t
he e
vent
?
b
. Le
ave
enou
gh
time
to p
lan
and
org
aniz
e th
e ev
ent.
c.
Wha
t p
erm
issi
ons
do
you
need
?
2.
Pla
n fo
r he
alth
y sn
acks
.
a. W
hat
snac
ks w
ill y
ou h
ave?
Rem
emb
er t
o b
alan
ce t
he
f
ood
gro
ups.
b
. W
hat
heal
thy
drin
ks a
re g
ood
at
a p
arty
? (T
ip: T
ry s
oda
wat
er
with
frui
t ju
ice.
)
3.
Pla
n fo
r ac
tive
hea
lthy
gam
es.
a.
Do
you
need
a v
arie
ty o
f gam
es t
o ke
ep e
very
one
i
nvol
ved
?
b
. D
id y
ou in
clud
e st
reng
th, e
ndur
ance
and
flex
ibili
ty
a
ctiv
ities
?
c.
Wha
t eq
uip
men
t an
d s
upp
lies
do
you
need
?
4.
Wri
te d
ow
n ev
eryt
hing
tha
t ev
eryo
ne h
as t
o d
o, fr
om
set
up
to c
lean
up.
a
. M
ake
a lis
t of
sup
plie
s yo
u’ll
need
and
whe
re t
o g
et t
hem
.
b
. W
hen
doe
s ea
ch s
tep
hav
e to
be
don
e? P
ut e
ach
step
in
o
rder
from
firs
t to
last
.
c
. A
ssig
n on
e ta
sk t
o ea
ch p
erso
n (w
ith h
elp
ers,
if n
eed
ed).
d
. C
heck
oft
en t
hat
each
per
son
can
com
ple
te t
he t
ask
on
ti
me
and
doe
sn’t
need
any
mor
e he
lp.
e
. D
o as
man
y ta
sks
as p
ossi
ble
bef
ore
the
even
t. T
hen
y
ou’ll
hav
e tim
e to
enj
oy t
he e
vent
.
5.
Pre
par
e fo
r th
e un
exp
ecte
d.
a.
Wha
t co
uld
go
wro
ng?
b
. W
hat
can
you
do
to p
reve
nt u
nexp
ecte
d
p
rob
lem
s?
c.
Wha
t st
reng
ths
doe
s yo
ur g
roup
hav
e
to
dea
l with
pro
ble
ms?
Of c
ours
e,
it’s
a sm
oke-
free
even
t. Don
’t fo
rget
pla
tes,
cups
, nap
kins
, cut
lery
and
serv
ing
bow
ls.D
on’t
forg
et
to p
lan
for a
cl
eanu
p w
hen
it’
s al
l ove
r.
Han
do
ut 4
.1
Hea
rt S
mar
tTM P
lann
ing
Gui
de