3

UNIT three:

ACHIEVING
CORE HEALTH

3
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 learn about the importance of positive self-worth, identify
lifestyle choices that decrease the risk for health-related problems and
set goals for living a healthy life.

objectives:
○○ Analyze health-related messages in the media and identify
ways to promote positive body image
○○ Set attainable health-related goals
○○ Identify the functions of carbohydrates and analyze their link
to obesity and diabetes
○○ Identify the properties of soda and discuss associated health risks
○○ Explore a fitness plan

FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH

51
 activity 3.1 30 to 45 minutes in length
MEDIA MESSAGES
PURPOSE: MATERIALS:
Analyze health-related messages White/chalk board, chart or paper
in the media and identify ways to Plain paper
promote positive body image Art supplies
Fashion magazines
Scissors
Copies of Student Sheet 3.1

Whole Group:
1. On the board, chart or paper define media
and body image:
Media:
Any means of communication that reaches and influences
people such as radio, television, internet, magazines and
newspapers.
Body Image:
How one’s physical appearance is perceived by themselves
and others.
2. Use the questions below to discuss the impact the media has
on shaping our thoughts:
a. What is the ideal body size for females as depicted in the
media? Males? List the ideal physical characteristics of each.
b. List male and female celebrities that fit the ideal.
c. Are the ideal body types depicted in the media a reality?
d. When the media uses “ideal” body types in the
advertisement of products, what message does that send?
How does it make you feel?
e. What types of words are used in advertisements?
f. List examples of advertisements that send unrealistic
messages to youth.
 before using them with students. Also, body image is a
FAST FACTS:
Youth are often uncomfortable with the way they look
because of the societal pressure to be as thin as those
portrayed in the media. We are faced with thousands
of media messages every day, many of which leave us
with false ideals. It is important for youth to know that
the images depicted in advertisements are not always
true. Since they have often been edited or enhanced,
we should not compare ourselves to them. We are
all built differently and therefore have different body
shapes and sizes. A positive body image is vital for
youth to have high self-esteem. The best way for youth
to build a positive body image is to engage in an active
and healthy lifestyle that strengthens muscles and
nourishes the body.
NOTE TO TEACHER:
It may be helpful to have the students look through
advertisements in magazines or newspapers, or
watch TV commercials so they are freshly exposed to
media messages. Certain magazines may need to be
censored, so consider going through the magazines
sensitive topic among youth. Familiarize yourself with
the information provided in Fast Facts and approach
the topic gently.

FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH ACTIVITY 3.1: media messages
52
Small Group:
3. Break the students into groups and ask them to browse through magazines and identify positive and negative advertisements.
They may cut the examples out. In their groups, discuss why they labeled advertisements as negative or positive. Share results
with the whole group.
4. Pass out Student Sheet 3.1 and ask the students to complete the activity based on their values.
5. Ask the students to design their own positive advertisements using healthy words and ideas. The advertisements may promote
positive body image or another health-related issue. Students may draw, use the computer or take pictures. Display the finished
advertisements in the classroom or make a book.

Follow-up Questions:
1. How powerful are media messages to youth?
2. Do you think it is likely that media messages will change to promote a healthier ideal in the near future?
3. As a recipient of media messages, what can you do to maintain positive body image with all the negative media that confronts you?
4. Why are core values important?

Extension Activities:
1. Ask students to write a letter or an email to a company that depicts teens in a negative way or that portrays unrealistic messages
about body sizes. Encourage them to explain how those advertisements make them feel. Contact information can usually be found
on the company’s website.
2. Ask students to work in groups to research body image in other cultures. What does society say men and women should look like to
be attractive and healthy? Where do these messages come from? Have students report back on what they found.

FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH ACTIVITY 3.1: media messages
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 STUDENT SHEET 3.1

positive values
DIRECTIONS:
Complete the information below.

1. List three of your favorite personality traits.





2. List two of your favorite physical characteristics.




3. Name one thing you do that makes you feel good about the way you look.




4. List your core values (things that are important to you and contribute to who you are as an individual).




5. Why are these core values important to you?




6. Where did these core values come from?





FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH STUDENT SHEET 3.1: POSITIVE VALUES
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 activity 3.2 15 minutes in length
MAKE A PLAN
PURPOSE:
Set attainable health-related goals
Whole Group:
1. On the board, chart or paper, ask the students to list why
goals and plans are important.
2. Ask students if they have a goal to be healthy. Then ask
them if they have a plan to accomplish this goal.
3. Hand out an index card to each student. Ask students to list
three health-related behaviors that they can improve on.
Examples:
a. Eat more vegetables
b. Be more active
c. Go to sleep earlier
Have them share what they wrote on their card with a
neighbor. When they are finished sharing, ask them to circle
one of their behaviors. Then have them flip the card over
and write one step or action that can be done in the next
seven days in order to get closer to accomplishing the goal.
Also, have them write a date for accomplishing this goal.
Example:
Eat more vegetables 1. Ask the class to design a group goal relating to nutrition or
I will add one vegetable to my lunch and dinner. I will
accomplish this goal by May 15.
4. Ask the students to find a partner that can hold them
accountable for taking steps to accomplish their goal.
Encourage students to put the card in a visible place so
they are constantly reminded of their goals.
FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH
MATERIALS:
White/chalk board, chart or paper
Index cards
NOTE TO TEACHER:
Revisit the student goals seven days after the activity
was conducted. Ask the students to share their
progress with the class. It is a good idea for students to
re-evaluate their goals on a weekly basis. This can be
done with their partners. If necessary, the students can
adjust their goals, create next steps or make new goals.

Follow-up Questions:
1. Why is making a plan to accomplish a goal important?
2. How will identifying health-related goals help you change
your lifestyle?

Extension Activities:
fitness. The class should devise steps to achieve this goal.
Set a timeline to achieve the goal.
2. Ask the students to make a poster collage of their short-
term and long-term goals. They can draw, make the poster
on the computer or clip pictures and words from magazines.
Students may choose to illustrate their short-term goals or
their long-term goals. Goals should encompass their overall
life, not just focus on health-related goals.
ACTIVITY 3.2: make a plan
55
 activity 3.3 30 minutes in length
carbohydrates
PURPOSE: MATERIALS:
Identify the functions of White/chalk board, chart or paper
carbohydrates and analyze Markers
their link to diabetes and obesity Nutrition labels of various foods high
in carbohydrates (breads, pasta, rice,
cereal, candy, cookies, cake and
sweet drinks)
Copies of Student Sheet 3.3

Whole Group/Small Group:

Part I - Carbohydrates:
1. Ask students if they have ever eaten a lot of sweets like candy,
cakes or cookies in a short amount of time. Ask:
○○ How did you feel shortly after eating the sweets?
○○ What happened when the energy from the sweets wore off?
○○ Did you feel full after eating a serving of candy, cake or
cookies?
2. Explain that those foods are loaded with simple carbohydrates
that produce a quick spurt in energy and often produce
symptoms such as headaches, thirst and tiredness shortly after
being consumed.
FAST FACTS:
Our bodies get energy from three major nutrients in
the foods we eat. The nutrients, called the building
blocks of food, are carbohydrates, fat and protein.
Each nutrient plays a different role in the body, and
we need all three to be healthy. The first building
block we will focus on is carbohydrates. The body
burns up carbohydrates first. It is important to choose
the healthy carbohydrates so the body can sustain
its energy level and get enough fiber. Excessive
carbohydrate intake may lead to weight gain, obesity
and diabetes.

3. Finish discussing carbohydrates using the information in Fast

Facts and Student Sheet 3.3.
4. Set out the nutrition labels of carbohydrate-heavy foods. NOTE TO TEACHER:
Break the class into small groups and give them a few nutrition
Start collecting nutrition labels of foods high in
labels. Ask the students to evaluate the nutrition label concentrating
carbohydrates prior to this activity. Ask students to
on the amount of fiber and sugar and the ingredients. They will
collect them as well. Labels can usually be found
need to utilize their nutrition label reading skills here.
online too.
5. Ask them to separate the nutrition labels into two groups: Eat
More and Eat in Moderation. They should discuss why they put
the labels in the groups they chose because they will be presenting their groupings to the class.
6. After they have categorized the labels, ask students to come up with meal and snack ideas that include the foods in their
Eat More category.
7. Ask students to share their groupings, meal and snack ideas.
8. As a class, discuss ways to incorporate more whole grains into the diet. Make a master list of the ideas and display
them in the classroom.

FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH ACTIVITY 3.3: carbohydrates
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Part II – Obesity and Diabetes:
9. Discuss obesity and diabetes and the role carbohydrates play in developing those diseases using Student Sheet 3.3.
10. Ask students to discuss why obesity and diabetes rates have increased. Ask students to provide ideas/solutions for lifestyle changes
that can help stop obesity and diabetes rates from continuing to increase. Record their responses on the board, chart or paper.
11. As discussed, diabetes diagnoses are increasing. Tell the students that in some situations diabetes can be controlled by diet
and exercise. Break the class into pairs or small groups and ask them to design a lifestyle plan for someone who has just been
diagnosed with diabetes. The lifestyle plan should focus on a healthy diet and exercise.

Follow-up Questions:
1. We should increase our daily consumption of which carbohydrates? Why?
2. What keyword should we look for on packaging when choosing grain products?
3. Is it possible to reverse the trend of obesity and diet-related diseases? If so, how?

Extension Activities:
1. Ask the students to create a newsletter with the information they have just learned. Ask them to include the list of meal and snack
ideas that incorporates whole grains and information about diabetes and obesity. The students can take the newsletter home to their
families and/or pass it out at school or in the community.
2. Break students into small groups and have them research diabetes and obesity on the internet. Ask them to come up with 10 Fast
Facts on each disease. Share results with the class.
3. Ask students to keep a log of all foods and drinks they consume for an entire day. Have them evaluate the amount of simple
carbohydrates and complex carbohydrates they are consuming. Which is greater? Does their diet include whole grains? Where?
Are they happy with their food choices?

FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH ACTIVITY 3.3: carbohydrates
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 STUDENT SHEET 3.3

carbohydrates
explained
carbohydrates:
Carbohydrates are made up of sugars and starches. Carbohydrates are one of the main
building blocks of food and the body gets energy by burning carbohydrates. There are
two types of carbohydrates: simple and complex. The body breaks down both kinds of
carbohydrates into sugar where it is absorbed into the bloodstream. Sugar gives you energy,
but you don’t want too much sugar too fast. It is important to fuel the body with healthier
carbohydrates so it functions the best that it can.


Complex carbohydrates: simple carbohydrates:

Complex carbohydrates (breads, rice, pasta and cereal) are also
called starches. They give the body long-lasting energy because
it takes a long time to break them down. Complex carbs are the
better choice because they have fiber and vitamins that keep the
body healthy. Look for WHOLE grain foods.
Simple carbohydrates (candy, cake, soda and other sweets)
are also known as simple sugars. They don’t have many vitamins,
they enter the blood quickly and give you a quick rise in energy.
Energy from simple carbs doesn’t last long and will leave you
feeling hungry again. Simple carbs are usually not a healthy
choice because they give you too much sugar too quickly.
Eat simple carbs in moderation.

Whole Grains: Refined Grains:

Whole grains (whole grain breads, pasta and crackers, brown rice Refined grains (white breads, rice, pasta and crackers) have
and oatmeal) contain the entire kernel of grain and important been processed to create a finer texture and to increase shelf
nutrients like fiber, which help keep you full. life, but important nutrients are removed in the process.

HOW THE BODY Obesity and Diabetes:

USES CARBOHYDRATES:
When the body takes in carbohydrates, it breaks them down into
simple sugars if they are not already in that form. The sugars
are absorbed into the bloodstream. When the sugar levels rise,
the pancreas releases a hormone called insulin. Insulin moves
the sugar from the blood to the cells where it can be used as
energy. Eating simple carbohydrates can cause unsafe jumps
in blood sugar that may lead to health-related problems such
as diabetes. Eating complex carbohydrates keeps you full and
improves health.
Obesity is a national epidemic. One in three children and teens
are overweight. Refined grains and simple carbohydrates account
for most of the weight gain in mature individuals. Sugar and
obesity play a role in developing type 2 diabetes (formerly known
as adult onset). Diabetes is a disease in which the body does
not produce or properly use insulin, which means the body can’t
convert sugar into energy. The prevalence of obesity and diabetes
has increased steadily every year.

FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH STUDENT SHEET 3.3: carbohydrates explained
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 activity 3.4 30 minutes in length
caustic cola
PURPOSE: MATERIALS:
Identify the properties White/chalk board, chart or paper
and discuss the health Copies of Student Sheet 3.4
risks of consuming soda Soda (regular cola)
Clear cup
Table sugar
Water
Teaspoon
See Student Sheet 3.4 for
additional materials

Whole Group:
FAST FACTS:
1. Engage students in a discussion about soda. Take a survey of
how many sodas the students consume on a daily and weekly While soda may taste good, it contains a strong level
basis. Ask: of phosphoric acid (pH level of 2.8) and quite a bit of
○○ What is your favorite kind of soda? sugar. There are many rumors that suggest soda, such
○○ When do you drink soda? With meals? After school? as dark cola, is acidic enough to remove freeway spills,
At parties? stains, and clean corrosion and car engines. While
○○ Why do you drink soda? the rumors have yet to be supported by substantial
○○ What ingredients do you think are in soda? factual evidence, we do know for sure that soda
○○ How do you feel after you drink soda? depletes calcium from the body. Consuming too much
○○ How often do you think you should drink soda? sugar can cause weight gain, tooth decay, depression,
hyperactivity and a weakened immune system. The
2. Discuss the information in Fast Facts with the class. Ask the
strong acid, the excess amount of sugar and the lack
students if they have heard any other rumors about soda. List
of nutritional value in soda is enough evidence to
their responses on the board.
recommend that it be consumed in moderation.
3. Conduct a demonstration for the students. Gather a can of
regular soda, a clear cup, a teaspoon and sugar. Determine the
amount of sugar grams in one can by reading the nutrition label
(or have a student read the label). Using the conversion - 1 teaspoon = 4 grams of sugar - measure the sugar amount and put into
the clear cup. Add water, stir and tell the students this is mostly what soda consists of since it lacks any nutritional value. Soda is full
of empty calories. The point of the demonstration is to show students the amount of sugar that goes into making soda. Ask students
if they would drink the sugar water.
4. Pass out Student Sheet 3.4 and ask students to complete the activity.


FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH ACTIVITY 3.4: caustic cola
59
Follow-up Questions:
1. What are some changes you can make to reduce the
amount of soda you drink?
2. List some healthy drink choices.
3. What are the health risks associated with consuming
too much soda?
 substitute as the sweetener. It should be pointed out
Extension Activities:
1. Ask the students to use the internet to research information
about artificial sweeteners. They should create a list of the
various artificial sweeteners that are available and gather
information about the health benefits and risks of each.
Have students report back with their findings.
 ONLINE OPPORTUNITY:
FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH
NOTE TO TEACHER:
Activity 3.4 can be done as a quick demonstration with
the whole group or in pairs. The reason the regular cola
sinks to the bottom is because of the sugar - it has
more weight (density). The diet cola floats because it
does not contain any form of real sugar, only a sugar
that regular cola is high in calories because of the real
sugar, while diet cola has no calories because sugar
substitutes contain no calories. Although diet cola
contains no calories, the sugar substitutes may pose a
health risk because of their synthetic properties.
○○ Can cola really make a dirty penny shiny
and clean? For another activity on the Caustic
Powers of Cola visit the Additional Activities
section of www.tigerwoodsfoundation.org.
○○ Do your students love the taste of soda,
but not the health risks associated with it?
Visit the Recipes section of the website to find
a Fizzy Fruit Delight.
ACTIVITY 3.4: caustic cola
60
 STUDENT SHEET 3.4

cola floats?

Introduction: Materials:
What is the difference between cola and diet cola? If you examine the ingredients, ○○ 12 oz. cans of cola and diet cola
there are some significant differences. How do these differences affect the densities ○○ Large waterproof cooler, bucket or sink
of these solutions? Density is equal to mass/volume. If you were to place a penny
into a swimming pool, it would sink. In contrast, if you placed a piece of wood of a
similar size into a swimming pool, it would float. We would say that the penny has a
greater density than the piece of wood. Without using any calculations, we can tell
the density of two objects relative to each other by conducting a simple experiment.


Procedure: Differences in Cola Density

1. Fill the cooler, bucket or sink about 2/3 of the way full of water. Gather a can of regular cola and a can of diet cola.
2. Place both of the unopened cans into the cooler or bucket. Which of the cans sink and which one floats?
3. Remove the cans from the cooler. You will now need to examine the ingredients of the two cola cans and figure out which ingredients
cause the different densities. List the ingredients of each drink on the chart below.

REGULAR COLA: DIET COLA:

Analysis:
1. What ingredient do you think causes the differences in density in the two types of cola?

2. Why is this difference in density important? What does it tell us?

3. Now that you have completed these experiments, will you continue to drink cola or other sodas?


FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH STUDENT SHEET 3.4: cola floats?
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 activity 3.5 60 minutes in length
work it out
PURPOSE:
Engage in a fitness routine
Whole Group:
1. Discuss the importance of physical activity using the
information in Fast Facts.
2. Give each student two empty water bottles and sand.
Ask the students to fill the water bottles with sand. Their bottles
will now be used as weights. Set the weights aside until you
begin the strength training workout.

Part I – Cardio:
3. Choose a cardiovascular activity to warm up the students such
as running, dancing, brisk walking, jumping rope, etc. If you
have the full hour to exercise, the cardio portion should be
about 20 – 30 minutes. Transition quickly into the next part of
the workout so the heart rate stays up.
ONLINE OPPORTUNITY:
Do your students need help designing a cardio
workout? Do your students want to get optimal
cardiovascular benefits from their activity? Visit the
Fitness section of www.tigerwoodsfoundation.org for a
Cardio Workout and a Heart Rate activity.
 NOTE TO TEACHER:
FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH
MATERIALS:
Student Sheet 3.5
Yoga mat or towel (optional)
Two empty plastic bottles
or canned foods
Sand, dirt or water
FAST FACTS:
The Center for Disease Control (CDC) recommends
that children get at least 60 minutes of physical
activity every day. Physical activity should include a
combination of stretching, cardiovascular activity and
strength training. Stretching increases flexibility and
helps prevent injury. Cardiovascular activity builds
endurance, strengthens the heart and increases lung
capacity. Strength training is important for building
muscles, keeping bones strong and preventing bone
density loss. Regular physical activity helps lower the
risk of diet-related diseases.
NOTE TO TEACHER:
The day before you do an exercise activity, let the
students know so they have the opportunity to dress
accordingly and bring plastic bottles or canned foods
for their weights. Example workout attire includes tennis
shoes and comfortable clothing that allows students to
move freely.
The sand will settle over time allowing room to
add more. Mix sand and water for a heavier weight.
Dirt or water will also work.
ACTIVITY 3.5: work it out
62
Part II – Strength Training:
ONLINE OPPORTUNITY:
4. Prepare the students for a series of strength training exercises
that work different muscle groups using Student Sheet 3.5. Looking for more strength training exercises for
Break the class up into two groups. Lead the first group in your students? Visit the Fitness section of
the first exercise and start out doing eight repetitions of each www.tigerwoodsfoundation.org to find Upper Body,
exercise. Switch groups and lead the first exercise again. Keep Lower Body and Core workouts.
alternating groups until the full set of exercises are complete.
Adjust the number of sets and repetitions based on your
audience. Students should focus on form over speed. The
strength training portion should take about 20 - 30 minutes.

Part III – Stretching:
5. Cool down with a stretching routine. Ask the group to get in
ONLINE OPPORTUNITY:
a large circle. Ask for a volunteer to come to the middle of
the circle and lead the class in a stretching routine or ask Need more stretching examples? Visit the Fitness
for different volunteers to lead each stretch. Make sure all section of www.tigerwoodsfoundation.org to find a
major muscle groups are stretched such as legs, back, arms full Stretching Routine.
and abdominals. The stretching portion should take about 10
minutes.
6. Bring the class back together and ask them to come up with a list of other exercises. Ask them to focus on physical activities that do
not involve going to the gym. Make a master list of the ideas and send the list home with the students.

Follow-up Questions:
1. What are the physical fitness guidelines for kids?
2. Why is exercising important?
3. What are some examples of fitness activities that can be done without going to the gym?

Extension Activities:
1. Have the students come up with stretches that resemble an animal. Ask for volunteers to lead the class in their animal stretch.
2. Ask the students to design their own workouts. These may be from previous practice or from internet research. Ask for volunteers to
lead the class in their routine.
3. Ask the students to log onto www.bethebeat.heart.org for an interactive learning experience about the heart.
4. Host a family fitness night. Invite families in to engage in a group workout. Challenge families to find a common time to exercise together.

FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH ACTIVITY 3.5: work it out
63
 STUDENT SHEET 3.5

combined
fitness workout

Bicep Curls:
○○ Stand with feet hip-width apart, abs engaged.
○○ Grasp a weight in each hand and put arms
straight down, elbows against sides with
palms facing out.
○○ Keeping the elbows stationary, curl arms up
toward shoulders.
○○ Slowly lower back down to starting position.
○○ Repeat for 8 repetitions.

Shoulder Press:
○○ Stand with feet hip-width apart, abs engaged.
○○ Hold both weights at shoulder height next to
shoulders, palms facing outward.
○○ Press the weights overhead until arms are
almost straight and in line with shoulders.
○○ Slowly return arms to starting position
(shoulder height).
○○ Repeat for 8 repetitions.

Crunches:
○○ Lie flat on back with knees up and feet on
the ground. Lower back should be pressed
against the floor.
○○ Place arms behind head to support neck.
○○ Lift upper back and shoulders off the ground
until abdominal muscles feel tight, and hold.
○○ Slowly lower back down to starting position.
○○ Repeat 25 times.

FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH STUDENT SHEET 3.5: combined fitness workout
64
 student sheet 3.5

combined
fitness workout

SQUATS:
○○ Stand with feet shoulder-width apart, hands
together at chest level.
○○ Slowly lower the body toward the ground,
bending at knees (pretend you are sitting
in a chair).
○○ Slowly lift back up to starting position.
○○ Repeat for 8 repetitions.

OPPOSITE ARM, OPPOsITE LEG REACH:

○○ Start with hands and knees on the floor
and pull the belly up toward the spine.
○○ Reach the right arm straight out in front and
stretch the left leg straight behind.
○○ Hold for 20 – 60 seconds.
○○ Repeat with the opposite arm and leg.

DONKEY KICKS:
○○ Start with hands and knees on the floor, back
should be flat and abs engaged.
○○ Extend the right leg up as if to touch bottom
of shoe to ceiling.
○○ Slowly lower the leg back to starting position.
○○ Repeat for 8 repetitions and switch to the
other leg.

FIT PLAN: LIVING HEALTHY UNIT 3: ACHIEVING CORE HEALTH STUDENT SHEET 3.5: combined fitness workout
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