17-POLD-4096 Triple Play - Healthy Habits 6-9.SA

AGES 6-9 LESSON 1
Healthy Habits: Ages 6-9 Lesson 1 15

AGES 6-9 LESSON 1
AGES 6-9 | LESSON 1

Creating A Group Agreement
Overview
GOAL
The Group Agreement is a shared vision that a group creates in order to build
an emotionally supportive environment. It is a tool that can bridge the gap
between how Club members are feeling and how they want to feel. It’s important
for youth who work together within a program area to complete a Group
Agreement as a way to build a safe, positive emotional climate and bolster
group connection within the program.
Time Requirements
50 minutes
Materials Needed
• Pens/pencils
• Markers
• Construction paper
• Post-it Notes
• Poster board/flipchart paper
Suggested Snacks
Pretzels and a variety of dips such as peanut butter, sunflower seed butter,
guacamole and hummus
Handouts
None
Links to Resources
None
Key Terms
• Group Agreement: a shared vision that a group creates in order to build

an emotionally supportive environment

AGES 6-9 LESSON 1
Warm Welcome: (2 minutes)

• Greet youth by name as they enter your program area.
• Engage in meaningful conversations with youth.
Community Builder: (10 minutes)

Name Motion Circle
• Each participant steps forward saying his/her name while performing
a brief movement of choice – for example, clapping or jumping in
place.
• The group repeats the name and movement together.
• Then, have the group say all the names with the matching movements
of everyone who has already gone before moving on to the next
person.
Main Activity:
Activity Name: Group Agreements
Time: 25 minutes
Group Size: ALL members involved in the Program
Before You Start:

• Have all materials at hand, (e.g., colored pens, scissors, glue, etc.) and
provide space for youth to work.
• It’s important to know, how Agreements are different than rules. Most
rules are meant to keep everyone in the Club physically safe. While
physical safety is incredibly important, it is also necessary that everyone
feels emotionally safe while at the Club.
• Agreements allow youth to define what feeling emotionally safe means to
them and how they can support each other.
• The Group Agreements focus on feelings and behaviors that help to
create the expectations for how everyone will treat each other.
Introductory Comments:
• Say, “Today we’re going to start creating our program Group

Agreements.”
• Have youth take a minute to think about the rules in their Club. Ask them
to name some Club rules.

AGES 6-9 LESSON 1
• Some common rules are “Don’t run in the halls,” or “Keep your hands to
yourself.”
• Say, “Rules are created by staff to keep you safe. Group Agreements are
a promise we make to each other in front of our fellow Club members to
make sure that everyone feels comfortable in a program.
• Ask youth to share some promises they have made to friends or family
members.
• Say, “The Group Agreements describe how we all want to feel in the
program and what we can promise to do to make sure everyone has
these feelings.”
• Say, “Today we will share how we want to feel and create promises for
how everyone will treat each other in our group.”
• Ask members the following three questions:

1. How do we want to feel during our time together?
2. What can we do to have these feelings every day?
3. What can we do if someone’s feelings are hurt?
Step-by-step Process to Implement the Activity:
Step 1
Question 1: How do we want to feel during our time together?
• Ask youth what feelings they would like to have at the Club. List each
feeling on the board or flip chart paper. It’s helpful to find images of faces
or characters expressing different emotions to post next to each of the
feeling words.
• The goal is to have five top feelings. Try to make sure each feeling is
unique. Sometimes youth will know that they want to feel a particular way,
(e.g., part of a group) but do not have the vocabulary to describe the
actual feeling, (e.g., accepted). If this is the case, provide members with
the best feeling word that describes their experiences. Some examples
include: safe, kind, happy and proud.
• Once you have the top five feelings, continue to Step 2.
Step 2
Question 2: What can we do to have these feelings every day?
• Explain to youth that you want them to think about what youth can do
each day to make sure everyone feels the top feelings, (e.g., safe, kind,
happy, etc.) Discuss each feeling one at a time. Below are some
examples:
o Happy = smile when we are in the program together

AGES 6-9 LESSON 1
o Kind = share your materials, paper, computers, etc.
• It is common for different feelings to be associated with similar behaviors.

For example, both feeling liked and kind may involve smiling and being
helpful. Try your best to help youth come up with one specific behavior
for each feeling.
• Have youth choose one of the five feeling words that is most important to
them.
• On a piece of paper, have each youth write down the feeling word they
chose and one thing they can do to help others feel that way. Then ask
them to draw a picture showing that behavior.
• Once youth finish their drawing, have them sign their paper and then
hang all of their commitments on a wall in the program area.
• You can remind youth of the commitments they made throughout the
program by referencing back to the pictures on the wall.
• The Group Agreements should be displayed in a space that all members

can see within the program area. It is important that all members see the
Group Agreements daily to make sure that it is being followed. This will
help them hold each other accountable, and also make any updates as
needed.
Step 3
Question 3: What can we do if someone’s feelings are hurt?
• In your own words, ask youth what they can do if someone’s feelings are
hurt. Encourage youth to be as specific as possible. Below are a few
examples:
o Ask, “Can I help you?”
o Tell the teacher.
o Help pick up something that was dropped.
• Together, decide on a final list of about three to five behaviors that will be
included in your Group Agreements to address how youth will handle hurt
feelings.
• Assign youth with the task of drawing a picture that represents one of the
five behaviors.
• Once youth have their behaviors drawn, you can add these pictures to
the wall along with the youth’s commitment worksheets from Step 2.

AGES 6-9 LESSON 1
My Group Agreement
Commitment
I want to help others feel more:
___Accepted_________________________________
I will do this by:
Inviting other kids to play with me and my friends__

___________________________________________
Reflection and Recognition: (10 minutes)

Reflection
• What did you learn about how others want to feel when they are in this
group?
• What are you going to do to make sure you help others feel this way
every day in our group?
• How can you do this in other areas of the Club? What would it look like in
the gym or at school?
Recognition
• Ask youth to share a time when someone in the group helped them feel
one of the five feeling words they chose for their Agreements.

AGES 6-9 LESSON 1
Closing: (2 minutes)
• Ask youth to clean up their area and be sure to put all the materials in the
designated areas.
• Provide members with clear directions for the transition to their next
program area or activity.
Subsequent Lessons
Two-minute Review of Group Agreements:
Reference the Group Agreements in your program area to remind youth of their
commitment to one another.
Use the following prompts to review the Agreements with your group:
• “Does everyone commit to our Agreements today?”

• “Is there anything we need to add?”
• “Is there anyone who still needs to commit to the Agreements?”*
*If there are youth who join the group who were not a part of Lesson 1 and didn’t
get to participate in creating the Group Agreements, they can fill out a
worksheet and add it to the Group Agreement’s wall.
Potential Review Questions:
• What parts of the Agreements have helped our group?

• What feelings have we, as a group, done an especially good job of
honoring during our program time?
• What behaviors have we all used successfully during our time together?
• What are some examples of problems the Agreements have helped us to
resolve?
• How can we continue to honor these Group Agreements with the rest of
the Club even after the program ends?

AGES 6-9 LESSON 2
AGES 6-9 | LESSON 2

Building a Vision for the Future
Overview
GOAL
Youth will be able to envision what they want for their future
Nutrition Topic
• Goal-setting
• Planning
Social and Emotional Development (SED) Skills
• Relationship Building
• Goal-setting
Time Requirements
45 minutes
Materials Needed
• Paper for each member

• Drawing/coloring utensils
Suggested Snacks
Ants on a log (celery with peanut butter and raisins)
Handouts
None
Links to Resources
None
Key Terms:
• Goal-setting and planning: the ability to use dietary guidelines to
develop a plan outlining the behaviors needed to achieve personal and
health goals
• Relationship building: the ability to form peer and adult relationships
• Goal-setting: the ability to set and work toward a desired result

AGES 6-9 LESSON 2

Community Builder: (5-10 minutes)

My Name is and I Like…
• Have youth stand or sit in a circle.
• The first member says, “My name is _______ and I like to _______.”
They then act out a motion for the thing they like to do, (e.g. “My name
is Maya and I like to swim,” then Maya does a swimming motion.)
• The whole group then copies them and says, “________ likes to
_________,” and acts out the motion.
• The next person repeats the process.
• Continue until every youth has shared their name, what they like to do,
and the whole group has done the name and movement with them.
Group Agreements Review: (2 minutes)



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AGES 6-9 LESSON 2
Main Activity:
Activity Name: Dream Drawing
Time: 25 minutes
Group Size: Any
Before You Start:
• Prepare to share a detail about your vision for your future.
• Say, “You are going to create a dream drawing. It should remind you of
the things that you are important to you and what makes you happy.”
Step-by-step Process to Implement

c the Activity:
• Make sure each member has a piece of paper and a variety of things to
draw and color with.
• Tell members that they will create a dream drawing that illustrates the
positive elements of their lives as well as their hopes and dreams for their
future.
• If members are having trouble coming up with things to draw, give them
some suggestions, which may include:
o People who make them happy such as family, friends and
teachers.
o Things they enjoy doing.
o Any future dreams, such as:
• Things they would like to do or learn
• Places they want to go
• Ways they want their lives to be in the future
• Once youth have had about 15 minutes to draw, have everyone come
back together as a whole group.
• Give each member a chance to go around the circle and share their
dream drawing.
• Once everyone has shared, have everyone give the whole group a round
of applause.

AGES 6-9 LESSON 2
Reflection and Recognition: (5-10 minutes)

Reflection
• What did you learn about your friends from this activity that you didn't
know before?
• What was your favorite part of creating a dream drawing?
• What is one thing you can do today to help one of your dreams come
true?
Recognition
• Identify specific things to recognize members for, such as their goals or

drawing.
• Tell members that they will continue to work on their dream drawings
during this program and that you will keep the drawings in a safe place
until the next time they work on them.
• Ask youth to clean up the space and be sure to put all the materials in the
designated areas.
• Provide members with clear instructions for the transition to their next

AGES 6-9 LESSON 3
AGES 6-9 | LESSON 3

Answering ‘What is health?’
Overview
GOAL
Youth will be able to name things that make them feel healthy
Nutrition Topic
• Goal-setting
• Planning
• Identifying Emotions
• Goal-setting
Time Requirements
50 minutes
Materials Needed
• Large roll of craft paper or flip chart paper

• Colored markers
Suggested Snacks
Snack mix (toss together a combination of nuts, pretzels, whole grain cereal
and popcorn)
Handouts
• Mood Meter
Links to Resources
None
Key Terms

health goals
• Goal setting: the ability to set and work toward a desired result

AGES 6-9 LESSON 3
• Identifying emotions: expressing feelings


Best Thing
• Ask members to stand in a circle around the Mood Meter.
• Have each member state where they are on the Mood Meter based on
their feelings.
• Say, “It’s important to know that it is OK to feel how you are feeling –
everyone goes through lots of emotions every single day. It’s normal
to feel sad, excited, angry, calm or nervous every day – even multiple
times a day.”
• Ask members to use the following guiding questions to describe
where they are on the Mood Meter:
o How are you feeling today? How pleasant? How much energy?
Where would you plot yourself on this Mood Meter?
o What caused you to feel this way?
o What word best describes where you plotted yourself?
o Is this how you want to feel? If not, what will you do?
• Ask members to think of a word that describes how they are feeling
right now, (e.g., excited) and the best thing that happened to them
today, (e.g., I’m feeling excited and the best thing that happened to
me today was passing my math test).
• Have each member share their feeling word and “Best Thing.”



AGES 6-9 LESSON 3

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Main Activity:
Activity Name: Picture of Health
Time: 20 minutes
Group Size: Teams of three to four
Before You Start:
• Cut several lengths of craft paper (approximately five feet long; one per
group) or use flip chart paper.
• Tell youth they are going to explore things in their life that make them feel
happy and healthy.
• “Last time we talked about what makes us happy and what we want in to
future. Today we are going to think about what we are already doing to
be happy and healthy. We are also going to think about the people who
help us feel healthy.”
• Ask, “What do you think it means to be healthy?” Possible answers: not

being sick, having energy to play, being strong, not feeling tired.
• Say, “Being healthy is more than just not being sick. It means your body
feels good and that you are able to do all the things that make you happy
with the people who make you happy.”
• Ask each group to trace the entire body of a member onto their craft
paper.
• Tell groups to think of things that they do that make them feel healthy.
They should draw these things inside the outline of the person they drew.
For example, eating vegetables, drinking milk, running, jumping rope,
stretching, walking, drinking water, spending time with friends, etc.

AGES 6-9 LESSON 3
• Give groups 10 minutes to make their drawings on their paper.
• Ask for a volunteer from each group to share some of the things their
group members do to feel healthy.
• Ask youth to now take 7-10 minutes to draw people and things that help
them make good choices about health outside of the outline of the person
on the paper. For example, parents, friends, teachers, etc.
• Ask for volunteers from each group to share some of people and things
that help their group members feel healthy.
Reflection and Recognition: (5-10 minutes)

Reflection
• What is your favorite healthy choice that you make?

• What is hard about making healthy choices?
• What is something healthy that you would like to do more of? How would
that make you feel?
• What might you do differently tomorrow to feel healthier?
Recognition
• Give a big cheer for all of the healthy choices everyone is making. If
appropriate, hang up the drawings in the Club to remind youth of the
things that make them feel healthy.
designated areas.

AGES 6-9 LESSON 3
Lesson 3 Handout: Mood Meter
• The blue area is for both low pleasantness and low energy feelings
such as sadness, loneliness or depression.
• The green area is for feelings that are still low energy, but higher in
pleasantness such as calmness, security and being carefree.
• The yellow area is for feelings that are high in pleasantness, but
now also high energy such as happiness, excitement or inspiration.
• The red area is for feelings that are low in pleasantness, but still
high energy such as anger, anxiousness or feeling worried.

AGES 6-9 LESSON 4
AGES 6-9 | LESSON 4

Categorizing Food with MyPlate
Overview
GOAL
Youth will be able to name the five MyPlate food groups and will place foods in
the appropriate category.
Nutrition Topic
• Selecting health-supporting food
• Impulse Control
Time Requirements
40-45 minutes
Materials Needed
• MyPlate Poster
• Prepared Around the World cards
Suggested Snacks
Consider providing a variety of snacks from each food group: berries, carrots
with dip, whole grain chips and cheese sticks
Handouts
• MyPlate Poster
• Around the World cards
Links to Resources
None
Key Terms
• Selecting health-supporting food: the ability to identify key

characteristics of food
• Impulse control: controlling the desire to act immediately

AGES 6-9 LESSON 4


This is My Nose
• Have the group form a circle standing shoulder to shoulder.
• Ask for a volunteer to stand in the middle.
• The person in the middle of the circle walks up to a player in the
circle, points to his/her own elbow and says, “This is my nose.”
• The player must point to his or her nose and say, “This is my elbow.”
• The person in the middle goes up to another player, points to another
body part and misnames it.
• In order to move out of the middle, the center person must make a
player in the circle mess up and say or point to the wrong body part.
• When this happens, they switch places.



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AGES 6-9 LESSON 4
Main Activity:
Activity Name: Around the World
Time: 20 minutes
Group Size: 15-25
Before You Start:
• Prepare cards for the Around the World game. Each card should have an
image of a food from one of the five food groups. Cards are included as
handouts with this lesson. Examples include:
o Vegetables: broccoli, carrots, spinach, green beans, asparagus,
collards
o Fruit: strawberries, bananas, pineapple, blueberries, oranges,
grapes
o Dairy: milk, cheese, yogurt
o Grains: pasta, rice, tortillas, loaf of bread
o Protein: steak, chicken, fish, black beans, eggs
• Ask, “What is a category? What kinds of things do we put into

categories?” Possible answers include: types of sports, types of music,
etc.
• Say, “We can also put food into categories by the kinds of nutrients it
gives our bodies. These categories are: fruit, vegetables, proteins, grains
and dairy.”
• Display the MyPlate visual to demonstrate the variety of categories.
• Say, “Each type of food gives our bodies different nutrients we need to
stay healthy.”
• Say, “Let’s group some of the types of foods we know.” Ask members to
brainstorm a list of their favorite foods. For each food, explain which
group it belongs to and why. For example:
o Vegetables have bright colors due to all the healthy nutrients within
them.
o Grains are usually types of breads.
o Proteins are meats, eggs and also include things like beans.
o Dairy is found in milk, cheese and yogurt.
o Fruits typically taste sweet because they have a lot of natural
sugar.

AGES 6-9 LESSON 4
Notes:
• It is likely that members will not be quick to list vegetables as their favorite
foods, but make sure a few get added to the list.
• If a member names a food that has many components, such as spaghetti

with meatballs, break down each component, (e.g., noodles, sauce,
meatball) within it and attribute each component to a food group.
• If a member names a food that is not a healthy part of a food group, such
as fruit snacks, French fries or candy, explain that those things are high in
unhealthy fats and sugar, and therefore don’t belong in a food group.
These types of foods should only be eaten occasionally.
Step-by-step process to Implement the Activity:

• Ask members to gather in a circle. The facilitator should stand in the
middle of the circle.
• Pick two players and a starting point. The starting point is where two
players face off against each other.
• Show an Around the World card to two initial players, and the member
who responds correctly the fastest moves on to face off against the next
person in the circle.
• The goal is for each member to get back to their starting point in the
circle.

Reflection
• What surprised you about the food group categories? What was hard
about playing that game?
• What did you realize about some of your favorite foods?
• How will you change what you eat tomorrow based on what you learned
today?
Recognition
• While members are still standing in a circle, have them fold the line and
give each other high fives to congratulate each other on their hard work!

AGES 6-9 LESSON 4
designated areas.

AGES 6-9 LESSON 4
Lesson 4 Handout: MyPlate

AGES 6-9 LESSON 4
Lesson 4 Handout: Around the World Cards

AGES 6-9 LESSON 4

AGES 6-9 LESSON 4

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AGES 6-9 LESSON 4

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AGES 6-9 LESSON 4

AGES 6-9 LESSON 5
AGES 6-9 | LESSON 5

Selecting the Healthiest Drinks
Overview
GOAL
Youth will be able to recognize that water has no added sugar and is the
healthiest drink option
Nutrition Topic
• Managing an appropriate food intake
• Identify and Solve Problems
Time Requirements
40-45 minutes
Materials Needed
• Approximately 100 sugar packets

• Beach ball, gator ball or kickball
• Bowling pins (or cones, toilet paper tubes, empty drink bottles; this
activity requires a material that can be knocked down)
Suggested Snacks
Offer flavored water by putting fruit, (e.g., lemons, strawberries) into water and
letting it soak for awhile
Handouts
None
Links to Resources
• Suggestions for fruit infused water: http://dish.allrecipes.com/fresh-ideas-

for-making-infused-water/
• Consider pre-creating the sugar demonstration visual for members:
http://www.strong4life.com/~/media/files/Strong4Life/Programs/Wellness/S
ugar_Demo

AGES 6-9 LESSON 5
Key Terms
• Managing an appropriate food intake: the ability to construct balanced
and diverse meals across days, weeks and months
• Identify and solving problems: a healthy decision-making process


Grain, Vegetable, Fruit
• Have members stand in a large circle.
• Begin the game by standing in the middle of the circle.
• During each round of play, you’ll point toward one member who is in
the circle and say “whole grain,” “vegetable” or “fruit.”
• If you say “whole grain,” the person you pointed to will wiggle around
like a pasta noodle. The players on both sides of that person will also
wiggle around like noodles.
• If you say “fruit,” that player will stand up straight and wiggle their
fingers over their heads. The two players on either side will angle their
arms diagonally down toward the middle player’s feet to create a
strawberry shape.
• If you say “vegetable,” the person you pointed to must stand up
straight with their arms at their sides. The players on either side raise
and curve their arms to make two carrot leaves coming from the
carrot, who is the main player.
• The speed of the game can get faster as it goes on and as the players
get better.
• If a player makes a mistake, they can do jumping jacks to get back
into the circle, distract or cheer for the remaining players in the circle,
or be eliminated and go to the next activity.



AGES 6-9 LESSON 5

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Main Activity:
Activity Name: Sugar Bowl
Time: 25 minutes
Group Size: 15-25
Before You Start:

• Make sure to have sugar packets available for the sugar visualization
portion of the activity.
• Say, “Water has no sugar and is very healthy for our bodies. We all have
to drink water to stay alive!”

Step 1
• Allow members to visualize the amount of sugar in each beverage by
counting out the number of sugar packets that would be contained in
each beverage choice.
o 4 grams = 1 teaspoon = 1 packet
o Based on a 20 ounce serving:
§ Water = 0 teaspoons
§ Regular soda = 16 teaspoons
§ Fruit punch = 18 teaspoons
§ Sweet tea= 14 teaspoons
§ Lemonade = 17 teaspoons
§ Sports drinks = 9 teaspoons
§ Orange juice = 16 teaspoons

AGES 6-9 LESSON 5
• Ask, “Which has the most sugar? Which drink choice is the healthiest?”
Step 2
• Form several small teams.
• Set up bowling areas with 10 pins. See the front of this lesson for
equipment modifications.
• Label the bowling pins as different beverages with different points. For
example:
SODA = 0 SWEET TEA = 2 FRUIT PUNCH = 1
WATER = 5
FRUIT JUICE = 2 SPORTS DRINK = 1 LEMONADE = 0
• Members take turns bowling to get points based on the pins they knock
down. Reset the pins after each turn.
• Beverages with the least amount of sugar earn the most points. Water is
the only drink to earn five points. The first team to collect 50 points is the
winning team.

Reflection
• What surprised you about the sugar in the foods you drink?
• What did you realize about your drink choices at home or at school?
• How will you change what you drink tomorrow based on what you learned
today?
Recognition
• Have the winning team create a cheer to celebrate all the players after
the bowling concludes.
designated areas.

AGES 6-9 LESSON 6
AGES 6-9 | LESSON 6

Choosing Appropriate Snacks
Overview
GOAL
Youth will be able to classify snacks as healthy or less healthy
Nutrition Topic
• Impulse Control
Time Requirements
40-45 minutes
Materials Needed
• Sheets of paper
• Markers to label each corner
Suggested Snacks
Anything from the healthy lists, for example, apples and oranges for snacks
Handouts
• Four Corners Facilitator handout
Links to Resources
None

AGES 6-9 LESSON 6
Key Terms
• Selecting health-supporting food: the ability to identify characteristics

of food


Red Light, Green Light
• Tell members that the goal of this game is to move from the start line
to finish line.
• Show youth where the start and finish lines are. Have youth stand on
the start line.
• When the facilitator says “green light,” they can move forward. When
the facilitator says, “red light,” they have to stop and freeze where
they are.



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AGES 6-9 LESSON 6
Main Activity:
Activity Name: Which Doesn’t Belong
Time:15 minutes
Group Size: 15-25
Before You Start:
• Label each corner of the room with a letter. For example, A, B, C and D
• Say, “Today we’re going to be deciding which food is the least healthy.
As we play, think about which foods you should eat less of because
although they may taste good, they don’t have many nutrients in them.”
• Tell members to start in the middle of the playing area. Call out four
snacks, which are located on the facilitator handout. Assign a snack to
each corner for each round. It’s OK to do this verbally.
• Ask members to move to the corner with the unhealthiest food.
• Members are able to change their corner choice as they see others start
to move.
• In each corner, ask members to talk about their reasons for selecting a
particular choice as unhealthy.

Reflection
• What is one thing you noticed about the food we discussed today?
• What are some of the reasons why you pick the foods you eat?
• How might you change some of your eating habits after today?

AGES 6-9 LESSON 6
Recognition
• Create a quick team cheer focused on a healthy food. Do it twice!
designated areas.
• Provide members with clear instructions for the transitions to their next

AGES 6-9 LESSON 6
Lesson 6 Facilitator Handout: Four Corners Foods
Healthy Healthy Healthy Unhealthy
Apple Broccoli Chips and salsa Donut

Almonds Milk Orange Sports drink
Strawberries Apple sauce Carrots and Fruit snacks
hummus
Banana Rice cake Yogurt Cheese puffs
String cheese Banana chips Peanuts Candy bar
Blueberries Popcorn Grapes Nachos
Celery and Grapes Hard-boiled egg Onion rings
peanut butter
Whole wheat Cottage cheese Raisins Potato chips
pretzels
Facilitator Note: When calling out the four corners of food, don’t always call the
unhealthy option last.

AGES 6-9 LESSON 7
AGES 6-9 | LESSON 7

Balancing Food Choices
Overview
GOAL
Youth will be able to assemble a balanced meal with all five food groups
represented
Nutrition Topic
• Impulse Control
Time Requirements
40-45 minutes
Materials Needed
• MyPlate Food Cards (2 sets)

• Baskets
• MyPlate posters (2) (suggest that youth redraw this on flip chart paper so
they are large enough to use during the relay)
• Tape
• For larger groups, prepare multiple sets of cards and posters to keep
teams small. This ensures everyone will have a chance to participate and
practice their skills.
Suggested Snacks
Consider a berry bar, and let members taste a variety of fresh berries
Handouts
None
Links to Resources
None

AGES 6-9 LESSON 7
Key Terms



MyPlate Moves
• Tell members that the goal of the game is to move from the start line to
finish line by reacting to the commands called.
• Show youth where the start and finish lines are. Have youth stand on
the start line.
• The leader stands at the finish line.
• As you call out the following commands, players do the appropriate
movement to move toward the finish line:
Fruit: skip
Vegetables: hop
Protein: jump
Whole grains: gallop
Dairy: crossover (a grapevine movement)



AGES 6-9 LESSON 7

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Main Activity:
Activity Name: MyPlate Relay
Time: 25 minutes
Group Size: Teams of four to eight
Before You Start:
• Put MyPlate food cards into two baskets – one set for each team.
• Draw a MyPlate graphic on a large sheet of flip chart paper, one for each
team.
• Create small pieces of tape and hang them next to the flip chart paper to
use during the relay.
• Say, “We’re going to play a competitive relay-race game to put different

food items into their correct food groups and build a full MyPlate!”
• Introduce the MyPlate graphic. Explain that each section of the plate
represents different amounts of what you should eat. For example, you
should have more vegetables than fruits or protein.
• Consider printing blank MyPlate graphics for each member and have
them color each part of the plate as you talk about it.
• Divide the groups into two teams and ask them to line up single file
behind each of the baskets, which have the MyPlate Food Cards in them.

AGES 6-9 LESSON 7
• Each team has a MyPlate poster/paper on the other side of the room.
• Explain that the first player on each team draws a card and does the
activity, (e.g., running, walking, skipping, crab walking, hopping, etc.) to
get to the finish line.
• They then place the card on the corresponding part of MyPlate. For
example, they place chicken on the protein section by using a piece of
tape to hang it.
• That player then runs back to the start line and tags the next player, who
then selects a new card and repeats the process. If the second player
pulls a repeat food group, they continue playing with the repeat food
group. This means that there could be several fruits and meats on the
MyPlate for a single team before they draw a vegetable from the basket.
• The team that finishes first with their cards in the right parts of the MyPlate
graphic is the winning team.

Reflection
• What is one thing that you noticed about the food we discussed today?
• What are some of the reasons why you pick the foods you eat?
• How might you change some of your eating habits after today?
Recognition
• Create a quick team cheer focused on a healthy food. Do it twice!
designated areas.

AGES 6-9 LESSON 7
Lesson 7 Facilitator Handout: MyPlate Relay Cards
Apple Banana Peach

Run Leap Skip
Broccoli Carrots Sweet potato

Skip Jump Hop
Oatmeal Whole wheat pasta Whole wheat bread

Hop Crossover Leap
Chicken Tuna Ground beef

Leap Run Leap
Milk Grapes Soy milk

Jump Skip Jump
Orange Cottage cheese Collards

Crossover Hop Crossover
Mushrooms Popcorn Corn tortilla

Run Leap Run
Turkey Bell pepper Eggs

Skip Jump Skip
Yogurt Peanut butter Pineapple

Hop Crossover Hop
Cheddar cheese Tomato

Run Leap

AGES 6-9 LESSON 8
AGES 6-9 | LESSON 8

Eating Away from Home
Overview
GOAL
Youth will be able to use MyPlate food groups to construct balanced school
lunches
Nutrition Topic

• Impulse Control
• Identifying and Solving Problems
Time Requirements
40-45 minutes
Materials Needed
• Blank paper (1 per member)

• Markers
• Crayons
Suggested Snacks
Consider plain popcorn or a whole grain snack and serve this with cheese
Handouts
None
Links to Resources
None
Key Terms

AGES 6-9 LESSON 8
• Selecting health-supporting food: the ability to identify characteristics

of food
• Identifying and solving problems: a healthy decision-making process


Lunch Brunch
• Ask members to line up shoulder to shoulder.
• Explain that you’ll read a statement, and if that statement applies to
them, they should move forward.
• If the statement does not apply to them, the member should take a
step back.
• Instruct members to take big steps if the statement is very true or
false. Ask them to take small steps if the statement is just a little true or
a little false.
• Read the following statements and allow members to move:
o My school offers healthy foods I can eat for lunch.
o Most days, I choose to eat a fruit or vegetable at lunch.
o I like the choices for lunch at my school.
o I bring my lunch from home.
o I can get easy access to water to drink at school.
• After reading all the statements, give members a chance to look
around at each other and see where they stand compared to one
other. Explain that we’ll discuss the community builder at the end of
the activity.
• If this activity will be difficult to manage with the amount of space or
the number of youth in your program space, members can respond to
questions by raising their hands or holding up a single finger on one
hand for each statement that is true, and putting a finger down for
statements that are untrue.


AGES 6-9 LESSON 8


resolve?
Main Activity:
Activity Name: Lunch My Way
Time: 25 minutes
Group Size: Any
• Say, “Today we’re going to explore what we eat for lunch on a normal day
and consider whether there are healthier choices we could make about
our foods.”
• Ask members to take a single piece of paper and divide it in half.
• Ask members to draw what they normally eat for lunch. Make sure they
also include a drink.
• Ask, “What about your lunch is healthy? What about your lunch is not
healthy?
• Ask, “When you don’t choose to eat a healthy lunch at school, what’s the
reason?”
• Ask, “What are some simple things you could try to makes sure you eat a
healthy lunch at school?”

AGES 6-9 LESSON 8
• Members may need suggestions for this, for example, switching fruit
juice for water, switching their corn vegetable to a green vegetable, or
switching their bread for fruit.
• Ask members to draw a healthier version of their original lunch.

Reflection
• What are three healthy lunch choices available at your school? Were you
surprised by anything you noticed about our first activity?
• What’s one thing you can do to make sure you’re eating a healthy lunch
at school?
• Who can support you to choose a healthy lunch at school?
Recognition
• Have members shout out one healthy choice they heard another Club
member make when they were switching out their lunch.
designated areas.

AGES 6-9 LESSON 9
AGES 6-9 | LESSON 9

Identifying Emotional Cues
Overview
GOAL
Youth will be able to recognize how their senses affect their hunger
Nutrition Topic
• Interacting with others through food
• Identify Emotions
• Empathy
Time Requirements
40-45 minutes
Materials Needed
• Mask printout
• Markers
Suggested Snacks
Try snacks that stimulate multiple senses such as kiwi and peaches (touch,
sight); celery and peanut butter (hearing and smell)
Handouts
None
Links to Resources
None
Key Terms
• Interacting with others through food: the ability to recognize and

control cues and triggers that affect hunger and eating

AGES 6-9 LESSON 9
• Identify emotions: expressing feelings

• Empathy: ability to understand the feelings of others


Mood Meter Pose
• It’s important to know that it is OK to feel how you are feeling –
times a day.
• Members should form a circle.
• Ask members to think of a word that describes how they are feeling
right now, (e.g., excited) and think of what pose would match that
emotion, (e.g., angry might be represented by their hands on their
hips).
• Go around the circle and ask each youth to share their emotion and
motion. The group will repeat the emotion and movement.




AGES 6-9 LESSON 9

resolve?
Main Activity:
Activity Name: My Five Senses
Time: 20 minutes
Group Size: Any
• Say, “We are going to explore our five senses and how our senses
sometimes affect the decisions we make about food.”
• Ask, “What are the five senses?” Answer: look, smell, taste, feel and hear.
• Ask, “What are the ways our body tells us when we’re hungry?” Possible
answers: our stomach hurts or starts to growl, our mouth waters when we
smell food, we feel frustrated or angry or we have trouble focusing.
• Ask, “What does it feel like when we’re satisfied or full?” Possible
answers: our stomachs feel tight, we don't want to eat any more food on
our plate, we may burp, or we slow down during the course of our meal.
• As you ask each of the following questions, ask members to draw on the
corresponding part of their mask how their senses tell them they are
hungry. For example, members will draw the eyes when talking about
sight, and draw the nose when talking about smell.
o When does our sense of seeing tell us we’re hungry? Possible
answers include: seeing favorite foods displayed, watching food
commercials on TV or watching someone else eat.
o When does our sense of smell tell us we’re hungry? Possible
answers: when a person can smell food being cooked.
o When does our sense of tasting tell us we’re hungry? Possible
answers: when a person can feel their mouth start to water when
they think of or see a food they like, or when they try a new food
and really like how it tastes even if they’re already full.
o When does our sense of feeling tell us we’re hungry? Possible
answers: when we like the crunch of something in our mouths, or
when we like the texture of a type of food, like avocado.

AGES 6-9 LESSON 9
o When does our sense of hearing tell us we’re hungry? How does
that sense tell us we’re full? Possible answers: when a person
hears a bag of chips being opened, or a can of soda being
popped.
• After members have created their masks, conclude the activity with the
following statement, “Sometimes we eat because of our emotions, or our
senses, and sometimes we eat because we’re getting cues from our
body that it needs more energy.”

Reflection
• What are some things that you realized about your senses today?
• What did you learn about how your senses impact how you eat?
• What is one thing you’ll do differently when you notice that your senses
are making you hungry?
Recognition
• Members should recognize each other using their sense or touch by

giving everyone a high five, an elbow or a foot five.
designated areas.

AGES 6-9 LESSON 9
Lesson 9 Handout: Mask Template

AGES 6-9 LESSON 10
AGES 6-9 | LESSON 10

Responding to Social Cues at Family & Holiday Meals
Overview
GOAL
Youth will be able to recognize cues that affect their feelings and hunger at
social gatherings
Nutrition Topic
• Empathy
Time Requirements
40-45 minutes
Materials Needed
• Blank paper
• Markers
Suggested Snacks
Avocado toast
Handouts
None
Links to Resources
Recipe for avocado toast: https://www.foodnetwork.com/recipes/mashed-
avocado-toasts-recipe-2009592
Key Terms


AGES 6-9 LESSON 10


Mood Food
• It’s important to know that it is OK to feel how you are feeling –
times a day.
• Members should stand in a circle.
• Ask each member to think of a word that describes how they are
feeling right now, (e.g., sad) and think of what that feeling would look
like as a color, (e.g., blue). Then, each youth says a food that matches
their chosen color.
• Go around the circle and have each member share their feeling and
their food.



resolve?

AGES 6-9 LESSON 10
Main Activity:
Activity Name: Drawing Celebrations!
Time: 25 minutes
Group Size: 15-25
• Say, “We are going to think about what options we have to eat at home
and consider some of the healthiest choices we could make. Remember
what we have learned about healthy foods and drinks in this program so
far, as this can help you make decisions about what to eat in other
places, like at school or at home.”

• Remind members that every family is different. When eating at home,
most kids eat what their families eat.
• Ask, “What different kinds of foods does everyone eat in their families?
What are special foods for celebrations such as holidays or birthdays?”
• Ask members to brainstorm some of their favorite family foods for

celebrations and write them on a flip chart.
• Ask, “How does eating these special foods make you feel?” Give
members time to respond and share.
• Tell participants that they are going to work in pairs to draw a picture
illustrating how a person feels during a celebration when they’re eating
their special foods. Ask, “What kind of emotions does it bring out? How
does it taste?”
• Have pairs present with the group.
• Summarize the activity by saying, “Oftentimes we eat lots of food when

we’re celebrating something special with families. This can make us feel
happy and loved.”

Reflection
• What was it like hearing about other people’s celebrations? What
emotions did you feel most strongly today?
• How could the way we feel at these celebrations change how we eat?

AGES 6-9 LESSON 10
• What could you do to make a celebration meal healthier?
Recognition
• Member should find a partner and give each other a firework high five.
They do this by moving their fingers to make them look like fireworks after
they high five.
designated areas.

AGES 6-9 LESSON 11

Examining Environmental Cues
Overview
GOAL
Youth will be able to recognize how advertisements for food affect their feelings
Nutrition Topic
• Empathy
• Impulse Control
Time Requirements
40-45 minutes
Materials Needed
Access to a computer to show a short video, several commercials for food items
Suggested Snacks
Provide various types of hummus with vegetables to share. Examples include:
red pepper hummus, classic, garlic, spicy, etc. Many varieties of hummus can
easily be made or found in the grocery store.
Handouts
None
Links to Resources
Easy hummus recipe: https://www.epicurious.com/recipes/food/views/hummus-
237832
Key Terms


AGES 6-9 LESSON 11
• Impulse control: controlling the desire to react immediately


Snack Charades
• Have members sit in a circle.
• One member stands in the center of the circle and says, “On the way
to the Boys & Girls Clubs, I ate…”
• This member then acts out what they ate today, and the other
members try to guess what it was.
• The player who guesses correctly gets the next turn in the middle.



resolve?

AGES 6-9 LESSON 11
Main Activity:
Activity Name: Picture This!
Time: 25 minutes
Group Size: 15-25
Before You Start:
• Make sure to have pulled at least three commercials about different types
of foods from restaurants in your community. Examples include:
o Pizza: https://www.youtube.com/watch?v=GwfiPzUxD8Q
o Hamburger: https://www.youtube.com/watch?v=56ruOgbS9do
• Say, “We are going to think about what options we have to eat at home
and consider some of the healthiest choices we could make. Remember
that we have learned about healthy foods and drinks in this program so
far, as this can help you make a decision about what to eat in other
places, like at school or at home.”
• Show a commercial for a popular restaurant or food option in the

community.
• Ask, “What do you notice about the commercial that you makes you pay
attention?” Possible responses: pictures, music, price, etc.
• Explain to the group that food and beverage advertisers use color, music,
pictures and special messages to convince people to buy their products.
• Tell participants that you will show the group some food and beverage
ads and, as you do, they should demonstrate with their bodies how they
want to respond to the ad.
• Explain that they can make a face, do a sign, or act out a movement with
their bodies. They can do anything to show what the ads make the feel or
what the ads make them want to do.
• Show the presentation of ads, pausing at each image to allow

participants to make a face, sign or movement to illustrate their
responses to the advertisement.

AGES 6-9 LESSON 11
• Invite members to add words or phrases to their movements if they want

others to understand them better. Guide members by naming some of
their emotions about the advertisements,
o For example, “Oh, I can tell this ad makes everyone feel happy
and excited – it looks like many of you are ready to eat this food
right now.”
o Or, “I can tell many of you aren’t interested in eating this food at all.
Many of your faces are saying, yuck.”
• Say, “The next time you see a commercial for food, think about what
feelings you have when you see it. Does it make you want to eat that food
right away? Why do you think this is?”

Reflection
• What was it like to do the activities this week? How did this activity feel
compared to the activity for the last two weeks where we talked a lot
about emotions related to eating?
• How do you think food and beverage ads like these make a difference in
what you choose to eat and drink?
• What can we do when we see ads for different foods and drinks?
Recognition
• Members should find a partner and give them a firework high five. To do
this, members should move their fingers as if they were fireworks after
high fiving.
designated areas.

AGES 6-9 LESSON 12

Creating a Health Promotion Project
Overview
GOAL
Youth will be able to ask for more healthy food and drink options
Nutrition Topic

• Teamwork
Time Requirements
40-45 minutes
Materials Needed
• Healthy Eating Cards (1 set for every 4 members)
Suggested Snacks
Trail mix
Handouts
None
Links to Resources
None
Key Terms

• Identify and solve problems: a healthy decision making process

AGES 6-9 LESSON 12
• Teamwork: the ability to work effectively with others


Healthy Cheer
• Break the group into smaller teams of three to four and provide each
team with an Around the World card (used from a previous session).
• Each team should come up with a cheer to celebrate the food
product.
• Be creative in selecting items – the goofier the better.
• Give youth about three minutes to create, and three minutes to
perform.



resolve?

AGES 6-9 LESSON 12
Main Activity:
Activity Name: Look, Listen, Learn Part 1
Time: 25 minutes
Group Size: Teams of four
Before You Start:

• Make sure to have the Healthy Eating Cards printed and ready.
• Say, “We’re going to use today to create messages about our choice to
eat healthy and why eating healthy is important. Then, we’ll have a
chance to share these messages with other Club members.”
• Ask, “Who makes the decisions about the foods you eat at home? Who
makes decisions about foods and drinks offered at school?” Possible
answers include: parents, teachers, cafeteria staff, older siblings, myself,
etc.
• Ask, “What are different ways that you can ask for more healthy food and
drink options?” Possible answers include: talk to my parents on the way
to the grocery store, tell my brother how much sugar is in soda compared
to water, tell my teachers about the great healthy snack I had at the Club.
Etc.
• Ask participants to form groups of four. Give each pair a set of Healthy
Eating Cards. Tell group members that they are going to use their set of
Healthy Eating Cards to come up with a sentence to tell other Club
members about the importance of healthy eating.
• Ask pairs to arrange and rearrange the cards until they find a motto or
slogan they think will communicate why healthy food choices are
important. Explain that they can also use their own words by writing them
on the blank cards.
• Give pairs three minutes to come up with their mottos or slogans. If

members are successful early, they can come up with several mottos.
Take a picture of their mottos to use in the next Healthy Habits session.
• Tell members that they’ll use the next session to turn their sentences and
slogans into songs, posters or other ways to communicate their healthy
food choice to their peers at the Club.

AGES 6-9 LESSON 12

Reflection
• What kind of message did you write today? Was it about healthy food,
drinks, or something else?
• Why is important to tell people about eating well?
• What are some other ways you can share the messages about eating well
with people outside of the Club?
Recognition
• Ask members to get in a circle and say one kind word to the Club
member standing next to them.
designated areas.

AGES 6-9 LESSON 12
Lesson 12 Handouts: Healthy Eating Cards

AGES 6-9 LESSON 12

AGES 6-9 LESSON 12

AGES 6-9 LESSON 12

AGES 6-9 LESSON 12

AGES 6-9 LESSON 12

AGES 6-9 LESSON 12

AGES 6-9 LESSON 13

Presenting a Health Promotion Project
Overview
GOAL
Youth will be able to encourage others to make healthier food choices
Nutrition Topic

• Teamwork
Time Requirements
40-45 minutes
Materials Needed
• The Healthy Eating sentences that were created from the previous lesson
• Markers
• Poster board
Suggested Snacks
Encourage youth to eat their greens (spinach) by mixing it into a berry
smoothie
Handouts
None
Links to Resources
Smoothie recipes: https://www.allrecipes.com/recipes/138/drinks/smoothies/
Key Terms
• Identify and solve problems: a healthy decision making process
• Teamwork: the ability to work effectively with others

AGES 6-9 LESSON 13


Ants on a Log
• Designate a line on the ground to stand on.
• Have all youth stand on the line.
• Number the players by starting with one.
• The goal of this activity is to get the whole group to switch positions on
the line without falling/stepping off the line.
• For example, the player on the farthest left of the line will end up at the
farthest right of the line by the end of the activity. The order of the
players should be the same, but in reverse, (i.e., 1-10 -> 10-1).

Use the following prompts to review the agreements with your group:


resolve?

AGES 6-9 LESSON 13
Main Activity:
Activity Name: Look, Listen, Learn Part 2
Time: 25 minutes
Group Size: 15-25
Before You Start:

• Make sure to have the sentences and statements that members created
in the earlier lesson are available for them to see and use in this activity.
• Say, “We’re going to use today to make creations out of the messages we
made in the last session. These creations are to encourage your friends
at the Club to eat healthy foods and drinks.”

• Introduce the activity by telling pairs that they will create a poster, song or
poem using the sentence starters they created in the previous activity.
• Explain that this is a practice for sharing their creations to raise

awareness and to reach those who make decisions about what food and
drinks are offered to youth.
• Ask pairs to consider who they want to reach and how they want to do
this. Give the following examples:
o They can videotape their rap, song or poem to share with others
on social media, the Club’s website or on the BGCA YouTube
channel.
o They can place posters or artwork around the Club.
o They can photograph their posters or artwork so they can be
shared on social media or the Club’s website.
• Give members 15 minutes to make their creations about healthy eating.
• Give groups approximately one minute to present their creation.

AGES 6-9 LESSON 13

Reflection
• How did it feel to create something to share with others at the Club?
• In what ways do you think your messages will change the behavior of
other members at the Club?
• What are ways you might be able help others eat healthier at home or
school?
Recognition
• After all pairs have presented, congratulate group members on the

knowledge they have gained and on the creativity they have shown in
asking for healthier food choices.
designated areas.

AGES 6-9 LESSON 14

Assessing Health Behaviors & Goal Setting
Overview
GOAL
Youth will be able to develop a plan outlining the behaviors needed to achieve
personal and health goals
Nutrition Topic
• Goal-setting and Planning
• Goal-setting
• Self-efficacy
Time Requirements
50 minutes
Materials Needed
• Pens
• Yarn (ball, rope, something to form a web)
• Where Are You? Where Are You Going? handout
Suggested Snacks
A snack the group makes together
Handouts
• Where Are You? Where Are You Going? handout
Links to Resources
None
Key Terms
health goals
• Goal setting: the ability to set and work toward a desired result

AGES 6-9 LESSON 14
• Self-efficacy: The belief in oneself to do something


All in One
• Everyone stands in a circle holding hands.
• Ask for a volunteer to stand in the middle of the circle.
• The person in the middle calls other members one at a time into the
middle of the circle.
• The goal is to see how many people you can fit in the middle without
breaking hands on the outer circle.
• Have youth try two to three times and see if they can increase the
number of people who fit in the circle.



resolve?

AGES 6-9 LESSON 14
Main Activity:
Activity Name: Where Are You? Where Are You Going?
Time: 15 minutes
Group Size: Small group of up to 30
Before You Start:

• Make sure each member has a Where Are You? Where Are You Going
handout? and something to write with.
• Say, “Today we are going to create some goal for how we want to feel
when we eat.”
• Pass out the Where Are You? Where Are You Going? handout.
• Tell members that the handout will help them plan how they want to feel
when they eat.
• Read each question out loud and have youth circle how they feel.
• Help youth identify the skills they want to improve.
• Remind them that there are no right or wrong answers.
Reflection: (10 minutes)
• How did you feel trying to set your goal?

• How did you pick your goal?
• What is one thing you are going to do at the Club to help you get better at
this skill?
Program Closing: (10 minutes)

Web of Support
• Say, “We have learned a lot about food, how food makes us feel and how
to make healthier food choices. We are going to end this program by
sharing one thing we will do to eat healthier.”
• Have the group stand in a circle.

AGES 6-9 LESSON 14
• Tell the group that you are going to pass the ball of yarn to a member.
• The member holding the ball of yarn will share one thing they will do to
eat healthier.
• The member with the ball of yarn should hold on to the end of the string
and toss the ball to someone else in the group who is not standing
directly next to them.
• The next member will share what they will do to eat healthier.
• This will continue until everyone has a piece of the web that is formed.
After the web is formed:
• Once a web is formed, tell the group that the web symbolizes the shared
connection and support that this group has developed.
• With each member still holding on to their part of the string, use a pair of
scissors to cut all of the connecting strings, symbolizing that the program
is ending, but they will still keep the lessons and relationships built.
• Youth can make bracelets out of the strings or save the yarn as a
keepsake to remember their groups.
Adaptations:
• If yarn is not available, use alternate objects that youth can pass to one
another such as a ball. You can use a rope to show the web, or another
object that can show their connection as a group.
• Ask members to clean up the space and be sure to put all the materials
in the designated areas.

AGES 6-9 LESSON 14
Lesson 14 Handout: Where Are You? Where Are You

Going?
How do you feel about the following?
Being able to
ask someone
for something
healthy to eat:
Choosing a
healthy snack:
Choosing a
healthy drink:
Recognizing
when you are
hungry:
1: Draw a circle around the skills you feel best about:

Asking for Choosing a Choosing a Knowing when
something healthy snack healthy drink you are hungry
healthy to eat
2: Draw a rectangle around the skill you feel the worst about:
Asking for Choosing a Choosing a Knowing when
something healthy snack healthy drink you are hungry
healthy to eat
3: Write down the skill you want to get better at:
_______________________________________________________
4: What is one thing you can do while at the Club to help you get
better at that skill?
_______________________________________________________

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AGES 6-9 LESSON 1

Healthy Habits: Ages 6-9 Lesson 1 15

AGES 6-9 | LESSON 1

• Group Agreement: a shared vision that a group creates in order to build

Healthy Habits: Ages 6-9 Lesson 1 16

Warm Welcome: (2 minutes)

Community Builder: (10 minutes)

Before You Start:

• Say, “Today we’re going to start creating our program Group

Healthy Habits: Ages 6-9 Lesson 1 17

• Ask members the following three questions:

Step-by-step Process to Implement the Activity:

• Once you have the top five feelings, continue to Step 2.

Healthy Habits: Ages 6-9 Lesson 1 18

o Kind = share your materials, paper, computers, etc.

• It is common for different feelings to be associated with similar behaviors.

• The Group Agreements should be displayed in a space that all members

Healthy Habits: Ages 6-9 Lesson 1 19

I will do this by:

Inviting other kids to play with me and my friends__

Reflection and Recognition: (10 minutes)

Healthy Habits: Ages 6-9 Lesson 1 20

• “Does everyone commit to our Agreements today?”

Potential Review Questions:

• What parts of the Agreements have helped our group?

Healthy Habits: Ages 6-9 Lesson 1 21

AGES 6-9 | LESSON 2

Social and Emotional Development (SED) Skills

• Paper for each member

Healthy Habits: Ages 6-9 Lesson 2 22

Warm Welcome: (2 minutes)

Community Builder: (5-10 minutes)

Group Agreements Review: (2 minutes)

• “Does everyone commit to our Agreements today?”

Potential Review Questions:

• What parts of the Agreements have helped our group?

Healthy Habits: Ages 6-9 Lesson 2 23

Before You Start:

• Prepare to share a detail about your vision for your future.

Step-by-step Process to Implement

Healthy Habits: Ages 6-9 Lesson 2 24

Reflection and Recognition: (5-10 minutes)

• Identify specific things to recognize members for, such as their goals or

Healthy Habits: Ages 6-9 Lesson 2 25

AGES 6-9 | LESSON 3

Social and Emotional Development (SED) Skills

• Large roll of craft paper or flip chart paper

• Goal-setting and planning: the ability to use dietary guidelines to

Healthy Habits: Ages 6-9 Lesson 3 26

• Identifying emotions: expressing feelings

Community Builder: (5-10 minutes)

Group Agreements Review: (2 minutes)

• “Does everyone commit to our Agreements today?”

Potential Review Questions:

• What parts of the Agreements have helped our group?

Healthy Habits: Ages 6-9 Lesson 3 27

• What feelings have we, as a group, done an especially good job of

Before You Start: