5

UNIT FIVE:

TAKING
ACTION FOR
GOOD HEALTH

5
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 take the information they have acquired over the course
of the program to spread awareness and act as an agent of healthy
change in their school, community or family.

objectives:
○○ Define ways to increase awareness of the benefits of a healthy lifestyle
○○ Design a family, school or community project related to good health
○○ Review and reflect on the Action for Advocacy project
○○ Identify the importance of breakfast
○○ Uncover the truth behind popular drinks

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 activity 5.1 30 minutes in length
RAISING AWARENESS
PURPOSE: MATERIALS:
Define ways to increase White/chalk board, chart or paper
awareness of good health

Whole Group:
1. On the board, chart or paper, write the definition
NOTE TO TEACHER:
of public advocacy: If possible, give the students time to research the
PUBLIC ADVOCACY: example public advocacy projects or others on the
Actions that inform people about certain issues. These internet. It may also help to bring in articles that
actions allow people to share their knowledge and opinion, demonstrate public advocacy.
and bring attention to their cause. Advocacy aims to
influence important people who make decisions.
2. Engage students in a discussion about advocacy:
○○ Why is it important?
○○ How can public advocacy help?
○○ Who would benefit?
○○ What could the impact be?
3. Discuss and review examples of current public advocacy campaigns related to health such as:
○○ Fruits and Veggies – More Matters www.fruitsandveggiesmorematters.org
○○ President’s Challenge www.presidentschallenge.org
○○ Let’s Move www.letsmove.gov
○○ Fight BAC®* www.fightbac.org
4. Discuss the above projects or any other examples the groups came across by asking:
○○ What are the goals?
○○ Why is it important?
○○ How do the projects attempt to make a difference?
○○ Who are the projects attempting to benefit?
○○ What is the impact?

*“Fight BAC” is a trademark of the Partnership for Food Safety Education


Follow-up Questions:
1. Do you think there is enough information given to Americans about the consequences of not leading a healthy lifestyle?
2. Where do you think the information is lacking?

FIT PLAN: LIVING HEALTHY UNIT 5: taking action for good health ACTIVITY 5.1: RAISING AWARENESS
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Extension Activities:
1. Ask the students to browse the internet, newspapers or
NOTE TO TEACHER:
magazines to find articles related to nutrition or fitness. It might be helpful to show examples of PSAs to
Have the students evaluate the article for purpose, validity the students. Have the students log onto the internet
and credibility using the knowledge they have acquired and search for PSA examples.
over the course of the program. They should also offer their
overall opinion of the article. Students should present
a summary of the article, their evaluation and their opinion
to the class.
2. Ask the students to create a Public Service Announcement (PSA) about a specific health issue. Refer to the directions below.
a. On the board, chart or paper define Public Service Announcement (PSA):
PUBLIC SERVICE ANNOUNCEMENT:
A non-commercial advertisement broadcast on the radio, online or television for the good of the public.
PSAs are intended to modify public attitudes by raising awareness about specific issues.
b. Ask the class to list examples of PSAs they have seen on TV or heard on the radio.
c. Break the class into small groups and ask them to come up with a PSA for living a healthy lifestyle or a warning for
leading an unhealthy lifestyle. Pass out Student Sheet 5.1 for them to use as a guide. The students should think about
where they would like to broadcast their PSAs to be most beneficial to the public.
d. Have all groups present their PSAs. If possible, students may record their PSAs and upload to a website or play
over a speaker system.

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 STUDENT SHEET 5.1

PUBLIC SERVICE
ANNOUNCEMENT
TEMPLATE
directions:
Follow the guide below to create your PSA. PSAs are usually about 10 to 60 seconds and are
transmitted electronically via radio, television or internet.

PUBLIC SERVICE ANNOUNCEMENT:

Date:

Your Contact Information:

Name:
Organization:
Phone number:
Email:

Title:

Announcement:
A short explanation of what you would like to air. This should address what and why in 10 to 60 seconds.
















FIT PLAN: LIVING HEALTHY UNIT 5: taking action for good health STUDENT SHEET 5.1: public service announcement template
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 activity 5.2 1 to 3 hours in length
action for advocacy
PURPOSE: MATERIALS:
Design a family, school or White/chalk board, chart or paper
community project related to Resource Sheet 5.2
healthy living Copies of Student Sheet 5.2

Whole Group:
1. Ask students if there is a need to raise awareness
NOTE TO TEACHER:
about health issues and healthy living? Ask them to list This activity works best when divided into several
health issues that concern them and need attention. Record class periods to provide adequate planning time
responses on the board. for the project. Consider starting this activity about
halfway through your program (about Unit 3) to
2. Ask the students if they have ever said,
allow for ample planning time.
“I wish someone would do something about
________________________.”

Fill in the blank with one of the health issues discussed.

3. Discuss the need to raise awareness for healthy living in their families, school or community by asking:
○○ Is there a need? Why?
○○ Is there anything currently being done?
○○ Is it working?
○○ What more could be done?
4. Tell the students that instead of waiting for somebody else to do something about a health need, we are going to do something for
our families, school or community by planning an Action for Advocacy project related to healthy living.

Whole Group/Small Group:

5. Plan an Action for Advocacy project(s). Action projects can consist of one idea that incorporates everyone working together to plan
and implement a single project. Otherwise the class can be divided into small groups and several smaller projects can be organized.
6. To start a list of ideas, divide the class into small groups and ask them to brainstorm one to three project ideas to raise awareness
for healthy living. Some research should be done on project ideas to determine if the health need is in the family, school or
community. This can be done by using the internet, making phone calls or conducting surveys. When ideas are finalized, the groups
should prepare a short outline of their idea and provide the following information:
○○ A goal
○○ A short description of the project
○○ Why their project would be important
○○ The impact of the project

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7. Have the groups share their project ideas and list
them on the board.
NOTE TO TEACHER:
If students are having a difficult time coming up with
8. Choose one group project or several small projects to plan
project ideas, share the examples on Resource Sheet
and implement. This can be done by voting on the ideas or
5.2. The teacher should facilitate the planning and
in another way that works best for your group.
implementation of the project, but it is important to
9. The Action for Advocacy project will: let students take the initiative on the project.
○○ Be focused around raising awareness of healthy living
within the family, school or community.
○○ Be planned and implemented by the students.
○○ Involve all students.
10. After the class or groups determine the project, pass out Student Sheet 5.2. Each group should fill out one Student Sheet
for each project being planned. This will help the students stay focused in the planning and help the teacher gain a
understanding of the project(s).
11. Make the necessary plans to carry out the project(s).
For example, consider the following: NOTE TO TEACHER:
○○ Transportation needs
If possible, bring a camera to the project and be sure
○○ Materials/donation of supplies
to take several pictures.
○○ Set up/confirm appointments


Follow-up Questions:
1. Why is it important to spread the word about the benefits of living a healthy lifestyle?
2. What did we learn from this project?

Extension Activities:
1. Search the internet to see what other type of youth projects are going on around the country.
2. Encourage the students to start a club or organization at their school that emphasizes family, school or community-based projects.
They could also start a club or organization that focuses on good health, such as a Fit Club.
3. Examine organizations that focus on solving global poverty issues. While the United States has an abundance of food and a host
of health problems related to eating too much food, there are many areas of the world where people struggle to get enough food to
function. Have students research global poverty and engage in a serious discussion about the issue. Ask:
○○ What is happening in these areas?
○○ Why is there limited access to food and money?
○○ How does it make you feel?
○○ Is there anything being done about the problems? Why or why not?
○○ Is there anything you can do to help?

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 resource sheet 5.2
sample projects
The following is a list of brief ideas for Action for Advocacy projects. Ideas should not be
limited to these examples. The planning and delivery of an advocacy project will require much
more detail than what is provided here.

Prepare a Healthy Meal:

Plan a healthy meal for a family. Buy all the ingredients and prepare the meal for them.

Prepare and Pass Out Healthy Snacks:

Create a few different healthy snacks. Prepare them and pass them out, along with the recipes, on campus to students and/or parents.

Walk for a Cause:

Sign up for a walk or run that supports a certain health issue.

School Lunches/Snacks:
Take inventory of foods being offered in schools. Evaluate if healthy choices are offered. Organize a letter-writing campaign that
encourages school officials to offer healthier food options.

Health Workshops:
Plan and implement a workshop that educates families/students/community members on certain health-related topics.

Fitness Hour:
Invite families/students/community members to engage in various fitness activities.

Healthy Bake Sale:

Have a healthy bake sale and donate the profits to a health-related organization.

Health Fair:
Organize a health fair where community members can come and receive health screenings and information to help lead a healthy lifestyle.

How-to Guide:
Create a how-to guide on a healthy lifestyle. Distribute the guides to the community/schools/families.

Organize Presentations:
Plan and present health presentations to a group of students or adults.

Healthy Cookbook:
Create a cookbook of healthy recipes. Distribute it to the community/schools/families.

Podcast:
Create a podcast about nutrition and fitness topics. Play it through a speaker system for a specific audience or invite a group to come
listen to the podcast.

FIT PLAN: LIVING HEALTHY UNIT 5: taking action for good health resource sheet 5.2: sample projects
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 STUDENT SHEET 5.2

project outline
directions:
Fill in the blanks below to help plan out your project.

1. Project Title:
Description of our project:


2. The goal of the project is:

3. Our target audience is:
4. Why this project is important:


5. The first step is:


6. Roles and responsibilities of each member:



7. How the project will raise awareness about healthy living:


8. Where the project will take place:
9. Materials we need for the project:



10. Assistance we need from the teacher, an adult or outside organizations:


11. How we will know our project made an impact:



FIT PLAN: LIVING HEALTHY UNIT 5: taking action for good health STUDENT SHEET 5.2: project outline
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 ACTIVITY 5.3 15 minutes in length
WHAT WE LEARNED
FROM OUR ACTION FOR
ADVOCACY PROJECT
PURPOSE: MATERIALS:
Review and reflect on the Action White/chalk board, chart or paper
for Advocacy project Art supplies

Whole Group:
1. Lead a discussion on the Action for Advocacy project by asking the following questions:
○○ What did you learn from your experience?
○○ What are you proud of?
○○ What were the highlights?
○○ Were there any surprises along the way?
○○ What would you have done differently?
○○ What are some ways you can stay involved with the issues surrounding your project?

Decide how the group would complete this statement:

Our project was !

Small Group:
2. Break the class into small groups. Ask the students to talk about how the project helped them better understand health-related
issues. What were their personal discoveries?

Whole Group:
3. Make a group memory page or poster that reflects the project. All students should take part by adding something to the page or
poster that illustrates their experiences.

Follow-up Questions:
1. Why is it important to reflect on our work and projects?
2. Do you think what we did was enough?

Extension Activities:
1. Have students send a letter to a community official or leader explaining the work they did with their project and
encouraging them to make changes in laws or policies. A congressman, mayor, principal and school superintendent
are examples of community officials or leaders.

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 ACTIVITY 5.4 30 minutes in length
the most important
meal of the day
PURPOSE: MATERIALS:
Identify the importance of White/chalk board, chart or paper
breakfast Copies of Student Sheet 5.4

Whole Group:
1. Discuss breakfast using the information in Fast Facts.
2. Ask how many students eat breakfast on a regular basis. Ask
the students to list some of their favorite breakfast foods
and record their responses on the board. From that list, ask
the students to separate the healthy foods into one column.
3. Ask the students to list the reasons they do not eat
breakfast and record their responses on the board.
4. Ask the students to come up with a list of healthy breakfast
foods they could eat at home, on the go or at a restaurant.
Have the students record their responses and share them
with the group. If the group is having trouble coming up with
ideas, use the examples below to help.
FAST FACTS:
Breakfast gives you a burst of energy in the morning
and keeps your energy up during the day. Breakfast
is beneficial for your brain, memory, concentration
and mood, which can help you perform better
in school and at work. Students who don’t eat
breakfast regularly perform poorly on tests requiring
concentration, have shorter attention spans, and
achieve lower test scores than well-fed students.
Skipping breakfast can also promote unwanted
weight gain by causing you to eat more throughout
the day.

At Home:
○○ Smoothie made with fresh fruit and low-fat yogurt or milk
○○ Whole wheat toast or whole wheat English muffin with a NOTE TO TEACHER:
slice of reduced fat cheese The students will usually cite lack of time for not
○○ Whole grain toaster waffles with peanut butter eating breakfast. Use that to start a discussion
and a banana about time management. Ask: Why don’t you have
○○ Whole grain cereal with fresh fruit and reduced-fat milk time? Do you need to go to sleep earlier so you can
wake up earlier? Do you need to watch less TV so
On the Go:
you can get your homework done earlier?
○○ Individual granola or cereal bars
○○ Reduced-fat yogurt with a piece of fresh fruit
○○ Instant oatmeal in a cup with a piece of fresh fruit or nuts

At the local diner:

○○ Scrambled eggs on whole wheat toast (add some veggies)
○○ Whole wheat bagel with a tomato and a small amount of light cream cheese
○○ Whole wheat pancakes topped with fresh fruit


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Follow-up Questions:
1. If someone wanted to lose weight, should they skip a meal
ONLINE OPPORTUNITY:
like breakfast? Why or why not? ○○ Do you want students to get a taste of
healthy breakfast options? Visit the Recipes
2. How can we make more time for breakfast?
section of www.tigerwoodsfoundation.org for
 a healthy Yogurt Parfait.
○○ Worried that your students are still measuring
Extension Activities: portion sizes by their plate and bowl size?
1. Ask the students to take a look at the amount of sugar in Visit the Additional Activities section of
their favorite breakfast items. They may go online to find www.tigerwoodsfoundation.org to review
the nutrition labels or labels can be brought in for the serving size with the interactive activity
students to use. Using the formula—1 teaspoon = 4 grams What’s for Breakfast?
of sugar—have the students measure the amount of sugar
in one serving of their favorite breakfast items. Students
should also take this time to evaluate the entire nutrition
label of their favorite breakfast foods to determine if they
are healthy choices. Discuss the nutrition label and sugar
amounts in the various items.

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 activity 5.5 30 minutes in length
the ugly truth
PURPOSE:
To reveal the truth behind
popular drinks
Part I:
Whole Group:
1. Showcase all the sample drinks in a prominent place
in the classroom. Introduce each drink.
2. Ask students if they drink some or all of these drinks.
Ask how often they consume these drinks.
Small Group:
3. Break the class up into small groups.
4. Give each group a drink.
5. Ask them to discuss their drink using these guiding
questions:
○○ Is this beverage something you would drink? When are
you most likely to consume a beverage like this?
Breakfast? Dinner? During a workout?
○○ How is this drink advertised? What impressions do the
advertisements give consumers about this drink?
○○ Who is the target audience of the advertisements?
Kids, adults, teens or a combination of groups?
○○ Is the drink healthy? What makes you think it is healthy
or not healthy?
Whole Group:
6. Once the students have had about 10 minutes to discuss,
ask representatives from each group to summarize
their group’s discussion.
FIT PLAN: LIVING HEALTHY UNIT 5: taking action for good health
MATERIALS:
5 – 7 popular drinks (enough for one
drink per group)
Paper
Tape
FAST FACTS:
Many popular drink choices are full of calories and
simple sugars. Once consumed, simple sugars burn
up very quickly in the body and produce short-term
energy. Water is always a good option as a drink
choice. Adding slices of lemon, lime or cucumber
adds a little more flavor. When choosing juice, look
for varieties that are 100% fruit juice. Before eating
or drinking anything, it is always a good idea to read
the nutrition label. Advertisers often value profit over
consumer health, so they use techniques that are
most likely to sell products.
NOTE TO TEACHER:
Cover the nutrition label and the ingredients with
paper and tape on each drink before you start this
activity. Ask the students not to peek behind or
remove the cover. Suggestions for sample drinks
are soda, diet soda, energy drinks, fruit juice, sports
drinks and coffee shakes. It is best to choose drinks
that students are familiar with.
ACTIVITY 5.5: the ugly truth
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Part II:
ONLINE OPPORTUNITY:
Small Group: Are you always wondering which drink is
Ask the students to carefully pull back the cover on the healthier? Sports drinks or water? Diet cola
nutrition label so the facts and ingredients are revealed. or regular cola? To find healthier beverage
7. Ask the students to discuss their drink again, but this time options and engage the class in the activity
they need to read the nutrition label and ingredients to Drink Debate, visit the Additional Activities
decide whether this drink is really healthy or not. Ask the section of www.tigerwoodsfoundation.org.
groups to discuss these questions:
○○ Do the nutrition facts and/or the ingredients reveal
anything about the drink that the advertisements or packaging style do not?
○○ How many total servings are in this drink?
○○ How much sugar is in one serving? The entire bottle/can?
○○ What ingredients are in this drink? Are they healthy?
○○ After seeing the nutrition facts and ingredients, would you still advertise this drink as healthy?
○○ How do you feel now that you know the truth about your drink? Would you still drink it? Would you encourage others to drink it?

Whole Group:
8. Once the groups have had about 10 minutes to discuss, bring them back together and have a representative from each group share
what they discussed.
9. Conclude the activity by asking the group why companies market and advertise their drinks the way they do when the drinks may
be harming the health of consumers? Encourage the students not to believe everything they hear, and remind them that it is their
responsibility to be critical consumers by evaluating all of their food and drink choices.

Follow-up Questions:
1. Do you think advertisements are a good source of information?
2. What are some examples of healthy drink choices? Why are they healthy examples?

Extension Activities:
1. Using table sugar, a teaspoon and a clear cup, have the students measure out the amount of sugar in their entire drink. Use this
conversion for measuring—1 teaspoon = 4 grams of sugar. Students should be referring to the nutrition label to determine the total
amount of grams of sugar in their drink. Once the students have measured the sugar amount into the clear cups, put them on display
in the classroom next to the corresponding drink. Discuss the results.
2. Currently, there is proposed legislation to add tax to soda like the tax that was added to cigarettes a few years back. Research
information about the proposed soda tax, share the information with your students (or have them look up the information), and
engage the class in a conversation about the controversial idea. If the group really engages in the discussion, ask them to write
a letter to the local congressman stating their opinion on the issue.

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