This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
1. for Gamication Design Food Heroes
2. When the earth is ravaged and the animals are dying, a new
tribe of people shall come unto the earth from many colors,
classes, creeds and who by their actions and deeds shall make the
earth green again. They will be known as the warriors of the
rainbow. - Old Native American Prophecy
6. Octalysis Strategy Dashboard BUSINESS METRICS WIN-STATE
PLAYER DESIRED ACTIONSCOMMITS RESULTS IM PACT FEEDBACK MECHANICS
PROGRESS TRACKS EMBEDDED TRIGGERS REWARDS
7. BUSINESS METRICS 1. END RESULTS OF WHAT YOU WANT TO
IMPROVE2.IN ORDER OF IMPORTANCE3.NEEDS TO BE QUANTIFIABLE4.LEADS TO
GAME OBJECTIVE
8. Business Metrics -> Game Objectives Healthy Behavioral
Change after program Healthy Behavioral Change during program
Knowledge Retained by Children Caregiver Participation Revenue
through Upsells/Cross-Sells Knowledge Retained by Caregiver Number
of Players Participating Together
9. Octalysis Strategy Dashboard BUSINESS METRICS
10. DEFINE USERS 1. DEMOGRAPHICS2.WHAT MOTIVATES THEM3.WHY ARE
THEY DOING THE CURRENT ACTIVITIES (8 CORE DRIVES)4.WHAT ARE
ANTI-CORE DRIVES? (REASONS WHY THEY DONT DO THE DESIRED
ACTIONS)
11. Users -> Players Kindergarten Students (4-6 Years Old).
Urban Kids. No Close Sibling. Typically well-off. Often taken care
of by grandparents/ auntie/nanny. High energy and short attention
span. Require movement activities. Spoiled and stubborn. Little
emperor with inexperienced guilty parents. Loves cute characters
and plushies Parents/Caregivers. Seeking parental knowledge. Trying
to make kids a lesser headache. Inexperienced but feels guilty.
Social pressure towards other parents and teachers. Ineffective and
executing discipline. Teachers. Looking for innovative education
but no content. 24-35 years old? College educated. Preventing
headaches and troubles in the classroom. Students listen to them
more (instead of being spoiled) but there is more social energy.
Looking for simple things to execute. Relatively low income. No
budget to do any non-subsidized materials (or parental
purchase).
12. Octalysis Avoidance Ownership Empowerment Meaning
Unpredictability Accomplishment Scarcity Social Inuence
Kindergarten 4-6 yrs old Wants to do something epic and BIG in a
fantasy way!! Cares less about real-life CD1 Validation from
caregivers/ teachers.Want attention from grownups. Like to spend
time with peers. Learning about Not Just Me. Feeling competent.
Win-State = feeling self-efcacy. Loves achievement symbols (like
stickers). Compliments attached to the reasoning/trigger. Always
asking WHY. Innately curious. Already ustered with so much
unpredictability. Likes the same games/ movies over and over
Roleplaying - Wants to quickly get to DOING. Categorizing the world
and developing associative thinking. Imaginative Minds. Cherish the
few things they feel like they uniquely OWN. Creates security
(blanket, teddybear). Mostly about ME ME ME! Growing their own
plant/ fruit/sprouts/snap peas (build from scratch). Build
sentimentalism through routine. Social Norming and mimicking due to
constant uncertainty. Dangled Rewards. Can only do this ONCE. Eat 3
carrots only. Single special person for a day with certain duties.
Avoid getting in trouble. Dislike being pushed into activities.
Afraid of being unaccepted by friends. Avoid losing sense of
security.
13. Octalysis Avoidance Ownership Empowerment Meaning
Unpredictability Accomplishment Scarcity Social Inuence Caregivers
Being a good caregiver. Getting kids to go to a great college.
Children learning English at young age = "braggable". Chinese
cultural pride, and with Hot/Cold foods and traditions.
Grandparents feel accomplished by earning affection / parents feel
accomplished by seeing child's growth. Children who know English
triple their income and provide better retirement security for
parents. Children learning English at young age = "braggable".
Choosing emoticons and GIFs. Dressing up their kids. Super nanny
community on WeChat (500 parent groups). Connect with parents of
the same school. Hugely motivated by not being a bad parent,
especially being thought as a bad parent by other adults. Avoid
exerting more energy while still having kids learn/do constructive
things. Wants to avoid yelling but dont know what else to do. Food
safety and quality fears for their children. Only 1 child (or even
grandchild). Jobs rates are 50% so need to get kids to nd good
work. Looking for safe food but feel like they cant nd it. Wants to
avoid unpredictability and prefer stability since kids are already
too unpredictable.
14. Octalysis Avoidance Ownership Empowerment Meaning
Unpredictability Accomplishment Scarcity Social Inuence Teachers
Recognizes their efforts will shape the future of the children
Constantly looking for new tools and resources to teach better and
engage the kids. Ability to customize teaching to their unique
classroom needs. Need to FEEL and LOOK smart in front of kids and
while explaining/ guiding how the game works. The Teacher bringing
prestige for the school. Value caregivers who thank them for their
efforts. Compare notes/complain to other teachers. My own class and
the ownership alongside it. Want more funding resources for their
classroom projects. Unique opportunities to have the Peppa Pig
Mascot visit the school. Prefers less unpredictability. Not looking
for more work but looking for something to make their existing work
easier.
15. Octalysis Strategy Dashboard BUSINESS METRICS PLAYER
16. Octalysis Strategy Dashboard BUSINESS METRICS PLAYER ?
17. DEFINE DESIRED ACTIONS 1. ALL THE LITTLE ACTIONS YOU WANT
USERS TO DO2.CHRONOLOGICAL ORDER3.NO ACTION IS TOO TRIVIAL4.LEADS
TO WIN-STATES
18. Desired Actions -> Win-State OVERVIEW TEACHER CHILD
PARENT DISCOVERY - Learn about the Food Heroes (FH) project (media,
website, other teachers). - Watch videos about the subject. - Read
testimonials about students changing their eating habits. - Visit
some FH downloadable sheets as examples. - Download one of the
materials to present in classroom (worksheets, activity sheets). -
Download FH 'school app. - Hear about becoming a FH in school. -
See a friend's collection of FH cool characters. - Hear their
children talking about "healthy nutrition" at home. - Visit the
project website. - Ask the teachers about the FH project. - Read
school letter about FH project. - Hear from other parents talk
about their FH Fun via WeChat. - Download FH 'school app.
ONBOARDING - Present FH material to the students. - Learn how to
incorporate FH material in lessons. Go through video or training. -
Fill some data in the 'school app. - Participate in a school lesson
using FH material. - Ask their parents about FH. - Start FH rst
program. - Accept to change some eating habits at home. - Play a
healthy game with their kids during lunch/dinner. - Interact with
the 'school app' to input some eating information about their
children. SCAFFOLDING - Download / receive more materials. -
Present to the students again. - Use the 'school app' to update the
parents about their kids advancements. - Appoint a student to be a
Food Hero each week. - Go through and understand all 7 modules. -
Participate in other programs. - Play a healthy game with their
parents during lunch/dinner. - Share with peers and caregivers. -
Purchase a new FH program, game or activity. - Follow their
children's progress in the 'school app. - Share something FH
related in social media. ENDGAME - Contribute to FH project. -
Become involved in the FH campaign and spreading it. - Find new
heroes in the world and make them join the healthy eating movement.
- Enter new age group of the experience. Infuse and have it become
part of their lifestyle. - Talk about FH to other parents (peer
referral). - Become involved in the FH campaign and spreading
it.
19. Desired Actions -> Win-State Rule 1: Food Fuels My Mind
And Body Objective: Making the connection between food, mind, and
body. Recognizing that different foods have different nutritional
benets is the rst step in creating healthy, balanced meals. Active
lifestyles and nutrient-rich diets boost overall happiness and
wellness. Dont Be Gross (Mod 5) Objective: Learn the importance of
food safety and how to buy and prepare food safely. 1) Single Food
Hero song for hand washing. 2) Learn when to wash our hands: before
we eat. 3) Learn length to wash our hands: 20 sec? 4) Learn why to
wash food before cooking and eating it. 5) Learn to wash and peel
fruits and vegetables. 6) Learn to separate raw and cooked food. 7)
Cook thoroughly and at safe temperatures. 8) Use safe water and raw
materials. 9) Learn what bacteria does to the body. 10) Learn how
pesticides affect food. Villains: Bacteria, pesticides
20. Desired Actions -> Win-State Rule 2: Real Foods Make Me
Healthy And Happy Objective: Know which kinds of food are good for
your body and which ones are bad. Eat good food rst. Eat a variety
of colors and textures of food. Be open to trying new foods. A Food
Hero transforms food into fuel by exercising every day. Eat a
Rainbow Everyday (Mod 1) Objective: Learn to eat a diversity of
foods, particularly fruits and vegetables. Eating a variety of
foods is essential to achieve adequate coverage of macro- and
micronutrient needs. 1) Learn about Colors and names of foods. 2)
Practice Categorizing. 3) Ask how many rainbow foods did they eat a
day. 4) Learn what do different types of rainbow foods help the
body. 5) Make a rainbow meal - understand which are healthy foods.
6) Eat a rainbow meal and track at home: Teach how to count. days
of the week, and types of meals.12 kinds per day, 25 kinds per
week. 7) Learn new rainbow foods. 8) Learn why we eat different
foods. 9) Categorize foods into the Food Table. (TODO)
21. Desired Actions -> Win-State Rule 2: Real Foods Make Me
Healthy And Happy Objective: Know which kinds of food are good for
your body and which ones are bad. Eat good food rst. Eat a variety
of colors and textures of food. Be open to trying new foods. A Food
Hero transforms food into fuel by exercising every day. Super Food,
Super Me (Mod 4) Objective: Finding alternative sources of calcium
(bones) and protein. Diversify your diet. 1) Learn the importance
of Calcium. 2) Learn alternative sources of Calcium - plant based.
3) Eat more greens and avoid eating large animals. 4) Learn health
impact of meat. 5) Learn meat alternatives or sustainable sources
of protein - plant based. 6) Answer: Which foods make you tall and
strong. 7) Answer: Which food should you eat rst on your plate to
keep you strong? Notes: Why calcium? To grow strong bones - move
away from animal protein/calcium. Important to not say that
beef/milk is evil. Say its important to grow bones and muscles.
Sometimes you need to eat with something else. show the options we
want rather than a one option menu.
22. Desired Actions -> Win-State Real Food, Fake Food (Mod
2) Objective: Identify and eat real food, avoid processed food-like
substances. 1) Learn difference between real and process food. 2)
Learn why processed food is bad for you. 3) Learn top processed
foods to stay away from and healthy alternatives . 4) Learn how to
read a food label (whats in the food): Sugar -> fat, sodium
levels, servings? What should kids know at this level? Existing
Videos? 5) Learn how companies trick people into buying their food.
6) Eat less processed foods and more healthy alternatives.
Flashcards 3 foods in a row, gradations of processing, types of
rice, corn, corn on the cob. Sneaky Sugar (Mod 3) Objective: Avoid
added sugar in food and drink. 1) Learn natural sugars vs added
sugars. 2) Learn what sugar spikes are and what sugar does to the
body. 3) Learn alternatives. 4) Communicate to stay from any
processed sugar food/drink but natural sugars are still not
recommended, but better (ie dates, cane sugar, fruits). 5) Flavor
trumps sugar. 6) Sugar is a drug, a trick. Turns you into a Sugar
Monster. 7) Stay away from Articially Colored Sugar Drinks (ie
Gatorade), introduced fruit infused water.
23. Desired Actions -> Win-State Rule 3: Love The World With
Every Bite Objective: Food Heroes protect the environment by eating
more greens and less meat. Learn where your food comes from, how
its prepared, and how its grown. Eat food thats in abundance, not
endangered animals. Eat fruits and veggies that are local and
seasonal. Dont take more than you can eat. Where Does My Food Come
From (Mod 6) Objective: Learn the food supply chain and the
environmental impact along the way. Tie in with Mod 4 1) Learn how
fruits and vegetables grow. 2) Learn where foods come from:
farm/seed/shing? to fork 3) Learn places that food can grow. 4)
Understand the journey of how food gets to your plate Dig for
Treasures Nearby (Mod 7) Objective: Students learn to eat local and
seasonal. 1) Learn what food miles are and why theyre important in
affecting environmental impact. 2) Learn about seasonal foods and
why is we should eat them. 3) Visit a local farm or garden.
24. Octalysis Strategy Dashboard BUSINESS METRICS WIN-STATE
PLAYER DESIRED ACTIONSCOMMITS RESULTS IM PACT
25. DEFINE Feedback Mechanics 1. WHAT USERS USE TO KEEP TRACK
OF THEIR PROGRESS TOWARDS WIN-STATE2.Examples: POINTS, LEVELS,
STAGES, TROPHIES, AVATARS3.SHOULD REEMPHASIZE ON THE CORE
DRIVES
26. Octalysis Strategy Dashboard BUSINESS METRICS WIN-STATE
PLAYER DESIRED ACTIONSCOMMITS RESULTS IM PACT FEEDBACK MECHANICS
TRACKS TRIGGERS
28. Feedback Mechanics => Triggers Triggers for teachers to
communicate the right CDs to parents/students. Something teachers
tell/ give caregivers when the kids are picked up. Kids can educate
and nudge caregivers towards different activities ie candy or
broccoli. Grandparent Intervention Tool. Items/Work done by
students that can be brought home and shown to caregivers.
Classroom decors (standup posters of Food Heroes).
29. DEFINE INCENTIVES 1. Within your power, if you could give
users everything they want, what would it be?2.Within your power is
important to dene3. Rewards, 8 Core Drives, or SAPS4.Strategically
place them in different Win- States
30. Octalysis Strategy Dashboard BUSINESS METRICS WIN-STATE
PLAYER DESIRED ACTIONSCOMMITS RESULTS IM PACT FEEDBACK MECHANICS
PROGRESS TRACKS EMBEDDED TRIGGERS REWARDS
33. Incentives -> Rewards Food Hero snacks (similarly
branded to Scooby Snacks) Adopting a Classroom by parents (buying
merchandise) Having authoritative parenting guideline gets family
members to agree and avoids conict Sponsored gifts/snacks/parties
by Food Hero (or Gov/Peppa etc) Paid trip to visit Shanghai for a
learning session Handwritten note/card from the students
Certicates/Stickers/Tattoos/Badges Boosters Cooler emoticons
Discounts to Food Hero Snacks + Sponsored Restaurants Complimenting
their Children Appreciation from Kids PTA favoring with activation
tools Spotlighted parent/teacher/student Exclusive dinner for model
parents Media recognition English Classes Scholarships Meeting with
Role Models Getting kitchen appliances or tools to help make
healthier meals Rafe ticket towards prizes Little physical gifts
(pencils/erasers/emoticons)
34. Brainstorming
35. Ideas Tell us About it: Beginning exercise - tell us about
an illness a family member has - especially something that affects
their lifestyle. Show the relevance that if they eat something
theyll reduce the chance of having the same illness. Applicable and
ties into something personal and meaningful (CD 1, 4, 5). Also
creates parental awareness, create perception that it will reduce
kids chance of getting the same problems (CD 4, 8). Notes: what to
ask, how to ask. Use the right words. Ask about habits, lifestyles,
dietary habits? Break down to days? Water has magical powers: (make
sure its clean), takes away the poison. Kids love make believe!
Tainted Water. --- later connects with Mod 5 (sneaky sugar) when
they learn about alternatives (fruit infused water). Soda is icky
and sticky! Black and dirty Yuck! Also talk about health benets,
washes out the bad stuff in your body. Worlds best solvent, helps
break down bad things in the body. Limited, Scarce! Only drink what
you wash your hands with. (Mod 1, 5) Food Powerups: Need list of
what powerup each food gives for the body. Give chain- combos ie
carrot then nd an eggplant! Feel like theyre doing a double down on
the powers. Actually some foods are more effective with other
foods. Tasting good is an evil trick from the bad guys (Mod 2, 3,
4, 5) Make a Food Person: Based on the body parts that look like
they benet. The carrots as eyes, walnuts as the brain, etc., to
create food people. Natural rainbows (from the earth) are good vs
man-made Rainbows (processed) that are bad. (Mod 2, 4) Scavenger
Hunt: Example: Find 10 items with the highest sugar contents, rank
them. Find these items at home, etc
36. Ideas The Defensive Shield: Which foods to eat rst links to
the powerup combo. Can eat a defensive shield rst then protects so
the bad stuff doesnt lower your powers when you eat the good
powerful foods. (Mod 3) Ref: Joint Paper pg 23, The Eating Table
Saps/Energy Drains: Tasting good is an evil trick from the bad
guys. Incorporates the villains. Power that runs out. Must rell by
drinking water. Use the Garbage/damaging foods from Food table to
associate with energy drains. Stuff that make you sick (raw pork),
safety issues, sugar - go crazy and depressed/tired, eating too
much weighs one down, and are environmentally harmful. Kids like to
act out. Like batteries running out. (Mod 4) Food Label Secret
Code: Focus on reading 1 or 2 items for now. Have it be a secret
code to tell other bad guys not to eat it. Its something they want
the good guys to eat. Decipher to stay away from it. Sugar comes in
different names. Villains use this to confuse you. To change
behavior, let them see how big the sugar/fat chunk is. Or maybe
show a video (standard)/demonstration(if possible) (ie boil a coke
and just see the sugar). Protein vs sugar content - balanced or
not. Only eat something if at a certain protein-to-sugar ratio?
(maybe not for kindergarteners). (Mod 4) Already has sugar cubes,
guessing game Act it Out, Sugar Drama: Act out what sugar does to
your body. Lesser vs greater evil. Sugar in the natural rainbow is
ok but not too much. Protective shield defends your body from the
weakness of some of the powerful foods. Even each hero has a
weakness. (Mod 5)
37. Ideas Rainbow Table: Share food, share stories, share love
- placemats, colored toothpicks/ags - can take pictures and parents
can share. Can share your cultures food at a potlock. Shame of
bringing in healthy foods. Common value of healthy food. Only Hero
5 reminds them, because everyone forgets. Hes the unier. Cultural
Placemats: on a national holiday of a certain country/region.
Sugar/Perservative Monster - Make your own water cocktails.
Role-Playing: Shopping, cooking, use whole dishes? A weekly menu?
choose, create your own rainbow meal (lots of CD4) - engage with
parents, family. Eat more = more grown: maybe tie-in storyline of
game? Can we tie all 7 mods into a board game? TBD Classroom vs
Home Activities?? Dishes parents can prepare?
38. Curriculum
39. Main Activity Loop
40. 1) On the 1st day there will be no FH Buddies (FHBs). 2) FH
Buddies on Day 2 are then selected by doing the best in their Food
Journals (most colorful). Teacher checks the Food Journals and
distribute Power Cards accordingly. 1 Power Card from the same
color the student reported eating to a max of 6 cards If the
student did not present his/her journal, he/she gets the minimum of
1 Power Card Main Activity Loop Day 1 Entry Point Entry Point for
other days Play rst video of the corresponding Lesson. It will end
with some anxiety. The students must help the heroes. Do the
Rainbow Table activity from each lesson to complete the Rainbow
Table. The teacher checks the Rainbow Table. If it is completed,
she plays the Winning Video/Music. Teacher presents new Food Cards
and add them to the corresponding place on the Foodland Poster.
After adding the Food Cards to the Foodland Poster, they perform an
Activity to help absorb and reinforce the content. Teacher assigns
homework for the next class. (Home activity) Eat at least one
healthy food and register it in the Food Journal. The Activity
unlocks the second video with a happy ending from the heroes.
43. The Food Heroes Sean Strong StrengthFeliz Lopez Happy
(Social) These are placeholders for the 5 Super Heroes. They are
used to show where the Super Heroes should appear (like in the
Rainbow Table, Foodland Poster and others). Samantha Arts Smarts
Helen Lee Healer Electra Spedova Speed
44. The Food Heroes Sean Strong Strength Electra Spedova Speed
Feliz Lopez Happy (Social) Samantha Arts Smarts with Super Foods
banana Helen Lee Healer broccoli strawberry pumpkin Each Super Hero
has his/her own Super Food related to the Super Power they have.
During the lessons, the regular kids (Electra, Helen, Sean, etc.)
transform into their super hero versions (Electra Spedova, Helen
Lee, etc.) by eating their Super Food. eggplant
46. Power Cards mockup (front and back) Power card (front)
Strong bones Power card (back) Blueberry Super Power!Power
Food
47. Power Cards mockup (front and back) Power card (front)
Reduce sugar damage Power card (back) Blueberry Super Power!Power
Food
48. Power Cards mockup (front and back) Power card (front)
Strong bonesSpinach Super Power!Power Food Power card (back)
49. The nal deck of Power Cards for the entire course is: FOOD
(front) SUPER POWER (back) Apple Healthy Gut Apple Healthy Teeth
Beet Brain Power Beet Enhanced Taste Cherry Relieve Pain Cherry
Sleep Well Grapefruit Balance Blood Sugar Grapefruit Clean Food
Pomegranate Fight Sickness! Quinoa Balance Blood Sugar Red Pepper
Relieve Pain Salmon Healthy Teeth Tomato Enhanced Taste Tomato
Healthy Heart FOOD (front) SUPER POWER (back) Apricot Enhanced
Hearing Apricot Healthy Heart Cantaloupe Healthy Heart Cantaloupe
Strong Bones Carrot Enhanced Vision Carrot Reduce Cancer Risk Melon
Enhanced Hearing Orange Fight Sickness! Papaya Clean Food Sweet
Potato Beautiful Skin and Hair Sweet Potato Fight Sickness! FOOD
(front) SUPER POWER (back) Chives Healthy Heart Chives Strong Bones
Corn Clean Food Corn Enhanced Vision Egg Balance Blood Sugar Egg
Enhanced Touch Ginger Healthy Lungs Lemon Cleanse The Body Mango
Fight Sickness! Mango Healthy Gut Millet Balance Blood Sugar Peach
Healthy Heart Pineapple Clean Food Yellow Pepper Brain Power RED
GROUP (14 cards) ORANGE GROUP (11 cards) YELLOW GROUP (14
cards)
50. The nal deck of Power Cards for the entire course is: FOOD
(front) SUPER POWER (back) Blueberry Brain Power Blueberry Enhanced
Touch Fig Enhanced Taste Fig Healthy Heart Grapes Fight Inammation
Grapes Fight Sickness! Plum Healthy Gut Plum Healthy Heart Purple
Cabbage Clean Food Purple Cabbage Fight Sickness! Purple Cabbage
Strong Bones Purple Carrot Healthy Heart FOOD (front) SUPER POWER
(back) Asparagus Clean Food Celery Brain Power Green Tea Healthy
Lungs Kale Enhanced Vision Kiwi Fight Sickness! Lima Beans Enhanced
Hearing Pea Shoot Growing Nature Pear Healthy Gut Peas Enhanced
Taste Pumpkin Seeds Enhanced Smell Pumpkin Seeds Healthy Teeth
Spinach Endurance Spinach Healthy Heart FOOD (front) SUPER POWER
(back) Bamboo Shoot Balance Blood Sugar Brazil Nuts Healthy Teeth
Cauliower Clean Food Cauliower Healthy Gut Chickpea Balance Blood
Sugar Chickpea Enhanced Smell Coconut Oil Brain Power Daikon
Cleanse The Body Lychee Beautiful Skin and Hair Lychee Fight
Sickness! Mushroom Growing Nature Oats Enhanced Touch Onion Clean
Food Potato Enhanced Hearing Tofu Healthy Teeth White Onion Balance
Blood Sugar BLUE GROUP (12 cards) GREEN GROUP (13 cards) WHITE
GROUP (16 cards)
51. The nal deck of Power Cards for the entire course is: The
80 Power Cards are divided accordingly: 14 Red Power Cards 11
Orange Power Cards 14 Yellow Power Cards 12 Blue/Purple Power Cards
13 Green Power Cards 16 White Power Cards Besides the 80 Power
Cards listed previously, the Power Card deck starts Module 1 Day 1
(M1D1) with 5 extra cards, corresponding to the 5 Super Foods from
each Super Hero: Strawberry - Red group Pumpkin - Orange group
Banana - Yellow group Eggplant - Blue/Purple group Broccoli - Green
group After M1D1, these cards are going to be transferred into
Holders with Lanyards for the kids and will be permanently removed
from the deck, as explained in M1D1. From M1D2 on, the PC deck will
have only 80 cards.
52. Power Food Card Properties and Combinations H ealthy H eart
Artichoke H ealthy H eart Pear Peas H ealthy H eart H ealthy H eart
Spinach H ealthy H eart Fig H ealthy H eart Plum Purple C arrot H
ealthy H eart C herry R elieve Pain Sleep W ell C herry H ealthy G
ut M ango FightSickness M ango Fight Inam m ation G rapes G rapes
FightSickness Apple H ealthy G ut H ealthy G ut Apricot H ealthy G
ut M ango H ealthy G ut Pear H ealthy G ut Pear H ealthy G ut Plum
C auliow er H ealthy G ut Some Power Foods have multiple food
powers. Multiple Power Foods can have the same food power. Multiple
Power Foods from the same color group can have the same food
power.
53. Rainbow Table Sean Strong Strength Electra Spedova Speed
Feliz Lopez Happy (Social) Samantha Arts Smarts Helen Lee Healer
Place Cards Here PlaceCardsHere Place Cards Here Place Cards Here
Place Cards Here Place Cards Here PowerFood Avocado SuperPower!
Strongbones The Rainbow Table (RT) should be a horizontal piece of
resistant paper big enough to t the Power Cards in each of the six
available colors, as shown on the left. There is going to be only
one RT for the entire class, so all the students are always working
together to try to complete it (following the rules for each
lesson). Once completed, the RT unlocks the Winning Song and Food
Cards with stickers, which are to be placed on the Foodland
Poster.
54. Foodland Poster Garbage Food Eat First and Full Damaging
Food Eat Less Sean Strong Strength Electra Spedova Speed Feliz
Lopez Happy (Social) Samantha Arts Smarts Helen Lee Healer Drink
Water The Foodland Poster (FLP) will be hung on the wall at the
beginning of each class, representing four main food categories:
(a)Eat First and Full (b)Eat Less (c) Garbage Food (d)Damaging Food
Each time new Food Cards are unlocked by the students (by
completing the RT), the teacher should present the food to them and
discuss where in the FLP it should go. Once decided, they will
apply a sticker to the Food Card (see next slide) and place it in
the corresponding card pocket (explained next).
56. Food Card Stickers Eat First and Full Place these stickers
on all the healthy, natural Food Cards and eat as much as you want.
Eat Less Place these stickers on all the Food Cards that represent
processed foods, which should be consumed in moderation - eat less.
Garbage Food Place these stickers on all the Food Cards that
represent highly processed foods with little, if no nutritional
value. These foods should be avoided or rarely eaten. Damaging Food
Place these stickers on all the Food Cards that represent foods
that cause nutritional damage These foods should always be avoided
and never eaten. During the rst lessons, to help the students
decide where each Food Card should go on the FLP, the teacher
should provide a brief description of each of the four areas as
shown below.
57. Placing Food Cards on the Foodland Poster Food Cards with
Food Card Stickers for healthy, natural foods - place in the Eat
First and Full area. Food Cards with Food Card Stickers for
processed foods - place in the Eat Less area. Food Cards with Food
Card Stickers for highly processed foods without nutritional value
- place in the Garbage Food area. Food Cards with Food Card
Stickers for foods that cause nutritional damage - place in the
Damaging Food area. The Food Cards should be placed inside
transparent card pockets near each FLP area and kept there during
the entire course. Once a FC goes to the FLP, it never comes
back.
58. Game Rules
59. Setup At the start of each class, the teacher should
arrange all the Power Cards into the six different color groups on
her table (Red, Orange, Yellow, Green, Blue/Purple and White). She
should also place the Secret Cards (as described below) on top of
the Rainbow Table. All the Secret Cards are listed in the beginning
of each lesson under Required Materials. Secret Reduce sugar damage
The Secret Cards tell the students which Power Cards are going to
be acceptable at the Rainbow Table for that particular lesson. The
trick is that only the Food Hero Buddies are going to know about
the Secret Cards and they have to transmit that information to
his/her group by only using hand gestures (mimics). More details in
the following slides.
60. First Step Food Journal Can you eat a rainbow everyday? Use
the colorful rings below to color or draw the healthy foods you
have eaten since the last class! The game starts when the teacher
checks the Food Journal from each student at the beginning of the
class. She then gives one Power Card for each lled ring (by a
drawing or color) on the students journal. The given PC(s) should
be from the same color group(s) as the one(s) that the student drew
or colored. If the student lls in all the colors, he/she gets 6
cards (the maximum allowed). If the student does not ll in any
color, he/she gets 1 random card (the minimum allowed). She then
recalls which students will be the selected Food Hero Buddies for
the day (as determined by a drawing from the previous day), and
gives them the corresponding FHB costumes. This area can be used to
create content related to each lesson for assessing the students
knowledge, though it is not relevant to the game.
61. First Step - Example Food Journal Alices Journal Alice
reported two healthy foods in her journal: one red and one blue She
can then take two Power Cards to start the lesson. One from the red
set and another one from the blue set Strong Bones Purple C abbage
Tom ato H ealthy H eart Can you eat a rainbow everyday? Use the
colorful rings below to color or draw the healthy foods you have
eaten since the last class! This area can be used to create content
related to each lesson for assessing the students knowledge, though
it is not relevant to the game.
62. First Step - Example Food Journal Bobs Journal Bob reported
all six healthy foods in his journal. He can then take six Power
Cards to start the lesson. One from each of the 6 color sets.
Strong Bones Purple C abbage Tom ato H ealthy H eart Strong Bones C
hives Sw eetPotato BeautifulSkin and H air Brain Pow er Yellow
Pepper This area can be used to create content related to each
lesson for assessing the students knowledge, though it is not
relevant to the game. Can you eat a rainbow everyday? Use the
colorful rings below to color or draw the healthy foods you have
eaten since the last class! Bam boo Shoot H ealthy H eart
63. Next step After all the students have received Power Cards
(from 1 to 6), the teacher starts the lesson and plays the rst
video. The video always ends with a challenge for the students to
solve by using their Power Cards. Once the video ends, the Food
Hero Buddies are allowed to go to the Rainbow Table and take a look
at the Secret Cards. Then, each FHB should only use hand gestures
and mimics (like a game of Charades) to relay to his/her group
information on which Power Cards are acceptable on the Rainbow
Table to help the Super Heroes. If a student gures out the message
from the FHB and has the acceptable PC, he is allowed to go to the
RT and place his card there. The FHB can check it and say only yes
or no.
64. Next step The game ends when they place the correct number
of required PCs on the correct corresponding colors. During the
entire time, the teacher can help the FHBs with ideas for hand
gestures and also in making sure all the groups are on the right
track. She will also keep time during the given 10 minute interval
for the students to solve all the secret cards and complete the
Rainbow Table. Once the Rainbow Table is completed, it will unlock
new Food Cards. The current Food Hero Buddies will then draw names
to determine the Food Hero Buddies for the next session.
65. Rainbow Table Place Cards Here PlaceCardsHere Place Cards
Here Place Cards Here Place Cards Here Place Cards Here PowerFood
Avocado SuperPower! Strongbones To complete the Rainbow Table, the
students have to place the acceptable Power Cards on the right
colors until the required numbers are met. Which Power Cards are
acceptable will be determined by the Secret Cards. The number of
PCs that should be placed on the Rainbow Table is listed in the
description for each lesson. Secret Cards: only the FHBs know about
these.
66. List of Secret Cards Mod. Day Secret Cards # of PCs on each
color 2 2 Enhanced Taste, Enhanced Hearing, Enhanced Vision,
Enhanced Smell, Enhanced Touch 2 3 1 Brain Power and Fight
Sickness! 2 4 1 Growing Nature, Healthy Heart, Healthy Muscles,
Healthy Teeth and Strong Bones 3 4 2 Beautiful Skin and Hair,
Endurance, Healthy Gut and Healthy Lungs 1 5 2 Clean Food 1 The
lessons not listed above, do not use Secret Cards. In that case,
the instructions for using the Power Cards in the Rainbow Table
will be described in each specic lesson.
67. FAQ After checking the student Food Journal, should the
teacher give them the exact same Power Card that corresponds to the
food they reported eating? No. It should be from the same color,
but it does not need to be the same food, because many times the
students are going to report foods that do not have a corresponding
Power Card. Are all foods acceptable in the Food Journal? No, only
healthy foods. The teacher should explain that only healthy foods
are going to be rewarded with Power Cards. What if a student
reports 3 healthy red foods and zero healthy foods from other
colors. How many Power Cards should he get? Only one (a red Power
Card). The students should be oriented to eat a rainbow everyday,
so they can get Power Cards from all colors.
68. MODULE 1: Eat a Rainbow Everyday
69. Objective: Learn to eat a diversity of foods, particularly
fruits and vegetables. Eating a variety of foods is essential to
achieve adequate coverage of macro- and micronutrient needs. Day 1:
SWBAT (students will be able to) identify the food heroes. Day 2:
SWBAT distinguish between real/natural foods versus junk/ fake
foods. Guidelines for the Teachers
70. 1) On the 1st day there will be no FH Buddies (FHBs). 2) FH
Buddies on Day 2 are then selected by doing the best in their Food
Journals (most colorful). Teacher checks the Food Journals and
distributes the Power Cards accordingly. 1 Power Card from the same
color the student reported eating to a max of 6 cards If the
student did not present his/her journal, he/she gets the minimum of
1 Power Card Main Activity Loop Day 1 Entry Point Entry Point for
other days Play rst video of the corresponding Lesson. It will end
with some anxiety. The students must help the heroes. Do the
Rainbow Table activity from each lesson to complete the Rainbow
Table. The teacher checks the Rainbow Table. If it is completed,
she plays the Winning Video/Music. Teacher presents new Food Cards
and adds them to the corresponding place on the Foodland Poster.
After adding the Food Cards to the Foodland Poster, they perform an
Activity to help absorb and reinforce the content. Teacher assigns
homework for the next class. (Home activity) Eat at least one
healthy food and register it in the Food Journal. The Activity
unlocks the second video with a happy ending from the heroes.
71. 1) Videos of the 5 Food Heroes. (Starting with Muppets.
Upgrade later to cartoons.) 2) Food Cards: all the food item cards.
3) Food Card Stickers 4) Power Cards: all the effects of the food
items. 5) Foodland Poster: large enough to teach students about
each section. Potentially Velcro. 6) Rainbow Table. 7) Color-in
Rainbow Tables as homework. 8) Food Journals as homework. 9)
Information Sheets with WeChat QR code, for each student to give to
their parents. 10) Optional: QR code to activate food heroes to
chat before dinner. This is an idea for future development: use the
QR code to triggers some animation on the parents smartphones
showing the Food Heroes talking and incentivizing the kids to eat
healthy foods. Module 1 Components
72. Mod 1 Day 1
73. Required Materials: 1) Intro Video/story 2) Mid-Class Video
3) Power Cards (deck of 80 cards) 4) Power Cards Holders and
Lanyards to class activity 5) Food Card Stickers 6) Rainbow Table
7) Foodland Poster (FLP) 8) Color-in Rainbow Table as homework. 9)
Food Journal as Homework. 10) Information Sheet with WeChat QR code
to give parents. (Mod 1, Day 1): Eat a Rainbow Everyday
(40-min)
74. Schedule Planning: 0-5 (5 min): Class gets together. The
teacher introduces the students to the Food Heroes Concept with fun
and exciting statements. She brings out the Power Cards deck and
tell the students these cards have amazing powers and can do
wonders when grouped together. While doing this, she distributes
the entire deck among the students (some students might get one
extra card compared to others, but this is not a problem). Before
the students have a chance to take a good look at their cards and
start asking questions, she tells them they are going to be
introduced to some special characters with an entertaining video.
She asks the kids to get ready and settle in to their seats for the
show. 5-10 (5 min): Play Beginning Video: The Food Heroes are
introduced. The video shows a small part of their background and
each character introduces himself/herself with his/her favorite
pastimes, games and other things the kids can relate to. The video
portrays them as cool and energetic characters, not yet appearing
in their heroic version. Then one of them says he is going to share
a secret with the kids. He eats his Super Food (broccoli, for
instance, if it is Sean) and he becomes his heroic version (Sean
Strong) with Super Strength. He is shown lifting heavy objects, to
the amazement of the other characters. They come to the students
and ask them for help. Each one of them is holding a different food
in his/her hand, representing their Super Food. Can the kids help
them nd their Super Foods? 10-13 (3 min): The teacher puts out the
Rainbow Table and tells them that they must nd, among the
distributed cards, the correct Power Cards that correspond to each
Food Heros Super Food as indicated in the video. The students then
need to place the ve correct Power Card on the corresponding Hero
as showed next. (1 card for each hero.) (Mod 1, Day 1): Eat a
Rainbow Everyday (40-min)
75. Rainbow Table With two Power Cards place on the right
Heroes. Helen Lee Healer Sean Strong Strength Electra Spedova Speed
Feliz Lopez Happy (Social) Samantha Arts Smarts Place Cards Here
PlaceCardsHere Place Cards Here Place Cards Here Place Cards Here
Place Cards Here Broccoli Power Food Two Power Cards have been
correctly place on the corresponding Heroes. These represent their
favorite Super Foods. Three correct Power Cards need to be placed
on the other three heroes to complete the activity for this lesson.
Power Food Eggplant
76. Schedule Planning: 13-18 (5 min): The teacher now plays a
new video showing the Food Heroes approaching a table where they
will dine together. They place their favorite Power Foods at the
center to form a colorful, circular pattern. They place other
healthy, natural foods with these favorite foods, matching colors
until a beautiful rainbow pattern emerges and a winning song starts
playing. It becomes a magical Rainbow Table! 18-25 (7 min): The
teacher tells the students that every time the Rainbow Table is
completed, new Food Cards are unlocked. She says this and brings
forth a bag containing the entire collection of Food Cards. It is
time to learn about new foods! But each day only the 5 assigned
Food Hero Buddies can draw from the bag of Food Cards. And who are
the FHBs for today? The 5 students that placed the 5 Super Foods on
the RT*! She goes to the RT and picks one Super Food card at a
time, place it inside an ID badge attached to a lanyard and hangs
around the FHB neck. She does that 5 times, until the 5 FHBs are
assigned. Now they can draw from the bag of Food Cards (one at a
time) and start learning about new foods! (Mod 1, Day 1): Eat a
Rainbow Everyday (40-min) * in case one student was lucky enough to
get two or more of the Super Foods during the random distribution,
he/she can chooses another FHB for the day.
77. Power Card Holder and Lanyard The Food Heros favorite Power
Card is placed inside the holder. The Power Card can then be worn
by the designated Food Hero Buddy for the day. Sean Strong Strength
Broccoli Power Food Super Strength Super Power! Front side Back
side IMPORTANT: This ID card with the lanyard is going to be used
during the entire course to indicate who are the ve Food Hero
Buddies for the day. The actual creation of this PC holder only
happens on Day 1 of Module 1.
78. Schedule Planning: 25-35 (10 min): After the rst Food Hero
Buddy draws a card from the bag of Food Cards and before revealing
its content, the teacher presents the Foodland Poster (FLP - see
next slide) that is going to be attached to the wall during the
entire course. She explains that from now on, every time a Food
Card is drawn, they are going to discuss where it should be placed
on the FLP: Eat First and Full, Eat Less, Garbage Food or Damaging
Food, and place it on the respective ziplock bag. She also brings
forth some stickers containing images of this four categories and
says that once they reach an agreement, the FHB that selected the
card can put a sticker on the card and then place it on the FLP.
She does this until each FHB has drawn a Food Card from the bag. If
there is available time, a second round of drawings can be made, to
a total of 10 different Food Cards. To wrap up this activity, the
teacher presents a new bag, containing the names of all the
students. Each FHB should draw one name from it. (If the name of
one current FHB is drawn, another draw must be made.) The 5 names
will become the 5 selected FHBs for the next lesson (the teacher
should write their names on post-its and place them next to the
corresponding Super Hero on the Foodland Poster. (Mod 1, Day 1):
Eat a Rainbow Everyday (40-min)
79. Placing Food Cards on the Foodland Poster Food Cards with
Food Card Stickers Appropriate Food Cards Stickers are applied to
the Food Cards Starting with Eat First and Full, the Food Cards are
then placed on the corresponding Foodland Poster location. At the
end of the class the Food Cards are placed in the 4 corresponding
Food Card ziplock bags. Cards are accumulated in subsequent
sessions. The 4 Food Card ziplock bags are attached or placed next
to their corresponding food area on the Foodland Poster. (With
subsequent placement of cards into corresponding ziplock
bags.)
80. Placing Food Cards in the Foodland Poster ziplock bags Food
Cards with Food Card Stickers are removed from the Foodland Poster
and placed inside the corresponding ziplock bag with previously
placed cards. This action may be executed at the end of the class
each day. The 4 Food Card ziplock bags are attached or placed next
to their corresponding food area on the Foodland Poster. The Eat
First and Full Food Card ziplock bags with Food Cards inside.
81. Schedule Planning (40 min): 35-40: The teacher will give
the students homework assignments. She will give each student three
items to take home: 1. Food Journal 2. Color-in Rainbow Table
worksheet 3. Information Sheet for parents She will give them two
assignments for their homework. First, they will try and eat a
Rainbow food, and record it in the food journal. Second, they will
color the Color-in Rainbow Table worksheet using the Food Heroes
favorite Power Food colors. Finally, each student will be asked to
give the Information Sheet to their parents. It will contain
information about the course, contact information, and links to
related resources. It will also contain a QR Code inviting the
parents to join the Food Heroes WeChat group. (Mod 1, Day 1): Eat a
Rainbow Everyday (40-min)
82. Each wedge of the Color-in Rainbow Table should be colored
in by the student at home. The instruction to the kids is: color
each wedge with a different color that can be found in natural
foods. There is no right or wrong answer here, but this will
prepare them for the concept of the Rainbow Table. Color-in Rainbow
Table for Homework eggplant broccolipumpkin banana strawberry
83. Food Heroes Parents Information Sheet Sean Strong
StrengthElectra Spedova Speed Feliz Lopez Happy (Social) Samantha
Arts Smarts Helen Lee Healer
84. Mod 1 Day 2
85. Required Materials: 1) Intro Video/story 2) Mid-Class Video
3) Power Cards (deck of 80 cards) 4) Power Cards Holder and Lanyard
for FHBs 5) Bag of Food Cards (to be placed on the FLP) 6) Food
Card Stickers 7) Rainbow Table 8) Foodland Poster (FLP) 9) Food
Journal as Homework (Mod 1, Day 2): Eat a Rainbow Everyday
(40-min)
86. (Mod 1, Day 2): Eat a Rainbow Everyday (40-min) Schedule
Planning: 0-5 (5 min): Check Food Journals and handle Power Cards
accordingly. From this day on, the PCs should always be assigned
according to the lling of the Food Journals as described here.
Recall who are the 5 Food Hero Buddies for the day, handle them the
Power Card Holder with Lanyards and divide the class into 5 groups
(with one FHB in each). After all the students received their PCs,
if there are still PCs remaining at the teachers table, she should
distribute all of them to the students until there are no more PCs
remaining. 5-10 (5 min): The teacher is going to ask the students
to show the Color-in Rainbow Table they took for homework and
discuss some of the options they choose for coloring. She is going
to bring the Rainbow Table to the center of the class and show to
the students the correct six colors for the RT - related to the six
colors that can be found in natural foods (explain that purple and
blue were grouped in one single color). The teacher nishes this
part by saying that from this day on, the RT is going to be used to
help the Food Heroes every time they need help. 10-12 (2 min): Play
Beginning Video: The Super Heroes are going to be playing a card
game around a table and discussing some trivial things about their
lives. This conversation should be used to get the kids more
familiar with the heroes characteristics and personalities. The
game they are playing apparently has cards with different colors
and different foods in it. Hero Smarts starts wondering what are
these cards all about and they start sharing some of the
information they see on their cards. Apparently some of them are
from the same color, others have the same super power on their back
the heroes are not sure if they gured out everything. They need
help!
87. Schedule Planning: 12-25 (13 min): The teacher reminds the
students they should use the Power Cards they received at the
beginning of the class on the RT to help the heroes. The nal goal
is to use the Power Cards to complete the six colors of the Rainbow
Table. But since the heroes are facing different challenges each
day, the students must pay attention to what PCs are allowed at the
RT on each lesson. For today the rule is: the RT only accepts pairs
of PCs that have the same Super Power (SP) on their back and are
from the same color. For example: - Beet (SP: Enhanced Taste) and
Tomato (SP: Enhanced Taste) is a valid pair because they are from
the same color group (Red). - Oats (SP: Enhanced Vision) and Egg
(SP: Enhanced Vision) is not a valid pair because they are from
different color groups (White and Yellow, respectively), even tough
they have the same Super Power (SP). - Pear (SP: Healthy Gut) and
Spinach (SP: Healthy Heart) is not a valid pair because they dont
have the same Super Power (SP), even tough they are from the same
color group (Green). It is possible to make 15 different pairs
following these rules, but only six - one pair from each color -
are needed to complete the activity. Since the students are divided
in groups, they must rst try to make valid pairs within their own
groups. If it is no longer possible - the teacher can help
realizing this - and the RT is still not completed, they are
allowed to combine PCs with other groups. (Mod 1, Day 2): Eat a
Rainbow Everyday (40-min)
88. Schedule Planning: Once the RT is completed, the teacher
plays the Winning Song and reminds the students that every time it
is completed, new Food Cards are unlocked. She says this and brings
forth the bag containing the entire collection of Food Cards. It is
time to learn about new foods! 25-35 (10 min): As the FHBs draw
Food Cards from the bags, all the students should decide where it
belongs on the Foodland Poster (FLP), place a sticker on it, and
then place it on the corresponding location on the FLP poster.
Since this is also an introductory day of all the concepts involved
in the course, the teacher is going to have more time to explain
again the meaning of each quadrant of the Foodland Poster. She can
also make 2 or 3 turns of drawings with the selected FHBs (with a
total of 10 or 15 new FCs posted on the FLP). This part is nished
when the teacher brings forth the bag with all the students names.
The current FHBs should draw the names of FHBs for the next lesson.
35-40 (5 min): The teacher assigns homework to have the kids help
their parents to prepare a colorful and healthy rainbow table at
home, with their parents taking photos and sharing them on WeChat,
and then updating their Food Journals. (Mod 1, Day 2): Eat a
Rainbow Everyday (40-min)
89. MODULE 2: Real Food, Fake Food
90. Objective: Identify and eat real food, avoid processed
food-like substances. Day 1: SWBAT (students will be able to)
identify junk/fake foods from real/natural foods. Day 2: SWBAT use
their 5 senses to decide the difference between junk/fake foods and
real/natural foods. Guidelines for the teachers
91. 1) On the 1st day there will be no FH Buddies (FHBs). 2) FH
Buddies on Day 2 are then selected by doing the best in their Food
Journals (most colorful). Teacher checks the Food Journals and
distributes the Power Cards accordingly. 1 Power Card from the same
color the student reported eating to a max of 6 cards If the
student did not present his/her journal, he/she gets the minimum of
1 Power Card Main Activity Loop Day 1 Entry Point Entry Point for
other days Play rst video of the corresponding Lesson. It will end
with some anxiety. The students must help the heroes. Do the
Rainbow Table activity from each lesson to complete the Rainbow
Table. The teacher checks the Rainbow Table. If it is completed,
she plays the Winning Video/Music. Teacher presents new Food Cards
and adds them to the corresponding place on the Foodland Poster.
After adding the Food Cards to the Foodland Poster, they perform an
Activity to help absorb and reinforce the content. Teacher assigns
homework for the next class. (Home activity) Eat at least one
healthy food and register it in the Food Journal. The Activity
unlocks the second video with a happy ending from the heroes.
92. Module 2 Components 1) Power Cards 2) Fake Cards (explained
in the Module) 3) Rainbow Table 4) Intro Videos/stories 5) Food
Cards 6) Secret Cards (explained in the Game Rules) 7) Peppa Pig
worksheet: Real Food vs Processed Food 8) Foodland Poster 9)
End-Class Videos 10) Home Activity Assignments 11) Some food labels
with man-made ingredients on them 12) Raw ingredients and Fake
Foods for the Activity red beans, tomato, apple, beetroot, carrot,
orange, pumpkin, sweet potato, broccoli, cauliower, dragon fruit,
mushroom (normal and needle), lotus root, kiwi, ginger, lemon,
onion, wood ears, broccoli, cucumber, pineapple list of Fake Foods
13) Food Journals for Homework
93. Mod 2 Day 1
94. (Mod 2, Day 1): Real Food, Fake Food (40-min) Required
Materials: 1) Power Cards 2) Fake Cards (explained in the Module)
3) Rainbow Table 4) Intro Video/story 5) Food Cards 6) Peppa Pig
worksheet: Real Food vs Processed Food 7) Foodland Poster 8)
End-Class Video 9) Home Activity Assignment
95. Schedule Planning: 0-5 (5 min): Check Food Journals and
handle Power Cards accordingly. Recall who are the 5 Food Hero
Buddies (FHBs) for the day and divide the class into 5 groups (with
one FHB in each). 5-7 (2 min): Play Beginning Video: The Super
Heroes are at the Shopping Mall waiting to see a movie when they
get hungry and decide to buy something to eat there. They only nd
unhealthy options and, since they are hungry and it looks tasty,
they go to eat. Hero Strength buys a hamburger and a soda, Hero
Smarts orders buttered popcorn and a soda, Hero Speed goes for
french fries with a soda, Hero Healer gets pretzel bites with
cheese and a soda, and Hero Social buys a hotdog with a soda. They
enter the theater with their snacks and the lights go down. The
movie is about to start. All of a sudden, a strong and evil-looking
character appears on screen. He has a double-F (FF) written on his
shirt. Mawahaha! - he laughs - every fake food you eat makes me
stronger and today I am strong enough to paralyze you all! The
heroes try to get up from their chairs, but they cant. Now, instead
of the movie, you are going to be watching commercials about fake
foods FOR THE WHOLE DAY! The mysterious villain disappears with an
evil laugh echoing throughout the theater. The heroes need help!
7-15 (8 min): The teacher is going to give each group the Fake Food
cards corresponding to what the respective hero ate. For instance,
the Hero Strength group gets Hamburger and Soda. The group has to
use their own Power Cards to help their hero. One corresponding
Power Card cancels the effect of a Fake Card. For instance, the
Power Card Blueberries with the power Reduce Sugar Damage cancels
the Fake Card Soda with the penalty Sugar Damage. One fake food has
many penalties associated with it. A group that cancels all the
Fake Cards puts their used Power Cards on the Rainbow Table and can
help other groups with their remaining cards - in case other groups
are out of cards. The teacher can add more Power Cards if needed.
Once all the heroes are saved from their fake food penalties and
the Rainbow Table is formed, new Food Cards are unlocked. (Mod 2,
Day 1): Real Food, Fake Food (40-min)
96. 15-20 (5 min): The teacher is going to present the new Food
Cards to the kids. For each, they should decide where it belongs on
the Foodland Poster (FLP), place a sticker on it, and then place it
on the corresponding location on the FLP poster. 20-25 (5 min): The
teacher will then explain the importance of differentiating real
food from fake food and each student is going to receive a Peppa
Pig worksheet with the activity Real Food x Processed Food. Instead
of cutting out the objects as proposed, the students should draw a
circle on all the healthy foods. The teacher goes through each of
the foods, giving them the right answers and making sure everybody
has the basics covered. 32-34 (2 min): The ending scene shows the
heroes getting out of the theater and throwing their fake foods
into the garbage. They comment how real food acts as a shield
protecting them from eventually eating garbage food. They come up
with 2 quick rules for identifying a fake food: 1. If it doesnt
grow naturally and goes bad with time, its probably fake 2. If it
has a package of any kind, its probably fake 35-40 (5 min): The
teacher reinforces the two rules by showing the class that all the
Food Cards they have placed onto the FLP poster follow these two
important rules. The teacher will talk about the Home Activity:
students should bring different food labels that they have found in
their houses to the next class. This home activity is setting up
the opportunity to teach the kids about a third rule: if something
has a food label, it is probably fake. To make sure, read the
ingredients. If there are a lot of weird ingredients that you dont
know about and dont nd in your kitchen, these are probably fake.
(Mod 2, Day 1): Real Food, Fake Food (40-min)
97. Fake Cards mockup (front and back) Fake card (front) Sugar
damage Penalty! Fake card (back) Soda Fake Food
98. Fake Cards mockup (front and back) Fake card (front) Damage
teeth Penalty! Fake card (back) Soda Fake Food
99. (Mod 2, Day 1): Real Food, Fake Food (40-min) Peppa Pig
Real Food x Processed Food worksheet. Students will circle all the
healthy foods. Here are some of the circled healthy foods.
100. Mod 2 Day 2
101. (Mod 2, Day 2): Real Food, Fake Food (40-min) Required
Materials: 1) Power Cards 2) Some food labels with man-made
ingredients on them 3) Rainbow Table 4) Intro Video/story 5) Food
Cards 6) Secret Cards 7) Foodland Poster 8) Raw ingredients and
Fake Foods for the Activity red beans, tomato, apple, beetroot,
carrot, orange, pumpkin, sweet potato, broccoli, cauliower, dragon
fruit, mushroom (normal and needle), lotus root, kiwi, ginger,
lemon, onion, wood ears, broccoli, cucumber, pineapple list of Fake
Foods 9) End-Class Video 10) Home Activity Assignment 11) Food
Journals for Homework
102. Schedule Planning: 0-5 (5 min): Collect all the food
labels the students brought in as homework (if any). Check Food
Journals and handle Power Cards accordingly. Recall who are the 5
Food Hero Buddies (FHBs) for the day and divide the class into 5
groups (with one FHB in each). 5-8 (3 min): Remember the rst two
rules for differentiating real food from fake food, and reveal the
third rule. Read some of the food labels with the weirdest
components and say that the third rule is: if something has a food
label, it is probably fake. To make sure, read some of the
ingredients. If the food label has some weird word on it, that you
have never heard about and cant nd in your kitchen, it is probably
fake. 8-10 (2 min): Play Beginning Video: The Super Heroes are at
home and one of them has two green foods on his hand: a pear and a
vivid green mufn. He wonders why its not possible to differentiate
real and fake foods from colors, since they look so similar.
Another hero takes two other foods of similar color and notices
they feel different to touch. A third hero smells another pair of
foods and sees one is unique and natural, while the other has a
rather boring smell. When the fourth hero is about to taste her
food pair to see if she can identify any difference, Villain FF
(the same as in Mod 2 Day 1) appears on the corner of the screen
and says: Huum thats not good. They are about to discover something
they are not supposed to. I must do something. He then goes to the
power box and throws the main switch. The whole house goes dark. Oh
no! The heroes cant see what they are eating now! They need help!
10-20 (10 min): Play the Charades Game with the following Secret
Cards: Enhanced Taste, Enhanced Touch, Enhanced Hearing, Enhanced
Smell and Enhanced Vision. The students should put 2 cards from
each color at the Rainbow Table to complete it. See the game rules
here. Once the Rainbow Table is completed, the teacher plays the
Winning Song and each FHB can draw the name of one FHB for the next
lesson. The teacher should record these names for the start of the
next lesson. (Mod 2, Day 2): Real Food, Fake Food (40-min)
103. 20-25 (5 min): The teacher is going to present the new
Food Cards to the kids. For each one they should decide where it
belongs on the Foodland Poster (FLP), place a sticker on it, and
then place it on the corresponding location on the FLP poster.
25-35 (10 min): The teacher is then going to ask the 5 FHBs to come
to the front of the class and will blindfold them for the Guess the
Mystery Food Activity. One variation is to have just one kid go up
at a time, so that the entire class will pay attention (and make it
easier for the teacher to control the actions). Also, he/ she will
always receive two foods: one real and one fake. The blindfolded
student can use all the senses - except for sight - to identify
which of the two foods is real and name each. The activity goes for
at least 5 rounds (one for each FHB), with other kids being invited
to be blindfolded, if there is enough time. 35-38 (3 min): The
ending video shows the heroes still in the dark, clueless about
what to do. They hear Villain FF laughing in the distance, as if he
had triumphed again. Hero Smarts searches in the dark and suddenly
exclaims: Aha! An eggplant! She eats it (eggplant is her super
food) and transforms into her super heroine version. She quickly
locates the power box and closes the switch, lling the room with
light. Villain FF looks scared in the distance and starts running
away. Hero Speed nds a tomato, transforms into her super heroine
version, and chases him down. Villain FF is strong and he tries to
push Hero Speed away, but she is too fast for him. When he is about
to try to push her again, Hero Strength comes by, followed by the
other Super Heroes (already transformed) and grabs him in a bear
hug. The Villain asks them to let him go, but instead the heroes
offer him some real foods that they have. They are sure the Villain
is not bad - he is just under the inuence of too many fake foods.
He eats the real foods and for the rst time he smiles and feels at
peace. The heroes have defeated the Fake Food Villain! Well done,
heroes! 38-40 (2 min): The teacher will talk about the Home
Activity: students should ask their parents to take a picture of
one real food and one junk food and post it on the WeChat group.
This way the teacher can assess if students grasped this topic
easily. (Mod 2, Day 2): Real Food, Fake Food (40-min)
104. MODULE 3: Sneaky Sugar
105. Objective: Avoid added sugar in food and drink. Day 1:
SWBAT (students will be able to) identify the malices of too much
sugar on their food. Day 2: SWBAT visualize how much sugar is in
common foods. Guidelines for the teachers
106. 1) On the 1st day there will be no FH Buddies (FHBs). 2)
FH Buddies on Day 2 are then selected by doing the best in their
Food Journals (most colorful). Teacher checks the Food Journals and
distributes the Power Cards accordingly. 1 Power Card from the same
color the student reported eating to a max of 6 cards If the
student did not present his/her journal, he/she gets the minimum of
1 Power Card Main Activity Loop Day 1 Entry Point Entry Point for
other days Play rst video of the corresponding Lesson. It will end
with some anxiety. The students must help the heroes. Do the
Rainbow Table activity from each lesson to complete the Rainbow
Table. The teacher checks the Rainbow Table. If it is completed,
she plays the Winning Video/Music. Teacher presents new Food Cards
and adds them to the corresponding place on the Foodland Poster.
After adding the Food Cards to the Foodland Poster, they perform an
Activity to help absorb and reinforce the content. Teacher assigns
homework for the next class. (Home activity) Eat at least one
healthy food and register it in the Food Journal. The Activity
unlocks the second video with a happy ending from the heroes.
109. Required Materials: 1) Power Cards 2) Rainbow Table 3)
Intro Video/story 4) Secret Cards 5) Food Cards 6) Foodland Poster
7) End-Class Video 8) Home Activity Assignment (Mod 3, Day 1):
Sneaky Sugar (40-min)
110. Schedule Planning: 0-5 (5 min): Check Food Journals and
handle Power Cards accordingly. Recall who are the 5 Food Hero
Buddies (FHBs) for the day and divide the class into 5 groups (with
one FHB in each). This time it is important to divide the 5 groups
roughly with the same athletic skills, since the day activity
involves running. 5-7 (2 min): Play Beginning Video: Something
wrong has happened to the Super Heroes. Hero Speed cannot run fast
anymore. Instead she is sluggish and slow. Hero Strength is clumsy
and weak. Hero Smarts cannot do her additions correctly and Hero
Social is telling bad jokes. [Hero Social tells a bad joke in a
crazy way.] Everyone shouts Hey! Thats Not funny! Hero Smarts
sluggishly tells the students, Students, help us! I think its
something we ate that did this to us and were losing our super
powers! This is ruining my ability to think clearly. Is 5+3, uh
give me a minute [mumbles] oh yea 8 Oh dear, that took me a while,
I can usually think faster! Hero Healer is weak and cannot save us.
Its up to you today to help recover our super powers! 7-17 (10
min): The students are supposed to help the super heroes to recover
their powers by using their Power Cards. Play the Charades Game
with the following Secret Cards: Brain Power and Fight Sickness.
The students should put 2 cards from each color at the Rainbow
Table to complete it. See the game rules here. Once the Rainbow
Table is completed, the teacher plays the Winning Song and each FHB
can draw the name of one FHB for the next lesson. The teacher
should write down these names for the start of the next lesson.
(Mod 3, Day 1): Sneaky Sugar (40-min)
111. 17-22 (5 min): The teacher will present the new Food Cards
to the kids. For each one they should decide where it belongs on
the Foodland Poster (FLP), place a sticker on it and place it at
the corresponding location on the FLP poster. 19-21 (2 min): Play
Intermediate Video: The heroes are shown regaining their powers and
one of them says: Wait I remember something the Sugar Monster I saw
him run away with some drinks and snacks Another one adds: I think
we ate a huge amount of sugar in and on our food, and weve lost our
super powers A third one asks: But why is sugar so bad? What does
it do to our body? We must nd out so we can defeat the Sugar
Monster! 21-36 (15 min): The teacher will then take the kids
outside to do the Sugar Relay Race Activity. The groups should be
the same from the rst half of the class (one group for each Super
Hero) and the Super Hero Buddy should be the rst to run during the
activity. 36-40 (4 min): With the kids still outside (no need to go
back inside), the teacher must reinforce the importance of eating
healthy, to build a healthier life. Nobody wants to suffer all the
bad effects they experienced during the race, throughout their
entire lives! She then handles instructions for the Home Activity
to each student. She adds the instructions should be read and
executed with the help of their parents. By doing it, they are
going to nd out about the Sugar Monsters most devastating weapon.
The instructions are for the Boiling Soda activity. (Mod 3, Day 1):
Sneaky Sugar (40-min)
112. Day 2
113. Required Materials: 1) Power Cards 2) Fake Cards
(explained in the Module) 3) Rainbow Table 4) Intro Video/Story 5)
Food Cards 6) Foodland Poster 7) End-Class Video 8) Home activity
Assignment (Mod 3, Day 2): Sneaky Sugar Recap (40-min)
114. Schedule Planning: 0-5 (5 min): Check Food Journals and
handle Power Cards accordingly. Recall who are the 5 Food Hero
Buddies (FHBs) for the day and divide the class into 5 groups (with
one FHB in each). 5-7 (2 min): Play Beginning Video: The Super
Heroes are going to refer to the Day 1 home activity. Staring at
the kids, they will ask: Did you nd out, with the help of your
parents, what is the Sugar Monsters most devastating weapon? (A
momentary pause will give the kids a chance to answer.) The heroes
can then answer: We did! It is soda! It has a lot of sugar in it!
So let us throw away all the soda we have here and never drink it
again! One of the heroes goes to the kitchen and returns with
several different drinks in his arms. I was wondering ... if soda
has so much sugar in it, what about these other drinks that we have
in our kitchen? Do you think they have lots of sugar too? Do you
think they could also be secret weapons from the Sugar Monster? The
heroes look puzzled. They need help to nd out! 7-15 (8 min): The
teacher is going to distribute 5 Fake Cards to each group, all of
them containing some sugary drink on the front and a different
penalty on the back. Each Food Hero Buddy should coordinate the
efforts of his/her group so they can cancel the penalties of all
the Fake Cards. To do this, they are going to use the Power Cards
they have earned in the beginning of the class. Each Power Card has
a super power that is similar to the penalty, but with a positive
effect, and will cancel the Fake Card. To make things simple for
the kids, the illustrations of the related super powers and
penalties are the same (see here and here for examples). After the
ve groups combined to cancel all the Fake Cards, they put their
used Power Cards on the Rainbow Table to unlock the new Food Cards.
The groups can exchange Power Cards between themselves to achieve
this goal. (Mod 3, Day 2): Sneaky Sugar Recap (40-min)
115. 15-20 (5 min): The teacher will present the new Food Cards
to the kids. For each they should decide where it belongs on the
Foodland Poster (FLP), place a sticker on it and position it at the
corresponding location on the FLP. 20-35 (15 min): The teacher will
then show the students the Sugar Mapping Activity. Explain that the
uffy buds represent the Sugar Bombs that the monster has placed in
the drinks to hurt us. After nishing, she explains that Pure Water
is magical (the elixir of life - dene and use the word elixir for
the kids), has no sugar bombs, and can help wash away some of the
sugar from our bodies. Hold up 6 uffy buds and say that having 6 or
fewer, is less harmful, though we cant avoid these Sugar Bombs
because the Sugar Monster is very, very sneaky. So, if it goes into
our bodies, make sure to also drink the Magical Pure Water to help
cleanse our bodies. 35-38 (3 min): The ending video will show the
heroes happy with all the unhealthy sugary drinks ordered (similar
to what the kids did on the activity). Suddenly, the Sugar Monster
is going to try to sneak in to add more sugar to the beverages, but
the super heroes eat their respective Super Foods and save the day.
They capture the Sugar Monster and explain to him that he should
not add sugar to everything, because it is not healthy. They offer
him a glass of pure water - with zero sugar! - and he nds it
refreshing and invigorating. The heroes have defeated the Sugar
Monster! 38-40 (2 min): The teacher reinforces the importance of
not eating sugar, with too much added sugar (more than 6 sugar
bombs') and issues a challenge to the kids. They are all getting a
badge saying Sugar Free, that they should use for one whole week
and not drink soda during this period. They are also getting an
extra badge to give to someone, to take the challenge with them
(ideally, one of the parents). (Mod 3, Day 2): Sneaky Sugar Recap
(40-min)
116. MODULE 4: Super Food, Super Me
117. Objective: Finding alternative sources of calcium (bones)
and protein. Diversify your diet. Day 1: SWBAT (students will be
able to) identify foods that contain protein and calcium and say
why protein and calcium are important to eat. Day 2: SWBAT identify
which foods give you power and which do not. SWBAT recall what
happens when you eat power foods and what happens when you eat
harmful foods. Guidelines for the teachers
118. 1) On the 1st day there will be no FH Buddies (FHBs). 2)
FH Buddies on Day 2 are then selected by doing the best in their
Food Journals (most colorful). Teacher checks the Food Journals and
distributes the Power Cards accordingly. 1 Power Card from the same
color the student reported eating to a max of 6 cards If the
student did not present his/her journal, he/she gets the minimum of
1 Power Card Main Activity Loop Day 1 Entry Point Entry Point for
other days Play rst video of the corresponding Lesson. It will end
with some anxiety. The students must help the heroes. Do the
Rainbow Table activity from each lesson to complete the Rainbow
Table. The teacher checks the Rainbow Table. If it is completed,
she plays the Winning Video/Music. Teacher presents new Food Cards
and adds them to the corresponding place on the Foodland Poster.
After adding the Food Cards to the Foodland Poster, they perform an
Activity to help absorb and reinforce the content. Teacher assigns
homework for the next class. (Home activity) Eat at least one
healthy food and register it in the Food Journal. The Activity
unlocks the second video with a happy ending from the heroes.
119. Module 4 Components 1) Power Cards 2) Fake Cards 3)
Rainbow Table 4) Beginning Videos 5) Food Cards 6) Secret Cards 7)
Foodland Poster 8) Protein Video and Calcium-Chalk Experiment Video
9) Cutout of Hero Healer to hide in classroom before class starts.
10) Fuel My Body Worksheet (need cards that can stick to the kids)
11) Ending Videos 12) Home Activity Assignments (Power Food
Matching Home Activity) 13) Food Journals for Homework
120. Day 1
121. Required Materials: 1) Secret Cards Growing Nature Healthy
Heart Healthy Muscles Healthy Teeth Strong Bones 2) Rainbow Table
3) Foodland Poster 4) Beginning Video 5) Protein Video and
Calcium-Chalk Experiment Video 6) Ending Video 7) Food Cards 8) 5
sets of Sorting Activity Materials: 2 different colored tape,
Protein/Calcium/Garbage Label Cards 9) Protein and Calcium Home
Activities 10) Food Journal as Homework (Mod 4, Day 1): Super Food,
Super Me (40-min)
122. (Mod 4, Day 1): Super Food, Super Me (40-min) Schedule
Planning: 0-5 (5 min): The teacher checks the Food Journals and
distributes Power Cards accordingly. She points out the 5 Food Hero
Buddies (FHB) for the day (as selected from the previous day) and
divides the class into 5 groups (with one FHB in each). 5-10 (5
min): Play Beginning Video: Other heroes are hovering around Hero
Strength and Hero Speed, who are lying oppily on the oor. [Hero
Strength]: I feel so weak today, I cant lift heavy things [Hero
Speed]: Me too, I cant run fast or jump high. [Hero Healer]: Kids,
it seems like Hero Strength and Hero Speed have lost some strength
and their bones are weak. [Hero Smarts]: Hm, this is surely a
mystery. Hero Smarts notices a trail of chicken pieces and spinach
on the ground. [Hero Smarts]: Aha! It must be the villain Floppy
Fiona and her tricky ways again! It seems like she has her french
fry underlings steal our source of protein and calcium, the main
ingredients for strong muscles and bones! [Hero Strength]: Kids,
please help us recover our strength and bones by nding Floppy
Fiona! First, you need to be able to determine what has protein and
calcium. Lets rst watch a video about protein! Play Protein Video
(from the Protein Worksheet). Explain that we also need calcium
because it helps build strong bones. Show the video of the
Calcium-Chalk Experiment. Further explain that strong muscles help
support the bones and together it makes us powerful. Protein and
calcium come from both vegetables and meats. The teacher can show
an image of real foods that provide protein and calcium.
123. (Mod 4, Day 1): Super Food, Super Me (40-min) 10-17 (7
min): The students are supposed to help the super heroes to recover
their powers by using their Power Cards. Play the Charades Game
with the following Secret Cards: Healthy Muscles, Healthy Bones,
Healthy Heart, Healthy Teeth and Growing Nature. The students
should put 3 cards from each color at the Rainbow Table to complete
it. See the game rules here. Once the Rainbow Table is completed,
the teacher plays the Winning Song and each FHB can draw the name
of one FHB for the next lesson. The teacher should write down these
names for the start of the next lesson. The teacher will present
the new Food Cards to the kids. For each one they should decide
where it belongs on the Foodland Poster (FLP), place a sticker on
it and place it at the corresponding location on the FLP poster.
17-30 (13 min): Sorting Activity: The teacher will make a Venn
Diagram, with 2 different colors of tape, on the oor. (See example
illustration.) She places a label for Protein above one circle and
Calcium above the other. She then explains that the middle category
(the overlapping middle area of the two rings) can provide both
protein and calcium. For the respective 5 teams, the teacher will
hand out an equal number of Food Cards to each team member.
Everyone will place their cards in the corresponding places. Team
members can help each other out. At the end, the Teacher will check
their work and correct them if they are wrong. 30-34 (4 min): [do a
short Q&A of which 2 items have more/less protein and
calcium]
124. (Mod 4, Day 1): Super Food, Super Me (40-min) 34-35 (1
min): Ending Video: The Food Heroes have discovered Floppy Fiona
and the French Fries in a storage room with all the Power foods
that they had snatched. [Hero Strength]: Aha! We caught you! Thanks
to the Food Hero Buddies, we regained our muscle and bone strength!
Now return our power foods! Show Hero Strength and Speed eating
some chicken. [Hero Strength]: Thanks kids! This is denitely
helping. But something is a bit wrong. There seems to be too much
fat in our chicken, and its fried! Fried foods make us sleepy and
slow. It seems that the underlings were a bit sneaky and injected
some fat. Make sure to eat lean meat, such as Chicken and Fish!
Hero Strength tosses the Fried Chicken and picks up some lean
sh/chicken. In the meantime, Floppy Fiona has her French Fry
Minions gather in front of her, ready to attack Hero Strength.
[Floppy Fiona]: Oh you wont get away so easily. French Fry Minions,
charge! Hero Strength transforms into his superhero version, exes
his muscles, then charges toward them at full strength, like a
football player into the French Fry stampede. They make contact
like a bowling ball hitting bowling pins. All the French Fry
minions go ying into the air. [Floppy Fiona]: You got me this time,
but next time will be harder! [She runs away]. [Hero Social]: Oh!
She ran away so hurriedly. Next time we should invite her to eat
with us at the Rainbow Table. I think she keeps stealing our food
because shes so oppy and lacks the nutrition for strong muscles and
bones! [Hero Smarts]: Thats a fantastic idea Hero Social! And thank
you Super Hero Buddies for helping us today. Wonderful job
identifying those foods with Protein and Calcium. However, bones
will take some time to grow. Your mission is to eat foods with lots
of calcium in them. Make sure to eat them with your family and
share pictures on WeChat. What you eat will help us Super Heroes
too. Tiiill next time! 35-40 (5 min): Pass out the take home
activities for Protein and Calcium. (need to add more vegetable
sources, less meat)
125. Protein-Calcium Sorting Activity (Example, played on oor)
Protein Calcium Garbage Soda Fake Food Soda Fake Food Red Meat
126. Protein-Calcium Sorting Activity (Example, played on oor)
Protein Calcium Garbage Soda Fake Food Soda Fake Food Red Meat
Label Cards Different Colored TapeFood Cards for Activity
127. Day 2
128. Required Materials: 1) Secret Cards Beautiful Skin and
Hair Endurance Healthy Gut Healthy Lungs 2) Rainbow Table 3)
Foodland Poster 4) Beginning Video 5) Ending Video 6) Food Cards
(Ones not yet introduced) 7) Cutout of Hero Healer to hide in
classroom before class starts. 8) Fuel My Body Worksheet (need
cards that can stick to the kids) 9) Power Food Matching Home
Activity 10) Food Journal as Homework (Mod 4, Day 2): Super Food,
Super Me (40-min)
129. Schedule Planning: 0-5 (5 min): The teacher checks the
Food Journals and distributes Power Cards accordingly. She points
out the 5 Food Hero Buddies (FHB) for the day (as selected from the
previous day) and divides the class into 5 groups (with one FHB in
each). 5-6 (1 min): Play Beginning Video: Heroes Strength and Speed
are acting strong and speedy. [Hero Strength]: Thanks kids! You
helped a lot last time! You have defeated Floppy Fionas evil plans.
Sometimes she tricks young kids into eating foods that are not good
for them. [All of a sudden candy and french fries rain down on them
and they start to get weak. They look at each other and notice Hero
Healer is missing]. [Hero Smarts]: Oh dear, Hero Healer seems to be
missing! Only she knows how to defeat the harmful effects of Junk
Food. We should have listened to her when she was telling us how to
eat healthy. Kids, help us by learning which foods give you power
and which dont! 6-14 (8 min): The students are supposed to help the
super heroes to recover their powers by using their Power Cards.
Play the Charades Game with the following Secret Cards: Beautiful
Skin and Hair, Endurance, Healthy Gut and Healthy Lungs The
students should put 1 card from each color at the Rainbow Table to
complete it. See the game rules here. Once the Rainbow Table is
completed, the teacher plays the Winning Song and each FHB can draw
the name of one FHB for the next lesson. The teacher should write
down these names for the start of the next lesson. The teacher will
present the new Food Cards to the kids. For each one they should
decide where it belongs on the Foodland Poster (FLP), place a
sticker on it and place it at the corresponding location on the FLP
poster. (Mod 4, Day 2): Super Food, Super Me (40-min)
130. 14-29 (15 min): Do the Fuel My Body Activity. Have the
Super Hero Buddies stand up to portray the four weakened heroes
from the video. The other kids will stick ashcards with different
foods on the buddies corresponding body parts to heal them. Once a
group nishes (the teacher will double check for correctness), she
will then have them act out their Super Hero Power. They can help
other teams. 29-34 (5 min): Once nished, the teacher asks each
group to name a vegetable source for Protein and Calcium (to
reinforce the Day 1 content). Afterwards, she will then reveal
where to nd Hero Healer, and the kids can then go nd her. 34-35 (1
min): Ending Video: [All 4 Heroes gather around Hero Healer] [Hero
Healer]: Thank you Super Hero Buddies for nding me! Im so proud of
you all for learning the super powers of the healthy power foods as
well as the bad effects that Fake Foods have on us. She eats her
favorite power food then transforms into her superhero version. She
then gives each of the other Food Heroes their favorite foods,
gives them a hug, and watches as each Food Hero transforms into
their superhero versions. Each Food Hero poses in their respective
superhero form. [Hero Social]: As a reward, youll be given Rainbow
Tables [placemats with cutouts] so that you can eat with your
friends and family. Dont forget to ask your parents to show them on
WeChat! With us by your side, weve got you covered - helping you
eat the right foods with all the colors of the rainbow, to stay
healthy, strong, focused, and happy! Power on! 35-40 (5 min): Pass
out the take home activities for Power Food Matching. (Mod 4, Day
2): Super Food, Super Me (40-min)
131. Super Food, Super Me: Power Food Matching Activity
(example) Stronger Memory Walnuts Healthy Eyes Carrots Celery
Healthy Bones Healthy Lungs Grapes Match the food to their
power.
132. MODULE 5: Dont Be Gross
133. Objective: Learn the importance of food safety, and how to
buy and prepare food safely. Day 1: SWBAT (students will be able
to) say why it is important to wash his or her hands and the steps
to proper handwashing. Day 2: SWBAT distinguish between dirty and
clean foods and dene what a pesticide is. Guidelines for the
teachers
134. 1) On the 1st day there will be no FH Buddies (FHBs). 2)
FH Buddies on Day 2 are then selected by doing the best in their
Food Journals (most colorful). Teacher checks the Food Journals and
distributes the Power Cards accordingly. 1 Power Card from the same
color the student reported eating to a max of 6 cards If the
student did not present his/her journal, he/she gets the minimum of
1 Power Card Main Activity Loop Day 1 Entry Point Entry Point for
other days Play rst video of the corresponding Lesson. It will end
with some anxiety. The students must help the heroes. Do the
Rainbow Table activity from each lesson to complete the Rainbow
Table. The teacher checks the Rainbow Table. If it is completed,
she plays the Winning Video/Music. Teacher presents new Food Cards
and adds them to the corresponding place on the Foodland Poster.
After adding the Food Cards to the Foodland Poster, they perform an
Activity to help absorb and reinforce the content. Teacher assigns
homework for the next class. (Home activity) Eat at least one
healthy food and register it in the Food Journal. The Activity
unlocks the second video with a happy ending from the heroes.
135. Module 5 Components 1) Power Cards 2) Fake Cards 3)
Rainbow Table 4) Intro Videos/Stories 5) Food Cards 6) Secret Cards
7) Foodland Poster 8) Material for the Peppa Pig Handwashing
activity Blindfolds, soap, washable non-toxic paint, small cups
(for holding paint), newspapers to cover the workplace and trash
bags to protect clothes. 9) Fuel My Body Worksheet (need cards that
can stick to the kids) 10) End-Class Videos 11) 27 paper Food Cards
(from Dirty Dozen, Clean Fifteen) for the homework activity
(children are going to write on them) 12) Material for the
Invisible Pesticides activity Apples, Lemon juice+Baking soda or
Salt, Water, Brush or metal scourer, 2 Large washing bowls, Towel
for drying 13) Clean and Dirty food sheets for nal home activity
14) Food Journals for Homework
136. Day 1
137. Required Materials: 1) Power Cards 2) Rainbow Table 3)
Intro Video 4) Food Cards (from Dirty Dozen, Clean Fifteen) 5)
Foodland Poster 6) Material for the Peppa Pig Handwashing activity
Blindfolds, soap, washable non-toxic paint, small cups (for holding
paint), newspapers to cover the workplace and trash bags to protect
clothes. 7) End-Class Video 8) 27 paper Food Cards (from Dirty
Dozen, Clean Fifteen) for the homework activity (children are going
to write on them) 9) Food Journal as