2.NPA.1.1

2.NPA.1.1 Recognize the interrelationship of parts of MyPlate.The MyPlate model shows a sectioned plate as part of a table setting with five colors illustrating each food group (orange is grains, green is vegetables, red is fruits, and purple is protein, and blue is milk/dairy in a glass or bowl above the plate). The larger sections represent food groups that Americans need to eat more of (vegetables, grains) and smaller sections represent food groups they need to eat less of (protein, fruits). Oils, fats and sweets do not merit a category and should be eaten only in moderation (oils, fats, sweets). To balance their eating, most children and adults need to increase daily activity. Increases in activity should be gradual rather than all at once.
 * The student will describe the parts of MyPlate.
 * The student will explain how the parts of MyPlate relate to one another.

2.NPA.1.2 Plan meals that are chosen for energy and health.Students need to plan good choices for meals and activity each day. When going for energy, whole grains, fruits and vegetables are the ticket. Add a serving of protein or fat to modulate the blood sugar and the energy should last until the next meal. In planning a meal, students should explore all kinds of vegetables and fruits, selecting the ones they like or new ones they’d like to try. Half of the grain foods should be “whole” grain with fiber, while the other half can be refined like white rice or pasta. The protein can come from lean meat, chicken, fish, eggs, beans or peas. A carton of milk, a slice of cheese or cup of yogurt provides protein and calcium. Oil dressings on salads supply a little healthy fat to the meal.

Planning an activity to burn up calories and have fun is complementary to planning a good meal. Games and relay races are fun at recess. Physical education classes usually include warm up callisthenic exercises, aerobic activities to get the heart and blood pumping, and sometimes skill practice and games. At home, students can ride their bikes, scooters or skateboards, shoot hoops with neighbors or take a walk with Mom or Dad. Indoors, they can play interactive action games on Wii, jump rope, do an exercise DVD or Zumba for Kids, or exercise at a clubhouse gym. Hopefully, each student will find something during the day that they love to do.
 * The student will demonstrate the ability to compose a healthy meal they’d like to eat for breakfast, lunch or dinner.
 * The student will plan one or more physical activities he or she enjoys that add up to 60 minutes or more.

2.NPA.1.3 Classify activities in terms of their appropriateness for a healthy lifestyle.The time at school is predominantly sedentary (being still) with a lot of sitting, listening, thinking, writing and working together in groups. More sedentary time is spent doing homework. Some students in daycare or after school programs have opportunities to exercise, others do not. Students are left with a few hours per day to decide for themselves how to spend their time.

Some students choose additional sedentary activities like playing on the computer, reading, watching television, drawing, talking or texting on the phone or playing quiet games. Other students choose to go outdoors where they do active things with their bodies that involve walking, running, jumping, hopping, leaping, sliding or skipping. They work their legs playing soccer, or arms with cheerleading or tennis, or whole bodies with swimming, tumbling or dancing. Boys and girls can be either sedentary or active.

Active students tend to burn up calories, maintain their weight, and sleep well. They can focus on schoolwork because they have expended energy naturally. They are establishing the healthy pattern of getting daily exercise for their entire life. They believe in the benefits of an active lifestyle and want their bodies to stay healthy.

Sedentary students are prone to snack more, consume too much food, and feel like taking a nap. Their abdominal muscles lack strength, take on a layer of fat and begin to sag. Many sedentary students struggle with weight because of inactivity. They actually feel more tired and sluggish than those who worked their muscles hard. Inactivity and overweight leads to poorer body image in many students.
 * The student will record ways he or she is sedentary and ways to be active.
 * The student will contrast the outcomes of being active and being too sedentary.
 * The student will value an active lifestyle as demonstrated in a three-day activity recall.