To Health
piHHopto HealthEvidence-Based Obesity Prevention Curriculumfor Early Childhood Classrooms
piHHopto HealthHip Hop to HealthHip Hop to Health is an evidence-based obesity prevention curriculum for children ages 3-5 years old. Thiscurriculum is designed to be taught to children in a school or childcare setting. Many educators find the programworks well for kindergarteners and first graders as well. The eight lessons are designed to be taught consecutively insessions that last approximately 20 minutes. The eight session topics are: Go & Grow Foods vs. Slow FoodsFruitsVegetablesGrainsProteinMilkDrinking Water and Moving Your BodyHealthy SnackingEach lesson plan concludes with a 20-minute physical activity session with the children. The manualrecommends that you lead them in one of the two routines included on the Hip Hop to Health CD. Theworkouts are great fun and the children will look forward to the exercise portion of the curriculum every time!AcknowledgmentsHip Hop to Health was been designed, developed and tested with support from the National Heart, Lung, and BloodInstitute (Grant Nos. HL5887 and HL081645) and the National Cancer Institute (Grant No. CA121423) of the National Institutes of Health with Marian L. Fitzgibbon, PhD, as principal investigator. This curriculum has been madeavailable with support from the National Institute of Food and Agriculture of the U.S. Department of Agriculture(Award No. 2011-67001-30109).The authors wish to thank the University of Illinois Extension Cook County and the Chicago Partnership for HealthPromotion at the University of Illinois for partnering with us in the adaption, implementation, evaluation, anddissemination of this evidence-based obesity prevention intervention to families participating in SupplementalNutritional Assistance Program Education in Chicago.AuthorsMarian Fitzgibbon, PhD, Melinda Stolley, PhD, Angela Odoms-Young, PhD,Jennifer McCaffrey , PhD, RD, Lara Blumstein, MASuggested CitationFitzgibbon, Marian L. Hip Hop to Health: An Evidence-Based Obesity Prevention Curriculum for Early ChildhoodClassrooms. Chicago: Institute for Health Research & Policy, University of Illinois at Chicago; 2016.For More InformationLearn more about this curriculum, including links to peer-reviewed articles that describe studies of this curriculum,visit http://go.uic.edu/HipHopToHealthCurriculumCover PhotoUsed with permission of iStock.com/Jani BrysonCopyright Jani Bryson
Hip Hop to HealthCurriculum covers 8 healthy eating and exercise topics Each topic is 35-40 minutes Lessons are 15-20 minutes Engaged physical activity is 20 minutesLessons could include one ortwo of the following ISCUSSIONSPUPPET SHOWContentsTOPIC 14 Go & Grow Foods vs. Slow FoodsTOPIC 210 FruitsTOPIC 318 VegetablesTOPIC 426 GrainsTOPIC 536 ProteinTOPIC 644 MilkTOPIC 752 Drinking Water and Moving Your BodyTOPIC 862 Healthy Snacking2HipHop to Health Curriculum
Kit includes Hip Hop to Health music CD with routines Go & Grow vs. Slow flash cards Stoplight/Foodlight poster 7 food puppets Books Including “Who Helps You Go and Grow?”and “Thomas has a Winning Day!”Hip Hop to Health CDGo & Grow vs. Slow flash cardsHipHop toHealthbrocolliBookBookThomas has aWinning Day!¡Tomás triunfóeste día!Stoplight/Foodlight PosterWho Helps YouGo and Grow?Quién te ayuda amover y crecer?By Melinda StolleyTranslation by Leo RestrepoFood PuppetsMiss FruitMr. VegetableMr. ProteinMiss GrainMiss DairyMiss SweetMr. Fat3
TOPIC 1Go & GrowFoods vs.Slow FoodsBACKGROUNDWhat you should know Go & Grow foods are foods that make your bodyhealthy and strong. Go & Grow foods are low in fat and calories and highin nutrients. Slow foods are foods that are unhealthy if eaten toomuch or too often and make you feel slow. Slow foods are high in fat and calories and low innutrients.OBJECTIVEWhat children will learn We are introducing a basic system of food classification. Children will be able to identify Go & Grow foods and willknow they are good for their bodies. Children will be able to identify Slow foods.4HipHop to Health Curriculum
Overview40 minutes total timeEach core lesson is 20 minutes and each physical activityis 20 minutes.DO THIS: CORE LESSONWho Helps You Go & Grow?20 minutesIntroduce the concept of the food stoplight/foodlight; greenrepresents Go & Grow foods and yellow represents Slow foods —foods that if we eat too much of will make us slow.Read the book “Who Helps You Go & Grow?”Introduce the food puppets.Play “Go & Grow or Slow” Game.Have the children run in place at a fast pace when you show apicture of a Go & Grow food and then run in slow motion whenyou show a picture of a Slow food.DO THIS: PHYSICAL ACTIVITYCD Routine20 minutesComplete one of the two physical activity routinesprovided on the Hip Hop to Health CD.5
Who Helps You Go & Grow?20 minutesSUPPLIESWho Helps YouGo and Grow?Quién te ayuda amover y crecer?By Melinda StolleyTranslation by Leo Restrepo“Who Helps YouGo & Grow” bookStoplight/FoodlightposterFood PuppetsMiss FruitMr. VegetableMiss SweetMr. ProteinMiss GrainMiss DairyMr. FatHipHop toHealthbrocolliGo & Grow vs. Slowflash cards6Hip Hop to Health CDHipHop to Health Curriculum
LESSON STEPSStep 1.Show the children the stoplight side of the poster. Review whateach color means.Red - stopGreen - goYellow - slow downHave them repeat these distinctions several times.Step 2.Turn poster over and show the foodlight (green circle and yellowtriangle). Ask the children:“What is this? A green circle — right. What does this sign mean toyou? Go? That’s right — we’re going to call this green circle the Go& Grow circle. Everybody say Go & Grow!”NOTE: Usegestures for “Go & Grow” — swing your elbows quicklyas if running in place while you say “go” and reach up high on“grow.”“Go & Grow foods are foods that are good for our bodies. Theymake us strong and help us grow up healthy. Say it again Go &Grow!”Step 3.Next point to the yellow triangle. Ask the children:“And what is this? A yellow triangle — that’s right. What does itmean to you? Slow down? That’s right. Everybody say Sloooow.”NOTE: Slouchyour body and look tired when you say “sloooow.”“That’s right. Slow foods are foods that may taste good, but if youeat too many of them, they will make you sloooow. What will theymake you? Sloooow. That’s right. Now we are going to use thesesigns to help us learn which foods will help us Go & Grow, andwhich foods will make us Slow. Do you want to know how Go &Grow foods help our bodies get stronger, and Slow foods slow usdown?”7
Step 4.Read the book “Who Helps You Go & Grow?”Who Helps YouGo and Grow?Quién te ayuda amover y crecer?By Melinda StolleyTranslation by Leo Restrepoby Melinda Stolley.Note: Make sure to point out the examples of different kinds offoods that go with each character. You are introducing the conceptof food classification. Be clear and use examples the children arefamiliar with.INTRODUCE THE FOOD PUPPETS.“Now we are going to meet some characters who are going to helpus with learning about keeping our bodies healthy and strong! Theywill be joining us for many of our lessons.”NOTE: Introduceeach puppet with a distinct voice and personalityand a sentence describing what they represent.SAMPLE SCRIPT:“Look who is here to visit us! Say hello to our Go & Grow friends.”Miss Fruit: “Hello, children! I’m Miss Fruit and I’msweet and delicious and good for your body!”Mr. Vegetable: “Hi, I’m Mr. Vegetable! All my treatsare so good for you. I’ll really make you healthy andstrong.”Mr. Protein: “I’m Mr. Protein! You can find me inchicken and turkey, fish and eggs!”Miss Grain: “I’m Miss Grain and you can find me incereal, bread, rice, and crackers, but remember thatwhole grains are best!”Miss Dairy: “I’m Miss Dairy, and you can find me inmilk, yogurt, cheese, and other milky treats!”8HipHop to Health Curriculum
“And here we have our Slow food friends ”Miss Sweet: “Hi kids! I’m Miss Sweet. My candyand cakes may taste soooo good, but if you eat toomuch of me your body will feel slowwww!”Mr. Fat: “I’m Mr. Fat, and I’m in French fries andchips and other fatty treats. I may taste good, buttoo much of me and you’ll really slow down.”Step 5.Play Go & Grow or Slow GameHave the children run in place at a fast pace when you show apicture of a Go & Grow food flash card and then run in slow motionwhen you show a picture of a Slow food flash card. Announce whatthe food is and start the appropriate corresponding movementeach time you turn over a card. Model each movement for theappropriate food and have children keep moving fast or slow untilyou show the next card/food. Keep going for at least 10 differentcards.PHYSICAL ACTIVITYCD Routine20 minutesComplete one of the two physical activity routinesprovided on the Hip Hop to Health CD.9
TOPIC 2FruitsBACKGROUNDWhat you should know Fruits are a Go & Grow food because they are high in vitamins,minerals, and fiber. Fruit is good for a snack and a better option than slow foodslike chips, candy, or cookies. You want to try to eat fruit at every meal.OBJECTIVEWhat children will learn Children will be able to identify different kinds of fruits andclassify them as Go & Grow foods.10HipHop to Health Curriculum
Overview40 minutes total timeEach core lesson is 20 minutes and each physical activityis 20 minutes.DO THIS: CORE LESSONCore Concept Lesson10 minutesMiss Fruit introduces fruit as a Go & Grow food that childrenshould try to eat every day. Play the game “What Am I?” to teachkids what foods are fruits.DO ONE: SUPPLEMENTAL ACTIVITYACTIVITY 1Fruit Tasting10 minutesFollowing the core concept lesson, children receive small samplesof a variety of fruits to taste and discuss.ACTIVITY 2Fruit Graph10 minutesFollowing the core concept lesson, take a poll of children’s favoritefruits, graph them, and discuss the results.ACTIVITY 3From Seed to Fruit10 minutesFollowing the core concept lesson, read the book “I Like FruitAfter the story, cut open some fruit to show kids the different kindsof seeds. Review basic concepts of the book with discussion andquestions.DO THIS: PHYSICAL ACTIVITYCD Routine20 minutesComplete one of the two physical activity routinesprovided on the Hip Hop to Health CD.11
HipHop to Health Curriculum
Miss Fruit: Okay, next fruit. I am long and yellow. Iam soft and chewy. Monkeys really like me. I come inbunches.”(Children respond.)Miss Fruit: “Are you ready for another one? Okay. I amround and very juicy. Many people drink my juice in themorning. I have a thick skin that you peel in order to eatme. My name is the same as my color.”(Children respond.)Miss Fruit: “This is a tough one. We are purple or green.Lots of us come together. If you leave us in the sun we willbecome raisins.”(Children respond.)Miss Fruit: “Let’s look at some other fruits that aren’tas common as the apple, orange, banana and grapes.Anybody know what this is? (Hold up a mango or pear orsome other fruit kids may know or don’t know.) A mango,that’s right. Let‘s think about how we might describe amango.”Ask children to give their own clues yellow/red skin, sweet, juicy, yellowon the inside, big pit, etc.13
ACTIVITY 1Fruit Tasting10 minutesNOTEIf you choose this activity, you maygive the children tastes of the fruiteither: (a) during the game What AmI, immediately after the clue for thatparticular fruit; or (b) after you playthe game What Am I.OVERVIEWLet children sample a number of(at least 3) different fruits — notingtheir smell, color, and taste (sweet,tart, juicy).SUPPLIESSmallMiss Fruitpuppet paper cupsNapkinsCut-up pieces of differentkinds of fruits (3 or 4)KnifePREP WORKCut up small pieces of three different types offruit for the children to taste. Make sure to haveenough pieces for each child in class.ACTIVITY STEPSStep 1.Have Miss Fruit start by talking to the children.Miss Fruit: “Now we are going to taste some of the fruitswe have been talking about. We will take turns telling thegroup what we notice about the fruit we are tasting.”Step 2.Begin food tasting by giving each child a small paper cup to hold theirfruit.Step 3.Give children small tastes of each fruit.Step 4.Choose children to describe the fruit — the color, the texture (hard, chewy,soft), the taste. Do this with each fruit, asking different children each time.PHYSICAL ACTIVITYCD Routine20 minutesComplete one of the two physical activity routinesprovided on the Hip Hop to Health CD.14HipHop to Health Curriculum
ACTIVITY 2Fruit Graph10 minutesOVERVIEWTake a poll of children’s opinions oftheir favorite fruit and create a graphof the results.SUPPLIESPoster Board or largepiece of paperPictures of fruitsor actual fruitsMarkerACTIVITY STEPSStep 1.Tell children that we are going to compare different kinds of fruits we mayeat to see what fruits the class likes best. We will do this by creating whatis called a graph.Step 2.Start by showing them the graph setup that you have created.Step 3.Ask each child one at a time what their favorite fruit is. Place a mark(sticker, draw a star, etc.) next to the fruit that child preferred.Step 4.Point out which fruit or column had the most stars, marks, etc. to show thatthat was the most favored fruit. (You can go on to make a class bar graph,line graph, etc.)PHYSICAL ACTIVITYCD Routine20 minutesComplete one of the two physical activity routinesprovided on the Hip Hop to Health CD.15
HipHop to Health Curriculum
TOPIC 3VegetablesBACKGROUNDWhat you should know Vegetables are a Go & Grow food because they are highin vitamins, minerals, and fiber. You want to try to eat vegetables at every meal.OBJECTIVEWhat children will learn Children will be able to identify different kinds ofvegetables and classify them as Go & Grow foods.18HipHop to Health Curriculum
Overview40 minutes total timeEach core lesson is 20 minutes and each physical activityis 20 minutes.DO THIS: CORE LESSONCore Concept Lesson10 minutesStart by reading the book “Growing Vegetable Soup” with thekids. Mr. Vegetable introduces vegetables as a Go & Grow foodthat children should try to eat at every meal. Mr. Vegetable thenplays “Where’s the Vegetable?” with the children to teach themwhat foods are vegetables.DO ONE: SUPPLEMENTAL ACTIVITYACTIVITY 1Vegetable Tasting10 minutesFollowing the core concept lesson, children receive small samples ofa variety of 3 or 4 vegetables to taste and discuss.ACTIVITY 2Eat the Rainbow10 minutesHand each child a fruit and vegetable rainbow picture to takehome and a crayon and ask them to circle some fruits and vegetables they would eat.ACTIVITY 3How Does Your Garden Grow10 minutesUsing a Root View Farm or small paper cups, dirt and seeds, setup a small garden with the kids so they can observe the progressof the growth and maybe even taste the results in the comingweeks.DO THIS: PHYSICAL ACTIVITYCD Routine20 minutesComplete one of the two physical activity routinesprovided on the Hip Hop to Health CD.19
CORE LESSONCore Concept LessonOVERVIEWStart by reading the book “GrowingVegetable Soup” with the kids. Mr. Vegetablethen introduces veggies as a Go & Growfood that children should try to eat at everymeal. Mr. Vegetable then plays “Where’sthe Vegetable?” Mr. Vegetable has thekids shout “Where’s the vegetable” and inresponse brings out a vegetable or a pictureof a vegetable and the kids identify it. Mr.Vegetable then explains why it’s a Go &Grow food.10 minutesSUPPLIESHipHop toHealthlibrocol“GrowingMr. VegetableVegetable Soup”puppetbookVegetables (4 or 5) orvegetable flash cardsLESSON STEPSStep 1.Read the book “Growing Vegetable Soup” by Lois Ehlert. Make sure to callattention to each different kind of vegetable in the book.Step 2.Mr. Vegetable leads the class in the game “Where’s the Vegetable?”Mr. Vegetable: “Hello class! Can you tell me what I looklike?”(Children respond.)Mr. Vegetable: “Yes, a carrot! A carrot is a vegetable andthat’s my name! Vegetables are foods that are sooo goodfor your body. We have lots and lots of vitamins and thingsthat make you Go & Grow! Now, we’re going to play alittle game. I want all of you to repeat after me ‘Where’sthe vegetable?!’”(Children respond.)Step 3.HipHop toHealthlibrocol20Bring out a picture of a vegetable on a food card.(It is effective if you make some sort of sound as the picture comes out asif the vegetable is riding a horse or train, etc.)HipHop to Health Curriculum
Mr. Vegetable: “Can anyone tell me what vegetablethis is?”Step 4.Have kids identify the vegetable in the picture. Let them yell and keep theirenergy high!Mr. Vegetable: “That’s right — that’s broccoli! A verydelicious and nutritious vegetable friend of mine. Let’s tryanother!”Step 5.Reinforce that each food is a vegetable, and vegetables help you Go &Grow! Repeat with at least 5 vegetables.21
ACTIVITY 1Vegetable TastingOVERVIEWLet children samplea number of differentvegetables — notingtheir smell, color, taste,and texture (crunchy,soft, juicy).10 minutesSUPPLIESMr. VegetablepuppetCut up pieces of differentkinds of vegetables (3 or 4)KnifeNapkinsSmall papercupsPREP WORKCut up small pieces of 3 or 4 different types of vegetables for thechildren to taste (examples: baby carrots, grape tomatoes, cucumbers).Make sure to have enough pieces for each child in class.ACTIVITY STEPSStep 1.Have Mr. Vegetable lead the vegetable tasting.Mr. Vegetable: “Now we are going to taste some of thevegetables we have been talking about. We will take turnstelling the group what we notice about the vegetables weare tasting.”Step 2.Begin food tasting by giving each child a small paper cup to hold theirvegetables. Give the children small pieces of a baby carrot.Step 3.Choose children to describe the vegetable — the color, the texture (hard,chewy, soft), the taste. Do this with each vegetable, asking differentchildren each time.Repeat with another type of vegetable, like a cucumber.PHYSICAL ACTIVITYCD Routine20 minutesComplete one of the two physical activity routinesprovided on the Hip Hop to Health CD.22HipHop to Health Curriculum
ACTIVITY 2Eat the Rainbow10 minutesOVERVIEWSUPPLIESGive children a picture of the fruitand vegetable rainbow and havethem circle their favorite fruits inevery color.HipHop toHealthEat the Rainbow!Mr. VegetablepuppetFruit and VegetableRainbow handoutsCrayon or markerfor each childACTIVITY STEPSStep 1.Have Mr. Vegetable start by talking to the children.Mr. Vegetable: “Okay everybody, did you know that itis best to eat different fruits and vegetables in differentcolors? Fruits and veggies that are different colors havedifferent vitamins that are healthy for our bodies.”Step 2.Show children the fruit and vegetable rainbow.Step 3.Hand out a fruit and vegetable rainbow to each child and a marker orcrayon and then ask them to identify some of the different fruits andvegetables in each color band.Step 4.Ask children to circle all of the things they like to eat.Step 5.Let the kids take the fruit and vegetable rainbows home to show theirPHYSICAL ACTIVITYCD Routine20 minutesComplete one of the two physical activity routinesprovided on the Hip Hop to Health CD.23
ACTIVITY 3How Does Your Garden Grow?OVERVIEW10 minutesSUPPLIESUsing paper cups, dirt, andseeds, set up a small gardenwith the kids so they canobserve the progress of thegrowth and maybe even tastethe results in the coming weeks.Mr. VegetablepuppetSmall papercupsPermanentmarkerBag ofpotting soilVegetableseeds like peashootsPREP WORKPour dirt to fill small cups 3/4 full for every child inclass. Fill another set of paper cups with a smallamount of water (1/3 the small cup size) for eachchild in class.ACTIVITY STEPSStep 1.Have Mr. Vegetable start by talking to the children.Mr. Vegetable: “Did you know that you can grow yourown vegetables in a garden? Have any of you seen avegetable garden before?”(Children respond.)Mr. Vegetable: “Some gardens are very big, but todaywe are going to make a small
curriculum is designed to be taught to children in a school or childcare setting. Many educators find the program works well for kindergarteners and first graders as well. The eight lessons are designed to be taught consecutively in sessions that last approximately 20 minutes. The eight session topics are:
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